Can we use paintings,

quotes, and stories of American

Revolutionary War figures to help students

reflect on what it means to be a

Patriot?

Patriot’s Name

Description of Picture

Quote Virtue

Ethan Allen - Initiative Legend says

that when the British commander of Ft. Ticonderoga demanded to know under what authority he acted, Ethan Allen roared, “In the name of the Great Jehovah and the Continental Congress!”

Nathan Hale - Committed

When about to be hanged by the British in New York as a spy, Nathan Hale said, "I only regret that I have

but one life to lose for my country."

George Rogers Clark - Daring

When trying to persuade Patrick Henry to authorize the Northwest Campaign, he said, “Was I sure of a re-enforcement I should not attempt it. Who knows what fortune will do for us? Great things have been effected by a few men well conducted. Perhaps we may be fortunate.”

John Paul Jones - Audacious

When the commander of the Serapis demanded his surrender,

Jones replied, "I have not yet begun to fight!"

Nathaniel Greene - Persistent

Commenting on his campaign against the British in the South, Greene said, "We fight, get beat, rise, and fight again."

DEFINITION: CHARACTERISTICS:

EXAMPLES: NON-EXAMPLES:PATRIOTISM

- LOVE OF ONE’S COUNTRY AND DEVOTION TO IT’S WELL-BEING…

INITIATIVECOMMITTED

DARINGAUDACIOUSPERSISTENT

ETHAN ALLENNATHAN HALEGEORGE ROGERS CLARKJOHN PAUL JONESNATHANIEL GREEN

BENEDICT ARNOLDBENJAMIN CHURCHWILLIAM FRANKLIN

EDWARD BANCROFTMISS JENNY

Using the Verbal-Linguistic, Logical-

Mathematical, Visual-Spatial, and Intrapersonal intelligences help students do higher order thinking as

they reflect on what it means to be a Patriot.

WOMEN HEROES OF THE ARW

SALLY WISTERMERCY WARREN OTIS

PENELOPE BARKERBETSY ROSS

MARTHA WASHINGTON

SYBIL LUDINGTON AND CATHERINE

MOORE BARRYMARY LUDWIG HAYESDEBORAH SAMPSON

THE VARIOUS ROLES OF WOMEN DURING THE AMERICAN REVOLUTIONARY WAR PROVIDE STUDENTS WITH EXAMPLES OF WAYS PEOPLE DEMONSTRATE SUPPORT FOR THE DEMOCRATIC PRINCIPLES OF JUSTICE, EQUALITY, RESPONSIBILITY, AND FREEDOM ACROSS THE SPECTRUM OF THE USE OF VIOLENCE TO BRING ABOUT CHANGE! WOMEN LIKE…

Our New Nation Has BegunBy Roger S. Thomas (to the tune Only the Good Die Young)

Come out Colonel Hamilton, don’t make me waitYou British soldiers need to open the gateAw, but sooner or later you can’t fill your plateYour food is already gone

Well, you came from Detroit, Vincennes to reclaimI ran you out once and I’m ‘bout to do the sameAw, the French won’t support you & your Indians are

lameYour time here is all but done

Because our new nation has begun That’s what I saidOur new nation’s begun x2

You might have heard I arrived with my American men

We waded through the mud & icy rivers again180 miles are nothing, yeah, we’re tired but thenWe’ve got a job that must be done

So come on Colonel Hamilton show me a signSend up your white flag & I’ll throw you a lineThe big wooden fort that you’re hiding behindWon’t protect you from what’s to come

Our new nation has begun That’s what I saidOur new nation’s begun x2

You had nice red coat and party when you left Detroit station

You thought you’d just drive us outMmmm, without a doubtBut Colonel Hamilton they didn’t give you quite

enough informationYou didn’t count on meWhen you thought you’d take our country(Oh whoa, whoa)

They say we Americans are going to loose this war

But they just don’t understand what we are fighting it for

We want life, liberty, the pursuit of happiness and more

We won’t quit until we’ve won….

You know our new nation has begun Oh Whoa ColonelI tell youOur new nation’s begun x2

My name is George Roger Clark and I’m gonna double this here nation

Aww to this countryWe’ll add a Northwest Territory (Oh whoa, whoa)

Come out come out come out Colonel Hamilton don’t make me wait

You British soldiers need to open up the gateSooner or later it will be too lateWe Americans will have already won

Because our new nation has begun

That’s what I saidOur new nation has begun x2Our neeeeeew Our new nation’s begun Our neeeeeew Our new nation’s begun

REVOLUTIONby Roger S. Thomas to the tune, Revolution

Sam says we need a Revolution, well, you know he just wants a new government

He says it is the only solution to our woes from the pushy English parliament‘Cause if you’re taxing us to pay your war debts without representation you

can betIt’s not going to be alright, you know it’s not going to be alright, it’s not going

to be alright with us.

Tom says we need the Declaration, well, you know we’ve just got to tell the world

The reasons for our separation – we’ve got to go – to remain is no longer moral

‘Cause if our life, liberty & pursuit of happiness are left in the hands of an old tyrant

It’s not going to be alright, you know it’s not going to be alright, it’s not going to be alright with us.

Josiah wants the Confederation, well, you know now that we’re ruling on our own

The Articles provide the foundation so we’ll know just how we’re going to get along

But if you’re wanting to make us pay without our state legislatures having their say

It’s not going to be alright, you know it’s not going to be alright, it’s not going to be alright with us.

Jim says we need the Constitution, well, you know we’ve just got to spell it out

Which branch has which obligation so we can show our nation knows what it’s all about

‘Cause with the Legislative, Judicial and Executive we’ve got checks and balances so we all can live

And everything is going to be alright, yes, everything is going to be alright, everything is going to be alright with us!

HOW ‘BOUT A

BODILY-KINESTHETIC/INTERPERSONAL

TEAM FIELD TRIP WITH A MUSICAL-

RHYTHMIC FLAVOR?

Grade 8 Social Studies Instruction

Overview of ContentUse of TCI ResourcesUse of On-line ResourcesUse of Multiple Intelligences•Book-in-an-Hour Strategy

Book-in-an-Hour

• The Book-in-an-Hour technique is a modification of jig-saw readings. In this activity an entire novel can be read in as little as one hour.

• Described by Cyrus F. Smith, Jr. in 1979.• According Smith (1979) and Childrey

(1980) this method is beneficial for a number of reasons including:

– motivating students to read an entire book– encouraging reluctant readers by limiting read

aloud requirements– can assign chapters of varying sizes to students

based on their reading ability– allows students to be introduced to a variety of

literature in a limited time– encourages summary skills

Benefits• Opportunity to incorporate some of the available

historical fiction and non-fiction works

• Way to bring in multiple perspectives

• Encourages literacy skills such as identifying main idea and details.

• Requires listening as well as reading skills

• Encourages writing skills

• It does not take three weeks to read a novel

• Addresses ELA Reading and Writing Standards

Steps to Book-in-an-Hour• Step 1: Select an appropriate novel• Step 2: Purchase 2 copies of the novel

(paperback).• Step 3: Tear the Book into sections.• Step 4: Complete an appropriate pre-reading

activity.• Step 5: Distribute Book in an Hour form and

provide time for students to read their sections and complete the form.

• Step 6: Students Report on their sections. Through the course of the presentation of the novel, students will write a one-sentence summary for each presented section.

• Step 7: Have students complete an appropriate post-reading activity

Before Reading Strategies• Quick Write: ask students to predict what the story is about

based on the title of the story and the pictures on the front & back covers

• Word Splash: choose 8 to 15 words from the story and students write a paragraph using the words in which they predict what the story is about

• Anticipation Guide

After Reading Strategies• Reflection: Students make

connections to what they are reading and their lives or the content they have been studying

• Tableaux: connects with visual and kinesthetic intelligences. It generally takes the form of a frozen scene or pose that captures a physical, psychological or emotional relationship. It helps students visually translate a variety of themes and ideas from the text

• Primary Sources: Authenticate the novel by having students interact with primary sources based on the content of the book

• RAFT: Writing to one of the characters in the book.

Where can I find books?

• National Council for Social Studies publishes “Notable Trade Books” annually– http://www.socialstudies.org/resources/

notable

• Collaborate with your Library Media Specialist

• Intermediate book list located on Wikispace (U.S. History topics start on page 11)

ISBN 978-0-545-08742-1 (Amazon, $14.27)

• 4 Categories of Formative Assessment:– Summaries and

Reflections– Lists, Charts, and

Graphic Organizers– Visual Representations

of Information– Collaborative Activities

• Formative assessments should vary in format and address a variety of learning styles

3-2-1 Summarizer

(Summaries & Reflections)

At the end of a lesson, students

record:3 Facts they’ve

learned,2 questions they have or wonder

about,1 personal

connection they can make to the

information.

Noting What I’ve Learned (Lists, Charts, and Graphic

Organizers)

Utilizes the best elements

of Cornell note-taking strategy.

Photo Finish (Visual Representations of Information)

Students create a series of snapshot images that capture the essence of a topic.

Headline News! Summary

(Collaborative Activities)

Asks students to sum up the essence of a

lesson by creating

newspaper headlines and

delivering a brief news summary as

an innovative way to involve them in making

meaning.

LEARNING TARGETS• AT THE END OF THIS SESSION, GRADE 8

TEACHERS CAN PLAN ENGAGING LESSONS USING THE KCAS 4.1 SOCIAL STUDIES STANDARDS FOR GRADING PERIOD 2

• AT THE END OF THIS SESSION, GRADE 8 TEACHERS CAN IDENTIFY AND DEVELOP FORMATIVE AND SUMMATIVE ASSESSMENTS TO ASSESS STUDENT LEARNING IN SOCIAL STUDIES

LET’S GIVE IT A TRY

THEN SHARE OUT WITH ONE ANOTHER…

IN CONCLUSION, REMEMBER...

YOU ARE REQUIRED TO TEACH THE KENTUCKY’S PROGRAM OF STUDIES AND THE KCAS 4.1 STANDARDS

THERE IS A DIFFERENCE BETWEEN THE CURRICULUM AND THE CURRICULUM MAP

PROVIDE STUDENTS WITH A CONTENT OVERVIEW TO HELP THEM MAKE SENSE OF U.S. HISTORY

PROVIDE STUDENTS WITH THE OPPORTUNITY TO USE THEIR MULTIPLE INTELLIGENCES TO LEARN AND DEMONSTRATE THEIR LEARNING

USE A VARIETY OF AUTHENTIC FORMATIVE AND SUMMATIVE ASSESSMENTS TO LEARN AND DEMONSTRATE THEIR LEARNING