Joseph Maish

17989 N. 114th Lane Surprise, AZ 85378

Phone: 623-258-1151 E-Mail: jamaish1220@gmail.com

Objective

A charismatic undergraduate encompassing a proficient set of skills within organization, communication,

technology, and diplomacy seeking a teaching position with in the Peoria Unified School District.

Education

Associates of Arts May 2015

Glendale Community College

Glendale, Arizona

Bachelors of Arts May 2017

Arizona State University

Tempe, Arizona

Internships

Kyrene Aprende Middle School Fall 2015

Inquired many hours of observation with mentor teacher of 20 years experience

Involved in delegating tests and reviews and oversaw project research

Tolleson Union High School Spring 2016

High involvement in planning and executing lessons

Observed the full extent of an IEP meeting

Valley Vista High School Spring 2017

Interned and observed under the social studies department chair

Highly involved in many simulated activities and creative projects

Observed honors classes and the content and preparation required

Experiences

Top Golf Guest Services Summer 2015-16

-Shift lead supervisor

 Managed and delegated proper work and discipline amongst 10-12 associates

Centennial High School Observer Spring 2015

- AZ/US History class

- ELL student aid

Participated in small group work with in the ELL program

Helped provide secondary language skills to ESL students

Vision Statement
I believe that expectations should be exceeded whether that is in the classroom or outside the
classroom, there for I, as a teacher will always expect the most out of my students and push them strive
for better achievement. However, this belief also applies to myself and will always better myself as a
teacher and role model for the sake of my students. Education is not only based off of content but also
classroom management; it needs certain people to assure that the right questions are being asked in the
right manner. I will ensure that I create a safe, caring, stimulating, and enjoyable environment for my
students. Being in a social studies setting I stress much significance on communication, collaboration, and
corroboration. If there is anything that I want my students to gain from my class its this: 1) Let your voice
and opinions be heard and respect others in the process. 2) There is never a wrong answer if you have the
proper evidence or reason to support it. 3) Always keep and open mind and be able to empathize with
others whether you agree or disagree. 4) Be willing to work with others and share ideas, two minds are
better than one. My students will be able to exercise their ability to use technology on a weekly basis in my
classroom. Classrooms and education is changing and the 21st century classroom provokes learning
through the means of technology and learning the literacies of technology. My students will be able to
comprehend, practice, and apply new skills with technology in order to prepare them for a technologically
inclusive society. Ultimately, I want my students to be able to be able to walk away with practical and
applicable life skills such as, critical thinking, researching, persuasive writing, collaboration,
communication, and a mentality of exceeded expectations.

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 Mr. Maishs 4 Rules to Success

1. Let your voice and opinions be heard while

respecting others
2. There is never a wrong answer if you have the proper
evidence or reason to support it
3. Always keep and open mind and be able to
empathize with others whether you agree or disagree
4. Be willing to work with others and share ideas, two
minds are better than one

Communication 3 Letters

Introduction letter

Dear Parent or Guardian,

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I wanted to formally introduce myself and convey my eagerness to work with your child this coming school
year. I truly have a passion for teaching AZ/US history in high school and hope to extend that excitement
to learn to my students. I believe at this point in students lives is when they start to really grow and
expand their minds and I am here to support that growth in the best way I can. The purpose of this course
is for students to analyze specific events, people, patterns, themes, ideas, and beliefs in our nations
history in order to apply these lessons to their lives as citizens of the United States.

All additional information about the class is provided in the syllabus. Please read the syllabus and sign the
detached portion ensuring that you understand and support my classroom expectations.

If you do have any questions, comments, or concerns please contact me. I am available by phone calls
before and after school. You can also reach me through e-mail at jmaish@asu.edu.

I am very much looking forward to working with your child. I am always open for any questions or
comments! Now lets have a great year!

Sincerely,
Joe Maish
jmaish@asu.edu
History Department

Letter of concern

Dear Mr. and Mrs. So And So,

I am writing to you about your son Jimmy who has completed some excellent work in my class and is more
than capable of passing with flying colors. However, we have been having some altercations with his lack
of responsibility primarily with turning in assignments. This is something that was discussed in the first
week of class and is in the syllabus that I do have a late work policy being that students are allowed to turn
in an assignment up to a week after its due and will receive half credit. Jimmy has failed to even turn in
any late work after several reminders. As said before Jimmy is more than capable to complete this work
but I do understand that he has other classes and extra circular activities hes involved in. I have decided
to create a daily planner for Jimmy that will list all assignments and possible projects that are due each
month. Jimmy has already received this planner and should be making sure he goes over it with you. In
addition I have provided an attached copy in this email for your own benefit. Jimmy is a very bright student
and is very fun to have in class and I am here to help him in any way I can. If you have any questions,
comments, or concerns please contact me at jmaish@asu.edu or you can phone me at the school before
and after school hours.

Sincerely,
Joe Maish
jmaish@asu.edu
History Department

Letter to Principal

Joe Maish
17898 N. 114th Lane
Surprise, AZ 85378
(623) 258-1151
jmaish@asu.edu

February 23, 2017

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Dear Mr./Mrs. Principal:

I would just like to start off by saying how excited I am to have this opportunity to teach at this school. I
will overcome any and every challenge that may be presented and will perform only to exceed
expectations. On behalf of my experience and education I am excited to bring new ideas as well as build
off of my colleagues. My qualifications certify me to teach world and U.S. history. My objectives focus on
analyzing past historical events, people, patterns, themes, ideas, and beliefs in order for students to apply
them to their lives as citizens to the U.S. and the human race.

I have a true passion for history and more importantly teaching. I believe that teachers are first foremost
role models for their students. This is something that I will establish from day one and ensure that I
represent the school to its entirety and set the standard for all students to follow.

I am thoroughly eager to become a part of such a wonderful community. I am open and encourage any
recommendations or criticisms that will better improve me as an educator. If there are any further
questions, comments, or concerns please contact me at the email listed below. Looking forward to working
with everyone!

Sincerely,

Joe Maish
jmaish@asu.edu

Professional Growth Plan

First Year:

In my first year on campus I would first and foremost want to put all my emphasis on building strong
relationships with my students and create a resounding class environment. My goal is to make class
management a priority first so I can then have a solid foundation to build on engaging activities, peer
learning, and content rich lessons. I also would like to be involved in the school community as much as I
can. The comradery between staff members and the community will reflect on the students and help
create a more positive engaging environment. Overall, I want to be a role model on campus and truly
represent want our school stands for and be someone for students to look to in times of need.

Long Term (5 years):

For my long-term plan I want focus more on my lesson planning and structuring. After focusing on my class
room management and honing those skills I would like to delegate more time to research more resources I
can utilize in the classroom that will benefit student learning and engagement. My goal is to be a leader
with in my department and not just incorporate new founds resources in my own classroom but in all
history classrooms. I would like to reach outside of the class room and be able to provide viable and
educational guest speakers, field trips, activities, and resources. I want to establish a well renown and

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engaging historical community among our campus that exemplifies the integrity of our schools mission as
well as the importance of learning history.

Professional Organizations:

Arizona Education Association

Arizona Council of History Education

Appendix
Sample Unit Plan:

Revolution and New Nation

10th Grade

AZ/US History

Joe Maish

HST 480

October 11th, 2016

STAGE 1: GOALS

Unit Overview:
For this unit students will be learning about the American Revolution and the development of the New
Nation. Ultimately, the expectations for the students are that they understand and analyze the
development of the United States as a new nation. Also, that the students develop their own definition of
Nationalism and compare that idea to the American Revolution as well as present day. Some of the
activities will include political cartoon creations, simulation of creating a declaration, and dissecting and
interpreting primary sources. Outside of the curriculum I want the students to understand that Nationalism
can be found in many other historical events and that it is influenced and driven by everyday people such
as themselves. And that Nationalism can be found throughout the worst times in history and some of the
most transcended times.

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Enduring Understanding:
Although the majority of the colonist migrated from England, the idea of Nationalism was a major driving
force before and during the American Revolution.

Essential Question:
What allowed for Nationalism to be a driving force in the American Revolution and why?

Key Concepts:
Nationalism- Advocacy of or support for the interests of ones own nation.
Colonialism- Colonialism is the influence or control of a governing body over dependent country,
territory, or people.
Social justice/injustice- justice in terms of the distribution of wealth, opportunities, and privileges
within a society.
Imperialism - a policy of extending a country's power and influence through diplomacy or military
force.
Culture- the attitudes and behavior characteristic of a particular social group.
Patriotism- an emotional attachment to a nation, which an individual recognizes as their homeland.
Loyalty- A strong feeling of support or allegiance.

Additional people and events:

Constitutional Convention
British Acts
Major Battles in American Rev.
George Washington
Thomas Jefferson
Alexander Hamilton
Slaves, women, property owners, indentured servants

Standards:

Arizona Standards for Social Studies:

1. Students will assess the economic, political, and social reasons for the American Revolution.

2. Analyze the effects of European involvement in the American Revolution on the

outcome of the war.

3. Describe the significance of major events in the Revolutionary War.

4. Analyze how the new national government was created.

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 5. Examine the significance in the formation of a new nation.

6. Examine the experiences and perspectives of the following groups in the new

nation. (Property owners, African Americans, women, Native Americans, indentured

servants)

AZ Career & College Readiness Standards:

1. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

2. Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social studies.

3. Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.

4. Write arguments focused on disciplinespecific content.

5. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

6. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.

7. Conduct short as well as more sustained research projects to answer a question or solve a problem.

Objectives:

1. Students will analyze the British attempts to tax and regulate colonial trade as a result of the
French and Indian War.

2. Students will be able to evaluate and display British policy ideas expressed in the Declaration of
Independence

3. Students will be able to analyze and describe the significance of the battles at Lexington and
Concord, Bunker Hill, Saratoga, and Yorktown.

4. Students will be able to describe the significance of the writing and ratification of the Declaration of
Independence.

5. Students will analyze the creation of the Articles of Confederation, Constitution, and the Bill of
Rights

6. Students will analyze and evaluate the Constitutional Convention and the struggles of ratifying the
Constitution.

7. Students will examine and describe the significance of George Washingtons presidency and the
economic policies of Alexander Hamilton.

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 8. Students will analyze the creation of political parties under Thomas Jefferson and Alexander
Hamilton.

9. Students will evaluate the establishment of the Supreme Court as the third branch of government
under John Marshall.

10. Students will analyze and illustrate the perspectives of property owners, African Americans, women,
Native Americans, and indentured servants in accordance to Nationalism.

STAGE 2: ASSESSMENTS

Formative Assessments (Unit objectives 1-10):

Quizzes: For this unit students will be administered three short quizzes that will help students analyze, evaluate,
comprehend and identify the important key concepts with in this unit.

Journal Entries: Students will be writing in a journal every day at the start of class. This journal will
be viewed as a type of bell work to help build a foundation of knowledge and recall on prior
knowledge. The journal will be structured with similarities to a KWL chart. Some days may ask
students what they know about a given concept, word, event, person, etc. and others asking about
already known or learned knowledge. For example, there might be a question taken from the
textbook or a question asked about the lesson of the prior day. This will be done everyday to start
the class off with an introduction to new content or content that is relevant to the enduring
understanding of the unit. On Fridays, students will be asked to ask one question about something
they learned, want to learn, or didnt understand to ensure a better understanding of the unit.

Discussion: Primarily after the journal entries and at the beginning of the lesson students will be asked to briefly
discuss their entries with a neighbor or partner next to them. Once the students have discussed their answers or
ideas with one another the entire class then will take part in a discussion on the topic with the teacher as a guide
for information. These discussions will be used to reinforce the concept of the enduring understanding as well as
to promote collaboration, communication, and public speaking skills.

Achievement Test (Unit Objectives 1-10):

Students will be administered a final unit exam that will cover all the objectives with in the unit. This exam
will contain a different variety of questions that will test the students knowledge further on the Essential
Question. The test will compose of three different parts.

Part 1: In the first of the section of the test there will be 15 multiple choice and true/false questions that
will ask about students to recall prior knowledge of events, documents, ideas, and people. Specific terms
referring to major battles, The Constitution, Declaration of Independence, Intolerable acts, and colonists
and British generals. This part will be worth 25% of the test grade.

Part 2: The second section of the test will compose of five terms or ideas that are essential to the
enduring understanding or the essential question. The students will be asked to define the terms and be
able to provide a specific example from the unit that proves or demonstrates the use of this term or idea.
Some concepts that will be included are loyalty, freedom, patriotism, democracy, etc. This part will serve
as a transition from concrete questions to more abstract questions that coincide with the enduring
understanding. This part will be worth 25% of the test grade.

Part 3: The final section of the test will consist of two essay questions. The first question will be in direct
accordance to the essential question asking, What proves that Nationalism was a driving force in the
American Revolution? The second question will ask students to explain why the Articles of Confederation
failed and why the Constitution and Bill of Rights was ratified and is still used today. This question is meant

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for students to evaluate causes and effects as well as the relevance and impact of the American Revolution
up to today. This section will be worth 50% of the test grade.

Performance Assessment (Unit Objectives 1,2,3,4,5,6,10):

The performance assessment for this unit will be a three-week long project that will consist of three main
sections. The performance assessment will further elaborate on the enduring understanding of the unit.
This assessment will focus on social and economic classes of people at the time and how the term
Nationalism was perceived through their eyes. All students will individually create their own historical
story and journal from the perspective of a property owner, African-American, woman, Native American, or
indentured servant. This assessment will encourage students to be creative as well as relate to relevant
information and evidence according to the time period. Students will be provided with, proper examples,
primary and secondary documents for each role as well as designated in-class research days.

Grasps:
Goal: Explain the development and perceptions of Nationalism
Role: Property owner, African-American, women, Native American, or indentured servant.
Audience: People at the time of the American Revolution
Situation: To explain your perception of the Revolution given your role
Product: Personal journal and letter
Standards for student success:

Part 1: Students will choose the roles that they wish to write. However, there can only be six of the same
roles with the exception of a larger classroom population. Once all roles are chosen students will be
handed an outline that will help guide them in the writing process. The outline will consist of their
characters role, name, origin, background, education, family, and social class. The first section will be a
written historical narrative of their character at least 1-2 pages in length that explains all the key points in
the outline.

Part 2: In this section the students will then create their personal narrative from the perspective of their
character. This section should include a personal story, hardship, or any underlying conflict in relation to
events of the American Revolution. This must be one page in length and must use at least 2-3 pieces of
evidence in correlation to the characters story. The entirety of this section will resemble concerns and
problems that each character might be facing at the given time.

Part 3: In the final section of this project, students will compose a letter from their character that proposes
possible solutions or their characters stance on these issues that their character is facing. This letter may
be addressed to political figureheads in the colonies, generals, everyday colonials, or even King George
himself. This section focuses on the characters stance in terms of nationalism and how each role may be
affected differently and they developed different perceptions.

STAGE 3: LEARNING ACTIVITIES

Unit Calendar:

Day Topic(s) Unit Brief Listing of Assessments

Objective(s) Activities

Day 1 Intro 1,2,3,4,5,10 Introduction to what Class discussion

students know about the and KWL chart
American Revolution and

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 concept formation of the
term Nationalism.
Present rubric and
requirements for
Performance assessment
Day 2 British Acts 1,2 Discuss British taxing Journal entry and
attempts on colonial discussion
trade and acts participation
established by British
Day 3 British Acts 1,2 Continue discussing Comic Strip
specific British taxing assignment
acts and have students Class participation
create their own visual
representation of one
British act using a comic
strip format
Day 4 Major 3 Small lecture on the Who shot first
Events battle of Lexington and argument
Concord using guided assignment
notes and Prezi. Provide Class participation
primary documents for
students to analyze and
form arguments on who
shot first between the
redcoats and colonists
Day 5 Major 3,4 Continue with major Journal entry/ Exit
Events battles of the American ticket: what was
Revolution and the tactic colonists
discussion of battle used most, why
tactics for each battle was it used, and
was it effective
Day 6 Major 4 Discuss and summarize List of grievances
Events the meaning and assignment
importance of the
Declaration of
Independence. Conduct
simulation where
students create their
own list of grievances
Day 7 New Gov. 5 Compare and contrast Advanced
the Articles of organizer of
Confederation and the benefits of Art. Of
Constitution. Analyze the Conf. and
Bill of Rights and how it Constitution.
is relevant in present day Journal entry/ Exit
ticket: name one
amendment and
how it is used in
present
Day 8 New Gov. 6 Administer topic quiz. Formative Quiz
After quiz provide (see attachments)
information on the Discussion
constitutional convention participation
and facilitate a student
lead discussion

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Day 9 New Nat. 7,8 Discuss the significance Venn diagram of
of Washingtons the similarities
presidency, economic and differences
policies, and the creation between political
of political parties. of the time.
Compare and contrast Discussion
different aspects to the participation
political parties
Day 10 New Nat. 9 Analyze the Journal entry/ Exit
establishment of the ticket: definition of
Supreme Court as third judicial review
branch of gov. using the
land mark Marbury v.
Madison discuss judicial
review
Day 11 Perspectives 10 Guide another concept Journal entry/ Exit
formation lesson on the ticket: Define
terms perspective and perspective in
empathy. Provide your own words,
students with time and discussion
sources of multiple participation
perspectives during the
American Revolution to
aide with performance
assessment
Day 12 Perspectives 10 Performance assessment Research outline
work day/ Review
Day 13 Exam 1-10 Unite Exam Unit Exam
Day 14 Perspective 1,2,3,4,5,6,10 Students will present Performance
Performance their performance assessment (see
assessments Stage 2)
Day 15 Perspective 1,2,3,4,5,6,10 Students will present Performance
Performance their performance assessment (see
assessments Stage 2)

Catalog of Lessons:

Day 1 Introduction to the American Revolution

Unit objectives: 1,2,3,4,5,10

Activities:
At the start of class students will be asked to create a KWL chart in their class journal. After the KWL
chart is created ask students what they already know about the American Revolution including:
people, places, events, technology, policies, or documents. Then ask what they want learn more
about reiterating what was included in what they already know.
After students have developed their own KWL chart in their journals and have had a brief
discussion teacher will then lead students in a concept formation activity on the term Nationalism.
Students will first define nationalism in their own words then talk with a shoulder partner about
their definitions. After, a couple students chosen at random will share their definitions with the class
as a whole.
Teacher will ask students what some examples of nationalism are and what other terms or concepts
relate to nationalism. Teacher will provide a visual for students by summarizing their answers and
displaying them on the whiteboard.

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 After teacher is satisfied with the amount of concepts and terms in relation to Nationalism (at least
5-6) students will then be given the actual dictionary definition of Nationalism and examples of
Nationalism in relation to the American Revolution.

Assessment: Informal assessment of student participation in discussion of KWL chart and concept
formation. Class journal will be turned in to check for and measure prior knowledge.

Day 3 British Acts Comic Strip

Unit objectives: 1,2

Activities:
Start with a class recap discussion on everything that was discussed in Day 2s lesson with
questions such as: What were the acts that were established by the British? What were the actions
taken by colonist? How was nationalism resembled?
Directions to the comic strip:
o After learning about the British acts why they were established and exactly what they
established students will create their own comic strip based on one the many acts.
o The comic strip must include a minimum of four boxes of illustrations. A minimum of at least
two boxes must include some form of dialogue. The comic strip must represent accurate
historical information although may include satire.
o Students will work together in groups of 2-3 (students do have the option to work
independently only if they prefer)
o Teacher will provide a rubric (see attachments) for each group and brief descriptions of each
of the acts in order to help students create a historically accurate comic.
o After students have completed their comic strips there will be time given for several
presentations and explanations of students comic strips.

Assessment: Students will be assessed on their ability to recall information of a prior lesson through an
informal discussion. Students will also be informally assessed on their ability to collaborate and cooperate
effectively with each other through group work. Students will turn in their comic strips to be graded in
order to measure their understanding of the content.

Day 4 Lexington and Concord Who shot first?

Unit objectives: 3

Activities:
Teacher will start the class by handing out guided notes to the students for the battle of Lexington
and Concord (see attachments). Teacher will give a brief lecture on the battle of Lexington and
Concord using Prezi as students fill out notes.
At the end of the Prezi the teacher will have the posed question Who do you think shot first the
Redcoats or the Colonist?
The class will be divided in to two sides one arguing in favor for the Redcoats and the other arguing
in favor of the Colonists. Each side will consist of multiple student groups to ensure full
participation.
Teacher will provide both sides with primary documents in order to analyze perspectives and eye
witness accounts from the actual time period of when the battle occurred.
Teacher will walk the room to provide any insight or guidance for students while also observing
group collaboration and participation.
Students will formulate an argument on why the redcoats or the colonist shot and provide a piece of
evidence to support their arguments.

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 Once students have agreed on an argument and supporting evidence one student from each side
will present their claims and how there argument is supported.
To end the activity all students after, analyzing the documents and hearing the other sides
argument, will vote on who they think shot first.

Assessment: Students will be informally assessed on their group collaboration and participation when
forming their argument. Each group will turn in their written argument and the evidence used to support in
order to check for understanding and measure mastery.

Primary Sources Link:

http://americanantiquarian.org/earlyamericannewsmedia/exhibits/show/age-of-revolution/lexington-and-
concord

Prezi Link:
https://prezi.com/v9uy2z_wgq3l/copy-of-the-battle-of-lexington-and-concord/

Day 6 Writing and ratification of the Declaration of Independence

Unit objectives: 4

Activities:
Students will answer the following questions in their class journals: What does the term Life,
Liberty, and Pursuit of Happiness mean? What was the purpose of the Declaration of Independence
and why is it important to America?
Have a discussion about students answers afterwards.
Inform students what the purpose of the Declaration of Independence was and how to establish a
list of grievances and what aspects are involved with the creation of a document such as the
Declaration of Independence.
As a class have students popcorn read the Declaration of Independence and after each student
reads the given section discuss and summarize what that section means as a class.
Declaration Simulation:
o After the designated sections have been and summarized teacher will hand out a list
composed of 10 rules and policies for the classroom that the students must abide by.
o Students will be assigned to groups of 2-3 and must create a list of grievances in regards to
the rules and policies of the classroom.
o Students must list 8-10 grievances and provide and explanation of why they chose the
grievance and how relates to one or multiple policies of the classroom.
o Once students have completed their lists teacher will randomly call on 4-5 students to share
one grievance they had.
o Teacher will end class with a discussion on the affects this simulation had in regards to
historical thinking and perspective.

Assessment: Students will be assessed by their journal entries as a check for understand and prior
knowledge. Student participation and collaboration will be informally assessed through the Declaration
simulation. List of grievances from each group will be graded to check for understanding and measure
level of mastery.

Day 11 Perspectives of Nationalism

Unit objectives: 10

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Activities:
Students will define the word perspective in their own words for their journal entry at the
beginning of class.
Students will share their own definition of the word perspective and what it means to have
perspective on history.
Teacher will then guide a concept formation of the terms perspective and empathy in the
context of historical thinking.
Students will lead a discussion on the meaning of historical empathy and when to use it and what it
might look when you use historical empathy. Teacher will provide examples such as talking about
the holocaust, the atomic bombing, pearl harbor, internment camps, etc.
Once the examples are introduced teacher will then showcase photos so students can have a visual
simulation and understanding of what historical empathy is.
After students are shown visual representations of multiple perspectives and historical empathy
teacher will then discuss the students performance assessment requirements again.
Students will be given time to start or finish their outline for the role they have chosen and will also
be able to research any information needed. Teacher will provide guidance and research strategies
to benefit students time on task.

Assessment: Students will be assessed through their journal entry, which is: How would you define
perspective in your own words? Students will also be informally assessed through discussion
participation as well as exemplifying

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CITATIONS

The Battles of Lexington and Concord: A Public Relations Case Study. (n.d.). Retrieved December 02, 2016, from
http://americanantiquarian.org/earlyamericannewsmedia/exhibits/show/age-of-revolution/lexington-and-concord
History.com Staff. (2009). Battles of Lexington and Concord. Retrieved December 02, 2016, from
http://www.history.com/topics/american-revolution/battles-of-lexington-and-concord

ATTACHMENTS

Formative assessment quiz for Day 8:

For this unit students will be administered four quizzes of this manner that will help students analyze,
evaluate, and identify the importance of given topics in preparation for a unit exam. For this specific quiz
students will be tested on primarily significant events of the American Revolution and a few unit concepts.
This particular quiz will cover unit objective four and also provide a deeper understanding of the Units
essential question.

Multiple Choice: Answer the following multiple choice questions with answer that best
completes the statement or answers the question.

1. What challenges did the Patriots face at sea?

a. Their naval fleet was old and in disrepair.
b. Their sailors were malnourished and many were sick.
c. They had too few ships to fight large battles against the British.
d. Their sailors were brave but had difficulty following orders.

2. The Declarations list of grievances included

a. colonists being taxed without their consent.
b. colonists being executed without trial.
c. colonists being forced to observe the Magna Carta.
d. colonists being forced to hold jury trials.

3. Why was Thomas Paines Common Sense important to the Revolution?

a. Supported the concept of the English Constitution.
b. Argued that Parliament was the enemy, not the King.
c. Persuaded colonists that no reconciliation with Britain was possible.
d. Set the precedent for the Articles of Confederation

4. What was the significance of John Burgoynes surrender at Saratoga?

a. Established George Washington as a military hero.
b. Convinced the French to help the colonists.
c. Led the British to conceding New England to the colonists.
d. Caused the British to give up on the war entirely.

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Short Answer Question: For the following questions define the term or concept in 2-3
sentences AND the SIGNIFICANCE that the given concept had in the American Revolution. Must
be complete sentences.

1. Define LOYALTY
Loyalty is a strong feeling of support or allegiance to a country, person, or organization. The
significance of loyalty in the American Revolution was the loyalty established amongst the colonist
to ultimately secede from the Tyranny of King George and Britain.
Or the colonists that remained loyal to Britain and the King (Tories) and their political endeavors
that were pursued even after the American Revolution.

2. Define COLONIALSIM
Colonialism is the influence or control of a governing body over dependent country, territory, or
people. Colonialism can be seen as occupying the given entity with settlers and exploiting it
economically, politically, or militarily.
The significance of colonialism in the Revolution was the initial settling of the colonies for
agricultural purposes such as tobacco. This later would snowball into plantations and other
agricultural resources that would benefit and profit Britain as an empire.

Essay Question: Answer the following question in complete sentences composing of at least 5-
7 sentences. Be able to provide at the minimum 2-3 pieces of evidence.

1. Compare and contrast Thomas Paines Common Sense pamphlet and Thomas Jeffersons
Declaration of Independence. Which had the greater effect on revolutionary America?

Thomas Jeffersons creation of the Declaration of Independence was a groundbreaking moment in

the American Revolution. This document served as a beacon of hope the colonists by outlining all
the injustices King George had condemned the colonies with. The Declaration instilled the notion of
taking a stand against the terrorizing and turmoil acts such as the intolerable acts and taxing
without consent. The Declaration was clear and straight to the point about what needed to change
in the colonies or be prepared for a rebellion. On the other hand, Thomas Paine did not send a letter
to the King bullet pointing his injustices but rather, spoke to the colonists themselves. Although
both documents argue for the independence from Britain, Common Sense explains more deeply
what would happen if the colonists did not rebel and break free from Britain. He says things such
as, whenever England goes to war the trade of America goes to ruin because of her connection with
Britain. Paine brings a demanding tone trying to convince the colonist that ties with Britain will only
bring misery and ruin to the colonists lives.

Both documents had great impacts on the American Revolution. The Declaration of Independence
exemplified the attitude of colonist that had political authority at the time. It portrayed a bullet
point list of grievances from the colonists stand point and presenting what governing entity should
stand for and how its should act. Ultimately, the Declaration provided an ultimatum for King George
on whether or not he wanted to keep ties with America.

Common Sense was able to strike a cord in the colonists. It provided similar standpoints and
arguments to the Declaration of Independence. However, Common Sense focused on informing and
persuading the colonists and giving them the ultimatum. Common Sense had a greater impact on
the American Revolution because amongst the colonist it provided a common enemy with the only
options being independence or slaves.

Lexington and Concord Guided Notes:

Lexington and Concord Notes

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TENSIONS LEADING TO BATTLE OF LEXINGTON AND CONCORD

In 1764, Great Britain enacted a series of measures aimed at raising

revenue from its 13 American colonies. These acts included the Stamp Act, Sugar Act, Townshend

Acts and.
Boston, the site of the 1770 Boston Massacre and the 1773 Boston Tea Party, was one of the main

points of resistance.
On April 18, 1775 two couriers, Paul Revere and William Dawes were sent to warn residents about

the British marching on Concord.

FIGHTING BREAKS OUT AT LEXINGTON AND CONCORD

At dawn on April 19, some 700 British troops arrived in Lexington and came upon 77 militiamen.
At Lexington, 8 militiamen lay dead and 9 were wounded, while only 1 Redcoat was injured.
Hundreds of militiamen hustled to Concords North Bridge where Redcoats stood in defense. The

British fired first this was known as the shot heard round the world.
British forces prepared to return to Boston but would be accompanied by 2,000 minutemen.
Militiamen would fire at British soldiers from behind trees, stonewalls, houses and sheds.

THE AFTERMATH

250 British Redcoats were killed and wounded, while only 90 were killed and wounded on the

Colonists side.

Comic Strip rubric:

CATEGORY 8-10 5-7 2-4 0-1

Graphics Completed all 4 boxes Completed 3 comic Completed 1-2 comic All four boxes are n
so the content boxes so the content is boxes so the content clear or are
-Clarity organized, neat, and neat and organized. is organized. incomplete.
easily viewed

Graphics All 4 comic boxes 3 of the comic boxes 1-2 of the comic No comic boxes ma
reflect student reflect student boxes reflect student by the student are
- creativity and include creativity and include creativity and include included and have
Originalit color. color. color. color

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 Graphics All 4 comic boxes are
related to the topic
3 comic boxes are
related to the topic
1-2 comic boxes
relate to the topic.
None of the comic
boxes relate to the
- and make it easier to and make it easier to topic.
Relevanc understand. understand.

e
Content - Comic strip clearly
defines and represents
Accuracy the act according to
historical evidence. 2
factual dialogues are
displayed in with in
the comic strip.
Comic strip somewhat
represents the act
according to historical
evidence.1 factual
dialogue is displayed
with in the comic strip.
Comic strip provides
small amount of
representation of act
according to historical
evidence. No factual
dialogues are
displayed with in the
comic strip.
Comic strip does n
show any evidence
historical or accura
and no factual
dialogues are
displayed.

Sample Lesson Plan:

Direct instruction
Subject: 10th Grade US History

ents in the Revolutionary War

n, etc.)

major battles of the American Revolution and create a four box comic strip with a partner signifying one of the major battles and justify the meaning of th

ntation of accurate historical information that may include satire. There will be a minimum requirement of a 1-2 dialogue in two boxes however, students w
p will be graded according to a rubric.
lex):
the American Revolution due to background knowledge, elaborate on what were the significant events throughout the Revolutionary War and, be able to d
t today.
Materials/Technology Resources to be Used:
nists, Militia, musket, George Washington, cavalry. Pencil/pen, markers, colored pencils, Guided Notes, PowerPoint

and make relevant to real life)

nd battles of the revolutionary war such as the declaration of independence, intolerable acts, stamp act, ect, and ask what they know already about some of
his such as what someone may have see on the battlefield and what it would have been like to fight in these battles. I really am going to instill a real life p
they contributed to our lives today. The scenario could will along the lines of simply saying that if the colonists had not won this war then we could all be

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 Student Will:
our of the battles and the major points on those battle 1. Take notes on highlighted sections of the lecture
d discuss the importance and how it impacted the American Revolution 2. Be ready to participate in active discussions about
ons throughout the presentation to grasp the students attention and check for 3. Be willing to answer questions pertaining to the b

ded with guided notes for the PowerPoint.

will provide visuals of the key ideas, with photographs, maps, and diagrams.
parallel teaching in regards to certain needs of students one teacher will compensate for students who maybe less visually inclined while the

Student Will:
battles that have already been covered. 1. Will reflect briefly on the battles that have been covere

hand out comic strip assignment. 2. In pairs or groups three depending on class size studen

assignment by picking a battle of their choice and drawing short four box comic strip 3. Complete given activity with in their groups.

dialogue with in at least one box. Once the comic is completed have the groups write a
battle in particular impacted the Revolution.

ore students start to generate their own ideas.

have them make additional boxes onto their comic strip

eam teaching which will make both teacher responsible for asking the students the same questions to prepare them for the activity this then allows both te
Student Will:
completed with in the small groups. 1. Be prepared to present comic strip

comic strips in front class for no longer than 3-5 minutes. 2. Collaborate with group member(s) on who will pr
hat their comic signifies, why they chose that battle and how it impacted the

gle with anxiety have them have assigned roles when presenting (Check up on student to make sure they still feel comfortable)
entary co-teaching where one teacher may give verbal feedback after the short presentations while the other teacher will give written feedback to the stude

hey chose impacted the American the Revolution but since they have already wrote the paragraph to end this lesson there will now be an open discussion o
t supported with evidence there is no wrong answer.

*Rubric can be seen right above this lesson plan

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