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Two 50-minute classes
In this lesson the Revolutionary War
will be the focal point to learn about important figures in
history that played the roles of freedom fighters. The lesson
contains a brief overview of the Revolutionary War. The students
will make timelines depicting important events in the Revolution
and go on an archeological dig to discover how the soldier
of the Continental Army lived.
Social Studies
Students will be able to:
• Identify and chart events
of the Revolutionary War that were important to our nation’s
freedom.
• Describe the ways historical figures exemplified qualities of leadership.
• Explain how soldiers lived during the Revolutionary War.
National Standards Social Studies Teachers
http://www.ncss.org/standards/teachers/
Demonstrate an ability to use correctly vocabulary associated with time
such as past, present, future, and long ago; read and construct simple
timelines; identify examples of change; and recognize examples of cause
and effect relationships;
Identify and describe factors that contribute to cooperation and cause
disputes within and among groups and nations.
Recognize and give examples of the tensions between the wants and needs
of individuals and groups, and concepts such as fairness, equity, and
justice.
Louisiana
Social Studies Frameworks:
State Standards for Curriculum Development
http://www.lcet.doe.state.la.us/doe/assessment/standards/SOCIAL.pdf
H-1A-E1: Demonstrate an understanding of
the concepts of time and chronology.
H-1C-E1: Describe the people, events, and
ideas that were significant to the growth and development
of our state and nation.
H-1C-E2: Identify the development of democratic
principles and discuss how these principles have been
exemplified by historic figures, events, and symbols.
Video:
Freedom: A History of Us, Independence (1765-1776) Part
1
Web sites:
http://www.pbskids.org/libertyskids/
Fun and games about the Revolutionary War. Find out when “Liberty’s
Kids” plays on your local public broadcasting system.
http://www.pbs.org/wnet/historyofus/
Excellent resources for teachers and students. Includes lessons and pictures
about the Revolutionary War. Helps you access History of Us videos
on PBS.
http://www.proteacher.com/090022.shtml
Lesson plans for elementary school teachers in grades K-6. Includes plays
and songs about the American Revolution.
http://www.cr.nps.gov/logcabin/html/activity1.html
Valley Forge Archeological Dig Activity
Per Class:
• A square sheet of paper measuring
40 inches X 40 inches
• Glue
• Directions for each station
Per Cooperative Group:
Station 1:
• Paper
• Pencil
• Ruler
• Envelope with timeline strips
Station 2:
• Pencils
• Paper
Station 3:
• Diagram of Valley Forge Archeological
Dig
• Question/answer sheets
• Pencils
Station 4:
• Pencils
• Markers
• Sheets of eight inch square drawing
paper
• Divide students into cooperative
groups and make assignments to starting stations
• Prepare student materials
and directions for each learning station
• Cut a 40 inch square
of paper
• CUE the video: Freedom: A
History of Us, Independence (1765-1776) Part 1 to
start at the beginning.
• Secure all materials
for learning stations
• Using the worksheet, “Events
to be used to construct a timeline”, cut the events
into strips and place them in an envelope labeled “Timeline
Strips.”
• Bookmark the following
Web sites
http://www.pbskids.org/libertyskids/
http://www.pbs.org/wnet/historyofus/
• When using
media, provide students with a FOCUS FOR MEDIA INTERACTION,
a specific task to complete and/or information to identify
during or after viewing of video segments, Web sites
or other multimedia elements.
Introduce the lesson by asking the students, “What would happen
if Mom or Dad took away some of your privileges, like watching TV or
playing video games and how would you feel?” (Mad and want to do
something about it) Playing video games and watching TV are privileges
your parents have allowed you. If these privileges were taken away I’m
sure that you would do something to convince your parents to give them
back. What are some things you might do to try to get them back? (Talk
to them, be extra nice to them) If those steps didn’t work I’m
sure that you would keep trying other things until you got your privileges
back. These privileges that you have as children are somewhat like the
freedoms that we enjoy as citizens of the United States. Ask the students, “What
does freedom mean to you?” (Being able to do what I want to do)
Tell them they are going to learn about freedom of our country and that
our country was not always called the United States of America because
we did not have freedom and were not independent. Does anyone know what
independent means? (Being on your own and not relying on someone else)
Before the Revolutionary War what we call states today were actually
colonies of European nations that ruled them. In particular, England
ruled the original colonies. Some things happened that made the colonists
unhappy with England and they felt they needed to become free of the
British rule and become a free and independent nation. It was not a fast
and easy road to freedom. Many people died or suffered great losses so
that we, today, can enjoy the many freedoms we have. Can anyone name
some of these freedoms? (Freedom of religion, speech) Today we are going
to learn about the Revolutionary War but more importantly we are going
to learn about the people who worked very hard to got us our freedom.
1. First, we are going
to watch a video about the Revolutionary War. Provide
them with a FOCUS FOR MEDIA INTERACTION by asking: “What
caused the colonists to become dissatisfied with Britain?
Who were some of the leaders instrumental in the decision
to become a free and independent nation?” PLAY the
video: Freedom: A History of Us, Independence
from the beginning. STOP when the narrator says: “It
was the day the Revolutionary War really began.” At
this time you will see a statue of a Minuteman with an
American flag flying in the background. This is about
nine minutes into the video.
2. Ask the following questions:
What was something the British did to the American colonists
that made the colonists angry? (The British taxed them, didn’t
all the colonists to have a voice in making laws.) What was one
thing the colonists did to show they did not want to pay taxes
to the British? (They threw English tea overboard a ship waiting
in the harbor.) From the video can you name some important people
in making the colonies independent? (Samuel Adams, Paul Revere)
3. We are now going to
work in our cooperative groups to learn more about the people
and the times of the Revolutionary War. Each group will visit
each of the four stations and perform specific activities.
• At the first station
you will make a timeline of events in the Revolutionary
War.
• At the second station
you will use the computers to play discovery games.
• At the third station
you are going on an archeological dig and answer questions
about your discoveries.
• At the fourth station
use will use the internet to learn about historic figures
and use your artistic abilities to create a picture on
your own.
Note: See the attachments for specific directions
and more information about the learning activity.
4. Students get in their
pre-assigned groups and report to their assigned station. Each
group will rotate to the next station at fifteen minute intervals.
The teacher will let you know when it is time to change stations.
Be sure to read all directions and follow them carefully.
1. After the students have completed the work
at all four stations they will come together to complete
a puzzle using the pictures they created at the fourth
station.
2. Tell the students to
glue their pictures on the large sheet of paper provided.
3. After all the pictures
have been glued on the paper cut it in pieces like a jigsaw puzzle
and place it on the wall under the title It All Comes Together
For Freedom.
Language Arts:
• Tell
the students to imagine they were American soldiers fighting
in the American Revolution. Have them write a letter
to their families to tell what is happening in the war
and describe their feelings about the war.
LANGUAGE ARTS AND FINE ARTS:
• Brainstorm
to list as many patriotic symbols as possible. Search
magazines to find pictures of these symbols to make a
mural.
• Design
a brochure showing how individuals exemplify good citizenship.
Display brochures on a bulletin board.
• Invite
an American veteran to speak to the class about the
role he/she played in helping to keep the United States
a free nation and how this has affected his/her life
and beliefs.
• Designate
an American Service Workers Week. Have a guest speaker
each day describing their contributions to society and
what freedom means to them.
• Visit
the offices of your local government. Allow some of the
elected officials to speak about their jobs and the importance
to the community.
See attached. Student Materials include:
• Station #1: Make A Timeline ( PDF )
• Station #2: Mystery
Guests and Continental Games ( PDF )
• Station #3: Station
#3: Archeological Dig at Valley Forge ( PDF )
• Station #4: People
to Know from Liberty Archive ( PDF )
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