Matthew Bejar

3041 N 81st Ave, Phoenix, AZ 85033

mdbejar@asu.edu

(480) 395-1476

Mission Statement
To create a learning environment that is universally designed for all students
and gives lifelong learners an education of multiple means of
representation/experession.

Work Experience
AMC Theatres Arizona Center 24 Manager
Jan 2016 - Present
AMC Ahwatukee 24 Supervisor
2015 - Jan 2016

May

AMC Arizona Center 24 Film Crew

May 2014 - Apr 2015
AMC Manager in charge of Human Resources for a crew of fifty people.

Arizona State University Student Intern

Aug 2015 - Dec 2015
Student intern that acted as a co-teacher under the guidance of a mentor
instructor at Isaac Middle Schoo.

Surf N Chess Chess Master

Jun 2014
Chess coach to approximately 12 elementary school students.

Personal Skills
Leadership

Teaching Skills
Sociability

Monitor and Adjust

Patience

Classroom

Creativity
Management

Critical Thinking Reliability

Public Speaking

Communication

Content Adaptability

Achievements

Education


Over 15 chess awards and accolades
Trevor Browne
High School/Arizona State

AVID Senior of the Year

Secondary Ed. Major
(History)

College Deans list

Minor in
Sociology

Mens Group of Teachers College

Barrett Honors
College Student
President
6th semester student (3.5 GPA)

Dear Tony Camp,

With this being our first professional interaction I figured it would be helpful to
present who I am as an educator. I have been in the observing/student teaching role at
Trevor Browne for a year now and was a student leader/mentor/coach/tutor when I was a
student in attendance at Trevor. Additionally, I have participated in many
conferences/professional development sessions with the staff of TGB and received
helpful feedback from my colleagues when I was writing my honors thesis for Barrett at
ASU. I have my subject certification in United States history and economics with my
bachelors in secondary education with a minor in sociology.
What I have always viewed as the strength of TGB is most certainly the teachers.
The teachers that I had, and the ones that are still at TGB, have been an amazing source
of inspiration and a never ending resource. My objective is to keep that culture of
impressive teacher consistent with the staff/students. I expect my students to bring the
same energy and dedication that I remember from my years in the classroom as a
learning. These attributes will allow the students to excel in classroom activities of
discussion/research/collaboration that produce the lifelong independent learners that
they all have the potential of being. As for the parents of these young learners, I plan to
keep transparency between what the students are learning in the classroom and their
performance. Student Vue and contact info will always be available to the parents as well
as parental contact if any suspicion arises in student behavior coupled with praise to
encourage better relations.
Overall, this position has been one that I have planned on having since I was a
senior in high school. My goals are to boost the reputation and student knowledge of
TGB. While not planning on doing this right away, I expect to get accustom to Trevor for
two years prior to making changes. Academically, I hope to obtain a mix of honors or AP
classes while also bringing a new sociology course to attract student interest and school
prestige as many schools do not possess this course. I also expect to lead the chess
team to high region standings and create model scholastic athletes. These are not only

my goals, but they are what I believe will pull the most out of my performance as an
instructor.
Thanks for the opportunity and I look forward to working at TGB.
Matthew Duane Bejar
Barrett, The Honors College | Mary Lou Fulton Teachers College '17
Secondary Education (History) Major / Sociology Minor
Phone: 480.395.1476 | Email: Mdbejar@asu.edu
Without error there can be no brilliancy - Emanuel Lasker

Dear Parent/Guardian,
Your child is a student in my (US history/economic/sociology) course and we plan
on having quite the progressive year. I new to TGB and have freshly graduated out of
Arizona State University from the Mary Lou Fulton Teachers College with a bachelor's
degree in secondary education (US history), a minor in sociology, and a degree from
Barrett the honors college at ASU. I specialize in US history and sociology, but my
expertise is more apparent in my ability to teach students and lead students to gaining
skills for becoming lifelong independent learners.
I run my classes through discussion/collaborative activities for students to build
on the knowledge provided from resources to come up with their own opinions as
scholars. Students will be expected to spend approximately three hours a week outside
of class working on reading, projects, videos, podcasts, games, or notes related to class.
This will allow students to be prepared for discussions or collaboration that can only be
possible in class. Additionally, I will be providing quarterly student reports with extra
contact to parents concerning praise or concerns about students. Parents/guardians
may also access student grades and progress through Parent Vue which is available to
all those with custody of a student. This is an excellent resource as parents/guardians
can easily track student grades while also having the contact information of instructors
to speak about what is happening in the classroom.
Overall, I am very excited to start this new year with this group of students for a
dialogue based learning environment. I personally believe this is the best method for
student growth by allowing them to display what they have learned coupled with mastery
of thought/dialogue that goes beyond classrooms that only utilize written work. These
students will be under high expectations as they will be doing a considerable amount
outside of the class while also performing at a high conservation level with other
performing members of the class.

This will be an exciting year for your student and we look to assist all students in
reaching their potential.
Matthew Duane Bejar
Barrett, The Honors College | Mary Lou Fulton Teachers College '17
Secondary Education (History) Major / Sociology Minor
Phone: 480.395.1476 | Email: Mdbejar@asu.edu
Without error there can be no brilliancy - Emanuel Lasker

Dear Mary House,

I am contacting you concerning your son, Gregory House. Gregory is a student in
my 3rd
hour AP US history class. As you may know, and are likely very proud about, Gregory is a
straight A student in all of his classes save for missing the occasional homework
assignment. However, he has been having consistent behavioral issues that have not
been documented in his past records. His demeanor when speaking with classmates and
instructors has been less than appropriate as he regularly belittles others while speaking
combined with being short with speech.
Gregory has spoken inappropriately to other students quite often in class, most
regularly occurring during classroom discussions/collaboration. Because our class is
dialogue and discussion based we have to set pretty strict norms that allow students to
feel safe in expressing their opinion/argument for a certain subject. Gregory has been
spoken to many times for his comments which regularly insult the previous speaker and
inappropriately address the prior statement in the discussion. On a few occasions, this
has derailed the conversation entirely and made students feel unwilling to talk through
fear of what may be said towards them. I have switched up the layout of the classroom to
include a written element, but even in this aspect Gregory tends to write in an aggressive
manner about whatever topic he is responding to in class.
It seems like Gregory works best in small groups while also speaking with other
highly performing classmates or his instructors. I believe the reason Gregory is being
short with others is due to his extraordinary performance in subjects and possible
boredom with subjects/students that are not moving at the pace that he is capable of.
What I would like to propose is working with Gregory in small groups of older peers or
other educators that can adequately move at a pace more appropriate for him.
Additionally, I would like to have him participate in regularly occuring meetings with the
school counselor to figure out his feelings about school/classes/peers and where he may

plan on continuing his education. Gregory has such a bright and talented mind that I
would not feel as though I have done my duty as his teacher unless I proposed these
ideas for the facilitation of his growth at TGB and his possible future educational venue.
I look forward to speaking with you about Gregory and seeing what we can do to create a
more successful environment for him.
Matthew Duane Bejar
Barrett, The Honors College | Mary Lou Fulton Teachers College '17
Secondary Education (History) Major / Sociology Minor
Phone: 480.395.1476 | Email: Mdbejar@asu.edu
Without error there can be no brilliancy - Emanuel Lasker

Trevor Browne
Advanced Placement Sociology
Without error there can be no brilliancy. - Emanuel Lasker
Fall 2016
Room 66

Instructor:
Contact:

Matthew Duane Bejar

Mdbejar@asu.edu

I. Rationale:
This course will cover the roadmap of human interaction on the
micro scale of small institutions such as families to macro
interaction between race, culture, gender, and nationality. All
interactions and lines of thought are related to sociology, therefore
it is imperative that students receive a working knowledge of the
factors that are in play.
II. Course Aims and Outcomes:

Aims:
Improved understanding of social institutions
Growth in interaction skills and application
Connection to self and others through comprehension of
sociological theories
Creation of intrigue for the world based on social constructs
Specific Learning Outcomes:
By the end of this course, students will:
have learned the main theories in sociology
know the major constructionists of sociology
be able to distinguish the different roles played by individuals
and groups
have a comprehensive knowledge to distinguish the intricacies of
social institutions
decipher causes of social patterns
III. Format and Procedures:
This class is essential the guide to understanding how humans
operate and how societal influences shape/configure those around
us. For the understanding of humans to be effective, there must be
constructive engagement/interaction between those in the
classroom. All students will be expected to participate and agree to
have their social interactions in the classroom analyzed (within
reason). The expectation of this class is that all of those involved
will be testing their comfort levels through application of social
theory. It is through these experiments that we understand; what
work has been
1
done in the field, our own limits, and how future
comprehension can be conducted. The class will regularly operate
using peer engagement, instructor lecturing, relevant media,
projects, and independent/group social experimentation. Nothing
will compromise the learning environment or safety/well-being of
any persons, but students will nonetheless be asked to participate
fully in whatever assignment is given. Since this class is likely the
first academic/performance based class that students have enrolled

in, additional support may be requested at any point during

instruction. All students are welcome to collaboration with the
instructor or staff of TGB to assist them in their success within AP
Sociology.
Late/Missing Work:
If a student is aware that they will be late on accomplishing
work, then it is the responsibility of the student to inform the
instructor prior to the deadline and will be required to turn in a
statement signed by a parent/guardian as to why the work was
delayed. This statement, if deemed reasonable by the instructor,
will forgo any late work penalty. After two occurrences of approved
late work, there must be communication between the instructor and
the parent/guardian to configure a more reliable method of work
completion. Missing work will result in a zero in the gradebook
unless the student meets with the instructor to establish an
adequate replacement for the missing work, of which partial or
whole credit may be given upon completion.
IV. Course Requirements:
1. Class attendance and participation policy: Due to the value of inclass participation, attendance is mandatory and more than three
absences will result in corrective action in line with Trevor Browne
policy. Additionally, punctuality is essential to the learning
environment as any student that attends class tardy posses a break
in instruction. Three instances of tardiness will result in corrective
action in line with Trevor Browne policy. Participation is highly
valued and encouraged in class as the performance of every student
adds to the overall progress of the class. Students are expected to
attend and perform all required duties for every class session.
2. Course readings:
Required text:
Men and Masculinity: A Text Reader
Sociology of Deviancy: Looking Past the Normal World
Essentials of Sociology
Background readings:

Extra readings will be provided through scientific journals and

research institutes.
V. Grading Procedures:

A:

100% - 89%

B:

88% - 79%

C:

78% - 69%

D: 68% - 60%
F:

59% - 0%

2
VI. Academic Integrity
Trevorss Academic Integrity policy (http://provost.tgb.edu/academicintegrity/policy ) holds
students to a code of conduct that defines academic dishonesty to include cheating, plagiarism,
academic deceit, falsifying records, and inappropriate collaboration. Academic honesty is expected
of all students in all examinations, papers, laboratory work, academic transactions and records.
The possible sanctions include, but are not limited to, appropriate grade penalties, course failure
(indicated on the transcript as a grade of F), course failure due to academic dishonesty (indicated
on the transcript as a grade of F), loss of registration privileges, disqualification and dismissal.

VII. Accommodations for students with disabilities

All needs will be accommodated for and students that qualify for
this portion of the syllabus are encouraged to speak with myself,
administrators, and counselors to best prepare yourself for this
course.

One year plan:

I have recognized that when I first join a new job/career/group that I often recur far
too many responsibilities, so for my first year or so I plan to be very modest with my plan
for growth. At the bare minimum I plan on protecting my career by seeking union
membership with NEA and its state branches such as AEA or district unions. This will just

be a preliminary task to maintain fair treatment in schools as well as giving myself a venue
to remain in the loop for education changes. I would like to attend some
history/education/tech conferences, however I am uncertain how that will fit in with
scheduling. More align with my interests, I would rather attend TED talk events with an
emphasis in TED-Ed so I could bring those ideas and practices back to the
school/department. As for what measurable or objective growth that I would accomplish
my first year, I do not believe that there would be much to witness. Most of my growth
would come from the mentoring and practice with veteran teachers in a supportive
environment which has influenced my decision making process for which school to apply. I
have been lucky enough to surround myself with teachings from my past high school and
my past mentors that have been so supporting and always come through with helping me in
my work. While not crutches that I depend on, I think I will take my first year fairly
mellow while eliciting consistent feedback from my peers to hone my performance before
rushing ahead to enhance.

Five year plan:

For continued personal growth I plan on obtaining a higher degree, taking
additional classes, teaching at the community college/university level, and hosting interns. I
have had the plan to work towards a higher degree in education leadership/innovation, but
I doubt that I would like to move into school administration. Due to wanting to stay in the
classroom, I would likely want an additional content degree to grant students a more
facilitated content education. History, sociology, or an education specific degree would be
the categories I would like to invest the most. I feel that there is always a need for learning
in a professional setting such as a university classroom as the student role. I think I would
continue attending university classrooms to keep myself up to date on new methods as well
as teaching concepts that often get forgotten in the field. To continue teaching year round I
plan to teach college/university level courses to build upon my skills at all levels and
exercise versatility in my content areas of history and sociology while hopefully being able
to educate future teachers with education courses. Finally, I believe one of the most
important assets to teachers is having an intern/student teacher in the classroom. I want
student teachers in the class consistently because it allows a continuous swap of roles in the
classroom that allows me to self reflect on teaching. Additionally, having another semi-peer
consistently in the classroom gives a new challenge as they are practicing new methods of
pedagogy. This challenge would only produce growth as
success comes through the competition of ideas/methods. Hopefully this consistent
challenge and coaching would lead me to feeling competent in the leadership of other peers
which could prompt a desire for being department head. Finally, I have yet to look into

additional qualifications for teachers but I will likely try to get national board certification
to establish credibility in my career.

Appendix
Unit plan:

A New Nation
11th Grade

Matthew Bejar
HISTORY 480
February 25th, 2016
1

STAGE I GOALS
Unit Overview:
The Unit will cover the fall of colonial rule over the colonists and the
uprising of a newly founded nation/government. The contents will
span the birth of colonist opposition to colonial rule (such as vocal

stance against policies) to the end of the creation of the

Constitution. The unit will encourage students to use historical
empathy in their exploration of the large unit simulation and their
understanding the revolutionary period. The content objectives will
place students in an active role in their learning and work towards
give the students a comprehension of both sides of the
confrontation.
Enduring Understanding:
The limits of societal compliance are brought to a revolution when
they are met with the limits of tolerance from the citizens.
Essential Question:
Why was a revolution necessary?
Key Concepts:
Revolution - an overthrow or repudiation and the thorough
replacement of an established government or political system
by the people governed.
Freedom - he state of being free or at liberty rather than in
confinement or under physical restraint.
Tax - a sum of money demanded by a government for its support
or for specific facilities or services, levied upon incomes,
property, sales, etc.
Representation - action or speech on behalf of a person, group,
business house, state, or the like by an agent, deputy, or
representative.
Colonialism - the control or governing influence of a nation over a
dependent country, territory, or people.
Economy - the management of the resources of a community,
country, etc., especially with a view to its productivity.
Democracy - government by the people; a form of government in
which the supreme power is vested in the people and
exercised directly by them or by their elected agents under a
free electoral system.

Equality - the state or quality of being equal; correspondence in

quantity, degree, value, rank, or ability.
2

Standards:
Arizona Standards for Social Studies:
PO 1. Assess the economic, political, and social reasons for the
American Revolution:
a. British attempts to tax and regulate colonial trade as a
result of the French and Indian War
b. colonists reaction to British policy ideas expressed in the
Declaration of Independence
PO 2. Analyze the effects of European involvement in the
American Revolution on the outcome of the war.
PO 3. Describe the significance of major events in the
Revolutionary War:
a. Lexington and Concord
b. Bunker Hill
c. Saratoga
d. writing and ratification of the Declaration of Independence
e. Yorktown
PO 4. Analyze how the new national government was created:
a. Albany Plan of Union influenced by the Iroquois
Confederation
b. Articles of Confederation
c. Constitutional Convention
d. struggles over ratification of the Constitution
e. creation of the Bill of Rights
PO 5. Examine the significance of the following in the
formation of a new nation:
a. presidency of George Washington
b. economic policies of Alexander Hamilton
c. creation of political parties under Thomas Jefferson and
Alexander Hamilton

d. the establishment of the Supreme Court as a co equal third

branch of government under John Marshall with cases such as
Marbury v. Madison.
PO 6. Examine the experiences and perspectives of the
following groups in the new nation:
a. property owners
b. African Americans
c. women
d. Native Americans
e. indentured servants
Objectives:
Students will be able
British.
Students will be able
Students will be able
colonists.
Students will be able
between nations.

to recall important acts created by the

to criticize the validity of colonial actions.
to break down the British response to the
to formulate possible actions for peace
3

Students will be able to defend the stance/opinions of both

nations.
Students will be able to prioritize the revolutionary actions.
Students will be able to role-play the negotiations between
nations.
Students will be able to modify the actions of signers of the
Declaration to a more peaceful outcome.
Students will be able to predict viable political stances based on
primary documents of historical figures.
Students will be able to assess the clarity of policies in the new
government.
Students will be able to summarize the causes and effects of the
revolution.
4

STAGE II ASSESSMENTS

Achievement Test Description:

The students will receive a unit test tasked with checking
understanding of key concepts while also obtaining evidence of
higher order thinking by written response. The exam will cover all
content, material, standards, and discussions held during the
duration of the unit. 25% of the exam will be multiple choice, 25% of
the exam will be short answer/matching, and the final writing
portion for 50% of the exam for a final grade contribution of 20% of
the unit grade. (All concepts)
Multiple choice - The exam will have 20 multiple choice
answers that will work to see if students comprehend factual items
of the revolution. Questions will work on the lower level of Blooms
Taxonomy as they cover items such as acts, figures, and timelines.
However, there will be 5 questions that utilize higher order thought
through examination of scenarios that occurred during the
revolution. (All concepts)
Short answer/matching - The exam will have 5 short answer
questions and 5 matching questions. The short answer questions
will ask students to write about select documents, photos,
scenarios, and elements of historical figures. One example question
could ask how students would evaluate the effectiveness of
revolutionary actions done by George Washington or the economic
strides made by Alexander Hamilton. The matching portion will
contain quotes from primary documents or quotes that are meant to
be paired with the related explanation of concepts or perspectives.
(All concepts)
Writing portion - The writing portion will be accompanied by a
video about the revolution with a typed transcript for students to
utilize during their drafting. The exam question will work to answer

the essential question of why a revolution was necessary. The video

and transcript will be a summative nonbiased portion of the
revolution. Students will have been practicing the writing skills and
strategies associated with the prompt continuously during the unit.
(All concepts)

Performance (Authentic) Assessment Description:

The performance assessment will be the culmination of the
unit simulation of the revolutionary period. Students will have spent
two weeks experiencing what it would have been like to have been a
colonist or mainland british using contemporary terms (such as a
fake economy that mirrors the period or restrictions that affect
student norms like having
5

to pay a tax on use of a desk). The students will recreate the

struggles present between the two sides as well as reflect upon
actions based on their new understanding. Overall the students will
produce a product that encompases the entirety of their experience
in a written diary format with a final decision on why the revolution
was necessary and their position between the two sides written in
speech format.
Diary - After each class session, students will summarize/title
their journal entry using a specified character limit. This limitation
on character use will enable students to critically think about their
experience and weigh the importance of their statement.
Additionally, as a daily homework students will write about their
classroom experience and the content covered as well as their
developing stance on what is occurring. The journals will have an
accompanied rubric with a minimum requirement of 7 journal
entries. (All concepts)
Decisive speech - The students will be tasked with the final
written portion that explains their experience and the decision to be
a revolutionist, loyalist, or abstain from the war. The prompt will

place the students in a scenario where they are held in a courtroom

environment and must defend their stance using elements/evidence
from their experience. The students will be graded based off of their
use of historical empathy, writing, and mastery of content. For extra
credit, students will be allowed to perform their speech in the class.
(All
concepts)
6

STAGE III LEARNING ACTIVITIES

Unit Calendar:

Day

Historical
Topic(s)

Unit
Activities
Objective(s
)

Day 1

Recap of time
1
prior to
revolution
followed by the
start of the
simulation.

White board
re-cap.

Assessments

Matching
assignment or
timeline puzzle
Separation of that shows the
class into
connection
British
between prior
mainland and content (seven
American
years war) to the
colonists (sub revolution.
categories
such as slaves
or parliament).

Day 2

Proclamation of 2,3,9
1763.

Parliamentary Discussion
socratic
participation and
seminar.
notes taken.
Students that
were assigned
as mainland
will speak
while the
colonists take
notes but have
no
representation
.

Day 3

Discussion of
acts (sugar,
stamp, tea).

Tighten
simulation
rules,
mainland
announces
new taxes to
colonists.
Finish with
lecture.

Day 4

Townshend acts 1, 2, 3, 7
and arrival of
mainland
troops.

Introduce
Participation in
troops to the simulation role.
simulation to
enforce taxes
as well as
continued
exercise of
classroom
economy.

Day 5

Boston
Massacre and

Massacre skit Notes on

followed by
propaganda

11, 1, 7

4, 5, 7

Create summary
of economics of
mainland and
colonists.

Day 6

beginning
propaganda.

analysis of
propaganda.

pieces.

Tea act, Boston 1, 2, 3, 7

tea party, and
Intolerable

Continued
simulation
exercise and
debate

Participation in
role and debate.
Quick assessment
7

acts.

2, 8, 11

over
legitimacy of
acts.

from section II.

Discuss the
seeds of
rebellion.
Lecture time
and essay
work.

Essay concerning
the congress and
need to rebel.

Marked up text of
the Petition.

Day 7

Continental
Congress

Day 8

Beginning
6, 9
battles
(Lexington/Conc
ord) and Olive
Branch Petition.

Lecture of
battles and
analysis of
Petition.

Day 9

Pamphleteers/A 5, 11, 9
rticles of
Confederation.

Powerpoint of Participation in
pamphleteers role.
and articles
while half the
time will be
dedicated to
starting the

wrap up of the
simulation.
Day 10 Constitutional 10, 11, 9,
Convention and 7, 4
American
Constitution.

Analysis of
documents/wr
ap up of
simulation.

Reflection on unit.
Final speech. Turn
in simulation
diary.

Catalog of Lessons:
Day 1
The students will construct a recap on the period prior to the
revolutionary period and cover the current status of the
colonists/british. Additionally, the class will be assigned roles for the
simulation and cover simulation rules/etiquette.

Day 2
Lesson title: Silent Majority
Unit objectives: 2/3/9
Activities: Students will be in their assigned groups (mainland and
colonists). They will be split into a fishbowl activity where the
mainland is in a simulation parliamentary discussion on how to
handle the economic situation created by the seven years war. The
colonists will be surrounding the main circle, but will be unable to
communicate with the inner circle and vice-versa (to simulate
taxation without representation).
8

Assessment: Inner circle will be graded on participation in

conversation as well as creating a draft to present as a solution to
the monarchy. Outer circle will be evaluated on notes take and
discussion with other colonists during break periods within the
discussion.
Day 3
Continue guided simulation with stricter rules as legislation brings
about new tax acts. Finish with lecture covering the acts and their
repercussions.
Day 4
Lesson title: Vice Grip
Unit objectives: 1/2/3/7
Activities: Entire class devoted to simulation experience as the rules
become more strict for the colonists. Mainland players begin to
enforce taxes and acts while colonists must adjust to new economic
climate/still maintaining cost of living.
Assessment: Students will be assessed on participation during
simulation with additional points awarded for historical
empathy/realism. Student journals and verbal reflections will be
included in the performance evaluation.
Day 5
Students will role play the Boston Massacre. Afterwards they will
deconstruct the propaganda of the time and begin their skill
building for analysis of political cartoons.
Day 6
Students will continue their simulation of their roles followed by an
in character debate over the legitimacy of new acts. It will be made

clear to the students that meetings and representations such as this

would not have actually happened.
Day 7
Lesson title: Seeds of Rebellion
Unit objectives: 2/8/11
Activities: Analyse the actions of the continental congress, any
documents created by them, and the repercussions of revolution
discussions. Essay to be written in summation format for the
congress and the start of picking a side for rebellion.
9

Assessment: Timed writing (30 min.) covering the lecture in class

and how they are beginning to develop stances on the revolution as
a whole.
Day 8
Lecture covering the battles of the revolution. Analysis of the Olive
Branch petition as well as marking up the text and discussing the
reaction to the document.
Day 9
Analysis of historical documents and propaganda such as Common
Sense. Start of the summation and reflection concerning their
simulation.
Day 10
Cover of the convention and constitution. Followed by complete
wrap up of the simulation and submission of all assignments.
10

Attachments:
Simulation Rubric

11

Timed Writing Rubric

12

DBQ
Prompt:
The American Revolution was the result of only colonial rebellion and aggression
in response to reasonable actions of the British Empire. Assess the validity of
this statement. Elaborate on social, political, and economic factors that may have
played a role in the assessment of this statement.

Document A: Stamp Act (March 22nd, 1765 Parliament of Great Britain)

1. That His Majesty's subjects in these colonies, owe the same allegiance to the
Crown of Great-Britain, that is owing from his subjects born within the realm, and
all due subordination to that august body the Parliament of Great Britain.

2. That His Majesty's liege subjects in these colonies, are entitled to all the
inherent rights and liberties of his natural born subjects within the kingdom of
Great-Britain.
3. That it is inseparably essential to the freedom of a people, and the undoubted
right of Englishmen, that no taxes be imposed on them, but with their own
consent, given personally, or by their representatives.
4. That the only representatives of the people of these colonies, are persons
chosen therein by themselves, and that no taxes ever have been, or can be
constitutionally
13

imposed on them, but by their respective legislatures.

5. That all supplies to the Crown, being free gifts of the people, it is unreasonable
and inconsistent with the principles and spirit of the British Constitution, for the
people of Great-Britain to grant to His Majesty the property of the colonists.

Document B:

Document C: The Olive Branch Petition (1775 Continental Congress to King

George III

Your Majestys ministers persevering in their measures and proceeding to open

hostilities for enforcing them, have compelled us to arm in our own defence, and
have engaged us in
14

a controversy so peculiarly abhorrent to the affection of your still faithful

colonists, that when we consider whom we must oppose in this contest, and if it
continues, what may be the consequences, our own particular misfortunes are
accounted by us, only as parts of our distress.
Knowing, to what violent resentments and incurable animosities, civil discords
are apt to exasperate and inflame the contending parties, we think ourselves
required by indispensable obligations to Almighty God, to your Majesty, to our
fellow subjects, and to ourselves, immediately to use all the means in our power
not incompatible with our safety, for stopping the further effusion of blood, and
for averting the impending calamities that threaten the British Empire.

Document D: John Hancocks Boston Massacre Oration (1774)

Ye dark designing knaves, ye murderers, parricides! how dare you tread upon
the earth which has drunk in the blood of slaughtered innocents, shed by your
wicked hands? How dare you breathe that air which wafted to the ear of heaven
the groans of those who fell a sacrifice to your accursed ambition? But if the
laboring earth cloth not expand her jaws; if the air you breathe is not

commissioned to be the minister of death; yet, hear it and tremble! The eye of
heaven penetrates the darkest chambers of the soul, traces the leading clue
through all the labyrinths which your industrious folly has devised; and you,
however you may have screened yourselves from human eyes, must be
arraigned, must lift your hands, red with the blood of those whose death you have
procured, at the tremendous bar
15

of God!
But I gladly quit the gloomy theme of death, and leave you to improve the thought
of that important day when our naked souls must stand before that Being from
whom nothing can be hid. I would not dwell too long upon the horrid effects
which have already followed from quartering regular troops in this town. Let our
misfortunes teach posterity to guard against such evils for the future. Standing
armies are sometimes (I would by no means say generally, much less universally)
composed of persons who have rendered themselves unfit to live in civil society;
who have no other motives of conduct than those which a desire of the present
gratification of their passions suggests; who have no property in any country;
men who have given up their own liberties, and envy those who enjoy liberty;
who are equally indifferent to the glory of a George or a Louis; who, for the
addition of one penny a day to their wages, would desert from the Christian cross

and fight under the crescent of the Turkish Sultan. From such men as these, what
has not a State to fear?
16

Work Cited:
Document A:
The Stamp Act. (n.d.). Retrieved April 12, 2016, from
http://www.theamericanrevolution.org/DocumentDetail.aspx?document=56
Document B:
Dorf, P. (1940). Our early heritage: a visualized text in ancient and medieval
history. New York: Oxford book company.
Document C:
The Olive Branch Petition. (n.d.). Retrieved April 12, 2016, from
http://www.learner.org/workshops/primarysources/revolution/docs/olive.html
Document D:
John Hancock's Boston Massacre Oration. (n.d.). Retrieved April 12, 2016, from
http://www.theamericanrevolution.org/DocumentDetail.aspx?document=17
17

Directions:

Students will complete the DBQ by writing an essay that answers the prompt while utilizing the
given documents to strengthen their argument. Additionally, students will be graded based on the
rubric provided. Key points: there is no length limit, essay must be completed during the allotted
time period, additional documents may be quoted but the majority of analysis must come from the
provided documents, and the essay will be graded on typical writing standards (syntax, spelling,
grammar, mechanics, thesis statement, and structure).
This DBQ connects with our standards for Stage 1 of the Unit Plan of the American Revolution for
11th grade United States history by its utilization of standards; 1. Assess the economic,
political, and social reasons for the American Revolution 2. Analyze how the new
national government was created. Additionally, the DBQ aligns with objectives of:
criticizing the validity of colonial actions, breaking down the British response to
the colonists, and summarizing the causes and effects of the revolution.

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Role Assignment (Example):

Congratulations! You have been given the role of a member of parliament for the British
Empire. You will be tasked with reviewing and creating legislation that best aids the
motherland, the Monarchy, and their provinces. This is an excellent opportunity for you
to help the great nation prosper. Here are your specific:
Keep the Monarchy happy
Provide your input on how to help the nation build
Create economic growth
Keep the citizens happy
Be proactive in your judgement calls
Keep the Monarchy happy (Important)
Fulfill any role or task directed by your superiors

Use your best judgement and understanding of historical accuracy/empathy to assist

you in your role. Good luck.

19

20

A New Nation/American Revolution/11th Grade

Intro: The quiz would likely fall midway through the first week of the unit and cover the causes of the
revolution. It would work as a method of hammering in the defined reasons for conflict so that the rest of the
unit may work off of the solid base of clear issues. This quiz covers the first standard and multiple objectives
in its scope of the foundation of the essential question.
______ lead to the creation of the Intolerable Acts.
British need for increased economic revenue
Colonial destruction of tea in Boston
Increase in good value due to dangerous naval voyages
Conflict between colony leaders
Protest of British acts lead to violent means, such was the case of_____
the Sons of Liberty by tarring and feathering the government officials.
the Sons of Anarchy by assaulting troops in gangs on horseback.
the Daughters of Freedom by burglarizing shipping yards.
the Daughters of Dignity by publicly humiliating captured parliament.
From the British perspective, how were the colonists violating their expected duties as British colonies?
(Mark all that apply)
Colonists attempting to seize political control over their territory.
Difficulty of communication with delegates from the colonies.
Resistance of taxation.
Alliances with enemies of the British.
Illegally exporting tobacco without permission.

In a short answer response, please assess the validity of the statement. The tree of liberty must be
refreshed from time to time with the blood of patriots and tyrants.

Using the photo below, formulate a short essay about how the propaganda heightened tensions between
the colonies and the British empire. Pay close attention to those involved and how this furthered the
steps to revolution.

21

Lesson plan:

Direct Instruction Lesson Plan Template

Teachers: Matthew Bejar

Subject: 11th Grade United States History

Common Core State Standards:

WHST.11-12.1 Write specific arguments focused on discipline-specific content.
Objective (Explicit):
Students will be able to write a clear thesis statement by debating viewpoints on a model free response
question.
Evidence of Mastery (Measurable):
Students will take home three practice prompts to be turned in the following week with thesis statements created
by the students.
Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT develop a stance on a topic within the first five minutes of reading the prompt.
SWBAT argue for their perspective on the prompt.

Key vocabulary:

Reconcile
Debate
Onset
Political
Economic
Social
Validity

Materials:

Writing materials
Practice FRQ's

Opening (state objectives, connect to previous learning, and make relevant to real life)

 The class will start with a cartoon on "How to write a killer thesis statement",
which will use humor and quick paced instruction to cover four key essentials to thesis
statements.
Teacher Will:

Instructional
Input

Present a demo prompt

Deconstruct the prompt

(vocab, key words, historical
characters)

Restate key elements of a

thesis required

Evaluate student practice

thesis

Student Will:

prompt

Mark up the prompt/paper

Utilize test appropriate materials to understand
Work individually to create a practice thesis

Differentiation Strategy:
Students will be given time to talk within their groups to help understand prompt, deconstruct the meaning of the
prompt, and develop a thesis.

Teacher Will:

Guided
Practice

Evaluate student
thesis statements shared
with the class
Recover key points
that were done well by
students and areas of
improvements

Student Will:

Edit self thesis statement during

instruction
Take notes on how to strengthen
statement/argument
Practice evaluation of other statements
by using compliment sandwich (positive, area
of improvement, positive)

Differentiation Strategy:
Students will be able to take notes with them for the next activity of philosophical chairs
Independent
Practice

Teacher Will:
Ask students to pick
a stance on the next prompt
Divide the class to
the appropriate area for
stance based off of students
raising their hands for a
viewpoint while having their
eyes closed
Guide and
encourage debate as well as
movement between stances

Student Will:
Pick a stance on the prompt
Move to the correct side of the
classroom
Conference with their team on
supporting reasons for their position
Present a developed opening
argument statement (thesis)
Defend their stance
Move between sides if their stance
changes

Differentiation Strategy:
Non-verbal participation through movement between sides will allow quiet or unsure students to
participate with simple movement. Stance choice with eyes closed allowed students to reveil
their true stance rather than following a majority or friends.
Closing/Student Reflection/Real-life connections:

Students will be given an anecdote from the instructor of how he would argue with his parents
in high school, but would structure his argument like an essay with a strong thesis. This will
connect regular instruction to a humorous story that enables students to see the relationship
between verbal and written work. Students will be asked to reflect on the key points for the
lesson and utilize the concept of inner-monologue to develop their skills.