Social Studies Technology

Project

Grade Eight

Bill Reinhart

ED 417-01

The Revolutionary War

Table of Contents Topic Slide No.

Introduction 3

American Heritage 4-7

People In Societies 8-12

World Interactions 13-17

Citizenship Rights and Responsibilities 14-22

Democratic Processes 23-27

Decision Making and Resources 28-32

Science, Technology and Society 33-37

INTRODUCTION

Young people growing up in America today deserve the opportunity to learn the history of this great nation. Everything that has happened in the past has an indirect consequence on their lives in the present.The goal of this presentation is to take a piece of that history and transform it into an interactive learning experience. The focus will be on the revolution that took place during the late 18th century which inevitably shaped the democracy we call the United States. That revolution continues today as citizens struggle to define who and what America is. Follow along as we explore and become a part of the great battle for independence.

American Heritage

Why a Revolution?

By the end of the 18th century America, though still under British rule, was becoming a diverse and unique entity in the world. Many citizens of this colony no longer felt the fierce loyalty to their king as their predecessors had. Taxes that were enacted to support military campaigns against the French and provide income for England, were just some of the issues that tested the patience of the American people. Resistance to autocratic authority and the idea of a true democracy, independent of England, fueled the fire for a revolution.

American Heritage Activities1. Not all colonists agreed to the idea of becoming independent of England. Split

the class into three groups. One group should represent those colonists who were in favor of independence. Another group should represent those colonists who were against independence. The third group should represent the government of England.

Each group will research and list on poster board the reasons why they felt as they did. When completed each will have a turn to explain and argue their case.

2. Walk around the classroom with a bowl or other container and ask all students who have a quarter to place it in the bowl. When all money has been collected explain that from now there will be a new rule that requires all students to pay one quarter every day. Anyone who does not pay will receive a detention. Now ask the students to write a response to this new rule. Discuss and compare their ideas with those of the colonists in late 18th century America.

American Heritage Activities (cont.)3. Divide students into small groups (3-4) and have them create a timeline of

events that led up to the first shots at Lexington and Concord. When finished have each group share what they included on their timeline . Discuss those that are the most common and why they are important factors leading up to the revolution.

4. Have students brainstorm ideas about issues that are important today and issues that were important in colonial America. Classify the most common answers in a Venn diagram to show which overlap between then and now. Discuss how some issues that were hot topics then are still debated today.

5. Extra! Extra! Read all about it! Students can research and create their own newspaper articles about the major issues, people and events of the revolutionary war. Articles should include headlines and pictures designed by each student.

American Heritage Websites

1. Virtual Tour of the American Revolutionary War

http://www.ushistory.org/march/

Information and pictures of revolutionary war battle sites.

2. The History Place: American Revolution

http://www.historyplace.com/unitedstates/revolution

Facts and information about the war and specific battles.

3. The American Revolution

http://www.americasrevolution.com

Web site dedicated to providing information, pictures and more concerning

the revolutionary war.

American Heritage Websites (cont.)

4. American Revolutionary Facts

http://www.state.de.us/facts/ushistoryrevfacts.htm

Provides interesting and lesser known facts about the revolutionary war.

5. Boston Tea Party

http://www.historyplace.com/unitedstates/revolution/teaparty.htm

Interesting web site that provides a primary source document of a report about

the Boston Tea Part by a an actual participant.

People In Societies

The American Revolution included more than just Loyalists and Patriots. There were many other groups involved on both sides. Native Americans, African Americans, Hessians (German soldiers for hire.), French and many others all played a role in the struggle for independence. Check out the activities and web sites that follow and learn how America’s diversity influenced the creation of the greatest democracy in world history.

People In Societies Activities1. Have students research and list all the different groups that were in America at

the time of the revolution. Each student should pick a group of their choice and either draw a picture, write a letter, or create a newspaper article that describes their role in the war.

2. Visit one of the following web sites and write a three paragraph essay about an individual or group that contributed to the war effort.

3. American Indians and African Americans had little to gain from a victory by either side. Divide the students into four groups: Indians, Slaves, Loyalists and Patriots. Each group should take turns debating the issues that would affect them during and after the war. The goal is to gain perspective on how American independence would affect groups in the middle.

People In Societies Activities (cont.)

4. Where are we now? Engage students in a discussion about how America’s independence has benefited or hindered people in society today. Responses should be written on the board or overhead.

5. After the discussion above, have students write at least a paragraph about what they feel America would be like if the Patriots had lost the war.

People In Societies Websites

1. Corp of Indians

http://www.corpofindians.org/

Website detailing an Indian unit that served the British during the war.

2. Hessian Soldiers

http://www.publicbookshelf.org/public_html/The_Great_Republic_By_theMaster_Historians_Vol_II/namesofh_gb.html

Website giving the history of Hessian soldiers and their role in the revolution.

3. African Americans in the Revolution

www.ilt.columbia.edu/k12/history/aha/blacks.html

Explains the role of African Americans as soldiers and slaves during the war.

People In Societies Websites (cont.)4. Prinz Carl’s Hessian Soldier Web Page

http://www.prinzcarl.cjb.net/

Web site dedicated to displaying the uniforms and supplies of the typical Hessian

soldier and officer.

5. Native Americans During the Colonial Period

http://pages.tca.net/martikw/1700thro.html

This site gives the history of Native Americans during the colonial era as well as their involvement in the war.

World Interactions America did not fight this war alone. Other countries came to the aid of both the British and the Americans. The consequences of such interactions would have a lasting effect on America’s role in world events for many years to come.

World Interactions Activities1. There were many countries involved in the American Revolution. Put students

in groups of no more than two. Each group should pick a country and draw a picture of either a flag, uniform or some other symbol of that country. Students should also gather facts regarding the countries involvement and share them with the rest of the class.

2. This activity is similar to the one above, however, the students can gather both current and historical facts about their country and then compare the relationship with America then and now and how it has changed.

3. Using a device such as Odyssey, let students find the actual distances between America, Great Britain, France and Africa. Discuss the problems involved when transporting troops and supplies to and from these various areas.

World Interactions Activities (cont.)4. Students should pretend that they are a British, French or Hessian soldier serving in

America during the revolution. Have them write letters to home describing their experience in the war, being so far from home, the ship ride, etc.

5. The French played a key role in the revolution, especially late in the war. Have students research how France got involved and discuss whether or not America could have won without their help.

World Interactions Web Sites

1. Franco/American Web Site

http://www.membersaol.com/spursfanso/davidallen/title.htm

Describes the alliance of the French and Americans during the revolution.

2. Diplomacy of the American Revolution

http://www.state.gov/www/about_statehistory/timel.htm

Offers information about diplomatic relations between America and other world powers

during the revolution.

World Interactions Web Sites (cont.)

3. Uniforms of the Revolution

http://www.walika.com/sr/uniforms/uindex.htm

Shows pictures and information of the various uniforms worn by soldiers of different

countries involved in the war.

4. Lafayette Web Page

http://www.webpages.homsted.com/revwar/files/Lafayette.htm

Site about Lafayette, the French commander who played an instrumental role in the

war effort.

5. Queen Charlotte of Germany

http://www.lib.virginia.edu/exhibits/charlotte/charlottes.html

Web site dedicated the letters written by Queen Charlotte of Germany to her brother

about the revolution going on in America.

Citizenship Rights and Responsibilities The events and issues that ruled the lives of colonists during the late 1700’s were the foundations of one of the greatest democracies the world has ever seen. Never before in modern times had individual rights and responsibilities been so carefully cherished and outwardly abused. These are the same freedoms that we as Americans continue to hold sacred today and that have brought us further in 225 years than most civilizations in 1000 years.

Citizenship Rights and Responsibilities Activities1. Have students create a chart that shows all of the laws that were passed by

the British and what effect they had on the colonists.

2. Split the class into two groups. One group should represent the British and the other the Colonists. Using words that describe the position of each Americans and British in regards to British policies, have them write a song, either with their own lyrics or by replacing the lyrics of an existing song, and perform the song as a group before the class.

3. In groups of 2-3, using PowerPoint, have students create a presentation detailing information about one of the rights or freedoms that colonists were seeking in their fight for independence.

Citizenship rights and Responsibilities Activities (cont.)4. Have students locate and cut out newspaper or magazine articles that are about

citizenship issues which are similar to the issues that concerned American citizens during the colonial era.

5. Play a game of “What Am I?” Each student should pick an issue or a right that was relevant to either the British or the Americans and offer clues while the other students try to guess what the issue or right is.

Citizenship Rights and Responsibilities Web Sites

1. U.S. Constitution

http://www.libertyonline.hypermall.com/constitution.html

Provides an easy to read, word for word, copy of the U.S. constitution.

2. National Archives and Records Administration: The Digital Classroom

http://www.nara.gov/education/classrm.html

Includes primary sources, activities and training for students and educators.

3. Historical Documents

http://w3.one.net/~mweiler/ushda.htm

Web page dedicated to various historical documents with copies of each posted in

an easy to read format.

Citizenship Rights and Responsibilities Web Sites (cont.)

4. The U.S. Constitution Online

http://www.usconstitution.net/

This site is designed as a student’s guide to the constitution and other documents.

5. Constitution Facts

http://www.constitutionfacts.com/

This site offers facts, famous quotes, crossword puzzles, quizzes and other activities

associated to the constitution.

Democratic Processes

The revolution in America brought forth ideals that would become an integral part of what America is all about. Freedom, democracy and liberty have been cherished throughout our history and remain as the foundation of the world’s most powerful nation. The fathers of our constitution ensured that the sacrifice of the revolution would not be in vain. Through careful planning and trial and error the United States has developed a democratic process that is of the people and for the people. It is important to learn and understand what the framers of the constitution did and why they did it. By doing so we empower ourselves which in turn will allow us to preserve the freedom we hold so dear.

Democratic Processes Activities

1. In groups have students trace outlines of one person’s body. Then the group will be assigned an individual who was instrumental in the struggle for democracy. On their outline the students will write all they know about that person as well as how they contributed to the cause.

2. Have students compare the structure of government as it was during and immediately after the revolution and how it is today.

3. Split the class into two groups and have them debate as to which issues were the most influential in starting the revolution.

Democratic Processes Activities (cont.)

4. With the word democracy in the middle, have students create a web showing what democracy means to them and then compare those to a web that indicates how the colonists viewed democracy.

5. Breaking the class into small groups of 3-4 students each, assign each group a section of the constitution or other historical document and ask them to highlight and explain the major points of each.

Democratic Processes Web Sites

1. Thomas Jefferson on Politics and Government

http://www.etext.virginia.edu/jefferson/quotations/

A web site dedicated to Jefferson and his writings and philosophies concerning

democracy.

2. John Adams: Unsung Hero of the Revolution

http://www.universalway.org/johnadams.html

This site is dedicated to John Adams and offers information about his life and

contributions to the revolution.

3. The American Revolution: Struggle for Independence

http://www.americasrevolution.com/

Provides various essays about the causes of the revolution and the philosophies

behind the movement.

Democratic Processes Web Sites (cont.)4. National Constitution Center

http://www.constitutioncenter.org/

Site dedicated to increasing awareness and understanding of the U.S. Constitution, it’s history and relevance to daily life. Includes activities for teachers and students.

5. American Strategy

http://www.americanstrategy.org/foundations/liberty2.html

Web site about the Federal Convention and the secret meetings that eventually led to

the democratic government in America today.

Decision Making and Resources

Organizing a revolution is no easy task. Those who took it upon themselves to to engage in such an endeavor accepted an enormous responsibility. Many decisions had to be made concerning authority and resources that would be used to carry out the fight for independence. Considering the circumstances, many historians find it amazing that the revolution was successful at all, but it was. This section is dedicated to understanding how the revolutionaries accomplished the impossible.

Decision Making and Resources Activities

1. Assign each student or group of students an event were a major decision was made (such as the stamp act) and have them complete a chart detailing the cause and effect of that decision. Discuss and display the charts around the room.

2. Ask students to consider what resources the colonists had at their disposal and how those resources contributed to the revolution. Answers should be in the form of a one to two paragraph essay.

3. In groups of two or three students should pick which decision by the leaders of the revolution had the greatest impact on the revolution. The students should be able to argue their case with specific facts and details.

Decision Making and Resources Activities (cont.)

4. Have students pick the five most influential people, in their opinion, of the revolution and support their argument by completing a chart with the name of the person on one side and a list of reasons on the other.

5. Organize the students into a continental congress. Have them debate issues that are relevant to them as teens such as curfews, dress codes, homework, etc. and how they could change circumstances to make their life better. The idea is to experience the same difficulties the original continental congress in agreeing on how matters should be handled during and after the revolution.

Decision Making and Resources Web Sites

1. Colonial American Resources

http://www.bham.wednet.edu/colonial.htm

A web site that emphasizes colonial life and various other aspects of the revolutionary

war.

2. Merchant Marines in the Revolution

http://www.usmm.org/revolution.html

This site is sponsored by the United States Merchant Marines and provides a brief

history of the merchant sailors who contributed to America’s fight for independence.

Decision Making and Resources Web Sites (cont.) 3. Virtual War Museum: Revolutionary War

http://www.warmuseum.net/revolutionarywarhall/

Information about people and events that were significant to the revolutionary war.

4. Thinkquest Library: Revolutionary War

http://www.thinkquest.org/index.html

Web site that provides links related to the revolutionary war with information about people

and events. Also includes trivia games and other activities.

5. The 11th Pennsylvania Regiment

http://www.eleventhpa.org/

Reenactment web page dedicated to the American 11th Pennsylvania Regiment. Provides

pictures of reenactments with period music and other information.

Science, Technology and Society As it does at any given moment in history, science and technology played a major role in America’s revolution. Leaders on both sides had to take full advantage of the latest technology in weapons and equipment that was available to them. Likewise, they had to develop strategies to overcome those obstacles for which science had yet to address. This section is intended to inform students and help them understand just how the revolution was fought how science and technology can influence historical events.

Science, Technology and Society Activities

1. Have the class brainstorm about what obstacles military leaders on both sides faced. List their responses on the board and discuss possible solutions. Compare what the students offer to how those obstacles were actually handled.

2. One major advantage that the colonists had was fairly new technology of rifling for their muskets. This allowed Patriot sharp shooters and infantry to shoot further with more accuracy than their British counterparts. Have students investigate this technology and compare it to how it is used today (i.e. rockets, tops, etc.)

3. Discuss how the infantry and other military units communicated and how communication was so critical to winning a battle. Discuss the advantages and disadvantages of each.

Science, Technology and Society Activities (cont.)

4. Have students develop maps and directions to a particular place in or around the school. Students should then exchange directions and have other students try to determine where the directions were telling them to go. Follow this with a discussion on what military leaders used to find direction when transporting troops and supplies during the revolution.

5. Ask the students the following question: “If you could travel back in time and take one piece of technology from today with you, what would you take and why?” Answers should be in the form of a essay of at least two paragraphs.

Science, Technology and Society Web Sites

1. The Amazing World of Early America

http://www.earlyamerica.com/earlyamerica/index.html

Website dedicated to the study of life in America’s past including the colonial era.

2. American History Museum

http://www.americanhistory.si.edu/

Official website of the Smithsonian Institute’s American History Museum in

Washington D.C.

3. Middlesex County Fife and Drum Volunteers

http://www.mcvfifeanddrums.org/

Website devoted to the Fife and Drum Corp of Middlesex County, Virginia and

their contribution to the war.

Science, Technology and Society Web Sites (cont.)4. The Grand Republican

http://www.angelfire.com/nyS/grandrepublican/

Offers pictures of uniforms, weapons and other artifacts from the revolution.

5. Hagrett Library Rare Map Collection

http://www.libs.uga.edu/darchives/hargrett/maps/revname.html

Provides information and pictures of original maps of the United States and other

areas during the revolutionary war.