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11 lessons found; showing 10 per page, sorted by Title...
Showing Grade 5, Unit 6, War for Independence
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Battle of the Battlefields

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http://score.rims.k12.ca.us/activity/battle/

Description: The government has a million dollar grant to construct a new museum at the most important battlefield site of the Revolutionary War. You have been selected as a member of the Battlefield Research Analysis Group (BRAG) to select the battlefield to get the award. Competition is heavy and you must decide very carefully. Standard 5.6.1

Author: Mitch Mendosa, Anderson Valley Elementary

Lesson ID: 123

Women in the American Revolution

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http://rims.k12.ca.us/score_lessons/women_american_revolution/

Description: Everyone's heard of Paul Revere, George Washington, Benedict Arnold, and Peyton Randolph, but who knows about Molly Pitcher, Penelope Barker, Esther Reed, or Patience Wright? Well, if you haven't, you've come to the right place. Not all of them picked up muskets. Some chose to fight with an arrow or a cannon. Others chose a pen, a needle, a pitchfork, sculpting tools, or an apron. Some of these women fought up close. One contributed from thousands of miles away. But, if it weren't for these women, we might be singing "My Country Tis of Thee" with its original lyrics. Enter this Virtual Museum at your own risk - you might learn something. Standards 3.4.6 and 5.6.3.

Author: Carl Zitek, Sunnyslope Elementary School

Lesson ID: 1279

A Family Disrupted - The Randolphs and the Coming of the American Revolution

http://www.history.org/history/teaching/tchcrthr.cfm

Description: In the early 1760s, most colonists could not imagine separating from Great Britain. As English policies and taxes became increasingly burdensome, however, many colonists began to believe that independence from Great Britain was better than remaining a colony. The personal choice of whether to join the cause of the patriots or remain loyal to England was difficult. In some cases, the choices people made divided families. In this lesson, students will examine biographical information on several members of the Randolph family to determine the choices that each member made regarding the coming American Revolution. Standard 5.6.4

Author: Colonial Williamsburg Foundation

Lesson ID: 9

African American Soldiers and the Revolutionary War: Sons of Liberty?

http://www.nhd.org/images/uploads/2002CurBook.pdf

Description: In all, an estimated 100,000 African Americans, about 20% of the African American population became free during the American Revolution. The majority of African Americans, however, remained enslaved. The American Revolution, then, presented an enormous opportunity for African Americans, but their actual experiences during the war were quite mixed. In this activity you will analyze a primary source to discover both the facts and their underlying meaning for African Americans during the Revolution. Scroll to page 62 of the pdf document to find this lesson. Standards 5.6.7 and 8.1.2

Author: National History Day

Lesson ID: 33

African Americans and Women of the Revolutionary War

http://coe.west.asu.edu/students/tosborne/web_quest.htm

Description: When we think of the American Revolution who comes to mind? People like George Washington, Thomas Paine, Thomas Jefferson, Francis Marion (the Swamp Fox), Paul Revere are all very famous. We think of these men as war heroes risking their lives for the Patriotic cause. However,our society it appears, has given all the credit to Caucasian men. Chances are that you do not think of African Americans or women as playing an important role in the revolution. They were soldiers, sailors and spies. They deserve some of the glory as well. Standard 5.6.3

Author: Tom Osborne

Lesson ID: 1335

Amazing Americans: American Revolution WebQuest

http://www.milforded.org/schools/calfpen/jcox/wq/revwar.html

Description: You are going back to the time of the birth of America when the colonists were beginning to feel like Americans. Some colonists no longer felt that they were British citizens since they were forming a new home far from England. They began to build a unique culture and form new ideas of how they wanted to govern themselves. Who were some of the people who helped create this identity? You and your partner will become experts on one person. You will convince the rest of the group that your character was THE AMERICAN OF THE YEAR because he or she contributed the most to America's identity. Standard 5.5.4, 5.6.1, 5.6.2, and 5.6.3

Author: Elizabeth Zito, Jeanne Cox, and Lisa Pike, Milford, Connecticut

Lesson ID: 47

Continental Army and Washington

http://www.pbs.org/ktca/liberty/tguide_3.html

Description: In the winter of 1777, George Washington's Continental Army found itself on the brink of disaster. After suffering several major defeats at the hands of the British, American morale was at a low, and Washington was concerned that the army might mutiny entirely. Washington decided to encamp that winter at Valley Forge close to the continental capital Philadelphia, which had fallen into British hands. The Continental Army went through a winter of cold, hunger and extreme discomfort. At Valley Forge, Albigence Waldo, a surgeon in the army, kept a diary of his experiences and observations. In this lesson, students use both Waldo's diary and the scenes of crossing the Delaware from Episode 3 of PBS documentary Liberty! about the Continental Army on the eve of the Battle of Trenton to better understand American soldiers' experiences as well as the significance and impact of Washington's leadership skills. If classes don?t have access to the video, the diary entry will offer a graphic look at the times. Standard 5.6.1

Author: Liberty!, Public Broadcasting

Lesson ID: 1330

Images of the American Revolution

http://www.archives.gov/education/lessons/revolution-images/

Description: Analyze eight pictures and other primary sources to find out about the American Revolution. Research and write a monologue from the perspective of one of the individuals who played a significant role during the Revolutionary period. In their speeches, they should describe significant events of the period including the Stamp Act, the Declaration of Independence, Valley Forge, and the Articles of Confederation. Note: The text in the lesson will be effective with older students but for 5th grade or English Learners, teachers need to provide the background information in a more accessible manner so that the pictures can be effectively used as a primary source. Standards 5.5.1, 5.5.4 and 8.1.2

Author: David Traill, South Fork High School

Lesson ID: 553

Johnny Tremain

http://www.sdcoe.k12.ca.us/score/Tremain/tremaintg.html

Description: In this SCORE Language Arts Literature guide on Ester Forbes' book Johnny Tremain, you will work with partners or small groups and use various Web sites to investigate the people and times of the American Revolutionary War in and around Boston, Massachusetts. Choose one or all of the activities. You may take a virtual tour of Boston's Freedom Trail, and create a map of 1770's Boston. After you read about Paul Revere and visit his Boston home, you will create a pamphlet advertising his work. You will read accounts of Paul Revere's famous ride and learn the real story of that night. After reading Henry Wadsworth Longfellow's poem, write your own stanza for that famous ballad. Read articles on Samuel Adams, John Hancock, John Adams, the Boston Tea Party, the Boston Massacre and the Battle of Lexington then choose one person or event to prepare an oral comparison between Esther Forbes' fictional accounts and the historical facts. After researching the Sons of Liberty, write a persuasive essay in favor or against the activities of these patriot/terrorists. Standard 5.5.1, 5.5.4, and 5.6.1

Author: Susan Murphy, SCORE Language Arts CyberGuide

Lesson ID: 606

Loyalists and Loyalism in the American Revolution

http://hti.osu.edu/content/lessonplans/Loyalists%20and%20Loyalism%20in%20the%20American%20Revolution.cfm

Description: The political complexion of the American colonies between 1775 and 1783 was equally divided among patriots, loyalists, and those diffident or disaffected. It is essential to unlocking the puzzle of revolutionary America to understand loyalism. Between 60,000 and 80,000 Americans chose to go into exile after 1783. Among these were many of the ablest and wealthiest men in colonial life, but the group also included ordinary men and women, as well as a thousand black loyalists who eventually settled in Sierra Leone. Compare the arguments used by the Patriots and the Loyalists about separation from Britain. Also compare the popular cultures of the two groups, their conflicting accounts of events. and the races and religions they represented. Standards 5.5.1 and 5.6.1

Author: History Teaching Institute, Ohio State University

Lesson ID: 1464

11 lessons found; showing 10 per page, sorted by Title...
Showing Grade 5, Unit 6, War for Independence
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