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AMERICAN CONQUEST: THREE CENTURIES OF WAR

A 5th Grade Social Studies Exploration

Table of Contents

Teaching Guide Overview 3

What is American Conquest? 3

Using American Conquest in the Classroom 4

The Advantages of Teaching with Games 6

Goals and Objectives 8

Grade Level Standards and Content Area 8

What Teachers Need to Know Before Beginning 12

Hardware Requirements 12

Lessons Overview 13

Pre-teaching Tutorial 13

Lesson One 14

Lesson One Goals and Objectives 14

Lesson One Setup 15

Lesson One Activity/Game play 15

Lesson One Follow-up/Debriefing 17

Lesson One Extensions 18

Lesson Two 18

Lesson Two Goals and Objectives 18

Lesson Two Setup 19

Lesson Two Activity/Game play 20

Lesson Two Follow-up/Debriefing 21

Lesson Two Extensions 21

Teacher Resources 23

References 25

Appendix One: Seven Years War Introductory Chart 28

Appendix Two: Seven Years War Game Log 29

Appendix Three: Seven Years War Research Report 30

Appendix Four: Research Paper Rubric 31

Appendix Five: War for Independence Introductory Chart 33

Appendix Six: War for Independence Game Play Chart 34

Appendix Seven: War for Independence Narrative Assignment Guide 35

Appendix Eight: Narrative Rubric 36

Appendix Nine: Oral Presentation Rubric 38

Teaching Guide Overview

How often do students say that history is boring? Memorizing the major battles of the American Revolutionary War and their effect on this war can be a tedious process for many students. What can teachers to do to engage and motivate their students? One solution is to introduce students to American Conquest.

This guide is designed to allow teachers to successfully incorporate American Conquest into their curriculum as both a motivational tool and a curricular support. Students will experience firsthand the struggles to build and supply a standing army, along with developing alliances and devising military strategy.

What is American Conquest?

American Conquest: Three Centuries of War created by GSC Gameworld is a real-time strategy pc game released in 2003. The game offers single player campaigns along with multiplayer option for up to eight players that can be played either online or through a local area network. It provides students with an engaging gaming experience that is also educational. In today’s age of video games and instant gratification, students expect to be constantly entertained. American Conquest provides students with an opportunity to experience the battles waged in the struggle for control over a new continent. Detailed historical information is provided as background for strategic planning to meet game objectives. The game spans from Columbus’s voyages to the Americas beginning from 1492 through the American War for Independence. Students can choose to play campaigns based on Pizarro’s Raid, the Seven Years War, Tecumseh’s Rebellion, or the War for Independence. Many of the scenarios can be played from either side. For example, the Revolutionary War campaign can be played from either the British or the colonists’ point of view. The French, British, Spanish, and Americans are recognized along with a variety of native cultures including the Aztecs, Incas, Mayan, Sioux, Delaware, Huron, Iroquois League, and Pueblos. Detailed graphics provide information on the architecture and regional adaptations of the various native tribes.

Using American Conquest in the Classroom

In addition to the historical background provided, the game provides students with experiences in point of view. For example, playing the Seven Years War campaign from the British side and then replaying the campaign from the French side provides students with an opportunity to compare and contrast the reasons these countries went to war and the experience for the different countries. Additionally, using the multiplayer mode, students can play against each other and then discuss the difficulties and successes each country faced. Students could examine the opposing points of view and conduct debates defending these opposing viewpoints.

American Conquest also provides students with ample opportunities to apply critical-thinking and problem-solving strategies. Within each scenario, students must build their base, research technological advances, and recruit and train a standing army. The game offers over 100 different military units and 106 types of buildings. The value of long-term planning and critical thinking quickly becomes apparent as students must manage not only the military forces, but the support personnel required to feed and supply the army. Among the lessons to be learned is that an army cannot fight successfully if it is starving. Since many of the battles can be played with up to 16,000 units, students can experience the frustration and difficulty involved with managing large groups of soldiers. Students learn about military hierarchy, military formations, and how these can impact the outcome of a battle. Students can also learn the art of diplomacy by contacting neutral tribes and creating alliances. These alliances provide both military and economic support. Students learn that these alliances often had the ability to influence the outcome of a battle and possibly the outcome of the entire war.

Along with the cognitive benefits of increased content knowledge, critical-thinking and problem-solving skills, the game also provides students with an emotional investment in history. By engaging in the battles, students begin to understand the frustrations, fears, and excitement experienced by people involved in the battle for the Americas. By bringing these situations to life in the game, students can more easily understand the challenges faced and the rewards earned.

While the connection to history is apparent, ample opportunities exist to incorporate the game into other curricular areas. For example, this game could also be used to promote writing through journaling activities and comparative essays. Students could compose motivational speeches to deliver to the troops or write fictional letters home. Mathematical connections could be made by researching the costs of supplying a standing army as well as a comparative analysis of military losses during each battle. Studying the weaponry and placement for tactical advantage could be incorporated into a science unit on trajectories and physics. Additionally, examining the various terrains would provide support for the study of geography and geographic features. Students could explain how various geographic regions result in specific adaptations by the native flora and fauna.

While on the surface, American Conquest may seem like it’s “just a video game,” there are a wealth of educational opportunities available to teachers who choose to use this game. The key to successfully using the game as an educational experience is in the planning and structure provided by the teacher to incorporate the game into various curricular areas. Even without this structure, just playing the game will provide students with detailed historical background on the wars that lead to the colonization of the New World.

The Advantages of Teaching with Games

Students live in a world of rapidly evolving technology. Computers, cell phones, iPods, Playstations, and Xboxes are a central part of their everyday life. With this technology, children have a tremendous range of fast-paced entertainment options at their finger tips. Is it surprising that students find a traditional classroom boring? How can a classroom teacher capture and hold the attention of these students? One way to engage students in the learning process is to provide constructivist activities. According to Constructivist Theory, learners all construct their own perspective of the world through individual experiences and schema.  The focus of constructivism is preparing the learner to problem solve in ambiguous situations. In a constructivist learning environment, individuals participate in social learning activities. Students are expected to work collaboratively, to seek out and use a variety of resources relating to their community and their state, and choose their method of presenting information. (Atherton, 2005) Games by their very nature are constructivist. Students need to problem solve and develop their own understanding of the game. In addition to allowing students to construct meaning, games can address many of the multiple intelligences identified by Gardner (1991).

Gros (2007) states that adventure and simulation games provide complex learning activities that are appropriate for the acquisition of learning. This learning uses a model that involves meaningful materials that encourage the construction of relevant knowledge. This involves games that teach students to experiment and work with those educational aspects of play that require the intervention of the educator. This makes it difficult for the player to become isolated. In other words, the learning experience involves not only the game play but a series of carefully structured learning activities that provide experimentation, reflection, activity, and discussion. Game play is interwoven throughout the process.

According to Gee (2003) video games provide students with a challenging experience that pushes players to the edge of their ability. Tasks are difficult, but within the player’s ability range. Gee noted that cognitive scientist Andy diSessa has identified the best instruction to be that which hovers at the boundary of a student's competence. Students are in turn frustrated and pleased with their experiences within the game which results in an emotional investment. Research has found emotional investment to be highly motivating. Therefore, providing students with emotionally engaging experiences increased the potential for motivation.

Goals and Objectives

• Actively involve students in a study of early American history including the relationship between the European explorers and the Native Americans, the early conflicts that lead to the Revolutionary War, and the major battles of the Revolutionary War.

• Provide students with opportunities to develop narrative and expository writing skills

• Provide students with opportunities to use oral presentation skills

Grade Level Standards and Content Area

This guide addresses the following California State Content Standards:

5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.

1. Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.

2. Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges).

3. Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip's Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).

5.5 Students explain the causes of the American Revolution.

1. Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

5.6 Students understand the course and consequences of the American Revolution.

1. Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders' alliances on both sides.

2. Describe the contributions of France and other nations and of individuals to the out-come of the Revolution (e.g., Benjamin Franklin's negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Ko´sciuszko, Baron Friedrich Wilhelm von Steuben).

Writing

1.0 Writing Strategies

Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Student’s progress through the stages of the writing process as needed.

Organization and Focus

1.1 Create multiple-paragraph narrative compositions:

a. Establish and develop a situation or plot.

b. Describe the setting.

c. Present an ending.

1.2 Create multiple-paragraph expository compositions:

a. Establish a topic, important ideas, or events in sequence or chronological order.

b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.

c. Offer a concluding paragraph that summarizes important ideas and details.

Research and Technology

1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.

1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, a thesaurus, spell checks).

2.0 Writing Applications (Genres and Their Characteristics)

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade five outlined in Writing Standard 1.0, students:

2.1 Write narratives:

a. Establish a plot, point of view, setting, and conflict.

b. Show, rather than tell, the events of the story.

2.3 Write research reports about important ideas, issues, or events by using the following guidelines:

a. Frame questions that direct the investigation.

b. Establish a controlling idea or topic.

c. Develop the topic with simple facts, details, examples, and explanations.

Listening and Speaking

1.0 Listening and Speaking Strategies

Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

Organization and Delivery of Oral Communication

1.4 Select a focus, organizational structure, and point of view for an oral presentation.

1.5 Clarify and support spoken ideas with evidence and examples.

1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade five outlined in Listening and Speaking Standard 1.0, students:

2.2 Deliver informative presentations about an important idea, issue, or event by the following means:

a. Frame questions to direct the investigation.

b. Establish a controlling idea or topic.

c. Develop the topic with simple facts, details, examples, and explanations.

Where the Game fits into the Curriculum

The fifth grade social studies curriculum focuses on the study of American history from the natives through Westward Expansion. While the game can also be used to support European Exploration, for the purpose of this guide the game use will focus on the Revolutionary War. However, it will be more meaningful for students if they have a background in Native American cultures and the European exploration of North America.

What Teachers Need to Know Before Beginning

Providing students with background knowledge is a key component of successfully incorporating this game into the curriculum. With this in mind, teachers should be familiar with the Seven Years War, its causes and eventual outcome. Additionally, teachers should know the alliances between the various native tribes and both the French and the British. Teachers need to have an understanding of the events leading to the War for Independences, such as the Sugar Act, the Tea Act, the Quartering Act, and various others. They should also know the progression of the major battles of the War for Independence.

It is important that teachers are comfortable with using a digital projector and basic computer functions. Additionally, they should be familiar with using technology to support student learning. To develop a clear understanding of the game and its functions, teachers should complete the Columbus campaign before beginning this unit with their students. The Columbus campaign is structured like a tutorial and will introduce the teacher to the game structure and develop basic concepts needed to successfully play the game.

Hardware Requirements

Best Case Scenario:

• Teacher PC with digital projector

• Lab with 17 student PC computers and LAN

• 18 copies of American Conquest or a license to install on 18 computers

If fewer computers are available, teachers may choose to increase group size or rotate students onto the computers as a classroom station. Teachers may adapt the group structure to fit their individual classrooms.

Minimum System Requirements

• System: PII 450 or equivalent

• RAM: 64 MB

• Video Memory: 1 MB

• Hard Drive Space: 1300 MB

Recommended System Requirements

• System: PIII 1GHz or equivalent

• RAM: 256 MB

Lessons Overview

These lessons are designed to provide an engaging experience relating to the events leading to American Independence. Students will study the explorations of Columbus, the Seven Years War, and the War for Independence. They will be exposed to multiple viewpoints including the Spanish, American, British, French, and various Native American tribes. Additionally students will research a topic of interest and create an original historical narrative. Students will be expected to deliver two oral presentations relating to the unit of study.

Pre-teaching Tutorial

Prior to Lesson One, the teacher will demonstrate to the class the Columbus campaign since this provides an introduction to the basics of game play. Ideally, this should be done whole class using a digital projector. The teacher can play the scenarios or individual students can be chosen to play the various steps while the teacher provides whole class directions. In addition to teaching the fundamentals of American Conquest, this campaign will provide background on the early conflicts between the explorers and indigenous people which addresses CHSS Standards 5.3.1 and 5.3.2.

Lesson One

Before beginning Lesson One, students should have completed the unit in the Social Studies text discussing the conflicts between the French and British that led to the Seven Years War. As a class, those should be reviewed and the Lesson One Introductory Chart found in Appendix One should be completed together as a class. Students will then engage in a series of campaigns that follow the major battles of the Seven Years War. During this lesson, in addition to game play, students will choose and research a topic and deliver an informative oral presentation.

Lesson One Goals and Objectives

Students will:

• Describe the completion between the English, French, Spanish, and natives for control of North America

• Describe the importance of treaties and military alliances between the colonists and natives.

• Examine the conflicts before the Revolutionary War.

• Write a research report about an event that frames a question to direct the investigation, establishes a controlling idea, and develops the topic with simple facts, details, examples, and explanations.

• Deliver an informative oral presentation that frames a question to direct the investigation, establishes a controlling idea, and develops the topic with simple facts, details, examples, and explanations.

Lesson One Setup

After using the textbook to complete the introductory lesson on the Seven Years War, the class should view the introduction on American Conquest for the Seven Years War campaign for both the British and French campaigns as a whole class using a digital projector. The students should then complete the Appendix One introductory worksheet for Seven Years War.

Prior to beginning game play, the teacher should:

• Divide the class in half.

• Half of the class will play from the perspective of the British and the other half will play from the French perspective.

• Assign students partners.

• The partners will switch between being the player and the recorder.

Lesson One Activity/Game play

• Working with partners, students will play Seven Years War Campaign. The students should use the Game Play Guide from Appendix Two to guide their game play. Teachers should allow approximately one hour for initial game play. Additional time can be added if needed.

• For students to begin play, direct them to:

o Open American Conquest

o Choose Single Player

o Choose Campaign

o Input player names, partners can decide on a name to use.

o Select the Seven Years’ war British or French as directed by the teacher.

o For the British: Begin with On the Brink of War

o For the French: Begin with The Uninvited Guests

o Read the description in the bottom right corner before entering the scenario.

o After selecting the appropriate scenario, listen to the introductory information.

o Read the scenario objectives.

o Begin game play.

o Once partners have completed the objectives for the first scenario, they will switch roles and move to the next scenario. Be sure to note the scenario title and track which events occur during each separate scenario. Partners should also note any other relevant information.

Lesson One Follow-up/Debriefing

• Discuss the outcomes.

o Compare experiences from the French and British side.

o What were the advantages of each side?

o Did the game outcomes reflect the actual outcomes of the war?

o What factors may have contributed to these differences if any?

• Choose an aspect of the Seven Years War to research. Students should use Appendix Three as a guide.

o Identify a focus question

o Use the Internet to conduct research

o Complete note cards using information from the Internet and from game play

o Write an expository paper on the Seven Years War following the guidelines outlined in Appendix Three.

o Appendix Four provides a rubric for evaluating student research papers. Students should be given a copy of this along with the expository paper outline.

• Present the focus question as an informative presentation. Students should be provided with a copy of the Oral Presentation rubric form Appendix Nine.

Lesson One Extensions

• Play the campaign from the opposing side

o Was the experience different? How?

o Did having knowledge of the conflict from the opposite side make it easier the second time? Explain.

Lesson Two

Prior to Lesson Two, students should have completed the unit in the Social Studies text discussing the taxation acts and events that lead up the Revolution. As a class, those should be reviewed and the Appendix Five War for Independence Introductory Chart completed together as a class. Students will then engage in a series of campaigns that follow the major battles of the Revolution. During this lesson, students will be playing a campaign based on the War for Independence, writing a narrative composition, and presenting an oral presentation.

Lesson Two Goals and Objectives

Students will:

• Understand how political, religious, and economic ideas and interests brought about the Revolution.

• Identify and map the major military battles, campaigns, and turning points of the Revolutionary War.

• Identify the roles of American and British leaders.

• Identify the native alliances on both sides.

• Describe the contributions of France and other nations to the outcome of the Revolution.

• Describe the contributions of individuals to the outcome of the Revolution.

• Create a multi-paragraph narrative composition.

• Write a narrative with an established plot, point of view, setting, and conflict.

• Present the narrative to the class in an oral presentation that engages the audience with appropriate verbal cues, facial expressions, and gestures.

Lesson Two Setup

As a class, watch the American Conquest introduction to the War of Independence from both the British and the American campaigns. Add any new information to the Appendix Five introductory chart. Prior to beginning game play, the teacher should:

• Divide the class in half.

• Half of the class will play from the perspective of the British and the other half will play from the American perspective.

• Assign students partners.

• The partners will switch between being the player and the recorder.

Lesson Two Activity/Game play

• Working with partners, students will play Revolutionary War Campaign. Allow two approximately one hour sessions for game play. Additional time can be allowed if needed and available.

• To begin play, give the students the following directions and provide them with the game sheet from Appendix Six.

o Open American Conquest

o Choose Single Player

o Choose Campaign

o Input player name, partners can decide on a name to use.

o Select the War for Independence: Britain or American as directed by your teacher. (Teachers should inform students that the game inaccurately refers to the colonists as Americans. The colonists were also British at the time and a more correct reference would be colonists.)

o For the British: Begin with The Battle of Bunker Hill

o For the Americans: Begin with The Battle of Lexington

o Read the description in the bottom right corner before entering the scenario.

o After selecting the appropriate scenario, listen to the introductory information.

o Read the scenario objectives.

o Once partners have completed the objectives for the first scenario, they will switch roles and move to the next scenario. Be sure to note the scenario title and track which events occur during each separate scenario. Partners should also note any other relevant information.

Lesson Two Follow-up/Debriefing

• Discuss the outcomes.

o Compare experiences from the American and British side.

o What were the advantages of each side?

o Did the game outcomes reflect the actual outcomes of the war?

o What factors may have contributed to these differences if any?

• Using Appendix Seven as a guide, write a first person narrative from the view point of a soldier in the war. Students can choose to write from either the British or American perspective.

o Identify and develop a main character

o Establish setting, problem and solution.

o Include elements from game play in the story line.

o Narratives will be evaluated using the rubric found in Appendix Eight as guide. These rubrics should be provided to the students prior to writing their narratives.

• Present the narrative as an oral presentation in character. An oral presentation evaluation rubric can be found in Appendix Nine.

Lesson Two Extensions

• Play the campaign from the opposing side

o Was the experience different? How?

o Did having knowledge of the conflict from the opposite side make it easier the second time? Explain.

• Independently play additional battles and/or single missions.

Teacher Resources

Textbook

• Our Nation, Published by Scott-Foresman

This is one of the state approved, standards-based social studies textbooks. This guide can be adapted to use with any California social studies textbook since the activities are aligned with the content standards, not specific textbook page. However, the textbook provides background information and standards support.

Websites

•

This website has reviews and information on a wide range of games. The site contains information about American Conquest and related games. Additionally the site includes a range of screen shots that can be downloaded to add visual interest to guides or projects.

• Help for writing a research paper

This site can be used by teacher and/or students. It provides step-by-step guidelines for writing an effective research paper. Additionally it has sample papers available for students to view.

• Help for writing narratives

This site can be used by teacher and/or students. It provides step-by-step guidelines for writing a narrative. Additionally it has sample papers available for students to view.

Supplemental Books

• Guns for General Washington: A Story of the American Revolution by Seymour Reit

This fiction novel depicts the events at Valley Forge from the perspective of the patriots. This book can be used to supplement the curriculum and to provide students with an example of narrative writing.

• Fight for Freedom: The American Revolutionary War by Benson Bobrick

This book is a supplemental book that provides summaries of the major conflicts of the War for Independence along with a variety of battle maps. Students can use this to research in more depth the strategies and outcomes of the various battles. This information can be used to plan successful strategies for playing American Conquest campaigns.

• George vs. George: The American Revolution as Seen from Both Sides by Rosalyn Schanzer

This book explores the events leading to the War for Independence from both the colonial and British points of view. Additionally, it focuses on the lives and roles of George Washington and King George. It provides opportunities for students to discuss point of view and how it impacts events.

References

Atherton, J. (2005, August 15). Constructivist Theory. Retrieved November 16, 2007, from Teaching and Learning:

California Department of Education. (2007, October 16). Grade Five: English-Language Arts Content Standards. Retrieved November 15, 2007, from California State Board of Education:

California Department of Education. (2007, June 25). Grade Five: History-Social Science Content Standards. Retrieved November 15, 2007, from California State Board of Education:

Felder, M. a. (n.d.). Learning Styles and Strategies. Retrieved November 7, 2007, from Calvin College:

Gardner, H. (1991). The Unschooled Mind. New York: Basic Books.

Gee, J. P. (2003). High Score Education Games, not school, are teaching kids to think. Retrieved November 16, 2007 from Wired

Gros, B. (2007). Digital Games in Education: The Design of Games-Based Learning Environments. Journal of Research on Technology in Education, 40(1), 23-38. Retrieved November 16, 2007, from Research Library Core database.

Kim, S.-L. a. (2002). Investigating the Relationship Between Learning Style Preferences and Teaching Collaboration Skills: An Exploratory Study. Retrieved November 13, 2007, from CCI - Center for Collaborative Innovation :

Malachowski, M. (2002, March 1). ADDIE Based Five Step Method Towards Instructional Design. Retrieved Noember 16, 2007, from City College of San Francisco:

Matusevich, M. (1995, May). School Reform: What Role can Technology Play in a Constructivist Setting? Retrieved November 15, 2007, from Pixel: Virginia Tech Computer Science Department: School Reform: What Role can Technology Play in a Constructivist Setting?

Moussiaux, S. a. (1997, November 12). Constructivist Teaching Practices: Perceptions of Teachers and Students. Retrieved November 15, 2007, from Penn State College of Education:

US Department of Education. (n.d.). Effects of Technology on Classrooms and Students. Retrieved November 8, 2007, from US Department of Education:

Veenema, S. a. (1996, November-December). Multimedia and Multiple Intelligences. Retrieved November 15, 2007, from Howard Gardner:

Vogler, K. E. & Virtue, D. (2007). "Just the Facts, Ma'am": Teaching Social Studies in the Era of Standards and High-Stakes Testing. The Social Studies, 98(2), 54-58.  Retrieved November 15, 2007, from Research Library Core database.

Appendix One: Seven Years War Introductory Chart

Seven Years War Introductory Chart to be completed by students during Lesson One introduction.

|Seven Years War |

| |French |Britons |

|When | | |

|Where | | |

|Native | | |

|American | | |

|Relationsh| | |

|ips | | |

|Cause of | | |

|Conflict | | |

Appendix Two: Seven Years War Game Log

Will you change history? Or will history repeat itself?

Today you and your partner will have a chance to fight the Seven Years’ war. Your teacher will assign you either to the British or French side of the war. One of you will begin as the player and the other will begin as the recorder. You will switch roles with each scenario change. The player’s job will be to navigate through the game and the recorder will be responsible for recording information from your game play onto the chart below. If you need more room to record information, you may use the back of this sheet or additional pieces of notebook paper.

To begin play:

• Open American Conquest

• Choose Single Player

• Choose Campaign

• Input your player name, you and your partner can decide on a name to use.

• Select the Seven Years’ war British or French as directed by your teacher.

• For the British: Begin with On the Brink of War

• For the French: Begin with The Uninvited Guests

• Read the description in the bottom right corner before entering the scenario.

• After selecting the appropriate scenario, listen to the introductory information.

• Read your scenario objectives.

• Begin game play.

• Once you complete the objectives for the first scenario, you will switch roles and move to the next scenario. Be sure to note the scenario title and track which events occur during each separate scenario.

Game Play Chart:

|Buildings Built |Buildings Lost |Successful Forays |Unsuccessful Forays |

| | | | |

Appendix Three: Seven Years War Research Report

Name: __________________________________________ Date:_______________________

Topic: _______________________________________________________________________

For this project you will need to choose an aspect of the Seven Years War to research. After you have chosen a topic you will identify a focus question for your research. We will be discussing focus questions in class. Once you have narrowed your research topic, you will need to conduct research using the Internet to create note cards. Be sure that you are keeping track of your sources of information so that you can include them on a reference page. When your note cards are completed, the information will need to be organized into an outline. This outline will provide the framework for your expository paper. You should refer to the Research Report Rubric as a guideline for completing your paper.

The final requirement of this project will be to present your paper as an informative presentation. Please refer to the Oral Presentation Rubric for what your teacher will be looking for in your oral presentation. You may be creative in your use of visual aids.

Please use the checklist below to organize and track your assignments.

|Assignment |Due Date |

|Focus Question | |

|Note cards | |

|Outline | |

|Research Paper | |

|Informative Presentation | |

Appendix Four: Research Paper Rubric

| | | | | |

| | | | | |

|Research Report : Seven Years War |

| | | | | |

|  |  |  |  |  |

| | | | | |

|Teacher Name: | | | |

| | | | | |

| | | | | |

|Student Name:     ________________________________________ | |

| | | | | |

|CATEGORY |4 |3 |2 |1 |

|Notes |Notes are recorded and organized in |Notes are recorded legibly |Notes are recorded. |Notes are recorded only with|

| |an extremely neat and orderly |and are somewhat organized. | |peer/teacher assistance and |

| |fashion. | | |reminders. |

|Organization |Information is very organized with |Information is organized |Information is organized, |The information appears to |

| |well-constructed paragraphs and |with well-constructed |but paragraphs are not |be disorganized. 8) |

| |subheadings. |paragraphs. |well-constructed. | |

|Amount of |All topics are addressed and all |All topics are addressed and|All topics are addressed, |One or more topics were not |

|Information |questions answered with at least 2 |most questions answered with|and most questions answered |addressed. |

| |sentences about each. |at least 2 sentences about |with 1 sentence about each. | |

| | |each. | | |

|Quality of |Information clearly relates to the |Information clearly relates |Information clearly relates |Information has little or |

|Information |main topic. It includes several |to the main topic. It |to the main topic. No |nothing to do with the main |

| |supporting details and/or examples. |provides 1-2 supporting |details and/or examples are |topic. |

| | |details and/or examples. |given. | |

|Mechanics |No grammatical, spelling or |Almost no grammatical, |A few grammatical, spelling,|Many grammatical, spelling, |

| |punctuation errors. |spelling or punctuation |or punctuation errors. |or punctuation errors. |

| | |errors | | |

|Sources |All sources (information and |All sources (information and|All sources (information and|Some sources are not |

| |graphics) are accurately documented |graphics) are accurately |graphics) are accurately |accurately documented. |

| |in the desired format. |documented, but a few are |documented, but many are not| |

| | |not in the desired format. |in the desired format. | |

| | | | | |

|Date Created: Nov 18, 2007 10:59 am (CST) | | |

Appendix Five: War for Independence Introductory Chart

Revolutionary War Cause and Effect Chart to be used during the introduction to Lesson 2.

|Causes of the Revolution: Causes & Effect Chart |

|Event |Outcome |

| | |

| | |

| | |

| | |

| | |

| | |

Appendix Six: War for Independence Game Play Chart

Will you change history? Or will history repeat itself?

Today you and your partner will have a chance to fight the War for Independence. Your teacher will assign you either to the British or colonial side of the war. One of you will begin as the player and the other will begin as the recorder. You will switch roles with each new scenario. The player’s job will be to navigate through the game and the recorder will be responsible for recording information from your game play onto the chart below. If you need more room to record information, you may use the back of this sheet or additional pieces of notebook paper.

To begin play:

• Open American Conquest

• Choose Single Player

• Choose Campaign

• Input your player name, you and your partner can decide on a name to use.

• Select the War for Independence Britain or American as directed by your teacher.

• For the British: Begin with The Battle of Bunker Hill

• For the Americans: Begin with The Battle of Lexington

• Read the description in the bottom right corner before entering the scenario.

• After selecting the appropriate scenario, listen to the introductory information.

• Read your scenario objectives.

• Begin game play.

• Once you complete the objectives for the first scenario, you will switch roles and move to the next scenario. Be sure to note the scenario title and track which events occur during each separate scenario.

Game Play Chart:

|Buildings Built |Buildings Lost |Successful Forays |Unsuccessful Forays |

| | | | |

Appendix Seven: War for Independence Narrative Assignment Guide

Name: __________________________________________ Date:_______________________

For this project you will be writing a historical narrative set during the Revolutionary War. To begin you need to create a story web that identifies your main characters, describes the setting, presents a problem, and provides a resolution. After you have completed your story web you will need to write your first draft. These drafts will be peer-edited in class and then you will write a final draft. You should refer to the Narrative Rubric as a guideline for completing your story.

The final requirement of this project will be to present your story as an oral presentation. Think of this as creating an oral tradition. Please refer to the Oral Presentation Rubric for what your teacher will be looking for in your oral presentation. You may be creative in your use of visual aids. You might consider giving the presentation in character.

Please use the checklist below to organize and track your assignments.

|Assignment |Due Date |

|Story Web | |

|First Draft | |

|Peer Editing | |

|Narrative Story Final Draft | |

|Oral Story Presentation | |

Appendix Eight: Narrative Rubric

| | | | | |

| | | | | |

|Narrative Writing : War for Independence |

| | | | | |

|  |  |  |  |  |

| | | | | |

|Teacher Name: | | | |

| | | | | |

| | | | | |

|Student Name:     ________________________________________ | |

| | | | | |

|CATEGORY |4 |3 |2 |1 |

|Focus on Assigned |The entire story is related to the|Most of the story is related to |Some of the story is related to |No attempt has been |

|Topic |assigned topic and allows the |the assigned topic. The story |the assigned topic, but a reader |made to relate the |

| |reader to understand much more |wanders off at one point, but the|does not learn much about the |story to the assigned |

| |about the topic. |reader can still learn something |topic. |topic. |

| | |about the topic. | | |

|Characters |The main characters are named and |The main characters are named and|The main characters are named. |It is hard to tell who |

| |clearly described in text as well |described. Most readers would |The reader knows very little |the main characters |

| |as pictures. Most readers could |have some idea of what the |about the characters. |are. |

| |describe the characters |characters looked like. | | |

| |accurately. | | | |

|Setting |Many vivid, descriptive words are |Some vivid, descriptive words are|The reader can figure out when |The reader has trouble |

| |used to tell when and where the |used to tell the audience when |and where the story took place, |figuring out when and |

| |story took place. |and where the story took place. |but the author didn't supply much|where the story took |

| | | |detail. |place. |

|Problem/ |It is very easy for the reader to |It is fairly easy for the reader |It is fairly easy for the reader |It is not clear what |

|Conflict |understand the problem the main |to understand the problem the |to understand the problem the |problem the main |

| |characters face and why it is a |main characters face and why it |main characters face but it is |characters face. |

| |problem. |is a problem. |not clear why it is a problem. | |

|Solution/ |The solution to the character's |The solution to the character's |The solution to the character's |No solution is |

|Resolution |problem is easy to understand, and|problem is easy to understand, |problem is a little hard to |attempted or it is |

| |is logical. There are no loose |and is somewhat logical. |understand. |impossible to |

| |ends. | | |understand. |

| | | | | |

|Date Created: Nov 18, 2007 11:07 am (CST) | | |

Appendix Nine: Oral Presentation Rubric

| | | | | |

| | | | | |

|Oral Presentation Rubric : American Conquest |

| | | | | |

|  |  |  |  |  |

| | | | | |

|Teacher Name: | | | |

| | | | | |

| | | | | |

|Student Name:     ________________________________________ | |

| | | | | |

|CATEGORY |4 |3 |2 |1 |

|Preparedness |Student is completely prepared |Student seems pretty prepared|The student is somewhat |Student does not seem at all|

| |and has obviously rehearsed. |but might have needed a |prepared, but it is clear that |prepared to present. |

| | |couple more rehearsals. |rehearsal was lacking. | |

|Content |Shows a full understanding of the|Shows a good understanding of|Shows a good understanding of |Does not seem to understand |

| |topic. |the topic. |parts of the topic. |the topic very well. |

|Speaks Clearly |Speaks clearly and distinctly all|Speaks clearly and distinctly|Speaks clearly and distinctly |Often mumbles or cannot be |

| |(100-95%) the time, and |all (100-95%) the time, but |most ( 94-85%) of the time. |understood OR mispronounces |

| |mispronounces no words. |mispronounces one word. |Mispronounces no more than one |more than one word. |

| | | |word. | |

|Volume |Volume is loud enough to be heard|Volume is loud enough to be |Volume is loud enough to be |Volume often too soft to be |

| |by all audience members |heard by all audience members|heard by all audience members |heard by all audience |

| |throughout the presentation. |at least 90% of the time. |at least 80% of the time. |members. |

|Posture and Eye |Stands up straight, looks relaxed|Stands up straight and |Sometimes stands up straight |Slouches and/or does not |

|Contact |and confident. Establishes eye |establishes eye contact with |and establishes eye contact. |look at people during the |

| |contact with everyone in the room|everyone in the room during | |presentation. |

| |during the presentation. |the presentation. | | |

|Props |Student uses several props (could|Student uses 1 prop that |Student uses 1 prop which makes|The student uses no props OR|

| |include costume) that show |shows considerable |the presentation better. |the props chosen detract |

| |considerable work/creativity and |work/creativity and which | |from the presentation. |

| |which make the presentation |make the presentation better.| | |

| |better. | | | |

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