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 Printable Version
for your convenience!
Tiffany Jordan
THE AMERICAN REVOLUTION
Grade level:
5th
Length:
Three days.
Performance Expectations:
1. The students will brainstorm and create
concept maps or outlines before starting projects.
2. The students will conduct interviews,
have discussions and/or debates, role play events, or create
biographies based on the events during the American Revolution.
3. The students will reflect on their projects
and others’ projects.
Materials:
- sign-up sheet
- notebooks
- posterboards
- costumes (hats, sticks, sheets, boots,
etc.)
- markers, crayons, colored pencils
- construction paper
- folders
Procedures:
Introduction: The previous day, briefly
introduce today’s lesson and have students sign up for the
groups numbering their first three choices. Today, have the students
grouped according to the choices on the sign-up sheet and have
them brainstorm ideas while writing them down in a concept web
or some form of outline.
Development: The students will interact in
one of the 4 centers:
I. Interviews:
The students are to create mock interviews
with important figures during the American Revolution such as:
Paul Revere, Ethan Allen, George Washington, Peter Salem, Sons
of Liberty, etc. The students should be allowed to do any type
of interview, whether it be a news report, one-on-one interview,
taped interview, etc. Must have at least 10 questions.
II. Discussions:
The students are to form into groups such
as the British, American colonists, the French, the Indians, or
others that were involved with the Revolution. The students can
explain how their group took part in the war before and after,
discuss why their group fought, and explain ways their group could
have avoided fighting. Another possibility for the students doing
the discussion is to have debates between the groups. Whether
doing a discussion or debate, have students write thoughts on
posterboard, addressing each of the previous questions and other
ideas the group constructed. Must be at least 10 minutes.
III. Role-Playing:
The students in this center are to act out
certain events that took place in the Revolution such as the Boston
Massacre, the Boston Tea Party, the Sons of Liberty, etc. The
play should include a written dialogue, a setting and/or background,
and if possible costumes. Must be at least 10 minutes.
IV. Biographies:
The students are to create biographies on
important women figures during the American Revolution. The students
can either draw pictures, write a book, create poems, etc. Must
have cover page, body, and closing.
Closure:
Have students do their interviews, discussions/debates,
role-playing, or biographies in front of the class. As each group
presents, have the students who are sitting write down one question
or comment they have about the groupÕs project. When a
group is done, let students create their own class discussions
from the questions and comments, letting the group that presented
attempt to answer the questions on their own. Have each group
collect the questions and comments and put in a folder.
Assessment:
Have groups turn in a folder consisting of
each group’s concept map or outline, questions and comments
from classmates, and individual group member’s reflections
and thoughts about their project.
Make a checklist for each group based on:
- completion of concept map (all points given
or return and have them redo.)
-completion of project’s requirements
(all points or return and have them redo)
-reflections from each student (all points
or return and have them redo)
Adaptations/Consideration:
For those
who do not like to present in front of the whole class, they can
have the option of using videotapes or tape recorders. Also, if
students need more time and are working efficiently, have groups
that are ready to present go one day, and the other(s) the next
day. Encourage students to use outside resources allowing them
to visit library or computer lab during classtime.
References:
Helmus,
T., Arnsdorf, V., Toppin, E., and Pounds, N. (1986). The United
States and its neighbors. Morristown, NJ: Silver Burdett
Company.
The United States: Its history and neighbors.
(1991). New York: Harcourt Brace Jovanovich, Inc.
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