Lesson 3 Events of the Revolutionary War
Students will be able to:
· Describe, sequence, and recognize the significance of the key events of the American Revolution.
· Identify the following key and important individuals in the American Revolution and describe the role they played:
o King George III: British king during the Revolutionary era
o Lord Cornwallis: British general who surrendered at Yorktown
o George Washington: Commander of the Continental Army
o Paul Revere: Patriot who made a daring ride to warn colonists of British arrival.
o John Adams: Championed the cause of independence
o Thomas Jefferson: Major author of the Declaration of Independence
o Patrick Henry: Outspoken member of House of Burgesses; inspired colonial patriotism with his ―Give me liberty or give me death‖ speech
o Benjamin Franklin: Prominent member of Continental Congress; helped frame the Declaration of Independence; helped gain French support for American independence
· Create a poster with detailed information about a key event of the American Revolution
· Present information from their poster using effective nonverbal and verbal communication skills
The student will demonstrate responsible citizenship and develop skills for historical and geographical analysis, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865;
c) sequence events in United States history from pre-Columbian times to 1865;
e) evaluate and discuss issues orally and in writing;
The student will demonstrate knowledge of the causes and results of the American Revolution by
c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry;
· English 5.2
The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.
a) Maintain eye contact with listeners.
b) Use gestures to support, accentuate, and dramatize verbal message.
c) Use facial expressions to support and dramatize verbal message.
d) Use posture appropriate for communication setting.
e) Determine appropriate content for audience.
f) Organize content sequentially around major ideas.
g) Summarize main points as they relate to main idea or supporting details.
i) Use language and style appropriate to the audience, topic, and purpose.
· English 5.7
The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
a) Identify intended audience.
c) Organize information to convey a central idea.
f) Use precise and descriptive vocabulary to create tone and voice.
i) Include supporting details that elaborate the main idea.
Video camera, 81/2” x 11”pieces of construction paper, computers, books about the American Revolution like the American Revolution by Gregory Farshtey, episodes of Liberty’s Kids related to the events, websites related to the American Revolution and Revolutionary War, a ream of ribbon, scissors, printer, tape, and crayons/colored pencils/markers.(a file containing the list of the websites, books, and Liberty's Kids episodes to be used for this lesson can be found and downloaded at the bottom of this page).
1. Tell students that they will now find out what happened during the war and how people were affected during the war. The teacher will split up the class into 6 groups. Each group of students will be assigned two important events to research that occurred during the War. The events are: First Continental Congress, the ride of Paul Revere, Lexington and Concord, Battle of Bunker Hill, Declaration of Independence, Battle of Long Island, Washington Crosses the Delaware, Battle of Trenton, Battle of Saratoga, Valley Forge, Surrender at Yorktown, and the Treaty of Paris.
2. Students in each group will need to use their research about their assigned events to create a 81/2” x 11”poster for each of their events. Each poster must include the following information: The date of the event, the title of the event, the location the event took place at, what occurred during the event, important people involved in the event, the significance of the event, and how the event impacted people at the time. Students can decorate their posters any way they want.
3. Students will be given access to books, websites on the internet, and video clips to do their research. After students create their posters,they will be asked to come up to the front of the classroom and tape their posters to a ribbon at the front of the classroom that represents a timeline of the Revolutionary War.
4. The students will need to put their posters in order on the timeline. The timeline will have two event posters made by the teacher on it as examples before students tape their posters on the timeline.
5. After taping their posters to the timeline, students will present their posters by order of date. Students will be asked to present all the information on their posters by acting like they are newscasters reporting about the event or by reenacting the event. The teacher will videotape the students as they present.
There are two assessments for this lesson. The first is the posters that each group will create. The second is the presentations each group will need to do.
The checklist for the posters is as follows:
q placed correctly on the timeline
q conveys information about assigned event in an organized and effective manner
q includes accurate information for all of the following criteria:
q The date of the event
q the title of the event
q the location the event took place at
q what occurred during the event
q important people involved in the event
q the significance of the event
q how the event impacted people at the time
The presentation of the posters is to be evaluated using the following checklist:
q Reenacts event/newscasts about event.
q Maintains eye contact with listeners.
q Uses gestures to support, accentuate, and dramatize verbal message.
q Uses facial expressions to support and dramatize verbal message.
q Uses posture appropriate for communication setting.
q Determines appropriate content for audience.
q Organizes content sequentially around major ideas.
q Summarizes main points as they relate to main idea or supporting details.
q Uses language and style appropriate to the audience, topic, and purpose.
This presentation is good practice for the final summative assessment for this unit.
The teacher will use the Boston Massacre and Boston Tea Party as examples to scaffold students who need to see an example. Students who are lower in terms of reading and writing ability will be paired with students who have higher abilities. Students are given a variety of materials to use to do their research which reaches a multitude of learners: tactile, auditory, and visual.
You could have students calculate how long ago the Revolutionary War took place.
You could also have students calculate how long the Revolutionary War was.
You could have students take their posters and pin them onto a giant map of the colonies to see where the battles took place in relation to each other.