S+Grivois,Timothy

**Office:** The Pillars of Creation, Eagle Nebula, Serpens Constellation **Office Phone:** 133-713-3742 **Office Hours:** Constantly ** E-mail: ** timothy.grivois@maine.edu
 * Teacher:** Mr. Grivois

=Summary of Unit= Students will understand the sequence of events taking place between 1783-1815, taking note of the events that have carried historical significance to the present day. Students will analyze and comprehend democratic structure and the evolution of democracy as a concept. Students will also take an in-depth look at several important historical documents and be able to verbalize their significance and denote importance. Students will understand and evaluate the progress of the United States as a world power and engage in discussions regarding the current global climate, including political dynamics and economic situations. Students will demonstrate mastery through the coursework culminating with the creation of an iMovie newscast outlining one particularly important event. Students will attain mastery & perspective in that context-specific area and present it to the class.

=Establish Goals= //**Maine Learning Results:**// **Social Studies** //**- E. History**// //**E1 Historical Knowledge, concepts, themes and patterns**// //**Grade 9-Diploma**// "Nation Building 1783-1815" //**Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.**//

= = =Students will understand that= The roots of democracy in the United States set the standard for the growth and development of the country. The groundwork for the present day United States was established by early government figures and events. The development of the United States into a world power had a profound effect on a global and historical scale.

= = =Essential Questions= How did the origins of democracy in the early United States set the precedent for development? How did the early government documents and structures have an effect on the present-day system? Why was the United States evolving from a budding nation to a world power by 1815?

= = =Students will know= Important events & people including Presidents, leaders of foreign nations, and wars. The sequence and timeline of events from 1783-1815. Key factual information regarding important documents and economic dynamics.

= = =Students will be able to= Explain: Exhibit basic understanding of the historical events impacting the U.S. from 1783-1815. Interpret: Critique primary and secondary sources outlining the growth and progress of the U.S. government and economy. Apply: Design and present an analysis of a specific political event of the period with lasting effects. Perspective: Compare and Contrast the early U.S. government structure to the modern day system. Empathy: Relate the position of U.S. government structure to the structures of other historical democracies. Self-Knowledge: Reflect on the lasting global effects created by the establishment of the U.S. as a world power.

**Performance Task Overview** Your task is to create a newscast reporting on one major historical event from the period (1783-1815) that has had a lasting effect on the development of the United States. Your newscast has caught the attention of the History Channel, who intend to create a documentary series based on the most well-developed report. If selected, you will be used as an expert source. You will record your newscast using iMovie and present it to the History Channel's representatives, leaving time for a question and answer period. Any event selected will be subject to instructor approval. The presentation should be an outline, not a full report; anyone can read a textbook's interpretation of an historical event. It takes a different sort of creativity to present the event in an interesting and concise manner that has something more to offer than text.

=Expectations= Attendance is mandatory for this class pending extenuating circumstances. All work that is missed must be made up within three days of return to school within reason, unless addressed by the instructor specifically. I reserve the right to shorten or lengthen that deadline depending on workload. Being in class is the most important step a student can take to forward their academic career. Material will presented in class, and classwork will be the most integral part of attaining mastery of the subject. Homework is important and will have its' place in the classroom, but its' role will be tertiary behind presented course material and in-class assignments.

Late work will be accepted on a case-by-case basis; I am human, just like any of us, and I will occasionally make mistake that affect the class. In this regard I am understanding and compassionate to circumstances that have prevented students from completing work or coming to class prepared. However, if habits are created or a student cannot produce adequate reasoning behind such actions, late work will not be accepted. As is to be expected, most work turned in late will not be eligible for full credit. I reserve the right to review each of these situations on a case-by-case basis, and furnish a final decision.

Academic integrity is the glue that holds the entire educational system together. Most successful students, myself included, have prospered as a result of our own hard work, blood, sweat, and tears. It is both unreasonable and immoral to expect that you are held to different standards; you must complete work on your own merit. It is acceptable to cite others ideas and works when appropriate but credit must always be given where it is due. Never attempt to pass off the work of another student, teacher, author, or anyone else beside yourself as your own ideas or merits. This will result in severe academic penalties and will be forwarded to the administration when necessary. Remember that my hands are bound by the system as well, and it is just as immoral for me to create exceptions to this rule as it for myself or anyone else to break it.

=Benchmarks=
 * Total Points Available: 500**

• Students will create a virtual timeline of the major historical events taking place between 1783 and 1815 using the graphic design program Inspiration. The timeline should identify the sequence of events that took place with specific attention given to commonly known undertakings. Each event should be labeled appropriately and give basic facts (Who, What, When, Where) using the annotation feature of inspiration. The timeline should be easily converted into an outline from which one event will be selected and elaborated on in the future. Timelines will be displayed in the classroom or digitally and be accessible to all students. **Points Available: 50**

• Each student will create a blog account and keep a virtual record of the document analysis process throughout the term. Blogs will be accessible to the entire class and each student will be assigned partners who will critique and respond to different analyses. Students should read and understand analyses regarding documents other than their own to ensure that they have mastery over each one. Students will be held responsible for many different documents even if they were not assigned them specifically, so the blogs will also be an educational resource. **Points Available: 50**

• In order to compare and contrast the structure of the United States government and describe the manner in which it has evolved from 1815 until the present, students will create Glogster online posters. A section should be included outlining each respective structure and key changes. Graphic organizers should be used on the poster in order to present the information clearly. Students can embed relevant video clips or audio to further elaborate on the differentiation. **Points Available: 50**

• To fully understand Democracy as an institution, it will be necessary for students to understand its' origins. Students will choose one ancient democracy from a preapproved list (or put forth a suggestion to the teacher) and create a narrative using Comic Life wherein comparisons are drawn between the two. The project should be in story form, and students will be expected to hand in a story board with their final product. No parameters for the story will be given, as long as the relevant information is given. Creativity in that sense is both encouraged and necessary to achieve the highest grade possible. **Points Available: 50**

• The position of the United States after the War of 1812 had changed drastically since the Declaration of Independence went into effect. Students will research the shift from budding nation to global power and present their findings in a podcast using GarageBand. Podcasts can be done either in groups or solo, but every student will be required to get the input of at least one other group or student using a peer review process. Students will be expected to present their assessment of the U.S.'s position after the war and the factors that caused them to get into that position. **Points Available: 50**

• A formal test will be given regarding important material in the period ranging from 1783 to 1815. Students will be expected to know overarching themes that were present for U.S. evolution and growth, as well as major events, dates, people, and documents. Students will be expected to answer 20 multiple choice questions, 6 short essay questions, and analyze an important document from the period when presented with it in the form of a Document-Based Question. **Points Available: 100**


 * • For the performance task assessment, students will create an iMovie presentation regarding one specific teacher-approved event taking place between 1783-1815. Students must create a newscast in the time period, outlining the intricacies of the event and presenting causes and effects. This should not be a complete historical account but rather a comprehensive, concise overview. Points will be given for creativity and commitment to roles in the newscast. Students will be expected to answer any relevant questions posed by peers after the presentation takes place in order to clear up any factual issues. **Points Available: 150

=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). Percentages are based on total points earned/total points available * 100.