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BrainMeld Teaching Guide: American Conquest 1

AMERICAN CONQUEST: THREE CENTURIES OF WARA 5th Grade Social Studies Exploration

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Table of Contents

Teaching Guide Overview...................................................................................................3What is American Conquest?........................................................................................................3Using American Conquest in the Classroom...................................................................................4The Advantages of Teaching with Games.......................................................................................6Goals and Objectives....................................................................................................................8Grade Level Standards and Content Area.......................................................................................8What Teachers Need to Know Before Beginning...........................................................................12Hardware Requirements..............................................................................................................12

Lessons Overview............................................................................................................13Pre-teaching Tutorial..................................................................................................................13Lesson One................................................................................................................................14

Lesson One Goals and Objectives..........................................................................................................14Lesson One Setup................................................................................................................................ 15Lesson One Activity/Game play.............................................................................................................15Lesson One Follow-up/Debriefing.........................................................................................................17Lesson One Extensions......................................................................................................................... 18

Lesson Two...............................................................................................................................18Lesson Two Goals and Objectives.........................................................................................................18Lesson Two Setup................................................................................................................................ 19Lesson Two Activity/Game play.............................................................................................................20Lesson Two Follow-up/Debriefing.........................................................................................................21Lesson Two Extensions.........................................................................................................................21

Teacher Resources..........................................................................................................23References......................................................................................................................25Appendix One: Seven Years War Introductory Chart.....................................................28Appendix Two: Seven Years War Game Log...................................................................29Appendix Three: Seven Years War Research Report.......................................................30Appendix Four: Research Paper Rubric..........................................................................31Appendix Five: War for Independence Introductory Chart.............................................33Appendix Six: War for Independence Game Play Chart..................................................34Appendix Seven: War for Independence Narrative Assignment Guide.............................35Appendix Eight: Narrative Rubric..................................................................................36Appendix 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

Gamespot.com

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

http://www.factmonster.com/homework/t1termpaper1.html

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

http://www.factmonster.com/homework/writingskills4.html

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


http://www.factmonster.com/homework/writingskills4.html

http://www.factmonster.com/homework/t1termpaper1.html


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

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Content Standards. Retrieved November 15, 2007, from California State Board of

Education: http://www.cde.ca.gov/be/st/ss/enggrade5.asp

California Department of Education. (2007, June 25). Grade Five: History-Social Science

Content Standards. Retrieved November 15, 2007, from California State Board of

Education: http://www.cde.ca.gov/be/st/ss/hstgrade5.asp

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

College: http://www.calvin.edu/~rbobeldy/AT&T2002/learningstyles/content.htm

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

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http://www.wired.com/wired/archive/11.05/view.html?pg=1

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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 :

http://spruce.bhs.hb.se/dis/downloads/Kim_Sonnenwald-2002.pdf

Malachowski, M. (2002, March 1). ADDIE Based Five Step Method Towards Instructional

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http://fog.ccsf.cc.ca.us/~mmalacho/OnLine/ADDIE.html

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Education: http://www.ed.psu.edu/ci/Journals/97pap32.htm

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Appendix One: Seven Years War Introductory Chart

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

introduction.

Seven Years War

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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 1Notes Notes are recorded and

organized in an extremely neat and orderly fashion.

Notes are recorded legibly and are somewhat organized.

Notes are recorded. Notes are recorded only with peer/teacher assistance and reminders.

Organization Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8)

Amount of Information

All topics are addressed and all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical, spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Sources All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.



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



Appendix Five: War for Independence Introductory ChartRevolutionary 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 Topic

The entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Characters The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately.

The main characters are named and described. Most readers would have some idea of what the characters looked like.

The main characters are named. The reader knows very little about the characters.

It is hard to tell who the main characters are.

Setting Many vivid, descriptive words are used to tell when and where the story took place.

Some vivid, descriptive words are used to tell the audience when and where the story took place.

The reader can figure out when and where the story took place, but the author didn't supply much detail.

The reader has trouble figuring out when and where the story took place.

Problem/Conflict

It is very easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.

It is not clear what problem the main characters face.

Solution/Resolution

The solution to the character's problem is easy to understand, and is logical. There are no loose ends.

The solution to the character's problem is easy to understand, and is somewhat logical.

The solution to the character's problem is a little hard to understand.

No solution is attempted or it is impossible to 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 1Preparedness Student is completely

prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or cannot be understood OR mispronounces more than one word.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Props Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.

Student uses 1 prop that shows considerable work/creativity and which make the presentation better.

Student uses 1 prop which makes the presentation better.

The student uses no props OR the props chosen detract from the presentation.


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