Monday, October 10, 2016 Agenda: Finish reading 5.3 and complete reading notes Make a copy of the rubric and color-code vocabulary and goals Prepare to take a ROLE! Hello: Sit in a desk of your choice and get out your textbook. REMEMBER GEOGRAPHY RETAKES ARE AT LUNCH! Standards: 5.5.1 Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts). 8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. Learning Goal:To analyze a secondary source from the pre-revolutionary and revolutionary time.

Colonial Town Meeting: The year is 1767 Colonial Town Meeting: The year is 1767. Since the end of the French and Indian War, the British government has taken many controversial actions in the colonies. They are deciding whether or not to rebel against the British government. You are going to participate in colonial town meetings as historical figures from the Revolutionary era deciding whether to rebel against the British government. Each group has a point of view on the Revolution: Step 1: Read your role card together and note key information you will present. Step 2: Prepare a short introduction of your figure by completing these statements. My name is________________ I am a (Patriots/neutralists/loyalists) ________________ I believe__________ Step 3: When called upon, one group member will stand and present your historical figure to the class.

Agenda: Hello: Standards: Tuesday, October 11, 2016 Agenda: Reflection on 9 weeks grade Make a copy of the rubric and color-code vocabulary and goals Hello: Sit with your partner for the town hall meeting. Standards: 5.5.1 Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts). 8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. Learning Goal:To embody your given role and to represent them to the best of your ability.

Hello: Keep your Chromebooks closed. Tuesday, October 11, 2016 Agenda: Town Hall Meeting, take a vote Read Section 4 and complete reading notes, continue Town Hall Meeting Standards: 5.5 Students explain the causes of the American Revolution. 8.1.2 Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”). Learning Goal: To represent your assigned role while in the Town Hall meeting.

Hello: Keep your Chromebooks closed. Wednesday, October 132, 2016 Agenda: Town Hall Meeting, take a vote Standards: 5.5 Students explain the causes of the American Revolution. 8.1.2 Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”). Learning Goal: To represent your assigned role while in the Town Hall meeting.

Evaluate the actions of the British by completing these sentences: Step 1: Read your role card together and note key information you will present. Step 2: Prepare a short introduction of your figure by completing these statements. My name is________________ I am a (Patriots/neutralists/loyalists) ________________ I believe__________ Step 3: When called upon, one group member will stand and present your historical figure to the class. Evaluate the actions of the British by completing these sentences: The Proclamation of 1763 is fair/unfair because . . . The Stamp Act was fair/unfair because . . . The Quartering Act is fair/unfair because . . . 2. How should you and your fellow colonists choose to respond to the British government at this point in time? Comply (obey without question) Oppose (protest even if unwilling to rebel) Rebel (declare independence)

Hello: Keep your Chromebooks closed. Thursday, October 13, 2016 Agenda: Town Hall Meeting, take a vote Prepare for the next town hall meeting Read Section 5.4 and 5.5 and complete reading notes, continue Town Hall Meeting Standards: 5.5 Students explain the causes of the American Revolution. 8.1.2 Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”). Learning Goal: To represent your assigned role while in the Town Hall meeting.

Evaluate the actions of the British by completing these sentences: Step 1: Read your role card together and note key information you will present. Step 2: Prepare a short introduction of your figure by completing these statements. My name is________________ I am a (Patriots/neutralists/loyalists) ________________ I believe__________ Step 3: When called upon, one group member will stand and present your historical figure to the class. Evaluate the actions of the British by completing these sentences: The Townshed is fair/unfair because . . . The Boston Massacre was justified/unjustified because . . . 2. How should you and your fellow colonists choose to respond to the British government at this point in time? Comply (obey without question) Oppose (protest even if unwilling to rebel) Rebel (declare independence)

Hello: Keep your Chromebooks closed. 10 minutes to prepare for the next town hall meeting. Friday, October 14, 2016 Agenda: 1. Town Hall Meeting, take a vote Townshend Act and Boston Massacre 2. Read 5.6 and 5.7 and complete reading notes: Prepare for the next town hall meeting. Homework: Continue work on your Quizlet Learning Goal: To represent your assigned role while in the Town Hall meeting. Standards: 5.5 Students explain the causes of the American Revolution. 8.1.2 Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”).

Evaluate the actions of the British by completing these sentences: The Boston Tea Party was justified/unjustified because . . . The Intolerable Acts were fair/unfair because…. 2. How should you and your fellow colonists choose to respond to the British government at this point in time? Comply (obey without question) Oppose (protest even if unwilling to rebel) Rebel (declare independence)