S+Joiner,+Rachel

**Office:** **Office Phone: (207) 415-9711  begin_of_the_skype_highlighting (207) 415-9711  <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"> <span class="skype_pnh_dropart_span"> <span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"> (207) 415-9711   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(207) 415-9711   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(207) 415-9711   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(207) 415-9711   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(207) 415-9711   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(207) 415-9711   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(207) 415-9711   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(207) 415-9711   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(207) 415-9711   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">(207) 415-9711   <span class="skype_pnh_mark">end_of_the_skype_highlighting  ** **Office Hours: Tuesdays 4-5 pm** ** E-mail: rachel.joiner@maine.edu **
 * Teacher: Ms. Joiner**

=Summary of Unit:=
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Upon completing this unit, students will have a better understanding of the founding of our country and the several factors that played into it. Students will understand how America was shaped by the geography of the nation and the various people and cultures found it. Students will also have an idea of how our democratic ideals played a role in the founding of the country, and where we got the inspiration for such ideals. They will also know how our democratic ideals serve as a model for others. Students will make various connections and comparisons between colonists and immigrant groups today. They will learn key events and people that played a major role in the founding of our country. They will also understand the sequence of important events that lead to the colonists leaving, and have a good understanding of the timeline of events that created the United States. For a final assessment students will create a brochure using comic life. Students are museum curators at the Norlands Living History Center. Students are chosing a character from the 17th century and are creating a brochure about the day and the life of their chosen character. The brochure will be presented to the History Channel Media Board. Students are entering a contest through the History Channel, and if they win the History Channel will sponser to open a new exhibit at the museum. ////<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students are going to be going in depth with these topics into key people such as John Locke, and documents that influenced our founding such as the Olive Branch Petition. Students will make connections between the past, and more modern day issues. They will compare groups from the Colonial Era to more modern groups, and even have a chance to live the life of a colonist. Students will complete several various assessments using a variety of tools and products. Following the unit students will reflect on the material covered, and what they have learned. They will also reflect on how the culture of the state of Maine was shaped by the coexistence of colonists and Native Americans. // ||

=Establish Goals= Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, Concepts, Themes and Patterns Grade Level Span: 6-8 "The Colonial Era 1500-1754" Students understand major eras, major enduring themes and historic influnces in the history of Maine, the United States, and various regions of the world.

= = =Students will understand that= •The founding of America was shapped by many different people, cultures, and industries. •Our democratic ideals played a role in the founding of the country, and a model for others. •There are connections and comparisons to the first settlers and more recent immigrant groups.

= = =Essential Questions= •How was the founding of America influnced by the clash of cultures, and how is that similar to modern day society? •How were our democratic ideals shapped by previous ideas of others, and are they still seen in todays society? •Why are the first settlers of America similar to recent immigrants in various countries today?

= = =Students will know= •Important Events and People: Thomas Hobbes, John Locke, Jamestown, Native Americans, Olive Branch Petition, Magna Carter, Constitution, New England, Mid-Atlantic Colonies, Southern Colonies, Massachusetts Bay Colony, Pilgrims, Mayflower, Indentured Servitude, Puritian, Sir Walter Raliegh, Roanoke, Mayflower Compact, Bacon's Rebellion, Anne Hutchinson, Navagation Acts, The Enlightenment, Iroquois Confedercy, Pocahontas, Quakers •Key Factual Information: Geography of the thirteen colonies, tobacco industry, Sir Walter Raliegh, the failed colony of Roanoke, Idea and use of indentured servitude, what the Mayflower Compact consisted of, The ideas of the Enlightenment, the realtions between colonists and native americans, role of religion in society, why the Spanish came to America, and why the Dutch and French came to America. •Sequence and Timelines: Events that led to the colonists leaving Britian, the Mayflower Compact and Plymouth, the founding of Virginia, Spanish explorers in the new world, rise of the tobacco industry and why this ulitmatly led to slavery, movement from indenturted servitude to slavery, Anne Hutchinson's impact, conflict with the Iroquois Confederacy.

= = =Students will be able to=

•1. Demonstrate that the geography and the Native Americans of America shaped the lives of the colonists. •3. Tell a story of an experience students had where they had to "migrate. Compare and contrast this to the colonists and a more recent group of migrants.

•2. John Locke's ideas and works influnced the Constitution and how they helped shape our democratic ideals. •3. Compare the colonists' reason for leaving Britian to more recent immigrant groups reasons. •2. Assume the role of an influential colonial figure and play them at a colonial party. Students will conduct research and act as that person, as well as dress like them. •1. Reflect on how the culture of Maine was shapped by the co-existance of the colonists and the Native Americans.

**Performance Task Overview** You are a museum curator at the Norlands Living History Center. You recieved a call from the History Channel yesterday. You have been selected as a finalist from several museums throughout the country to participate in a chance to be sponsored by the History Channel. If your museum wins you will be featured on a commerical advertising your museum, and the History Channel will pay to open a new exhibit. You have decided if you win you will expand your living history to include the 17th century. Your task is to create a brochure that is written from the point of view of a colonist of your choosing. This must be presented to the History Channel's media board. If chosen there will be various phamphelts that vistors can have, so they can follow the life of a colonist. You must chose to be someone from the 17th century from the list provided. You will describe your life and events seen through the colonists eyes and put this on your brochure. You must adress things such as problems, and/or tensions in the colony, what this "new world" is like including the geography, what food you eat, and how you dress, and the politics of the time. Live the life of the colonist you chose. Have fun and good luck!

=Expectations= =Benchmarks=
 * **Absent/Late Policy:** All students are expected to be on time to class, unless there is a valid excuse in which case a pass would be needed. If a student is late there are to explain why following class, and if it becomes habitual then disciplinary action will be taken. Late work will be accepted, but three points will be automatically deducted for a maximum of five days. After this no more points will be deducted, and students may turn this work in until the end of the unit. Late work may be excused in case of an emergency. A simple email to me will be acceptable to let me know of the situation, and the student and I will work out an alternative following this. Students must have a valid excuse for being absent. Any student who is absent must see me the school day of their return. They will collect the work, and will have a period of one day per absence to turn in the work. Students will not be responsible for any unannounced quiz the day of their return, but if a test or quiz has been previously announced the student will still be responsible for taking it. If there are any extenuating circumstances please let me know, and I will be happy to work with you!
 * **Assignment Expectations:** All assignments will be collected at the beginning of each class period. All assignments must be typed and double spaced. Students should use Times New Roman font, in size twelve. All assigments must be complete prior to turning in.
 * **Class Expectations:** Students should be seated and ready with alll materials for the class period when the final bell rings. A small portion of students grades are based off of preperation, if students are not prepared with all required materials then they will loose points each time they come to class not prepared. Students get one "Get out of jail free" card for forgetting their stuff. Students will have one time where they can forget there things or come unprepared and not be peanilized for it. After this, any time students come to class without being prepared they will have points deducted.
 * **Plagiarism Policy:** Plagiarism is unacceptable in my classroom. Under no circumstances is plagiarism okay. Students must always use their own words. Anyone who does plagiarize will recieve an automatic zero for the assigment. Appropriate discplinary action through the school will be taken. When citing sources students will always use the MLA 7 format.

__•**iMovie (40pts):**__ In order to demonstrate the understanding that the founding of America was shaped by many different people, cultures, and industries students will be creating an iMovie. Students will need to demonstrate that the geography of the Native Americans of America shaped the lives of the colonists. This will demonstrate their knowledge of how well they understand the influnces of the founding of America. Students will work in groups of four to complete this product. Students will pretend to be colonists and will film an advertisment that will attract the other colonists to this new world. Students should focus on the role of geogrpahy, and the Native Americans. Students will upload this video to Youtube, and post a link for it on the class wiki page. Students will be evaluated by teacher and peer checklists. __**•Podcast (40pts):**__ In order for students to demonstrate their understanding that our democratic ideals played a role in the founding of the counry, and served as a model for others students will be creating a Podcast. This will allow me to see the students understandings of the political views of the Colonial Era, and to see that students have formed connections between modern day, and the Colonial Era. Students will create a Podcast demonstrating how John Locke's ideas and works influnced the Constitution, and how they have helped shape our democratic ideals. Students will work in groups of two to create a radio editorial piece expressing their opinions on this subject. Students will be evaluated based on teacher and peer rubrics. __**•Comic Life (35pts):**__ In order for students to demonstrate their understanding that there are connections and comparisons between the first colonial settlers and more recent immigrant groups students will be creating a Comic Life. This will allow me to see that students have mastered the reasons for the colonists leaving Britain, and that students can draw connections between the past and present. Students will compare the colonists reasons for leaving Britain to a more recent immigrant group of their choice. Students will use Comic Life to portray the colonists reasons for leaving, and pick a more recent immigrant group of people who have migrated and create a product to demonstrate this. Students will write a short blog explaining their product. Students will be evaluated based on teacher and peer rubrics. __**•Xtranormal (35pts):**__ In order for students to demonstrate their understanding that our democratic ideals played a role in the founding of the country, and as a model for others students will be creating a product using Xtranormal. This will allow me to see that students have a full understanding of the political views during the Colonial Era, and how these views have ultimatly lead to our country, and a foundation for others. Students will use Xtranormal to create a conversation between two influential colonial figures. They will have these two figures talk about the important events of their time. Students will post this to the class wiki. Students will be evaluated based on teacher and peer rubrics. __**•Wiki (35pts):**__ In order for students to demonstrate their understanding that the founding of America was shaped by many different people, cultures, and industries students will be creating a Wiki Page. This will allow me to see that students have a good understanding of how our country and state was formed, and an understanding of how the state of Maine played a factor in this. Students will reflect on how the culture of Maine was shapped by the co-existance of the colonists and the Native Americans. Students will create a Wiki Page. They will use hyperlinks within their wiki to support their reasoning for how the culture of Maine was shaped by the colonists and Native Americans. Students will be evaluated based on teacher and peer checklists.
 * __•Blog (35 pts):__** In order for students to demonstrate their understanding that there are connections and compairsons between the first settlers to America and more rececnt immigrant groups students will be creating a blog. Students will need to tell a story of an experience they had where they had to "migrate." Students will compare and contrast this to the colonists and more recent groups of immigrants. Students are required to keep an online journal using Blogger that describes their experience. The expereince could include a move to a new neighborhood, house, town, or state. It could also simply be a move from one school to another such as elementary school to middle school. Students will update the blog as they experience new "migrations" in their lives. Students will comment on others blogs and provide feedback, and helpful hints. This will allow me to see that students have formed connections between the past and their own lives. Students will be evaluated by teacher and peer checklists.

//**Point Total: 400 points**//
 * __**Reflections (20pts):**__ Throughout the unit students will have a few minutes of class time to reflect, and will write one paragraph responses reflecting on how they are doing in the unit, what they think they still misunderstand, and what they could do to improve. Students will turn these into the me, and as long as they have responded to these questions will recieve full credit.
 * __**Preparedness (10pts):**__ Students must come to class prepared, with all required materials needed for the class period. When the bell rings students are expected to be seated with any homework assignments out.
 * ____**Final Product (150 pts):**____ You are a museum curator at the Norlands Living History Center. You recieved a call from the History Channel yesterday. You have been selected as a finalist from several museums throughout the country to participate in a chance to be sponsored by the History Channel. If your museum wins you will be featured on a commerical advertising your museum, and the History Channel will pay to open a new exhibit. You have decided if you win you will expand your living history to include the 17th century. Your task is to create a brochure that is written from the point of view of a colonist of your choosing. This must be presented to the History Channel's media board. If chosen there will be various phamphelts that vistors can have, so they can follow the life of a colonist. You must chose to be someone from the 17th century from the list provided. You will describe your life and events seen through the colonists eyes and put this on your brochure. You must adress things such as problems, and/or tensions in the colony, what this "new world" is like including the geography, what food you eat, and how you dress, and the politics of the time. Live the life of the colonist you chose. Have fun and good luck!

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).