CHARACTERS OF THE AMERICAN REVOLUTION

Rich man, poor man, beggar man, thief. . .

(WHAT?)

DATE DESIGNED

QUARTER USED

ASSESSMENT ANALYSIS

Target and Method

May 2003

First Quarter 2003

Reasoning, Skills, Product

Constructed Response and Performance

STANDARDS AND BENCHMARKS

LANGUAGE ARTS –Students will: SOCIAL STUDIES

• convey technical information in a written form appropriate to the audience;

• support an opinion using various forms of persuasion (factual or emotional) in speaking and writing;

• use organizational features of printed text such as citations, end notes, and bibliographic references to locate relevant information;

• evaluate information in light of what they know and their specific needs;

• use strategies to gain information from journals, research studies, and technical documents;

• use available technology to access information, conduct research, and produce a carefully documented product.

· Students know the general chronological order of events and people in history.

· Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.

· Students know how to interpret and evaluate primary and secondary sources of historical information.

· Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained.

(WHY?) (HOW?)

Knowledge and Skills

Colonialism, Revolutionary War—causes and effects, Puritans, Romantics and Classics

Relevance

This activity will give students the opportunity to evaluate the American Revolution from one person’s perspective. Students will use the research process and will document their sources and quotes. While the finished product will be a dodecahedron, students will go through the same process of research and organization that they will later for a formal written research product.

Application (work a/o college)

Following directions, attention to detail, time management, and completing a quality product are all marketable skills. Students will be refining these skills all year in American Studies. Applying the research process in the form of general inquiry and documenting sources are also skills that students will use in the their chosen vocations.

ASSESSMENT(s)

Students will choose a character from the Revolutionary War period and research that person’s role in the causes, effects,

and events of the Revolutionary War. Using their notecards (having met the deadlines and proficiencies), students will organize

this information into a dodecahedron. Students will have the opportunity to present their finished products to the class.

EVALUATION—See rubrics for topic selection, notecards, and dodecahedron

PROCESS

· Choose your person from the list, sign up and check that your topic is approved

· Sign up for approved topic by September 19—make sure that there are no repeats on your group’s block list

· Check to see that your choice is approved

· Begin research and notecards—Please see the suggestions for direction and focus.

· Keep track of your sources using bib cards.

· As you complete your bib cards, have Miss Perrin sign off for format and each acceptable source

· Remember that you need at least 10 cards from each source

Notecards SEE FORMAT PAGE FOR THESE

¨ Students will follow the correct format provided:

¨ 3x5 white lined index cards

¨ no post-it or spiral index cards

¨ code numbers in the upper left hand corner

¨ page numbers of the text in the lower right hand corner

¨ notecards without code numbers a/o page numbers are invalid and not eligible for credit

¨ Students will have original notecards—no two people should have the same notecards

¨ Notecards that are plagiarized are not valid and are not eligible for credit

¨ Students will have at least ten notecards per source

¨ Students will have at least a total of 50 notecards from at least 3 acceptable sources for proficiency

¨ 50 notecards do not include the bibliography cards in the count

¨ only notecards that meet the deadline are eligible for credit

Bibcards—SEE FORMAT PAGE FOR THESE

¨ Students will use at least 3 acceptable sources. At least two sources must be in print (book, pamphlet, or periodical).

¨ All Internet sources must be valid, with a reference, works cited or bibliography within the source

¨ Any Internet source used for this assignment must be in a hard copy at the request of Miss Perrin.

¨ All bibcards must be in correct format—

¨ All bib cards must have Miss Perrin’s signature by September 25 for notecards and bib cards to be eligible for credit.

· Finish your notecards in the library and turn them in by the end of the hour September 26.

· After you notecards have been evaluated, if you are not at proficiency, for either format or number, correct these and turn in by October 1.

· Trace your dodecahedron on poster board paper. Overhead projectors with the pattern are in rooms 118 and 120.

· Begin typing up your information and gathering the graphics for the dodecahedron—keep track of your documentation for the bibliography and citations

· Attach all of your text, illustrations and graphics when your dodecahedron paper is flat—this will help with final copy format for the dodecahedron.

· Assemble your dodecahedron. Using a hot glue gun works the best, and it helps if you have another pair of hands to help you. Be careful of hot glue. Dodecahedrons that are stapled, paper clipped or taped will not be eligible for credit. Waiting until the last minute to assemble this is not a good idea.

· Complete a typed formal bibliography. Use the correct format. Remember that Miss Perrin will proofread this through October 10. This is on a separate sheet of paper and is not attached to the dodecahedron.

· Turn in completed project with typed bibliography by October 14 at the beginning of the hour.

BIBLIOGRAPHY AND NOTECARD EXAMPLES

from “A Soft Wind Blowing Through the American West”

Willaims, Terry Tempest A Society to

Match the Scenery. Boulder: University

Press of Colorado, 1991.

Story: Japanese man

held the dirt in his hand and could tell where it was from

Comparison of the internment camps

regional diversity ties everything together

Ästories that bind man to the land

Story : Mexican

Church with the healing soil—“la tierra cura”

the earth heals

StoryÄconnects past—present—future

memory—imagination—possibility becomes the future

Brigham Young

Knew that the Salt Flats were the place he was searching for—spiritual tie to the land.

“Native people have always known that the earth is a storied landscape”

Fredrick Jackson Turner

“the Future Primitive”

Story of Western settlement is spiritual

not only Natives –Kalahari bushmen say “ a story is like the wind. It comes from a far-off place and we feel it.”

Herman Melville

“It is not down in any map: true places never are”

story: Native American children and the Mountain Lion

Chants in the back of the truck

Danger to the sheep

“The Coyote Clan harbors myriads of stories that evoke a sense of place, a sense of belonging to something much larger than ourselves.”

EVALUATION FOR NOTECARDS AND BIBLIOGRAPHY CARDS

100 POINTS

¨ minimum of 75 notecards from a total of three valid, acceptable sources—at least two of the sources must be from print

¨ cards have valid information that provides focus and support

¨ bibliography cards are error free and signed by Miss Perrin

¨ notecards and bib cards are in the correct format:

¨ code numbers in the upper left corner

¨ page numbers in the lower right hand corner

75 POINTS a/o PROFICIENCY—your notecards must be proficient for you to continue

to the next step of the research process and project

¨ 50 notecards from at least three valid, acceptable sources—at least two of the sources must be from print

¨ cards have valid information that provides focus and support

¨ bibliography cards are error free and signed by Miss Perrin

¨ notecards and bib cards are in the correct format:

¨ code numbers in the upper left corner

¨ page numbers in the lover right hand corner

Only notecards from bibcards signed by Miss Perrin by September 25 will be eligible for credit

Proofread your work carefully! Errors in format will cost you points:

= 5 code numbers missing minus 10 points

= 5 cards with invalid or repetitive information minus 10 points

More than 10 missing code numbers, page numbers, or valid information will result in no more

than a 60 % score on notecards and bibliography cards, and a non-proficiency. This is attention

to detail, an important life-skill.

REFERENCE/DOCUMENTATION/WORKS CITED/BIBLIOGRAPHY

Here are a few things to consider as you complete your project:

DOCUMENTATION—CITATION

This is in your paper or on your project

Ø Make sure that you are including the required citations on your product (any information that is not original)

Ø Encyclopedias and Clip Art are not acceptable—either in print or CDROM (Encarta, Grolier, Compton, etc.)

Ø Look for the names of encyclopedias in the address. If it’s there, it is not a valid source.

Ø Do you understand the format for citation?

o For a quotation directly from the author of the text

“Quotation goes here” (author’s last name, page #).

o For a quotation from the text, by someone other than the author

“quotation” (who originally said/wrote this in author’s last name, pg#)

EXAMPLE—

“It was the best of times, it was the worst of times” (Dickens in Brown, 782).

This is a quote from a book by Brown on page 782. He is quoting Dickens, who actually wrote this in A Tale of Two Cities

o For statistics from the text

75% of all students will attend a four-year university (Carson, 24).

o For statistics from a study, quoted in a text

In a study by Sims, one out of two marriages will end in divorce(Carson, 24).

OR

One out of two marriages will end in divorce(Sims in Carson, 24).

o For a picture or graphic that is not your work

In the lower right-hand corner of the illustration

(Illustrator, if given, in Author’s last name, pg #)

OR

(Author’s last name, pg#)

BIBLIOGRAPHY/WORKS CITED/REFERENCE

The Works Cited/Bibliography page is an alphabetized compilation of all of the sources you cited in your paper or project. Even if you only used a few sources, you must have the documentation in order for your citations to be valid.

· All sources cited are included in the Works Cited page

· Works Cited page is alphabetized

· Use formal bibliography formats

Some common formats: These are also in your library handbook

q Book with one author or editor

Author’s last name, first name. Title of Book . City published: Publisher, Most recent

date published.

Ø You would cite this as (Author’s last name, page #).

q History textbook—Book with more than three editors

Danzer, Gerald A. and others ed. The Americans. Evanston, IL: McDougal Littell, 1998.

Ø You would cite this as (Danzer, pg#)

q Magazine article with author

Author of article’s last name, First name. “Title of Article.” Magazine title. Month day

and year of magazine: pages of article.

q Internet source

Creator of website’s last name, first name. “Title of website.” Online

http://complete address. Date you accessed this.

Ø You would cite this source as (Author’s last name).

q If you can’t find a creator of the website

“Title of the website.” Online http://complete address. Date you accessed this.

Ø You would cite this source as (Title of website)

Characters of the American Revolution Dodecahedron

Student Name _________________________________________

	5 20 points	4 18 points	3 15 points	0
CATEGORY	Exceeds the requirements with relevant additions	Very strong and meets requirements	Good work. A few (1-2) errors in format or content. Possibly errors in documentation format	Incomplete or not the assignment
Required Elements See Specifications	The dodecahedron includes all required elements as well as relevant additional information.	All required elements are included on the dodecahedron, but 1 or 2 may be unclear or unexplained	Missing 1-2 of the required elements included on the dodecahedron.	Several required elements were missing.
* Content - Accuracy	All content is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate or unclear.	The content is generally accurate, but two or more pieces of information are clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
* Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation from a valid source in the bibliography.	All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation from a valid source in the bibliography.	All graphics relate to the topic. All borrowed graphics have a source citation, but there may be errors in citation format. All citations are from valid sources in the bibliography	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation or the source is not in the bibliography, or is not a valid source.
Effectiveness	Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements of explanation or clarity. It is an adequate study guide.	Project is missing more than two key elements. It would make an incomplete study guide.	Project is lacking several key elements and has inaccuracies that make it a poor study guide.
Appearance	This dodecahedron is in final copy format. The additions enhance the project aesthetically while staying with the intent of the assignment. The dodecahedron is completely and correctly assembled. There are no glue gobs, loose edges or mechanical errors. All text is typed. Dodecahedrons that are stapled or taped will not be eligible for credit	This dodecahedron is in final copy format. Additions enhance the project aesthetically but may stray from the intent of the assignment. The dodecahedron is completely and correctly assembled. There are no glue gobs, loose edges or mechanical errors. All text is typed.	This dodecahedron is not in final copy format. Any additions distract from the intent of the assignment. The dodecahedron is completely and correctly assembled, but there are glue gobs, loose edges or mechanical errors. All text is typed.	This dodecahedron is incomplete either in assembly for content. There are glue gobs, loose edges or mechanical errors. These errors are distracting and make it impossibly to regard this for credit. Only projects with typed text will be eligible for credit.

* A complete and valid bibliography must accompany the dodecahedron for the project to be eligible for credit

12 CHARACTERISTICS OF THE DODECAHEDRON

Name, DOB, picture

What is this person most famous for during the Revolutionary War, and why

In at least one paragraph, describe how this person was an American revolutionary. Consider the risks—physical, social, economical, judicial –This information is the focus of the project

Specifically, what was this person’s role in the events leading up to the American Revolution?

What was this person’s role during the war?

How was this person involved in the building of our nation after the American Revolution, or what was his or her legacy to the country?

Find at least one quote either by your person or about your person that proves his or her role as a revolutionary leading up to the war or during the war. This must be correctly documented.

One illustration or collage that portrays this person’s continuing effect on America or Americans in 2003 Remember that any work that is not original must be documented,

What person in the last 50 years compares with this American Revolutionary?

In one paragraph, explain how these two people (your revolutionary and the person from # 9) compare. Plan ahead for this—it will take some time to organize and discuss your ideas.

11 and 12

These two sides are yours to enhance your dodecahedron. These are required for the project to be

eligible for credit. You may use illustrations, additional facts and information about your person,

quotes by your person, or quotes about your person (remember to include documentation). Both of these sides must add to your proof about why this person was an American Revolutionary a/o what his or her role was during the American Revolution.

®You will also have a bibliography for your dodecahedron. It will be typed in formal format and on a

separate sheet of paper. The bibliography is not attached to the dodecahedron.

The bibliography is due with the dodecahedron. Without the proper documentation, the project is not

eligible for credit.

Possible Topic’s List for Revolutionaries

*Topics will not repeat per block group (black or gold) and block

Abraham Baldwin	Charles Cotesworth Pinckney
Alexander Hamilton	Charles Pinckney
Ben Franklin	Commodore John Barry
Benedict Arnold	Crispus Atticus
Comte de Rochambeau	David Brearly
Daniel Morgan.	Deborah Sampson
Daniel Shays	Francis Marion
Deborah Sampson	George Rogers Clark
Ethan Allen	Gouvenour Morris
Francis Marion	Hugh Williamson
George Mason	James McHenry
George Washington	John Langdon
Henry Knox	Mary McCauley Hays (Molly Pitcher)
James Madison	Nathaniel Greene
James Otis	Rufus King
John Adams	Thomas Mifflin
John Hancock	William Blount
John Jay	Pierce Butler
John Paul Jones	Richard Henry Lee
John Rutledge	Robert Livingston
Jonathan Dayton	Roger Sherman
Marquis de Lafayette	Samuel Adams
Michael de Crevecoeur	Thomas Jefferson
Nathan Hale	Thomas Paine
Nicholas Gilman	William Few
Patrick Henry	William Livingston
Paul Revere

EXPLANATION:

Establishing this country as an independent republic was no easy task. It took the determination, leadership, and sometimes even the lives of extraordinary men and women. In order for us to study the many people who made a difference in winning the country’s freedom, each of you will be responsible for providing an overview for one of the revolutionaries. Your focus for this assignment is to research how your person made a difference during the Revolutionary War and why he or she was a revolutionary. While some personal details will help the class understand your person better, it is vital that your research stays focused on valid and relevant information. Your information will be valid with correct documentation from acceptable/approved sources. Relevant information follows the criteria for this assignment.

To keep your person’s accomplishments and role (s) during the Revolutionary war in focus, you will be following a very specific format. Part of that format will be to use a dodecahedron, and compiling your information on the 12 required sides. You will need to follow the directions and specifications for each side carefully. While the sides all relate in some way to the revolutionary’s role, your explanations and facts should not be repetitive. This will take strong clarification on your part. Your dodecahedron should provide a strong overview of a revolutionary’s actions during the war, and his or her impact on the future of the country. The dodecahedron should be a strong study guide about this revolutionary and the war.

Topic selection and approval

You may select your topic from the list, or select a person on your own. Your credit for selecting a topic depends on your meeting the deadline and receiving approval. Each topic will only be eligible for one student per block group (black or gold). It is your responsibility to check before you sign up for a topic to see if it is still available. Miss Perrin will approve topics by the end of each day. The earlier you sign up for a topic, the sooner you will find an approved topic. September 19 will be the last day for your topic to be approved and eligible for credit. Please understand that selecting a topic is only a part of this process—it must be approved and meet the deadline for credit.

We suggest that you do some preliminary research to determine if this is a topic that will engage you and will fit your research needs. It is your responsibility to decide whether this is a person who interests you. Again, the sooner you begin this process, the better.

Direction and focus for research

This project’s focus is why your person was a revolutionary and how he or she specifically contributed to the Revolutionary War. You will include your person’s role, motivation, outcome (s), and if the war brought any changes—personally, professionally, economically and/or socially to that person. Please see 12 Characteristics of the Dodecahedron for research criteria.

Accessibility of research materials

Students are responsible for finding time outside of class to research. They have two class periods to complete the research for this assignment, but students will need to complete research prior to the class time. Some material will not be available for students to take out of the library in order to provide all students with access. With sixty students in the library per class, availability of materials and accessibility for teacher help is limited. Students will be able to use class time more efficiently if they have at least 2 sources completed prior to September 25. Canon City High School’s library is open from 7:10 am – 3:15 every school day. It is open to students during both lunches. Our librarians are happy to help students with research, but it is important that students come to the library prepared. Students should have a topic and the assignment’s criteria with them.

Canon City’s public library is also available to students everyday. The public library requires that all students have a parent sign a permission form for students to access the Internet. The public library graciously takes a very active interest in CCHS students and has always provided our students with help. It is not the public library’s responsibility to meet an American Studies deadline. Students who wait until the last minute should expect to be frustrated, but should not take this out on anyone but themselves.

Students may use the Internet for information, however it is imperative that students are discerning about using documented and credible information. Anyone can post a website, and anyone can cut and paste information. Just because information is on the Internet, there is no guarantee that the information is correct, original, or relevant.

Since students are at least Juniors in American Studies, we expect them to go beyond a general information, and in most cases elementary, source like the encyclopedias. Encyclopedias, either in print format or online, are not acceptable sources. Students are encouraged to use relevant periodicals, university research websites, and specific texts. Students must use at least two print sources (book or periodical) for this assignment. This assignment does not require that students have access to the Internet.

Assembling the dodecahedron

Students are encouraged to bring in standard sized poster board paper early and trace the dodecahedron. This will give students time to assemble the dodecahedron and allow time for retracing, just in case. We suggest that students complete the paste up of information and graphics before they try and glue the dodecahedron together. Most students find that having another person either to hold the dodecahedron or to glue the dodecahedron makes the process easier. Hot glue is by far the best product for this project. Please remember that hot glue is just that—HOT! Be careful how you use it, and avoid burning yourself. It is a good idea to assemble a practice model to see how it fits together. You could do a smaller model for practice.

Students are able to trace the dodecahedron from 7:00 m-3:15 pm everyday through October 10. Unless there is a special activity in class, students who have a study hall or TA may come in to room 120 during another class and trace their models. There will not be time during students’ American Study class to trace.

Dodecahedrons held together with tape, paper clips or staples will not be eligible for credit.