Declaring Independence: The American Revolution
Learning Module
- Creator(s):
The Declaring Independence: The American Revolution module provides students with an overview of the causes and events leading to the American Revolution as well as key battles of the war. This is an entire unit and should approximately take about a month and a half to two months to complete. This module allows students to analyze the diversity of perspectives including those from the Native Americans, British, and Colonists. In addition, this module engages students in a relexive learning envrionment. Learning becomes ubiquitous, allowing for students to access the content at anytime and anywhere. The role of the student is knowledge creator, while the teacher is the facilitator. Students gather schema through the modules and apply their learning to new digital learning stituations, where learning is synthesized and connected to new concepts. There is a variety of assessment techniques, allowing teachers to receive an insight into the whole child. Below are topics that students will inquire about throughout the module.
This learning module is designed for a multi-age gifted learning environments. The standards are aligned to a fourth and fifth grade learner, however, the content is elevated to a middle school level. Students will engage in problem solving skills, critical and complex thinking, and analyze various resources to answer the following essential questions.
Learning Target:
Throughout the learning module, students will inquire about the events and causes of the American Revolution as well as key battles of the Revolutionary War. Students will apply knowledge about exploration and colonization to continue to build schema on our nation's history. This learning module allows students to learn in a transformative learning environment were they will access a variety of multimedia to engage in collaborative discussions between teacher and peers, create original updates on essential questions and topics, comments on peer updates, a peer reviewed work, and a knowledge and information survey.
Standards:
The standards listed below will be addressed throughout the entirety of the learning module.
Illinois Social Science Standards:
SS.IS.1.3-5: Develop essential questions and explain the importance of the questions to self and others
SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources
SS.IS.5.3-5: Develop claims using evidence from multiple sources to answer essential questions
SS.H.1.4: Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
Reading Standards:
CCSS.ELA-LITERACY.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Writing Standards:
CCSS.ELA-LITERACY.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
CCSS.ELA-LITERACY.W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CCSS.ELA-LITERACY.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking & Listening Standards
CCSS.ELA-LITERACY.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Technology Standards:
ISTE 3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
ISTE 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
ISTE 6d: Students publish or present content that customizes the message and medium for their intended audiences.
Key Vocabulary:
*Revolution, War, Patriot, Loyalist, Parliament, Britian, Colonies, Colonists, Militia, Continental Congress, Stamp Act, Quartering Act, Townshend Act, Tea Act, Intolerable Act, Sugar Act, Boycott, Refusal, Boston Massacre, Boston Tea Party, Declaration of Independence, Claim, Evidence, Reasoning
Objective: I can analyze political cartoons to answer the essential question, What are the causes and effects of a revolution?
Gathering Schema:
As defined by Merriam- Webster, a revolution is "a sudden, radical, or complete change", "an activity or movement designed to effect fundamental changes in the socioeconomic situation", and "a fundamental change in the way of thinking about or visualizing something."
The video below outlines major revolutions in world history along with four essential components of a revolution.
After learning the basic definition and components of a revolution, watch this overview video of the American Revolution. Throughout the learning module, students will further inquire about each of the events that were addressed within the video. This will provide students with a foundational understanding of a revolution.
Political Cartoon Analysis:
A politcal cartoon is created on a specific perspective of a political issue, event, or standpoint. It identifies the artists perspective on a specific issue in order to persuade the reader. Political cartoons typically include the following elements:
View the three political cartoons posted below. Consider the color tones, humor, irony, and metaphor within each image.
Comment: Choose one of the political cartoons to comment on. Answer the questions in the discussion feed below.
What is the author's mesage?
Who is the audience?
What is the bias?
How does this connect to a revolution?
Respond to one peer's post. Identify how their comment provided new insights on the concept of a revolution.
Update: Create a political cartoon about the concept of a revolution. Your cartoon can be made using any platform of your choice. Consider what is the message you are portraying, who is the audience, and what are potential biases of your cartoon. Provide a write up of your cartoon, answering the question. Respond to at least two peers on their political cartoons and how this deepend your insights on the concept of a revolution.
Objective: Students will understand the facets of a revolution. Students will be able to analyze a political cartoon to identify the author's message. Students will creatively apply concepts of a revolution to an origial political cartoon.
Duration: This lesson will take approximately 2 - 3 days. The first day will be gathering schema on the concept of a revolution. It should take approximately one day to review the components of a political cartoon and analyze the political cartoons. It will take about a day to complete an original politcal cartoon.
*Teachers may choose to have students present their political cartoons to the class. This would be a way to discuss the diversity of perspectives and how to orally present on a topic.
Teaching Tips: In addition to watching the videos about a revolution, teachers may choose to have students work in groups to complete a concept attainment map. This allows a concept to be dissected and analyzed for the various components. Place students into groups and discuss what are the facets of a concepts. Possible answers:
Have them identify the key concepts, what is always present within the topic, sometimes present, never present, examples and non-examples, and an overarching definition. This will provide students with a comprehensive understanding of a revolution.
Teachers should support students and possibly model the political cartoon. This will provoke deep conversations and how to purposefully look at the cartoon.
To support students during the political cartoon creation, students may be paired with other students for differentiation. To support students that may need extra help, provide them with an idea, symbol, or metaphor to include. For students that need extension, have them intertwine a variety of perspectives or create an analysis on their cartoon.
Resources:
Reporting Standards:
Objective: I can identify the causes and effects of the French and Indian War.
Background Information on the Seven Year War:
The Seven Years War was a global conflict that lasted for nine years. Countries that were affected by this global affair were: Europe, The Americas, West Africa, India, and the Phillipines. Europe was split in two during this conflict: The Kingdom of Great Britain and the Kingdom of France. A cause of the Seven Years War was when France expanded into the Ohio River Valley in the early 1750s. The expansion caused conflict between the French and the British and eventually led to the French and Indian War.
Watch the video below for an overview of the Seven Years War.
Analyzing Maps:
View the map below. This map depicts boundaries of North America Pre-French and Indian War and Post-French and Indian War.
Comment: Identify any inferences that can be drawn from the maps below. Consider the effects of the war and the perspective each country may have had during this conflict. Respond to two others comments about inferences that they drew from the maps.
Background Information on the French & Indian War:
In the early 1750s both France and Britain had settlements on the continent of North America. However, the British wanted to settle on the Ohio River Valley to continue trade with the Native Americans that lived there. However, France had already made claims on the land based on Robert La Salle's exploration and had built forts to protect trade. The British declared war on French for land in the River Valley. The French and Indian allies were eventually defeated in 1763 and signed the Treaty of Paris. The treaty stated that French had to give up all their terrorities in mainland North America.
An outcome of the war was the Proclamation of 1763, which was issued by King George III. It stated that colonists could no longer settle west of the Apalachian Mountains to prevent further conflicts between settlers and Native Americans.
Watch the video below for further information about the Proclamation of 1763.
Update: Create an original image that depicts the French and Indian War. This should include key information about the battle, how all sides felt, and the outcome. This image should include words and pictures. Comment on a peers update and respond to how this war impacted future events that led to the American Revolution.
Objective: Students will be able to identify the causes and effects of the Seven Year War. Students will be able to create inferences about a historical event and time period using a map. Students will be able to identify the causes and effects of the French and Indian War.
Duration: This lesson should take approximately one day.
Teaching Tips: To support students throughout the lesson, have them investigate further on the French and Indian War. This will help when creating an original image. Students may complete this using a variety of digital resources:
Differentiation may also occur by allowing student choice if they would like to create this on paper as well.
Resources:
Reporting Standards:
Objective: I can identify six acts placed on the colonists and their impact on the cause of the Revolutionary War.
Background Information:
After the French and Indian War, which lasted from 1754 to 1763, Britain had large debt. King George III and Parliament believed that they had the right to tax the colonists and that they should help pay the debt from the war. Some of the taxes Britain placed on the colonists were:
The colonists quickly became angered by these acts and believed that they should not be taxed. The phrase, "No taxation without representation" was coined by Reverend Jonathan Mayhew. The colonists believed that they should not taxed by Britain since they had no representation on the British Parliament. Therefore, the colonists began boycotting these acts, which were triggered major events leading to the American Revolution.
British Policies Public Service Announcement Jigsaw Update:
Below are six acts that were placed on the colonists by Britain. Students will be placed into groups of six. Each student will receive one act from their teacher and will create a Public Service Announcement in the form of a poster about the act. The poster must choose a perspective, Colonist or British, to represent and answer the following questions. Students may choose where they would like to write down the following information.
Students will begin their research by using the table below. The table includes an overview, a video, and two extension links about each act. You may use other outside media to continue your research.
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Sugar Act of 1764 The Sugar Act was also known as the Revenue Act or the American Duties Act, which was a modified version of the Sugar and Molasses Act of 1733. The Sugar and Molasses Act was not placed as a revenue purpose, but rather protected exports from British West Indies to the Colonies. Colonists were charged 6p per gallon of molasses. The Sugar Act of 1764 was one of the first taxes placed on the colonists by Parliament. The tax reduced the duty from 6 pence per gallon to 3 pence per gallon, but also taxed colonists on other foreign goods such as: sugar, wine, coffee, etc. Other articles about the Sugar Act of 1764: |
Stamp Act of 1765 The Stamp Act of 1765 was passed by Parliament on March 22, 1765. This required colonist to pay taxes on printed materials such as legal documents, papers, newspapers, publications, and playing cards. Other articles about the Stamp Act of 1765: |
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Quartering Act of 1765 The Quartering Act of 1765 required colonists to provide housing, food, and drinks to British soldiers. The soldiers were stationed in the colonies to improve the living conditions and decrease the cost for the crown. Other articles about the Quartering Acts of 1765: |
Tea Act of 1773 The Tea Act of 1773 was passed by Parliament on May 10, 1773. The act supported the East India Company and stated that this company was the sole import and export of tea to the colonies. The colonists were angered by this and hurt independent tea shipments and local tea companies. This eventually led to the Boston Tea Party. Other articles about the Tea Act of 1773: |
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Intolerable Acts of 1774 The Intolerable Acts of 1774 were a series of coercive acts placed on the colonists by Parliament after the Boston Tea Party. The acts were:
Other articles about the Intolerable Acts of 1774: |
Townshend Acts of 1767 The Townshend Acts of 1767 were a serious of acts proposed by Charles Townshend. These acts taxed colonists on imported goods. Other articles about the Townshend Acts: |
Students may choose one of the following platforms to create their Public Service Announcement. Students may choose another platform, but must get it approved by the teacher prior to research.
Book Creator
Adobe Spark
Google Slides
Thinglink
Comic Life
In addition to answering the questions above, the poster must include the following elements:
Content Information:
Creative Elements:
Once the poster is created, each member will present their poster to their group. The presentation should be clear and informative to allow other students to learn about the six British policy acts.
Public Service Announcement Survey:
Complete the survey that is distributed from your teacher about the British policies Public Service Announcement project.
Objective: Students are to identify the purpose of British policies placed upon the colonists. Students will be able to determine how perspective affects historical events.
Duration: This lesson should take approximately four to five days to complete. Students will spend about a day to two days researching about their act. They will spend two to three days creating their Public Service Announcement. The students will spend approximately one day presenting their Public Service Announcement to their group.
Teaching Tips: To differentiate instruction, teachers can purposefully choose groups to place students into. Then students can be assigned specific acts. Acts that will be a bit easier are the Stamp Act, Sugar Act, Tea Act, as these are singular acts. The other acts are a series and are multi-faceted. If students are struggling, provide a perspective for students to choose. Choosing the colonial perspective will be easier as there is more research present on those perspectives. For students that need enrichment, have them compare and contrast the perspectives after they have completed the announcement.
Resources:
Reporting Standards:
Objective: I can identify the causes and effects of the Boston Massacre. I can analyze the signifance of historic events.
Background Information:
The Boston Massacre was a riot that occured on the night of March 5, 1770. It began when a group of Patriots threw snowballs, ice, and sticks at a group of British soldiers. Watch the video below to learn more about this historic event.
Read the article, Boston Massacre, published by the History Channel abbout the Boston Massacre.
Analyzing a Primary Resource
Below is an engraving that Paul Revere claims was his in regards to the Boston Massacre. This image was created three weeks after the massacre. This image was created in pre-revolutionary times and is considered a historic document of the time era, even though there are many historical inaccuracies.
Paul Revere purposefully placed inaccuracies as a propaganda tactic. The image was not actually created by Paul Revere, but by Henry Pelham. In this time era, copyrighting someone's work was not considered a crime.
Read the article, Boston Massacre Engraving by Paul Revere, to gather schema about this historical document.
Comment: Answer the question, was the Boston Massacre really a massacre? Why was it called a massacre? Use textual evidence and reasoning to support your claim. Respond to two peers; one peer that had the same viewpoint and another peer that had a differing viewpoint. Identify what new perspectives you received and how this helps you understand why the colonists wanted to declare war on Britain.
Update: Create a newspaper article about the Boston Massacre. The article could be written in Britain or in the Colonies. Consider the tone and mood that is being portrayed in the article. What is the overall purpose of the article and what effects would it have on history? Use time era appropriate language within your article. Make sure words are properly formatted and have no spelling or grammatical errors. Respond to two peers updates on new insights and/or questions that are gained.
Objective: Students will be able to identify the causes and effects of the Boston Massacre. Students will analyze the significance of historic events.
Duration: This activity will take approximately four to six days. The first day will be discussing primary and secondary sources in addition to reading about the Boston Massacre. The next two three days will be commenting on the module and creating an original newspaper article.
Teaching Tips: It would be beneficial to have a mini lesson on the differences between primary and secondary sources. This will provide students with an understanding of how to interpret and analyze these documents. Next, taking the time to discuss propaganda and the power of propaganda throughout history. This has already been taught, but woudl be beneficial to be reviewed. This will provide students with an understanding on why the Boston Massacre was named what it was.
Resources:
Reporting Standards:
Objective: I can identify the causes and effects of the Boston Tea Party.
Background Information:
The Boston Tea Party was a protest organized by the Sons of Liberty on December 16, 1773 at Griffin's Wharf in Boston, Massachussetts against the Tea Act. Colonists dressed up as Native Americans and dumped 342 chest of tea that were imported from the East India Company into the Boston Harbor. This was over 92,000 pounds of tea!
Go to the following site: Boston Tea Party Simulator. This is an online tool that allows students to further their understanding abou the Boston Tea Party by reading about the event, viewing maps, and other primary resources.
Comment: Do you believe that the colonists were justified in their actions? Would they have been successful in declaring their independence from Britain if they did not partake in the Boston Tea Party? Respond to the two questions above using textual evidence.
Extension Opportunity: Using the coding site, Scratch, create a simulation of the Boston Tea Party. This is an optional extension opportunity. This would allow for students who are interested in the applied science to activate coding and literacy skils with a focus on a social science topic. The simulation must include:
Objective: Students will identify the causes and effects of the Boston Tea Party. Students will apply coding skills to create a coded video on the Boston Tea Party.
Duration: This module could take approximately 1 - 3 days. One day if the optional update is not included. If the optional update is included, it could take up to three days.
Teaching Tips: It is suggested that students that need an extension or are interested in coding participate in this coding challenge. Students should have experience and interest in coding.
Resources:
Reporting Standards:
Objective: I can identify what the Continental Congress was, who was involved, and the ultimate purpose.
Background Information:
The Continental Congress was the form of government for the thirteen original colonies. The Congress was comprised of delegates from the colonies in response to the Intolerable or Coercive Acts. The First Continental Congress was held on September 5, 1774 and all colonies had a representative besides Georgia.
Learn more about the First Continental Congress by viewing the video and reading the articles posted below.
Continental Congress -History
Continental Congress - PBS
Comment: What Habits of Mind did the delegates possess at the First Continental Congress? How did their habits impact the independence of our country? Respond to two other peers posts about Habits of Mind possessed by the Founding Fathers.
Update: Create a stop motion animation of the First Continental Congress using Stop Motion Studio or another app of your choice. This video should portray the 12 delegates, the location, and the outcome of the meeting. You may choose to use the following format for your Stop Motion film:
Post the Stop Motion film within the learning module when completed. Respond to the film of two peers and identify how the film helped deepen your understanding of Habits of Mind that were possessed by the Founding Fathers.
Objective: Students will identify what the Continental Congress was, who was involved, and the ultimate purpose.
Duration: This module should take approximately five to seven days. Students will spend the first day inquiring about the First Continental Congress, the second day learning about Stop Motion, and the next four to five days creating their Stop Motion Film.
Teaching Tips: There are various stop motion apps that are available for students. It is suggested the students use Stop Motion Studio, as it is simple and walks them through the Stop Motion app. To help create their stop motion films, students should either have a stand available or create their own stop motion studio stands. This will allow the device to be sturdy and not move. If the iPad moves it will not allow the video to be as fluent. Students should also consider mapping out their Stop Motion story using a storyboard template.
Based on time constraints, a shorter film can be made by not switching scenes and not including written words. Voice recordings will be a quicker and easier way to input verbal content. Students can also be placed in groups to support one another throughout the process.
Resources:
Reporting Standards:
Objective: I can identify the significance of the battles of Lexington and Concord.
Background Information:
On April 18, 1775 someone fired a shot, it is not known what side this shot was fired from, at Lexington. This shot is historically known as the "Shot Heard Round the World." This shot and the battles of Lexington and Concord trigered the start of the American Revolution.
Watch the two videos below. One video is about the Shot Heard Round the World and the other is about the Battles of Lexington and Concord.
Poetry Dissection
Below is the poem, "Concord Hymn" by Ralph Waldo Emerson. Read and create five to seven dissections on this poem.
By the rude bridge that arched the flood,
Their flag to April's breeze unfurled,
Here once the embattled farmers stood,
And fired the shot heard round the world.
The foe long since in silence slept;
Alike the conqueror silent sleeps;
And Time the ruined bridge has swept
Down the dark stream which seaward creeps.
On this green bank, by this soft stream,
We set to-day a votive stone;
That memory may their deed redeem,
When, like our sires, our sons are gone.
Spirit, that made those heroes dare
To die, and leave their children free,
Bid Time and Nature gently spare
The shaft we raise to them and thee.
Comment: Create five to seven poetry dissections about the poem, "Concord Hymn." Use your poetry dissection key that was provided during our poetry unit to help. Your dissections should identify key ideas, repetition, figurative language, symbolism. After creating your dissections, write the authors message.
Update: Write a free verse poem about the Battles of Lexington and Concord. In your poem include the following elements:
Respond to two peers poems on new insights and how the power of figurative langauge expanded their knowledge on the Battles of Lexington and Concord.
Objective: Students will identify the significance of the Battles of Lexington and Concord. Students will identify the significance of figurative language. Students will analyze a poem to identify the author's message.
Duration: This lesson can take two to three days to complete. It may take a day to review how to analyze a poem and a day to write and analyze peer poems.
Teaching Tips: Poetry was the first unit taught within the school year. Students were exposed to various types of figurative language, the impact it has on poetry, and writing free verse poetry. Students also analyzed and dissected poetry for the author's purpose and theme. It may be beneficial to take a day to review these concepts. Teachers may want to dissect the Ralph Waldo Emerson poem with their class as a whole so that they understand the complexity behind the poem. If that scope is taken, students could trade the poems they write and dissect each others poems.
Resources:
Reporting Standards:
Objective: I can use a primary source to deepen my understanding of historical events.
Go to the site, Declaration of Independence, to view a transcript of the Declaration of Independence. Consider the passion and risks the Founding Fathers took when writing this historical document. After reading, choose one of the Founding Fathers listed at the bottom to learn more about.
Update: Choose one of the Founding Fathers listed on the site. Answer the following information about the signer:
Prepare a visual presentation about your signer to share out with the class. You may choose to dress up as your Founding Father for effect and to increase engagement within your presentation.
Objective: Students will use a primary source to deepen my understanding of historical events.Students will identify the role a person in history.
Duration: This lesson will take three to four days to complete. It will take about a day to read and understand the Declaration of Independence. It will take about another day of research to learn about the student's Founding Fathers and the role of the Founding Fathers in history, and two to three days to create a presentation on their specific signer and presenting.
Teaching Tips: To help support students throughout this process, it may be beneficial to read and discuss the Declaration of Independence together. This will help students understand what it was about and what each part means. To help support students, choose a signer for them. For extension, choose a person they have never heard of or for extra support, have students research a Founding Father they are already familiar with.
Resources:
Reporting Standards:
Objective: I can create a documentary about a significant battle during the American Revolution.
Students will be creating a peer reviewed documentary with a partner on a major battle during the American Revolution using WeVideo. The documentary is broken into four steps, to scaffold learning along the way: Research, Essay, Documentary, Reflection. Students will receive feedback on their work after the essay and the documentary prior to publishing your piece. This will allow the work to include feedback that was provided by the teacher and peers. Follow the rubric and steps below when creating your documentary.
Rubric:
1. Choosing a Battle:
Partnerships are to choose a Revolutionary War battle to inquire further about. Groups may choose from one of the battles listed below. Send your teacher a message with your group's top three choices. Groups are not guaranteed to receive one of their choices, but it will be taken into consideration.
Battles:
2. Researching the Battle:
Once partnerships have been assigned a battle, they will begin researching the assigned battle. Consider splitting responsibilities in order to gather the following information about the batttle:
Students may begin researching by using the following sites. After looking through these sites, partnerhips may look at other digital sites to gain schema on the battle. Make sure the sites are reliable and credible. Remember sites that end in .edu, .org, .net, and .gov are a great place to start!
3.Constructing an Essay on the Revolutionary Battle:
In partners, students are going to type a thesis paper on your Revolutionary War battle. The paper must be typed in 12 or 14 font and in Times New Roman, Century Gothic, or Quicksand. Follow the structure below when creating your battle essay.
Paragraph 1: Introduction
Paragraph 2 and/or 3: Pre-Battle
Paragraph 3 - 5: Battle
Paragraph 5: Post Battles
Paragraph 6: Conclusion
4. Peer Reviewing Essay:
Students will have two peers review their essay. They will provide feedback on the work and will follow the peer review document when providing feedback on work. Utilize the rubric when providing constructive feedback on the work.
5. Creating a Storyboard for the Documentary:
Next, students are to create a storyboard of the documentary. The storyboard can be sketched on paper or digitally. This should be a rough draft of how the frames of the documentary will look. Use this template as a starting point. Get approved by your teacher when finished.
6. Creating a Documentary:
Lastly, groups will create a documentary on a Revolutionary War battle using the script written from step three. To create the documentary, use the following checklist to guide progress:
7. Peer Reviewing Documentary:
Once groups have submitted their rough drafts of their documentary for review, they will peer review two groups documentaries. The documentaries will be shared in WeVideo as a group. Students will provide specific feedback utilizing the rubric provided.
8. Publishing Documentary:
Once feedback has been received on the work, make the necessary revisions. Submit the final work and it will be reviewed for final publication. Once approved all documentaries will be shown to the class as a Revolutionary War Battle day.
9. Reflection:
Complete the reflection that is distributed through Scholar.
Objective: Students will create a documentary about a significant battle during the American Revolution. Students will write an informative essay on a specific battle during the Revolutionary War. Students will use a variety of sources to research about a battle during the Revolutionary War.
Duration: This will take about two to three weeks to research the battle, write an informative essay, peer review two essays, create a documentary, peer review a documentary, and publish the documentary.
Teaching Tips: This module is scaffolded throughout the module for students. They begin by researching their battle. Sites have been provided to help students research their battle, however, it may be helpful to help students review credible sites throughout the process. Based on firewalls in schools, teachers may have to provide all sources for students.
Prior to beginning the informative essay, it may be helpful to take a few days to review informative writing. Discuss how to structure an essay, create a thesis statement, using textual evidence, and writing from an objective third person standpoint. Discuss how to work collaboratively when writing an essay. Modeling a sample essay would be extremely helpful. This could be from a past unit such as exploration and colonization.
Next, when students begin the documentary process, have them engage in sandbox time. This where students get to work with the various features of the platform. This will allow students to understand the features and become comfortable.
Lastly, review how to peer review a video and how to make edits using transitions, alligning sound and images, and any other feature.
View the documentaries as a class as this will be a big success for students!
Resources:
Rubric:
Standards:
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A&E Television Networks. (2009, October 27). Boston Massacre. Retrieved November 25, 2018, from https://www.history.com/topics/american-revolution/boston-massacre
Battles of Lexington and Concord April 19, 1775, (The American Revolution). (2016, May 17). Retrieved from https://youtu.be/IDRSE2Euxs4
English Language Arts Standards » Speaking & Listening » Grade 5. (n.d.). Retrieved from http://www.corestandards.org/ELA-Literacy/SL/5/
Geographic, N. (2018, March 23). Revolutions 101 | National Geographic. Retrieved from https://www.youtube.com/watch?v=856kcVieUgU
HISTORY. (2017, June 27). What Was the French and Indian War? | History. Retrieved from https://www.youtube.com/watch?v=iup8xOR-nUw
HISTORY. (2017, October 06). What Was the Tea Act of 1773? | History. Retrieved from https://www.youtube.com/watch?v=O1Aai9YmQ5Q&t=7s
HISTORY. (2017, September 06). Fast Facts About the Proclamation of 1763 | History. Retrieved from https://www.youtube.com/watch?v=HKNTBHmWOyA
History, S. (2016, May 17). Battles of Lexington and Concord April 19, 1775, (The American Revolution). Retrieved from https://www.youtube.com/watch?v=IDRSE2Euxs4
Repropaperwork. (2011, October 30). The Stamp Act of 1765. Retrieved from https://www.youtube.com/watch?v=O9JJuVxtNOc
Revolutionary War Interactive Battles Map. (n.d.). Retrieved from https://www.mrnussbaum.com/revolutionary-war-battles-map/
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