American Revolution (1775-1783)
Events, Home Front and Outcome
US History to 1865 (Fifth Grade)
One Week Unit Plan
Megan Paugh
American Revolution (1775-1783)
Events, Home Front and Outcome
US History to 1865 (Fifth Grade)
One Week Unit Plan
Megan Paugh
Table of Contents
Rationale and Demographics……………………………………………………………………...1
SOL Descriptions………………………………………………………………………………….3
Introduction Day Lesson Plan……………………………………………………………………..4
Second Day Abbreviated Lesson Plan………………………………………………………….....8
Third Day Abbreviated Lesson Plan……………………………………………………………..10
Fourth Day Abbreviated Lesson Plan………………………………………………………...….13
Fifth Day Abbreviated Lesson Plan…………………………………………………………...…15
Sixth Day Abbreviated Lesson Plan……………………………………………………………..19
Seventh Day- Unit Test…………………………………………………………………………..21
Subject Content Outline……………………………………………………………………….…22
Assessments……………………………………………………………………………………...33
Resources……………………………………………………………………………………...…35
Rationale
Learning American history is important to any student living in the United States to learn.
Starting with the exploration of the Americas and continuing to current day. The American
Revolution was where the United States of America began; gaining independence from Great
Britain was just the beginning of this nation. Learning the events leading up to the war itself is
just as important as learning what happened during the war. This unit will focus on the events
during the war, on the home front and the outcomes that came out of the revolution. Focusing on
the significant places where battles took place, the important people involved and important
terms related to the revolution. The goals that were sought after in the revolution are what our
nation lives by today, freedom, liberty and democracy. It is important to know and understand
where the nation came from in order to understand the events that have happened and will
happen.
Demographics
There are 24 students in this class, 15 girls and 9 boys. This school is in a predominantly
white neighborhood, making the student breakdown: 16 white, 3 African American, 4 Asian and
1 Hispanic. There are three boys with Individualized Education Plans (IEP) for learning
disabilities (2 white boys and one African American boy), there is one girl with an IEP for a
speech impediment (1 Asian girl). There are two boys with Attention Deficit Hyperactivity
Disorder (2 white boys). There are 6 accelerated readers who reading at a seventh grade reading
level or above (3 white girls, 1 African American boy, 1 Asian Girl and 1 Asian boy). The
majority of the class, 11 students, is on a on grade level (fifth grade) reading level (5 white girls,
1 white boy, 1 African American girl, 1 African American boy, 1 Asian girl, and 1 Hispanic
girl). The remaining students are below grade level reading either due to learning disabilities,
1
speech impediments or other factors; this includes the 5 students with IEPs and two other
students who are struggling with their reading (2 white girls).
The desk will be arranged in teams, there will be six groups of four desks. Desks will be
rearranged for different activities but this will be the normal set up. The desks will be facing each
other where students can still see the front of the class by turning their heads to the side. At the
front of the classroom will be a SMART board and a white board. There will also be four
computers that are for student use when permission is given.
2
SOL Description
I.
USI.6
Revolution and the New Nation: 1770s to the Early 1800s
The student will demonstrate knowledge of the causes and results of the American
Revolution by
a) identifying the issues of dissatisfaction that led to the American Revolution;
b) identifying how political ideas shaped the revolutionary movement in America and
led to the Declaration of Independence;
c) describing key events and the roles of key individuals in the American Revolution,
with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and
Patrick Henry;
d) explaining reasons why the colonies were able to defeat Great Britain.
3
First Day: Introductory Lesson Plan
Rationale:
This introduction lesson will focus on the event that sparked the revolution, the Second
Continental Congress and an overview of the unit. Common vocabulary will be discussed and
noted so that students can reference it during the unit as needed. Students will explore the
significance of this first event and how it played into some of the decisions the Second
Continental Congress made.
Lesson Objectives:
1. SWBAT identify the date and place the American Revolution began.
2. SWBAT identify the event that sparked the American Revolution.
3. SWBAT know and discuss common vocabulary from the video, class discussion and
reading.
Instruction
Hook:
Now that we have learned about the events leading up to the Revolution, does anyone know what
actually sparked the war? (Receive 3-5 answers from students to see if they come up with- the
shot heard round the world). If you did not know it was an event that is now known as the shot
that was heard round the world, this happened in Massachusetts and we are going to watch a
simulation video about it. What do you think the saying, “the shot heard round the world” could
mean since it is impossible for that to be a literal statement? (Receive 3-5 answers from
students).
*watch video* http://www.earlyamerica.com/shot_heard.htm
(Have discussion about the video- what students thought, why they think this sparked the war,
and what this would mean for American and for Britain?) After this discussion, the unit packets
would be handed out that includes the time line of the revolution, map of the colonies so students
can see and label significant battles, any worksheets that will be completed throughout the unit,
and a vocabulary list of important terms and space for them to add words they want to remember.
Informing Learner of Objective: how is this being done visually?
The objectives will be posted every day on the SMART board when the students come back from
lunch. at the beginning of Social Studies time after. The video will be shown on the overhead
protector, the packets will be handed out and the initial vocabulary covered for the first day will
be on the board to be discussed, written and copied down.
4
Connecting to Prior Learning:
Thinking back to our last unit which was focused on all the events leading up to the American
Revolution, can you all name the different events that sparked American interest in becoming a
free nation? (Write answers on the board and expect to get these answers [using didactic
questions to get the answers needed in necessary]: The Sugar Act, The Quartering Act, The
Stamp Act, The Boston Massacre, The Tea Act, The Boston Tea Party and The Intolerable Acts).
Relating all of these things to the taxation that Britain was putting on the Americans and
discussing how Americans felt like Britain had no right to tax them on these goods. Also
discussing how the Boston Massacre gave a feeling that Britain was not going to let America
gain independence without a fight. Then ending with the question of what was the final straw to
the Americans and made the Congress seriously think about fighting for independence. This
would lead into our introduction activity of the Shot Heard Round the World.
Instructional Activities: (Interdisciplinary- Social Studies and Reading)
Social Studies portion of the lesson plan
1. To begin the unit I will start a discussion feeding off the last lesson of the events leading up to
the revolution unit. I will ask the students if they know what particular event sparked the
revolution and give them the opportunity to give some answers. Then explaining the event of
“the shot heard round the world” and discussing what a saying like this could mean, we would
watch the video, http://www.earlyamerica.com/shot_heard.htm. After the video we would have a
class discussion of what the students thought of the video clip, why they think this particular
event sparked the way and what this would then mean for both the colonies and Britain. I will
use a participation chart throughout the unit, and at the end of each day each student will receive
either a check or left blank depending on if they participated in the class discussions. This
activity will tell the students when the American Revolution actually began and what event
sparked it to occur.
2. Once the unit packets are handed out to the class, everyone will be instructed to turn to their
map page and as a class we will locate Massachusetts and label it and also label Lexington and
Concord. After the map is labeled, we will run through everything that is in the packet. The
vocabulary list, important people and the important dates/battles will be filled out throughout the
unit with the terms that are covered that day. The first day will be done in class and after that;
these lists will become homework (for the night after it has been gone over in class). It will then
be discussed as the review of the previous day and to make sure each student has the appropriate
definition.
3. We will then talk about our class timeline that will be hanging in the back of the classroom
and I will show them how we are going to use it. The years 1775, 1776, 1777, 1778, 1779, 1780,
1781, 1782 and 1783 are spread out on a long sheet of paper which spans across the entire back
wall. Throughout the unit we will place the important events on the timeline along with a
5
description of what happened, where it happened and what important people were involved. I
will already have the event names typed up on large pieces of paper. Whenever an important
event comes up we will stop, talk about it- why is it significant, who is involved and where it
happened. Then one student will place the event name on the timeline, another student will write
the description of the event and a third student will write the important people involved. The
timeline will remain on the wall until the day of the unit test. After the explanation of the
timeline, for day one we will put the battles of Lexington and Concord on it and write the
description of what happened in these places, what people were involved and the date on which
it happened. The Second Continental Congress meeting in May of 1775 will also be put on the
timeline along with who the important delegates were and why this meeting was so important.
Reading portion of the lesson plan
1. During reading each day of the unit, the reading and discussion will be focused on the
American Revolution. Tying the unit into different subject areas will help students know and
understand the material better. For the first day we will read page 156 out of the textbook. The
reading will focus on the Second Continental Congress. Guided reading questions will be written
on the board before students begin to read. I will explain each question then have students turn to
the page in their textbook to read. The guided questions will include: 1. Where was the Second
Continental Congress held? 2. When was it held? 3. Who was a part of this Congress? 4. What
was the first step/decision the Congress made? As students read they will highlight or underline
important parts of the reading and after everyone has read, students will pair up and talk about
the four questions. Both students will write down their answers on separate sheets of paper to be
turned it. Once everyone is finished discussing and writing, I will collect the assignment from
every student and then we will have a class discussion about the reading. Going through each
question and answering them to makes sure everyone one understands the importance of the
Second Continental Congress.
2. For the first day the vocabulary words that will be addressed are: minutemen, militia, Shot
Heard Round the World, First Continental Congress, Second Continental Congress, Loyalists
and Patriots. The important people that will be addressed are: Thomas Jefferson, John Hancock,
Benjamin Franklin, George Washington and King George of Britain. The important dates/battles
that will be address are: the battles of Lexington and Concord and April 19th, 1775. This activity
will be done in six groups of four and each pair is given two terms or names and they will define
them using what they learned in class that day and their textbooks. Five to Seven minutes will be
allotted for them to come up with their definitions and then as a class we will go through each
term and discuss and define them.
6
Differentiation of Instruction:
In this lesson I have used different methods if instruction, video simulation (the Shot Heard
Round the World), small group work (defining terms and people), class discussion (about the
video, about the definitions and the timeline), and a class activity (timeline)
Students of all levels and styles of learning are accommodated in this lesson by:






Students can read in pairs or groups
Students can learn from one another
Students are hearing the lesson in the video and in discussion (auditory learners)
Students are seeing the lesson through the video and seeing the timeline with events
(visual learners)
Students are writing information they have learned in their unit packet (linguistic
learners)
Students are learning from interacting with each other (intrapersonal learners)
Assessment/Evaluation:
I will use a class participation chart during the discussions for the day with columns for different
assignments- one for the video discussion, one for the definition discussion and one for the
timeline activity discussion (and which eight students helped in the writing of the events for the
day)
Homework:
For homework, students will read “Petitioning the King” section on page 158 in their textbook.
They will have a worksheet to complete in their packets (page 10) with the reading that will be
handed in the next day for points.
Materials/Equipment:
For this lesson I will need:





Computer
Projector
Textbook American History of our Nation: Beginnings Through 1877 pages 154-158
Unit packets
Event cards for timeline
7
Second Day: Abbreviated Lesson Plan
Objectives:
1. SWBAT identify on a map the locations of the early battles (New York, Bunker Hill near
Boston, and Canada)
2. SWBAT know and discuss common vocabulary and people from the class discussion and
reading.
3. SWBAT identify who wrote Common Sense and its significance in the American Revolution,
specifically the creation of the Declaration of Independence and its encouragement to Americans
to support the war efforts.
Activities:
First the homework from last night will be collected and set aside for grading. (The packet is
turned in, in the morning so that the homework can be graded during lunch, then handed back
after lunch because social studies is after lunch)
1. We will start today by going through a powerpoint of the early battles of the war. Students will
take notes by filling out pages 11 and 12 in their unit packets. The powerpoint focuses on the
first three battles or series of battles that helped push the Second Continental Congress to the
decision they eventually made and the significance these battles had on the outlook of the war as
a whole.
2. For today’s vocabulary we will define: Olive Branch Petition, Declaration of the Causes &
Necessities of Taking Up Arms, parliament, blockade and mercenaries. The important people
that will be discussed today are: Ethan Allen, General William Howe, Israel Putnam, Richard
Montgomery and Benedict Arnold. The significant places that will be defined are: Fort
Ticonderoga, Boston and Bunker Hill and Breed’s Hill. (The significant places will also be
identified and located on each student’s map in their unit packet). This activity will be done in
six groups of four and each pair is given two terms or names and they will define them using
what they learned in class that day and their textbooks. Five to Seven minutes will be allotted for
them to come up with their definitions and then as a class we will go through each term and
discuss and define them.
3. The significant events that will be added to our timeline for today are the petitions and the
King’s ignoring the colonies requests, the surprise attack on Fort Ticonderoga, the attacks near
Boston at Bunker and Breed’s Hill and the invasion of Canada. One student will put the event
where it belongs on the timeline, another student will write up the description of what happened
(after the class discusses it) and a third student will write the significant people involved in the
event. With four different events being put up, that means twelve students will be involved in
8
these activity and the rest of the class will tell them where it needs to go and participate in the
discussion of the details of the event and the important people involved.
4. We will read the paragraph on pages 170 and 171 of the textbook that talk about the written
work of Thomas Paine, Common Sense. We will read it as a class to get background knowledge
on what this particular document was and what it meant to the war effort. I will read it to the
class, but before reading I will give them guided questions to think about that will be listed on
the SMART board underneath of the objectives for the day. The guided questions would include:
1. When was Common Sense written? 2. Where was it published and why is this important? 3.
What was Thomas Paine’s point in writing this document? 4. What do you think the reaction of
King George III when he read it? 5. What do you think the reaction of the Americans was when
they read it? 6. How do you think this will play into the development of the war? After
explaining each question, I will then read the text to the class once all the way through and then
going back to talk about any unfamiliar words or questions the students might have. I will then
give everyone time to write down their answers to the questions and when they are done they
will flip their paper over, put down their pencil, close their book and get out their unit packet.
Once everyone has done so we will have a discussion of the six questions to make sure everyone
knows and understands the answers. This will lead into our first activity for tomorrow.
Assessment:
1. The packets will be turned in the next morning so that the notes from the early battles can be
graded during lunch.
2. I will use a class participation chart during the discussions for the day with columns for
different assignments- one for the powerpoint discussion, one for the definition discussion and
one for the timeline activity discussion (and which twelve students helped in the writing of the
events for the day).
3. The answers to the Common Sense reading will be collected after everyone completed them
and after the class discussion about the reading. Students will receive half credit for competition
and half credit for the quality of their answers. (This assignment is worth five points)
9
Third Day: Abbreviated Lesson Plan
Objectives:
1. SWBAT identify who wrote Common Sense and its significance in the American Revolution,
specifically the creation of the Declaration of Independence and its encouragement to Americans
to support the war efforts.
2. SWBAT identify the man that first brought forth the official idea of declaring independence.
3. SWBAT name and explain the preamble and the three main sections of the Declaration of
Independence.
Activities:
1. After discussing the document, Common Sense, from the day before, I will have the class turn
to page 13 in their unit packet. On this page will be a writing prompt. The direction will read:
You will be writing a letter to Thomas Paine reacting to his Common Sense pamphlet. You may
take the point of view of King George III, an American colonist that supports his beliefs or an
American colonist who does not support his beliefs. After choosing which one of the three points
of view, using proper letter format, write a letter to Thomas Paine. The letter must have three
distinct reasons why you support or do not support his views. Students will be given five minutes
to talk about ideas with other students about what point of view to take and for some ideas of
what to write about. After the five minutes students will work independently for ten minutes on
this assignment. The assignment will be completed for homework.
2. We will then move into the Declaration of independence group assignment. It will first be
explained what the Declaration was, why it was written and who were the main writer(s) of the
document. It will be noted that the background information is on page 171 and 172 in the
textbook.
The class will divided up into four groups of six and each group will be given an area of the
room to work in. I will assign each group with a section of the Declaration that they will become
masters of, and then they will come back and teach the class about. The first group will be given
the Preamble, the second group will be given the Natural Rights, the third group will be given
the List of Grievances to the King and the last group will be given the Dissolving the Bonds
section of the document. Each group will have to read, interpret to the best of their ability what
their section is about. Each student in the group will be expected to write down at least 3-4 words
if not more words that they do not understand (words can repeat within the group but they cannot
share the words they found until they wrote them all down). Each group will be look up their
words so that they can be ready to teach the class. I will supply each group with a poster board
and two markers. After the group has discussed their section, they will write what their section is
about and any important points or things they would like to emphasize to the class. Each group
10
will be given 15 minutes to work and then each group will be given 5-7 minutes to present. The
presentations will happen in the order they appear in the document and the teacher will clarify
any information or questions after the group has presented and done what they can. All the other
students in the class are expected to take notes in their unit packet on page 14 during each
presentation. After all the presentations are complete, the teacher will debrief the activity
addressing all the main points that should be in their notes.
3. For today’s vocabulary we will define: Common Sense, resolution, Declaration of
Independence, and preamble. The important people that will be discussed today are: John
Adams, Thomas Paine, Richard Henry Lee and we will add to Thomas Jefferson and Benjamin
Franklin if needed. (The significant places will also be identified and located on each student’s
map in their unit packet). This activity will be done in six groups of four and each pair is given
two terms or names and they will define them using what they learned in class that day and their
textbooks. Five to Seven minutes will be allotted for them to come up with their definitions and
then as a class we will go through each term and discuss and define them.
4. The significant events that will be added to our timeline for today are Thomas’s Paine’s
writing, Common Sense, Richard Henry Lee’s Resolution and the acceptance of the Declaration
of Independence. One student will put the event where it belongs on the timeline, another student
will write up the description of what happened (after the class discusses it) and a third student
will write the significant people involved in the event. With three different events being put up,
that means nine students will be involved in these activity and the rest of the class will tell them
where it needs to go and participate in the discussion of the details of the event and the important
people involved.
Assessment:
1. The Common Sense letter writing assignment will be completed for homework and turned in
tomorrow for up to 10 points. Proper letter format, distinct point of view, content and proper use
of grammar will all be taken into account.
2. The Declaration of Independence activity will be scored on a rubric that is attached.
3. I will use a class participation chart during the discussions for the day with columns for
different assignments- one for the definition discussion and one for the timeline activity
discussion (and which nine students helped in the writing of the events for the day).
11
Group Members: _______________________________________________________________
Declaration of Independence Presentation Rubric
0-1
Displays no/limited
understanding of
assigned section
Cannot be read due to
handwriting, size or
color
Difficult to heard
2
Displays some
understanding of
assigned section
Can be read
3
Displays thorough
understanding of
assigned section
Can be heard
Projects voice well
Some eye contact
Eye Contact
Limited or no eye
contact
Continuous eye
contact
Vocal Expression
Hard to understand/
lack of expression
Very expressive/
Spoke clearly
Team Member
Participation
Not all members
participated in
presentation
Some expression/
words not spoken
clearly
Most members
participated in
presentation
Knowledge of
Material/ Vocabulary
from Document
Displayed no/limited
understanding of
material and
vocabulary
Displayed some
understanding of
material and used
some vocabulary
Displayed full
understanding of
material and used
good vocabulary
Poster Content
Poster Readability
Vocal Projection
Total:
All members
participated in
presentation
/20
12
Fourth Day: Abbreviated Lesson Plan
Objectives:
1. SWBAT identify the battle of Long Island and the significance of the push from New York
into New Jersey.
2. SWBAT explain the significance of the battle at Trenton for the American troops.
3. SWBAT identify the turning point of the war.
4. SWBAT identify the alliance that followed the turning point and what this alliance meant for
the war.
Activities:
1. We will start today by going through a powerpoint of the early battles of the war. Students will
take notes by filling out pages 15 and 16 in their unit packets. The powerpoint focuses on the
battles that took place from 1776-1778, including the turning point of the war and the alliance
that was made because of the American victory.
2. T-chart activity: This activity is on page 17 of the unit packet and in groups of four students
will get together and list all of the battles up until this point that we have discussed. They can use
their notes, unit pack, textbook and each other to come up with a list. They will then determine
who won each battle. Then as a group they will discuss who they think is winning the war at this
point. Although Saratoga is the turning point of the war it does not necessarily mean they are
winning. Each group will report back to the class with their findings and reasoning. We will then
have a class discussion, no particular consensus has to be reached, but valid reasoning must
support their claims. Then as a class we will predict what is going to happen next, now that the
Americans have this battle under their belt.
3. For today’s vocabulary we will define: alliance and cavalry. The important people that will be
discussed today are: Nathan Hale, General John Burgoyne, General Horatio Gates, Marquis de
Lafayette and Friedrich von Steuben. The significant places that will be defined are: Trenton,
Mohawk Valley and Saratoga. (The significant places will also be identified and located on each
student’s map in their unit packet). This activity will be done in six groups of four and each pair
is given two terms or names and they will define them using what they learned in class that day
and their textbooks. Five to Seven minutes will be allotted for them to come up with their
definitions and then as a class we will go through each term and discuss and define them.
4. The significant events that will be added to our timeline for today are Battle of Long Island,
Battle of Trenton, Battle of Saratoga and the French Alliance. One student will put the event
where it belongs on the timeline, another student will write up the description of what happened
(after the class discusses it) and a third student will write the significant people involved in the
13
event. With three different events being put up, that means nine students will be involved in
these activity and the rest of the class will tell them where it needs to go and participate in the
discussion of the details of the event and the important people involved.
homework: write a paragraph about why Saratoga was so important. How the morale of the
Americans changed at this point? What happened to the British mentality? Page 18 in unit packet
Assessment:
1. The powerpoint notes, T-chart and homework paragraph will be turned in the next day (and is
under fifth lesson plan assessment)
2. I will use a class participation chart during the discussions for the day with columns for
different assignments- one for the powerpoint discussion, one for the definition discussion and
one for the timeline activity discussion (and which twelve students helped in the writing of the
events for the day).
14
Fifth Day: Abbreviated Lesson Plan
Objectives:
1. SWBAT identify the conditions of the winter between 1777-1778 and how they affected both
the Americans and the British.
2. SWBAT locate Valley Forge on a map.
3. SWBAT write a letter as if they were a soldier at Valley Forge addressing George Washington
explaining their conditions and complaints.
4. SWBAT identify the roles other people (African Americans, Women, Native Americans)
played in the war, how their roles differed from the pre-war and during the war).
5. SWBAT discuss other factors that played into the deaths and causalities during war time.
Activities:
1. Collect packets in the morning so the powerpoint notes, T-chart and paragraphs about
Saratoga can be checked at lunch.
2. We will then move into a reading about Valley Forge on page 184 in the class textbook. The
class will be broken into pairs and they will read the page together. Then after each pair is done
reading they will begin discussing the questions with each other. The discussion questions for
after the reading will be posted on the SMART board and they are: 1. Where is Valley Forge? 2.
What were the conditions the troops had to deal with? (Be specific). 3. What was the difference
between the American and British conditions during this winter? 4. What did the women do
during this harsh winter? 5. What was the positive outlook the American troops used during the
winter and how did they continue to prepare for war? After everyone is done reading, the class
will be pulled back together and there will be a grand discussion of the questions. A participation
chart will be used to keep track of who is talking and who is not.
3. After the grand discussion, student will go back to their desks and be instructed to pull out
their unit packets and turn to page 19. The instructions will be as followed on the page, Write a
letter from the point of view of a soldier living in the conditions of the harsh winter of 17771778. You are writing to George Washington, the commander of the Continental Army, so your
letter should be written in a formal manner. Address to Commander Washington the condition in
which you are in (limited clothing, minimal shelter and food, homesickness, etc.) and your hopes
of what is going to happen come spring time. Are you going to leave to go home now and return
or not in the spring or are you going to stick it out and stay at Valley Forge? You letter should
follow proper letter formatting. Students will be given 5-7 minutes to brainstorm with their table
and then they will have 15-20 minutes to write their letters independently.
15
4. Another important aspect of the war other than the fighting that was going on is what is
happening to be at home. For this activity there will be 24 cards given out, one for each student.
Some will say African American free slave, African American slave, woman, or Native
American. The card will also say which side the person is on, what their role was during the war.
Each student will then find in the textbook where it talks about their person and role and read it.
Once everyone has read their part, all the African American free slaves will get together, all the
African American slaves will get together, all the women will get together and all the Native
Americans will get together. Each group will discuss what they read. The questions they should
be discussing will be on the board as follows: 1. what is your role? 2. What side are you on? 3.
Did you have a say in what your role was during the war or were you forced into it? 4. What
were some of the jobs you have to do in this role? 5. What did this potentially mean for your
family? 6. What can you infer as a 21st century student about the role you were given? Each
group will be given five minutes to talk about the answers and then we will have a grand
discussion about the different roles in the war.
5. For today’s vocabulary we will define: enlisted, civilians and continentals. The important
people that will be discussed today are: Deborah Sampson, George Roger Clark and Bernardo de
Galvez. The significant place that will be defined is Valley Forge. (The significant places will
also be identified and located on each student’s map in their unit packet). This activity will be
done in six groups of four and each pair is given two terms or names and they will define them
using what they learned in class that day and their textbooks. Five to Seven minutes will be
allotted for them to come up with their definitions and then as a class we will go through each
term and discuss and define them.
6. The significant event that will be added to our timeline for today is Valley Forge. One student
will put the event where it belongs on the timeline, another student will write up the description
of what happened (after the class discusses it) and a third student will write the significant people
involved in the event. With only one event being put up, that means four students will be
involved in these activity and the rest of the class will tell them where it needs to go and
participate in the discussion of the details of the event and the important people involved.
Homework: complete letter to Washington and read “help from Spanish” page 189 and answer
questions on page 20 in unit packet
Assessment:
1. The packets will be turned in the next morning so that the notes from the battles 1776-1778,
the T-chart and paragraph about Saratoga (chart and paragraph are graded for completion for
now and accuracy at the end of the unit when the packet is turned in on the day of the test) can be
graded during lunch.
16
2. The Valley Forge letter will be handed in tomorrow morning first for completion and later for
accuracy. The letter will be graded out of 20 points for accuracy of conditions and location of
Valley Forge, proper letter format, formal addressing of Commander George Washington, detail
of requests and proper grammar, spelling and punctuation.
3. I will use a class participation chart during the discussions for the day with columns for
different assignments- one for the Valley Forge reading, one for the roles during the war activity
and discussion, one for the definition discussion and one for the timeline activity discussion (and
which four students helped in the writing of the events for the day).
17
African American
Free Slave
Patriot
Soldier
African American Slave
Patriot
Soldier
African American Slave
Patriot
Navy
African American Slave
Patriot
Soldier
African American Slave
Patriot
Soldier
African American
Free Slave
Loyalist
Soldier
African American
Free Slave
Loyalist
Soldier
Native American
Neutral
African American
Free Slave
Patriot
Navy
African American
Free Slave
Loyalist
Soldier
African American
Free Slave
Loyalist
Soldier
Native American
Sided with Britain
Native American
Sided with Britain
Native American
Sided with Britain
Native American
Sided with Britain
Woman
Patriot
Nurse
Woman
Patriot
Nurse
Woman
Patriot
Housewife
Woman
Loyalist
Housewife
Woman
Loyalist
Nurse
Woman
Loyalist
Housewife
African American
Free Slave
Loyalist
Navy
Native American
Neutral
Native American
Sided with Britain
18
Sixth Day: Abbreviated Lesson Plan
Objectives:
1. SWBAT identify the significance of the war at sea and how the outcomes changed by the end
of the war.
2. SWBAT explain the definition of “traitor” and be able to identify who was considered a traitor
during the American Revolution and which side this person started on and switched to.
3. SWBAT explain the sequence of events that lead into the final battle.
4. SWBAT identify the location of the final battle and what happened in the final months of the
war and who won the revolution.
5. SWBAT identify the location of the treaty between the Americans and the British and will be
able to explain the agreement terms within the treaty.
6. SWBAT explain the significance of the date the treaty was finally approved by Congress.
Activities:
1. Collect unit packets in the morning so that the letter from Valley Forge can be checked at
lunch for completion and to check that the homework was done.
2. We will begin today’s lesson with a powerpoint about the end of the war. It will include: the
war at sea, the raise of American morale due to important battle wins, the final battle and making
peace. Students will take notes in their unit packet on pages 21 and 22.
3. Incorporated with the powerpoint will be an activity with lithographs or drawings done to
represent the Treaty of Paris. Students will be directed to the bottom of page 22 in their unit
packet to look at the three images. They will be asked to work in pairs to answer the following
questions on page 23 with their knowledge from the powerpoint information and the use of the
images. After everyone has answered the questions with their partners, there will be a class
group discussion to go over the answers to make sure everyone understands the importance of
these battles and the treaty.
4. For today’s vocabulary we will define: Bonhomme Richard, Serapis, privateers and traitor.
The important people that will be discussed today are: John Paul Jones, Nathanael Greene,
General Daniel Morgan and General Charles Cornwallis; additions will be added to Benedict
Arnold and George Washington as needed. The significant places that will be defined are: Kings
Mountain, Battle of Cowpens, West Point, Charlestown and Yorktown. (The significant places
will also be identified and located on each student’s map in their unit packet). This activity will
be done in six groups of four and each pair is given two terms or names and they will define
them using what they learned in class that day and their textbooks. Five to Seven minutes will be
19
allotted for them to come up with their definitions and then as a class we will go through each
term and discuss and define them.
5. The significant events that will be added to our timeline for today are help from Spain (last
night’s homework), John Paul Jones and the war at sea, Nathanael Greene taking over the
Continental army in the south, the battle of Cowpens and the battle of Yorktown. One student
will put the event where it belongs on the timeline, another student will write up the description
of what happened (after the class discusses it) and a third student will write the significant people
involved in the event. With five event being put up, that means twenty students will be involved
in these activity and the rest of the class will tell them where it needs to go and participate in the
discussion of the details of the event and the important people involved.
Homework: write a list of 5 questions that you have about anything in this unit that needs
clarification, write the list on page 24 of the unit packet.
Assessment:
1. The homework paragraph will be turned in the next day and the letter will be graded out of 20
points for accuracy of conditions and location of Valley Forge, proper letter format, formal
addressing of Commander George Washington, detail of requests and proper grammar, spelling
and punctuation.
2. I will use a class participation chart during the discussions for the day with columns for
different assignments- one for the powerpoint discussion, Treaty of Paris discussion, one for the
definition discussion and one for the timeline activity discussion (and which twenty students
helped in the writing of the events for the day).
20
Seventh Day: Review
This day will be used as a review day before the unit test.
We will first go through our timeline in the back of the room and talk about each event, name the
date, location, significance and people involved. Any questions about the event will be answered
as necessary.
After going through the timeline we would pull out our unit packs and take a look at the map,
making sure everything is labeled.
We would then run through the definition, important people and important dates/battles
worksheets- putting emphasis wherever it is needed.
All of the homework assignments so are at least graded for completion at this point and others
will be graded further when the unit packet is turned in tomorrow before the test begins. The unit
packet total points possible are 200 points. The unit test is worth 100 points.
Any other questions or clarifications will be made and then we will head down to the computer
lab where students can complete this online game to test their knowledge of the vocabulary.
http://www.eduplace.com/kids/socsci/books/applications/ewordgame/tn_index_e1.html?book=e1
&chapter=8&title=Unit 4: Becoming the United States: Game 8
They will also have access to an online quiz that gives questions about the American Revolution.
http://www.pbs.org/ktca/liberty/road.html
21
Subject Content Outline
I. American Revolution 1775
A. The Shot Heard Round the World
i. The British government was not going to give into what the First
Continental Congress was asking for
1. Britain chose to use force instead to re-instate their power
ii. Colonists began to arm themselves and formed a militia called the
minutemen
1. Militia: a military force made of common people in emergency
situations
2. Minutemen: citizen soldiers who could be ready to fight at a
minute’s notice
iii. April 18th: General Thomas Gage, governor of Massachusetts sent 700
troops to break up the minutemen in Concord, Massachusetts where they
were storing their arms
1. Paul Revere and William Dawes rode through the night to warn the
minutemen
2. Five miles away from Concord, in Lexington, 77 minutemen were
waiting for the British and when they were ordered to go home
they refused
3. A shot was fired- nobody knows who fired it
iv. Nearby 400 minutemen fought the British, killing 3 British soldiers and as
the British retreated, about 4,000 Americans fired at them.
1. By the time they reached Boston, almost 300 of their soldiers were
killed or wounded
v. These events caused Americans to lose hope of reaching an agreement
with Britain and some began to think that war might be the only answer to
the future of the 13 colonies
B. Second Continental Congress May 1775
i. Most Americans did not want independence yet, but were ready to use
force to defend their rights
ii. The Second Continental Congress met in Philadelphia
1. Delegates included:
a. Thomas Jefferson: lawyer from Virginia
b. John Hancock: merchant from Boston
c. Benjamin Franklin: from Philadelphia
2. Delegates from New England wanted to declare independence
3. Delegates from middle colonies did not want such drastic measures
4. Nearly everyone thought preparation for war was necessary
a. First step was to form an army
22
i. George Washington was chosen to be the
commander of the Continental army due to his
military experience
b. The Congress started to act as a government of the colonies
i. Printed paper money to pay for supplies for the
army
iii. A split began to run through the colonies, those loyal to Britain and those
who wanted independence (Patriots)
1. Loyalist: colonists who remained loyal to Britain during the war
a. Came from every colony
i. Included some of the wealthiest families (merchants
and land owners)
1. They feared rebellion because the
government could change which would
cause them to lose their property
ii. African American slaves tended to side with Britain
in hopes of gaining their freedom
iii. Native Americans who feared losing their land to
colonist also sided with Britain
b. During the war, about 100,000 loyalists left the country for
good
2. Patriots: colonists who wanted to fight for their independence
C. In efforts to make peace, two petitions were sent to King George of Britain (July
1775)
i. Olive Branch Petition: stated that the colonists were loyal to the king and
that he should stop fighting so everything could be solved peacefully
ii. Declaration of the Causes and Necessities of Taking Up Arms: stated that
colonist were ready “to die freemen rather than live as slaves”
iii. King George did not respond to the petition, instead declared that the
colonies were “in open…rebellion” and Parliament voted to send 20,000
soldiers to end the revolt
D. May 10, 1775
i. Ethan Allen (a blacksmith) led a force of 83 men to Fort Ticonderoga in
northern New York in a surprise attack on 42 British troops who were
guarding the fort
1. The British surrendered almost immediately
2. Important because this was a main route between Canada and the
Hudson and it housed valuable weapons, especially cannons
E. Early Battles
i. June 1775: Bunker Hill
23
1. American soldiers are farmers and workers (not trained)
2. British General William Howe decided to attack straight up
Breed’s Hill
3. American commander, Israel Putnam, knew the British troops did
not have a lot of ammunition, so the Americans waited until the
British were only 150 feet away and opened fired. Hundreds of
British soldiers fell dead or wounded.
4. The first to attacks failed by the British and the only reason the
third one was successful was because the Americans ran out of
ammunition
5. 1,000 British soldiers were killed or wounded
6. 400 Americans soldiers were killed or wounded
ii. July 1775, George Washington came and took charge of the army and he
knew he had to build a regular army and needed more powerful weapons
to drive the British from Boston
iii. Late 1775 two American armies moved north towards Canada (one from
Fort Ticonderoga led by Richard Montgomery and one from Maine led by
Benedict Arnold)
1. December 1775, Americans attacked Quebec during a severe
snowstorm
a. Montgomery was killed and Arnold was wounded
b. The Americans stayed outside of Quebec until May 1776,
but weakened by disease, hunger and the fact that Britain
brought in more troops, America had to leave Canada to
Britain control
iv. March 1776
1. Washington put cannons (from Fort Ticonderoga) on high ground
overlooking Boston, which meant Britain could no longer defend
the city
2. One the 17th Britain withdrew from Boston by sea and never
returned
v. America may have won in Boston, but Britain still had the most powerful
navy in the world (which they used to blockade American ports for goods)
1. Blockade: the shutting off of a port by ships to keep people or
supplies from moving in or out
2. Mercenaries: soldiers who serve another country for money
(Britain hired these people)
F. Moving in 1776
24
i. Americans were still strongly divided, Patriots and Loyalists were
minorities, most people were in the middle with no strong feelings either
way
ii. John Adams (Patriot) found it difficult to sway people to America’s side
because Loyalist made people free independence
G. January 1776- Common Sense
i. 50-page pamphlet was published with a broad support for independence
ii. Thomas Paine is the author
iii. Ridiculed the idea of being ruled by a king and said that America would
be better off governing themselves
iv. 500,000 copies were sold from January to July and pushed more
Americans to wanting independence
H. May 1776
i. Virginia showed great support for independence
ii. Richard Henry Lee introduced a resolution to Congress
1. Resolution: formal statement of opinion
iii. Before voting on Lee’s resolution Congress created a committee to write a
declaration of why the colonies should separate from Britain
1. Thomas Jefferson (delegate of Virginia) was told to compose the
declaration (he was known for his writing ability)
2. John Adams and Benjamin Franklin were also on the committee
but only offered minor changes to Jefferson’s declaration
I. The Declaration of Independence
i. Built on the ideas of the Enlightenment, it uses step-by-step logic to
explain why the colonies wanted to break away from Britain
ii. Preamble: introduction
1. “a decent respect to the opinions of mankind”
iii. Natural Rights
1. General ideas about society and government
a. “all men are created equal”
b. “endowed by their Creator with certain unalienable rights”
(based on John Locke’s idea of natural rights)
c. Governments are created in order to protect people’s rights,
if a government violates those rights, the people have a
right to abolish their government and create another
iv. List of Grievances
1. Grievances: formal complaints
a. accuse the king of ignoring rights that English citizens had
enjoyed since the Magna Carta
i. Trials by jury are a basic right
25
ii. “imposing taxes on us without our consent”
b. Says that the colonies have appealed to the king but are
always ignored, this means he is, “unfit to be the ruler of a
free people”
v. Dissolving the Bonds
1. Logical conclusion, “free and independent states…and that all
political connection between them and the state of Great Britain is,
and ought to be totally dissolved”
2. This was a formal document declaring independence from Britain
vi. July 4, 1776 Congress approved the Declaration of Independence
vii. The signing took place on August 2nd
viii. This document change the nature of the war, Americans were no longer
were fighting for fair treatment, but instead fighting to create a new nation
J. Mid-1776
i. Fighting shifted from New England to the Middle States
ii. Continental army suffered through the worst days of the war
iii. June 1776
1. Just as Continental Congress was considering independence, a
British fleet arrived in New York
2. William Howe gathered his forces on Staten Island (34,000 troops
and 10,000 sailors along with ships to bring them ashore)
3. Washington expected Howe’s attack, he moved his troops from
Boston to Brooklyn on Long Island (20,000 poorly trained troops
and no navy)
4. During the fight for New York Nathan Hale became an American
legend
a. Connecticut officer who volunteered for dangerous spy
duties (collecting information about British plans on Long
Island)
b. He was caught by British lines, tried and condemned to
death
iv. August 1776- Battle of Long Island
1. British troops drove Washington’s troops out of Brooklyn
v. September 1776
1. Washington abandoned New York City
2. The British pursued the Americans north to White Plains, then
west and south across New Jersey
vi. December 1776
1. Continental army kept retreating and crossed the Delaware River
into Pennsylvania
26
2. The British now threaten Philadelphia
3. Patriots spirits were low and many soldiers deserted their duties
and others wanted to go home as soon as their enlistment was done
4. Crossing the Delaware
a. Christmas night, Washington led 2,400 men across the river
in small boats
i. Conditions across the river were cold (troops
huddled together because the breeze from the water
froze their faces) some didn’t have shoes
b. Soldiers marched in the swirling snow
c. Early on December 26, they attacked Trenton from two
sides achieving complete surprise
d. The attack brought a victory to the Americans
e. Washington’s army captured almost a thousand Hessian
mercenaries here
f. To escape, Washington was clever
i. They set up camp nearby and lit campfires, but
packed up and left during the night
ii. The British did not discover the trick until daylight
when the main body of soldier attacked and
damaged greatly a British force near Princeton
K. British general John Borgoyne came up with a plan he hoped would quickly end
the rebellion, his goal was to cut New England off from the rest of the states
(1777)
i. Troops would come from three directions, north (Canada), west (toward
Albany) and south (up the Hudson River)
ii. Almost immediately there was trouble
1. George III ordered Howe to move into a misguided attempt to
attack Philadelphia. It was not until November that Howe and his
troops could move back north
2. At the same time American troops cut the British off at the
Mohawk Valley
iii. Borgoyne moved his troop south from Canada in June, regained control of
Fort Ticonderoga, but were running out of supplies
iv. Americans rushed to block Britain
v. By September General Horatio Gates had 6,000 American men ready to
fight at the village of Saratoga, New York
1. American soldiers surrounded the British
2. Burgoyne surrendered on October 17th
vi. This win for America marked a major turning point in the war
27
1. Britain now realized this would not be an easy win
2. Americans gained more hope
3. Europeans were convinced that America had a chance of winning
L. The French Alliance (1778)
i. Alliance: a formal agreement between two powers to work together
toward a common goal
ii. February 1778, France officially formed an alliance with America
1. Eager to weaken Britain
2. Even before Saratoga, the French had secretly supplied money and
arms to the Americans
iii. France and its allies in the Netherlands and Spain also went to war with
Britain
1. This made Britain have to maintain wars on many fronts (taking
away troops from the Americas)
iv. Europeans volunteered to fight for the Americas
1. A French noble, Marquis de Lafayette became a high-ranked
official in Washington’s army
2. Volunteers from Poland also made vital contributions to the Patriot
war effort
3. Cavalry: unit or troops on horseback
4. Friedrich von Steuben, German baron, trained soldiers (taught
them how to march, improve their aim, how to attack with
bayonets
M. 1777-1778 Winter
i. Cruel winter
ii. Continental army built camp at Valley Forge in Pennsylvania
1. 11,000 soldiers were not sufficiently fed, clothed or housed. Many
were sick too
2. Thin soup and dry bread patties were common, some went without
food for two days at a time
3. When the news got out of the conditions the soldiers were in they
sent help.
a. Women collected food, medicine, warm clothes and
ammunition; some even went to help the sick
4. Even though the winter was horrible, troops used this time to gain
strength and Steuben’s drills sharpened
iii. 22 miles away, British officers in Philadelphia were pleasantly living,
partying at balls
N. African Americans in the War
i. Fought on both sides of the war- saw it as danger and opportunity
28
ii. Freed slaves were minutemen in Lexington and Concord
iii. Enslaved people served as well
iv. Britain offered freedom to enslaved slaves to get them to join the British
forces (cooks, blacksmiths, teamsters)
v. Washington at first did not allow African Americans to join the American
army, but once Britain offered freedom, he changed his policy
vi. By the end of the war 7,000 African Americans served in the American
army (2,000 in the navy)
vii. Some northern states took steps to end slavery during the war
1. Pennsylvania passed a law in 1780- it allowed slaveholders to keep
the ones they had but they could not get more
O. Effects of the war on people
i. Most men enlisted: signed up for duty, in the military
ii. Terms were usually a year long and then they went home, which meant
Washington struggled to keep the ranks of his army filled
iii. Civilians: people not in the military; also faced hardships- food shortages
and military attack in their towns
1. Women had to take on more roles since the men were gone
a. On farms: women planted crops, cared for livestock
b. In towns: Ran their husband’s business
c. Some went with their husbands to military camps; in battle
they cared for the wounded
i. Deborah Sampson: joined the army disguised as a
man; was wounded in battle and tended to her own
wounds to keep her secret
d. These new jobs gave women a new sense of confidence and
responsibility (war gave them more opportunities)
P. Financial Burdens
i. Congress had limited resources and with no power to tax, they had to
plead with states for money, but the states did not have a lot of money
either
ii. Printed continentals: paper money, to pay troops and for supplies
1. The more Congress printed, the less the money was worth; by the
end of the war paper money had almost no value
Q. In the West
i. Most of the fighting was done in the 13 colonies, but there were battles in
the west
ii. Americans tried to keep Native Americans neutral, offering payments to
groups willing to remain at peace
29
iii. But most sided with the British in fear that if the Americans won then they
would continue to settle west or south into their lands
iv. Smallpox epidemic
1. Started to spread among American soldiers in Quebec in 1775, and
then down the east coast.
2. By 1779 it had reached New Orleans
3. Then it spread to the Native American groups all across North
American
4. Death rate from smallpox outnumbered casualties from the war
a. By 1782, more than 130,000 white and Indians died from
smallpox; in contrast, about 8,000 soldiers had died in
battle
R. 1778-1779
i. Virginia sent George Rogers Clark and a militia force to strike British
forts beyond the Appalachian Mountains (late 1778)
ii. Clark and his men marched across 200 miles (early 1779)
1. Midwinter attack on the fort at Vincennes caught the British by
surprise- they surrendered
2. This strengthened the American claim on the Ohio Valley area
S. Spanish Help
i. Unofficial aid from Spain; Spain controlled Louisiana, the land west of the
Mississippi going as far north as Canada and were eager to gain back
Florida which they had lost to Britain in the French and Indian War
ii. Bernardo do Galvez: governor of Louisiana; helped the Americans even
before Spain declared war on Britain in 1779
1. Provided money, munitions to Clark and others
2. Gave ships safe refuge in the New Orleans Harbor
3. Played a huge role in Spanish attacks that captured British forts on
the Mississippi River and Gulf of Mexico (1779-1781)
T. War at Sea
i. Continental Congress decided to make a navy back in 1775, but with
limited ability to build only a few warships and a small navy going against
the powerful British fleet they had to be tactful.
1. Making hit-and-run attacks on British ships
2. Britain still dominated the seas- blocking the American ports
ii. 1779 (most famous naval battle), the American ship Bonhomme Richard,
under the command of John Paul Jones fought side by side with the large
British warship Serapis (off the coast of England)
1. Cannons and muskets ripped the sails on both ships and blasted
holes in their wooden sides
30
2. Jones refused to give up and finally with dozens of sailors dead on
each side, the captain of the Serapis surrendered
3. Americans had help from 800 privateers: armed civilian ships that
had their government’s permission to attack enemy ships and keep
their goods
a. Made Britain spend more time and money on protecting
merchant ships so their goods were not stolen
U. Patriot fortunes began to improve
i. October, 1780, 900 frontier fighters defended a larger force of British
troops and Loyalists atop Kings Mountain in South Carolina
ii. December, 1780, Nathanael Greene took over the Continental army in the
South
1. Split his men in two; he led 1,200 men into eastern South Carolina
and General Daniel Morgan had 800 men in the west
iii. January 1781, Morgan won a clear victory at the Battle of Cowpens
1. Small militia in the front- telling them to fire three shots then
retreat
2. British rushed forward, only to be met by charging cavalry and a
line of skilled riflemen
V. American Traitor
i. Traitor: a person who betrays his or her country or cause and helps the
other side
ii. The British still had the upper hand in the South and were under command
of an American traitor, Benedict Arnold
1. He felt Congress undervalued him; he plotted to turn West Point, a
key fort on the Hudson River, over to the British
2. His plot was discovered in September 1780, but he escaped
3. He and his Loyalists soldiers then staged a series of destructive
raids in Virginia
iii. Final Battle 1781
1. Cornwallis had been weakened at the Battle of Cowpens, which
gave Greene opportunity
2. Over a five-month period, Patriot forces swept through the Deep
South
3. By late summer, only Charles Town and Savannah remained in
British hands
4. Cornwallis made a fateful mistake, he moved his main army to the
Yorktown peninsula, (part of Virginia land that poked out into the
Chesapeake Bay)
a. He thought the British fleet could reinforce his position,
31
b. but at the end of August, the French fleet arrived off
Yorktown and chased off British ships
5. Washington rushed towards Virginia with American and French
troops; Cornwallis was in a trap
6. After three weeks, Cornwallis had no option but to surrender
7. October 19, 1781, the Americans and French lined up in two
facing columns, the British marched glumly between the two and
tossed their weapons into a large pile on the ground
8. Victory at Yorktown was the last major battle of the war
a. Shocked Britain, the King wanted to keep fighting, but
Parliament voted for peace
W. Treaty of Paris 1782-1783
i. American delegates included Benjamin Franklin and John Adams
ii. Britain was eager for peace so the Americans got most of what they
wanted
1. Britain recognized the independence of the United States
2. Boundaries of the new nation were set at the Atlantic on the east,
Canada on the north, the Mississippi River on the west, and Florida
on the south (Florida was given back to Spain)
3. The United States agreed to “earnestly recommend” that the states
restore rights and property taken from Loyalists during the war, but
most states ignored this
iii. April 15, 1783, Congress approved the treaty- war was officially over
1. Almost exactly 8 years since the “shot heard round the world” was
fired
X. Washington’s Farewell
i. December 4, 1783, Washington and his ranking officers were reunited for
one last meal together at Fraunces Tavern in New York City
ii. Washington retired to his plantation, but soon he would be called to aid
the nation at which he helped create
Y. Impact of the Revolution
i. Immediate effects, the United States had to create a new nation of 13
independent states, linked by ties of custom and history
ii. Long-term effects are still being felt today
1. The Declaration of independence cemented ideas like equality and
liberty in the American mind
iii. The American Revolution inspired other countries to rebel and to use the
Declaration of Independence as a reference point
1. French Revolution
2. Independence movements in Latin America
32
Assessments
Multiple Choice (1 point each)
For each of the following questions, circle the best choice.
1. What document pushed most Americans to support the war and made the Second Continental
Congress write an official declaration towards Great Britain?
a. Olive Branch Petition
b. Common Sense
c. The Declaration of Independence
d. Treaty of Paris
2. What battle was the turning point of the Revolution?
a. Battle of Yorktown
b. Battle of Bunker Hill
c. Battle of Cowpens
d. Battle of Saratoga
Fill in the Blanks (2 points each)
For each of the following statements, fill in the blank with the appropriate word or name.
1. _________________________ was the official writer of the Declaration of Independence
because he was known for his writing skills.
2. Colonists that were supportive of fighting for independence from Britain were called
_____________.
33
Matching (1 point each)
Match the following terms or people with the correct description by writing the letter (in capital
letters) in the space provided. There are more terms or people than descriptions, so you will not
use all of them.
____ A traitor that fought for the Americans
and then fought for the British
____ Pamphlet that stimulated more support
for independence
____ Section of the Declaration of Independence
A. George Washington
B. Preamble
C. Thomas Jefferson
D. John Hancock
E. Treaty
that talks about the rights of men and gives
F. Cornwallis
reasons for writing the document
G. Alliance
____ The chosen leader of the Continental Army
H. Benjamin Franklin
____ The British General that surrendered at
I. Common Sense
The battle of Yorktown to end the war
____ a formal agreement between two powers to
work together toward a common goal
True or False (2 points each)
The following statements are false, circle what is false and make it correct in the space provided.
1. The battle of Bunker Hill was a surprise attack on the British where Americans won and took
supplies. ______________________________________________________________________
______________________________________________________________________________
2. During the rough winter of 1777-1778, the Continental Army set up camp in the Appalachian
Mountains. ____________________________________________________________________
______________________________________________________________________________
34
Resources
E-word game: The war for independence. (n.d.). Retrieved from
http://www.eduplace.com/kids/socsci/books/applications/ewordgame/tn_index_e1.html?b
ook=e1&chapter=8&title=Unit 4: Becoming the United States: Game 8
This website is a vocabulary game and it is specifically focused on terms and vocabulary
that pertain to the American Revolution. There is a definition given and the person
guessing has a word bank at the bottom to choose from. The goal is to get three words
across in any direction (like tic-tac-toe) in the word bank to move onto the next round. I
thought this would be a great game to use during my last lesson after all the vocabulary
had been taught for the unit.
Hall, Prentice. (2011). The American Revolution. America: history of our nation: beginnings
through 1877 (pp. 158-195). New Jersey, Pearson, c.2011.
This is a student American history textbook. This textbook covers the beginnings of
America, the settlers, exploration and the founding of a new nation. It continues all the
way through the year 1877. Chapters five and six focus on the American Revolution from
the years of 1775-1783. Throughout these chapters it talks about the significant events
and battles that were fought during the war and they discuss the important people who
played major roles throughout this time period. Within these chapters are maps, tables,
graphs, documents, artifacts, pictures and other helpful information for students to truly
understand the sequence and importance of this war. This textbook is where the majority
of the content came from for this unit.
35
Revolutionary war interactive battles map. (2014). Retrieved from
http://mrnussbaum.com/amflash2/
This interactive website will be helpful to students when they are learning where the
battles of the American Revolution took place and when they are trying to get a reference
point of how far and for vast the battles were. I used this website in my unit plan when
they class was discussing the battles of Cowpens and Yorktown. Having the students see
where the battles took place visually on a map can help explain the geographic
importance of certain areas.
Timeline of the revolutionary war. (1999). Retrieved from
http://www.ushistory.org/declaration/revwartimeline.htm
This website is an in depth timeline of the series of events leading up to and during the
American Revolution. I used this time to base my time of events off of to use in my
classroom. I focused on the important events that occurred from 1775-1783. These events
could be battles, important meetings, important documents, etc. This website was very
helpful in narrowing down what needed to be included in my timeline (event cards
throughout each lesson plan).
The history place: American revolution. (1998). Retrieved from
http://www.historyplace.com/unitedstates/revolution/
This website has the American Revolution broken up into three different sections, 17751776, the Declaration of Independence and 177-1783. The first section, 1775-1776,
breaks down all the minor details that led up to the decision to officially declare war with
Great Britain. The second section, the Declaration of Independence, shows a copy of the
36
declaration where Jefferson wrote it and Adams and Franklin edited it. It also shows a
picture of a drawing that was done to represent the signing of the declaration. I used this
part of the website to get my idea and activity for the Declaration of Independence. The
last section 1777-1783, breaks down all the major and minor details of the battles during
the war and goes into detail of when certain people became generals, minister or other
labels that were deemed important.
The road to revolution. (2014). Retrieved from http://www.pbs.org/ktca/liberty/road.html
This was an interesting website because it is an interactive quiz that any person can take
to test their knowledge of the American Revolution. I used this website to test my
knowledge before doing much research for this project and I knew more than I thought I
did. I considered using this as an online quiz for my students at the end of the unit to test
their knowledge before taking the written test, but I decided to give them the link and
they could do it at home if they wanted to as a review.
37