Lesson 1: (45-60 minutes) Tuesday, 3/25
Everyday life in Revolutionary America: Emphasis on Social History and Primary Documents
Colonists during the American Revolution lived much different lives than we do today. Historians
have learned about life during the American Revolution through primary and secondary documents.
Primary documents are those produced by someone who was directly involved in the events being
described in the document. Secondary documents are those created by a third party about an event at
which they were not present. This variety of documentation also allows historians to learn about a range
of viewpoints from this period in American History. A social history is one that encompasses all
viewpoints from a time period, not just those of high-ranking people.
Objectives:
Students will identify elements of a primary source documents.
Students will represent historically significant events about their own lives in a creative way.
Students will go through the brainstorming and drafting process in order to produce a final draft.
Students will identify what kinds of primary documents existed during the American Revolution.
Materials:
Anchor chart
Markers
Paper
Pencils, markers, crayons, etc.
Examples of primary sources
Primary Document checklist
Standards:
5.1.11 Analyze the causes of the Revolution, such as colonial resistance to British imperial policies, the
denial of traditional rights of Englishmen to American colonists, and taxation without representation
5.1.22 Identify and interpret primary source and secondary source materials that pertain to a problem
confronting people during the founding period of the United States.
5.5.1 Describe basic needs that individuals have in order to survive, such as the need for food, water,
shelter, and safety, and give examples of how people in early America adapted to meet basic needs.
Launch: (20-25 minutes)
Lead discussion about what types of people are usually represented in American history (specific
examples or characteristics). Key points will be recorded on an anchor chart. Ask the following questions
to students, calling on those who want to volunteer answers.
Who do we usually hear about in history books?
Would that represent everyone in this class?
Do you think it is important to hear about other types of people? Why?
What would we be missing if we only heard from one type of person?
What do we gain by hearing about all sorts of people from history?
Introduce the term social history: look at the everyday lives of everyday people to best understand a
time period
Record this at the top of a new anchor chart. Ask another discussion question and calls on students to
respond.
Who would we want to focus on to create a social history of the American Revolution?
Continue: that’s the sort of history we’re going to be focusing on for the next several lessons. Social
history, or what regular people were like during the American Revolution. Ask the following discussion
question, calling on students to respond. Record ideas on Social History anchor chart.
What kind of things might regular people during that time have left behind?
Letters, journals or diaries, drawings, newspapers, signs, etc.
Explain the link between social history and primary documents: we’re also going to be talking about
certain kinds of documents: primary and secondary documents. Primary documents are when a person
who was there creates the document. For example, a primary document from today would be an email
Mrs. Kinkead wrote to another teacher about what’s happening in her class. That’s a primary document
because Mrs. Kinkead has first-hand knowledge of what’s happening in this classroom. But it would be a
secondary document if Ayu told me about what happened yesterday when I wasn’t here and then I
wrote about it because I don’t have first-hand experience about what actually happened. Then ask
students the following discussion questions. Call on students to respond and record answers somewhere
all students can see and reference for the rest of the lesson.
What kind of primary documents might we expect to find from the American Revolution?
Call on students and writes down ideas on one half of an anchor chart.
And what about now, what kind of primary documents do we create?
Call on students and writes down ideas on the other side of the anchor chart.
Activity: (20-30 minutes)
Tell students: Today we’re going to create primary documents to create part of a social history about
fifth grade at University Elementary School. Pass out assignment sheet (attached). Ask the following
questions to clarify the project:
What kind of language are we going to use in these documents? Will Peace say “Peace lives in
Bloomington” or will she say “I live in Bloomington.”
Will you write about things that haven’t happened to you? For example, would it be appropriate
for a primary document to include information about what your brother told you about what
happened at the high school?
What kinds of things would be good topics for your primary documents?
Go over assignment sheet with students as they begin creating their primary documents. As students
work, circulate and check in with various students to keep track of their progress and answer questions.
Wrap-up: (5-10 minutes)
Ask students to finish up their documents. Ask for volunteers or select a few students who have good
examples to show to the class. Point out good formatting choices and good examples of information to
include. Ask students about challenges they encountered with this activity. Collect all the documents
and compile a class social history box or folder or binder
Scaffolding: ELL students will have access to books and websites with pictures of primary documents
(Colonial Voices, Smithsonian Museum website, etc.) in class and on their iPads. This will allow them to
see specific examples and get ideas for what they might want to create.
Assessment: Students are given a checklist of what their primary document should include. Students will
be assessed on choosing an appropriate format (ideas are provided on checklist) and information to
include in their document.
Creating a Primary Document for a Class Social History
A primary document is a document created by someone who actually experienced the things they are
recording. A primary document does not need to about a major event. We’re creating a social history, so
we want to record our daily lives.
Primary documents include:
Letters
Emails
Blog posts
Newspaper editorials
Postcards
Magazine article
Memoirs or Autobiographies
Ask if you have another idea!
Your primary document should include:
o
o
o
o
o
Today’s date
Your name in an appropriate place
Information about your daily life
Important people and places in your life
Proper format for your document
Creating a Primary Document for a Class Social History
A primary document is a document created by someone who actually experienced the things they are
recording. A primary document does not need to about a major event. We’re creating a social history, so
we want to record our daily lives.
Primary documents include:
Letters
Emails
Blog posts
Newspaper editorials
Postcards
Magazine article
Memoirs or Autobiographies
Ask if you have another idea!
Your primary document should include:
o
o
o
o
o
Today’s date
Your name in an appropriate place
Information about your daily life
Important people and places in your life
Proper format for your document
Lesson 2: (50-65 minutes) Wednesday 3/26
Everyday Lives of Women and Minorities in the American Revolution
There are many differences between the rights we all enjoy today and the rights afforded to
colonists during the American Revolution, especially women and people of color. Women were not
allowed to own or inherit property, vote or hold certain jobs. People of color often were not allowed to
go to school and worse many were held as slaves. Books such as If You Lived at the Time of the American
Revolution by Kay Moore, issues of Cobblestone: The History Magazine for Young People, and Colonial
Voices by Kay Moore. Show how different groups of people lived at this time.
Objectives:
Students will compare and contrast their daily lives to those of American colonists and revolutionaries.
Students will represent information on a Venn diagram.
Students will research a historical period for important, topical information.
Students will synthesize gathered information for a written presentation.
Materials:
Venn diagram sheets
Chart paper or other display on which to write
Markers (if needed)
Books and other resources about colonial life
iPads for students to use (if available)
Standards:
5.1.11 Analyze the causes of the Revolution, such as colonial resistance to British imperial policies, the
denial of traditional rights of Englishmen to American colonists, and taxation without representation
5.1.22 Identify and interpret primary source and secondary source materials that pertain to a problem
confronting people during the founding period of the United States.
5.3.10 Read fiction and non-fiction stories about how American Indians and European settlers lived in
early America and find examples of the various ways people adapted to and changed the environment.
5.5.1 Describe basic needs that individuals have in order to survive, such as the need for food, water,
shelter, and safety, and give examples of how people in early America adapted to meet basic needs.
Launch: (about 10 minutes)
Have chart paper or display ready to go before discussion. Start discussion by asking about some of the
things students mentioned in their primary source documents. (houses, school, friends, jobs, etc.) and
expand these topics to pertain to colonial people. Categories might include:
Homes- types, functions, who lived there, bathrooms, kitchens
Clothing- children, women, men, making clothes, buying clothes, clothes from England
Jobs- women, children, farming, domestic, unpaid
Food- making it, hunting for it, popular foods, shopping for it
School- boys, girls, teachers, where was school, what kind of building
Research: (20-30 minutes)
After a discussion about common aspects of everyday life, give the students some time to independently
research what one aspect of what colonial life was like. Students may choose an area to focus on
individually or in a group. Provide books, magazines, websites and other resources for their research.
Students should not try to research all categories, but choose one that interests them most.
Activity: (15-20 minutes)
Once students have had some time to do independent research, provide them with Venn diagram sheet
(attached) to compare and contrast their lives with those of colonial people. Instruct students to provide
as much information as they can. Students should be instructed to add pictures or other elements if that
aids in understanding the comparisons.
Wrap-up: (5 minutes)
Ask students to share some of their findings. Students can discuss with each other the differences in
their research and diagrams.
Scaffolding: ELL students will have access to iPads in order to use Google Translate or look up additional
visual resources. Books with pictures will also be available for ELLs and other students to use, if desired.
Assessment: Students will be assessed on thoughtful and appropriate use of the Venn diagram
(including information that is related to the topic, statements that can be compared to each other) ,
going beyond surface observations about differences between life now and life in colonial America.
Students should use their time effectively and stay on task.
Lesson 3: (60-90 minutes) Broken into two approx. 40 minute sections
Famous Women in the American Revolution
Although it is not usually well documented in textbooks, women played many important roles
during the American Revolution. Some women organized into groups like the Daughters of Liberty or the
Ladies Association of Philadelphia in order to offer support and supplies to troops. Other women, like
Ann Bates, acted as spies while soldiers stayed in their homes. Women even came to the battlefield with
their husbands, sometimes taking over the cannons after their husbands were wounded. Molly Pitcher is
a famous fictitious example of what women did on the battlefield. Women were also active in creating
art about this turbulent time in American History. Mercy Warren and Phyllis Wheatley wrote poems and
plays about the tension in the colonies at this time. Women were essential to both Loyalists and Patriots
during the American Revolution.
Objectives:
Students will identify various women who were significant to the American Revolution.
Students will evaluate how women’s lives were different from men’s during the American Revolution.
Students will perform research on a specific task in order to present their findings.
Students will demonstrate features of a brochure.
Students will present information in a pocket book format.
Materials:
Colonial Voices book
iPads for students to use (if available)
books and other resources about women during the American Revolution
paper folded into pocket books
markers, colored pencils, crayons, etc.
finished pocket book to show as example
Brainstorming form and checklist
List to record which woman each student is researching
Standards:
5.1.11 Analyze the causes of the Revolution, such as colonial resistance to British imperial policies, the
denial of traditional rights of Englishmen to American colonists, and taxation without representation.
5.1.14 Identify and evaluate contributions of women during the American Revolution, including Abigail
Adams, Martha Washington, Mercy Otis Warren, and Molly Pitcher.
5.1.22 Identify and interpret primary source and secondary source materials that pertain to a problem
confronting people during the founding period of the United States.
5.2.10 Examine ways by which citizens may effectively voice opinions, monitor government, and bring
about change in government and the public agenda, including voting and participation in the election
process.
5.3.10 Read fiction and non-fiction stories about how American Indians and European settlers lived in
early America and find examples of the various ways people adapted to and changed the environment.
5.5.1 Describe basic needs that individuals have in order to survive, such as the need for food, water,
shelter, and safety, and give examples of how people in early America adapted to meet basic needs.
5.5.2 Give examples of groups who made up communities in early America, and compare the different
ways that communities were organized.
Launch: (15-20 minutes)
Read a few pages from Colonial Voices to demonstrate different roles women had during the time of the
American Revolution. Lead oral brainstorming about other roles women had during this time. Be
prepared with a variety of specific women to speak about briefly to help give students ideas.
Explain that women did many important things during this time in history and today we are going to
learn more about specific women who contributed to the American Revolution. Explain that students
will be making pocket books. At this time, show students example of the pocket book and explain
different elements of it (titles, subtitles, pictures, captions, cover, etc.) Show some of the books and
resources available to students when doing their research. Walk through brainstorming sheet and
checklist (both attached) with students to ensure they understand all elements of the project.
Activity: (30-40 minutes)
Students will draw a name to find out who they will be researching. Students should then be given time
to find out about their American Revolution woman. Students should use the brainstorming sheet to
write down important information they find. Instruct students to refer to their checklist to make sure
they are finding all they need for their pocket books. Check brainstorming sheets for substantial
research before students move on to creating their pocket books. Students should be given time and
supplies to work independently or in small groups to complete their pocket books.
Wrap-up: (5-10 minutes)
Ask for volunteers to show their finished book and talk with students about all the different roles
women held during the American Revolution. Students should be encouraged to share interesting or
surprising things they discovered.
Scaffolding: ELLs should be allowed to use iPads for Google Translate and accessing additional
information about their revolutionary woman. ELLs will have access to visual resources such as picture
books and magazines to aid in research.
Assessment: Students should be assessed using the checklist provided. Students should include all
elements detailed on the checklist in a neat, logical order. Students should also be assessed for thorough
research and application of that information in their book.
Women of the American Revolution (cut up this list and have students draw names)
Abigail Adams
Mercy Warren
Quamino Dolly
Sybil Ludington
Phyllis Wheatley
Margaret Corbin
Deborah Sampson
Nancy Morgan Hart
Daughters of Liberty
Ladies Association of Philadelphia
Martha Washington
Elizabeth Burgin
Ann Bates
Molly Brant
If students have a suggestion, add it!
Lesson 4: (45-60 minutes)
People of Color during the American Revolution
People of color had a much different experience during the American Revolution than many of
their white counterparts. Slavery was legal in all 13 colonies and it would be popular opinion for several
more decades that blacks and Native Americans did not deserve the same rights as white men. Despite
this, many people of color contributed to the war in various ways. Joseph Brant and Red Jacket were
influential Native American leaders who communicated with English colonists. Crispus Attucks was
famously killed during the Boston Massacre. Seymour Burr supported the Loyalists during the war. Even
though these people were not valued during their lifetimes, their contributions during the American
Revolution were significant. Even daily life was much different for black and Native American children
than it was for white children. Exploring these differences is important to understanding the evolution of
human rights in our country.
Objectives:
Students will compare and contrast their lives to those of people of color during the American
Revolution.
Students will present information about their daily lives in a schedule format.
Students will utilize the editing process in their own writing.
Students will perform research in order to make accurate comparisons and analysis.
Materials:
Chains by Laurie Halse
Books and other resources for student research
Lined paper
Pencils
Colored pens
Anchor chart or other display for lists
Standards:
5.1.11 Analyze the causes of the Revolution, such as colonial resistance to British imperial policies, the
denial of traditional rights of Englishmen to American colonists, and taxation without representation.
5.1.22 Identify and interpret primary source and secondary source materials that pertain to a problem
confronting people during the founding period of the United States.
5.2.10 Examine ways by which citizens may effectively voice opinions, monitor government, and bring
about change in government and the public agenda, including voting and participation in the election
process.
5.3.10 Read fiction and non-fiction stories about how American Indians and European settlers lived in
early America and find examples of the various ways people adapted to and changed the environment.
5.5.1 Describe basic needs that individuals have in order to survive, such as the need for food, water,
shelter, and safety, and give examples of how people in early America adapted to meet basic needs.
5.5.2 Give examples of groups who made up communities in early America, and compare the different
ways that communities were organized.
Launch: (10-15 minutes)
Begin by asking students what they already know about people of color during the American Revolution.
Ask what kinds of jobs they held, whether they fought in the war, if they might have been slaves. Read
from Chains by Laurie Halse to give students one perspective of the minority experience during the
American Revolution. The excerpt is from Chapter 15 when the main character’s sister has a seizure in
the kitchen. A kitchen slave thinks the girl is possessed by the devil, another women suggests selling her.
Show students other books and resources on this topic. Brainstorm and write down ideas with students
about the things minorities were not allowed to do in the colonies and how their lives are different from
the experiences of people of color during this time in American history.
Activity: (30-40 minutes)
Students will write a schedule or list of their typical day. Students should include specific details about
what they have for breakfast, how they get to school, what they do for fun, etc. A specific structure may
be used or students may be allowed to decide how to organize their information themselves. Once
every student has a written account of their typical day, work as a group to edit it to resemble the day of
a typical colonial child. Students should use a colored pen so changes stand out. Remind them to
eliminate all technology from their schedules as well as modern conveniences like indoor plumbing and
heating that no one had access to. Once students have made these changes ask them to use a different
colored pen and make changes to their schedule so it resembles that of a minority child during the
American Revolution. Students should be given time to consult resources to learn about things not
afforded to people of color during the American Revolution. When the whole group has had the
opportunity to edit their schedules, start by giving examples of things that would change.
Would you be headed to school? Probably not, you’ve probably got a job to do.
Did you get to go out to a restaurant for dinner? You might not be allowed in all the businesses
in town.
Wrap-up: (5-10 minutes)
Discuss other limitations put on people of color during the American Revolution (not allowed to own
property, not allowed to hold certain jobs, etc.).
Scaffolding: ELLs will have access to iPads to use Google Translate and seek out additional resources.
ELLs should be given additional time to complete research and writing, if needed.
Assessment: Students should be assessed on inclusion of realistic events in their writing and periodappropriate changes during both phases. Students should be assessed on thorough editing (i.e. not just
making one or two changes, but looking for all possible changes). Students should be observed for
participation in discussions before and after writing activity.
Lessons 5 and 6: (65-90 minutes)
Myths of the American Revolution
There are many stories in American history that are far from the truth, some that are the
embellished truth, and some that have evolved away from the original idea over time. The American
Revolution is often simplified in textbooks and students should know how to critically approach the
information they are receiving. By exploring what is true and what is made up, we get a clearer picture
of the history of the United States.
Objectives:
Students will know the difference between a fact and a myth.
Students will be able to determine whether a historical story is reasonable or not.
Students will evaluate sources for validity.
Students will write creative statements based on historical facts.
Students will work in teams to evaluate historical information.
Materials:
Note cards
Writing implements
Books, articles, magazines for research
iPads for student use (if available)
Container to hold myth and fact cards
Chart or display to keep score
Standards:
5.1.11 Analyze the causes of the Revolution, such as colonial resistance to British imperial policies, the
denial of traditional rights of Englishmen to American colonists, and taxation without representation.
5.1.22 Identify and interpret primary source and secondary source materials that pertain to a problem
confronting people during the founding period of the United States.
5.2.10 Examine ways by which citizens may effectively voice opinions, monitor government, and bring
about change in government and the public agenda, including voting and participation in the election
process.
5.3.10 Read fiction and non-fiction stories about how American Indians and European settlers lived in
early America and find examples of the various ways people adapted to and changed the environment.
5.5.1 Describe basic needs that individuals have in order to survive, such as the need for food, water,
shelter, and safety, and give examples of how people in early America adapted to meet basic needs.
5.5.2 Give examples of groups who made up communities in early America, and compare the different
ways that communities were organized.
Launch: (10-15 minutes)
Discuss with students the types of records Revolutionary people were able to keep. Students should be
able to recall what they’ve learned from previous lessons and personal experience. Examples may
include diaries, letters, drawings, paintings, business documents, etc. Ask questions about the reliability
of these things.
Do the historians who study the American Revolution know exactly what happened back then?
Could some of the documents we find from that time period be untrue?
Do you sometimes exaggerate a story when you’re telling friends or family?
Explain to students that today’s focus will be on myths of the American Revolution. Ask students if they
know what a myth is. Clarify if necessary.
Go over a few common myths of the American Revolution with students (Molly Pitcher, that all colonists
supported the revolution, etc.)
Activity: (30-40 minutes)
Students will create and play a game called “Revolutionary Fact or Fiction.” Students will be broken into
small groups and asked to come up with two statements about the American Revolution. One should be
a believable or reasonable lie which can be based on an actual myth or can be created by the students.
The other should be a true, but hopefully not well-known fact about the American Revolution. Students
should consult in-class resources as well as the internet. Ask students to write their final choices down
on the two cards provided for them, one “fact” per card. The fact should starts with FACT: and the myth
should start with MYTH: Ask students to write their group name or number on the cards as well.
Game: (20-30 minutes)
To play, collect all the cards in a container. Students will play in the same groups they formed to create
the cards. Draw a card from the container and read it aloud. The group that created this card may not
answer. If a group wants to answer they must raise their hands. Call on a group and ask whether they
think the statement is myth or fact. If they get it right they get a point. If they guess incorrectly, they do
not. If the card was a myth, the group that created it should explain what the truth is.
Wrap-up: (5-10 minutes)
Declare a winner of Revolutionary Fact or Fiction! Ask students how they can verify or check to see if a
story is real. Examples might include checking to see if another source says the same thing, deciding
whether or not the source is reliable, thinking about what you already know and considering if this story
is reasonable.
Scaffolding: ELLs should be given more visual resources if necessary (books, iPad, etc.) in order to aid in
developing facts for cards. ELLs should also be permitted to use Google Translate on their iPads, if
needed, during game play. ELLs should be incorporated onto teams with students who will help them
understand when other teams are reading their cards.
Assessment: Students should be observed during the research and development period to make sure
they are staying on task and finding appropriate information. Each group will submit two cards: one fact
and one fiction which should show evidence of understanding of the American Revolution. Fiction cards
should be believable (i.e. no dragons, modern technology, etc.). Students should be observed for active
participation on their team during game play.
Lesson 7: (45-60 minutes)
Creating a Revolutionary Character
There may not have been such thing as the average colonist. Some fought as Patriots, some as
Loyalists. Some women were spies or supported the troops by knitting and cooking. Some children
worked, others went to school. All of these experiences are worth exploring and sharing. It is important
to think about all aspects of life in the past. During the American Revolution, colonists fought for
independence without running water, electricity or cell phones. Their day-to-day lives looked much
different from ours.
Objectives:
Students will conduct research in order to create a historical realistic character.
Students will utilize brainstorming and drafting in order to produce a final product.
Students will write thorough and useful notes for use at a later date.
Materials:
Lined paper
iPads for student use (if available)
Pencils
Books, magazines, etc. for student research
Anchor chart
Markers
Revolutionary Character Creator
Standards:
Launch: (10-15 minutes)
Brainstorm verbally with students about what kinds of things they have learned about the everyday lives
of revolutionary people (jobs, houses, food, clothing, responsibilities, rights, etc.). Explain that students
will be creating an American Revolution persona for themselves. Explain that their persona will not be a
real person like Martha Washington or Thomas Jefferson, but it can be based on things real people did.
Explain that today we will be doing research to develop a persona for a project later to create a primary
document as if you are this person. Brainstorm what types of things you would need to know to create a
strong persona. Write ideas on an anchor chart to be referred to later. (job, family, Loyalist or Patriot.
Etc.)
Activity: (30-40 minutes)
Walk through the Revolutionary Character Creator checklist (attached) with students and ask if there are
questions. Give students time to research the type of character they want to create. Circulate around
while students are working to observe progress and answer questions. Bring the group together if an
issue comes up that everyone should know about. Remind students that their character can be an adult
or a child, man or woman, a free person or a slave, Patriot or Loyalist, whoever they found most
interesting in the unit. Students should write down information on their Brainstorming sheet (attached)
to ensure that they are collecting a variety of information about their character.
Wrap-up: (5-10 minutes)
When students have had plenty of time to do research, ask if anyone wants to share information about
their character. Ask students what kinds of documents they’re thinking about creating for their primary
source.
Scaffolding: ELLs will be provided with more visual materials and access to iPads in order to look up
additional visual materials or use Google Translate. ELLs should be given more time to complete
research, if needed.
Assessment: Students should be observed for effective use of time to gather research about their
colonial character. Students should have evidence of notes and research at the end of lesson time. This
can be in the form of typed or hand-written notes and the completed Character Creator sheet. Students
may also have bookmarked websites or photos on their iPads to consult during the final lesson.
Revolutionary Character Creator
Character’s Name:
Age:
Birthdate:
Hometown:
Description of home:
Occupation:
Family:
Skills:
Role in the Revolutionary War:
Other important information:
Primary Document
Lesson 8: (60-85 minutes)
Creating a Primary Document from a Created Revolutionary Character
Primary documents are very different now than they were during the American Revolution.
Primary documents now include emails, text messages, and phone calls. Primary documentation during
the American Revolution, although limited in form compared to today, contained important information
about the lives of some of the first American citizens, slaves, and the Native Americans who they found.
It is important to consider what type of information would be found on primary documentation from
this time and how it is historically significant.
Objectives:
Students will demonstrate understanding of the elements of a primary document.
Students will produce an original work that is historically reasonable and creatively executed.
Students will rely on their notes and research to produce an original work.
Students will present their original work to peers and answer questions about it.
Materials:
Paper
Pencils, markers, crayons, etc.
Resources for additional research (if needed)
Examples of primary documents
Standards:
5.1.11 Analyze the causes of the Revolution, such as colonial resistance to British imperial policies, the
denial of traditional rights of Englishmen to American colonists, and taxation without representation.
5.1.14 Identify and evaluate contributions of women during the American Revolution, including Abigail
Adams, Martha Washington, Mercy Otis Warren, and Molly Pitcher.
5.1.22 Identify and interpret primary source and secondary source materials that pertain to a problem
confronting people during the founding period of the United States.
5.2.10 Examine ways by which citizens may effectively voice opinions, monitor government, and bring
about change in government and the public agenda, including voting and participation in the election
process.
5.3.10 Read fiction and non-fiction stories about how American Indians and European settlers lived in
early America and find examples of the various ways people adapted to and changed the environment.
5.5.1 Describe basic needs that individuals have in order to survive, such as the need for food, water,
shelter, and safety, and give examples of how people in early America adapted to meet basic needs.
5.5.2 Give examples of groups who made up communities in early America, and compare the different
ways that communities were organized.
Launch: (10-15 minutes)
Ask students to have their research about their character ready (from previous lesson). Explain that they
should create a rough draft of their primary document first. Review what primary documents are and
which would be appropriate for someone from Revolutionary America. Show examples of primary
documents, both student-made and from Revolutionary War sources.
Activity: (30-40 minutes)
Allow students plenty of time to work on their documents. Circulate and remind students about the
format and elements of various primary documents. Answer questions and make comments as students
work. Check rough drafts for in-depth character information and historical appropriateness before
students start on final drafts. Encourage students to make their final drafts look authentic (provide an
envelope for a letter, crumple paper to make it look aged, etc.)
Wrap-up: (20-30 minutes)
Allow time for all students to share their final creations. Ask questions about the character and
encourage students to ask about each other’s characters. Student sharing can be broken up into a few
days if needed.
Scaffolding: ELLs will be given additional time, if needed, to complete their final colonial character. ELLs
will have access to iPads in order to use Google Translate and other resources they may need.
Assessment: Students should be assessed on their incorporation of gathered research into a final,
presentable document. The following questions should be asked: Is the document an appropriate
primary document for a revolutionary American? Does the document include plenty of information
gathered on the Character Creator sheet? Does the information presented show an understanding of life
during the American Revolution? Is there evidence of thoughtful research and planning? Is the
document presented in a well-executed manner (neat, legible, etc.)? Can the student talk about their
character beyond the information included in the primary document?