A Chapter of the American Revolution
Struggles in the Middle States
 7th Grade Social Studies
 General Education and Basic Skills Students
 8-9 days plus student presentations
Objectives:
 To write from the perspective of a colonist
 To summarize significant events in the Middle
States
 To analyze the role of individuals who had an
impact on these events
 To create a graphic organizer (Prezi) showing the
impact of selected individuals
Standards
6.1.8.B.3.d
Explain w hy New Jersey’s location played an integral role in the American
Revolution.
6.1.8.D.3.d
Analyze how prominent individuals and other nations contributed to the causes,
execution, and outcomes of the American Revolution.
6.1.8.D.3.c
Analyze the impact of George Washington as general of the American
revolutionary forces and as the first president of the United States.
RH.6-8.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior know ledge or
opinions.
RH.6-8.4
Determine the meaning of w ords and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or
maps) w ith other information in print and digital texts.
RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts in the
grades 6-8 text complexity band independently and proficiently.
WHST.6-8.1.B Support claim(s) w ith logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using credible
sources.
WHST.6-8.2.D Use precise language and domain-specific vocabulary to inform about or explain
the topic.
WHST.6-8.2.E Establish and maintain a formal style and objective tone.
WHST.6-8.2.F Provide a concluding statement or section that follow s from and supports the
information or explanation presented.
WHST.6-8.6
Use technology, including the Internet, to produce and publish w riting and
present the relationships betw een information and ideas clearly and efficiently.
WHST.6-8.7
Conduct short research projects to answ er a question (including a selfgenerated question), draw ing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
WHST.6-8.8
Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others w hile avoiding plagiarism and
follow ing a standard format for citation.
Basic Resources
 Teacher instructional components:
 Four Moodle lessons:
 Battle of Long Island and Retreat to Victory, Battle of
Trenton, Battle of Saratoga, Winter at Valley Forge

Each lesson includes several sources of information:
 Reading selections
 Historical images
 Charts
 Maps
 or Videos
Checks for
Understanding:
Independent
Students can
remediate with
feedback
Multiple types of
checks

Moodle site
Checks for
Understanding: Groups
Student Generated Resources:
 Journal Entries
 Independently written entries can be viewed by others
 Inspiration for other students’ journals
 Notes on important people and events in the chapter
 More Student Collaboration
 Facts and opinions
Enrichment Resources:
Google Maps
BrainPOP
Animated battle scenes
with explanations
Videos
 History.com Battle of Saratoga
 History.com Surviving Valley Forge
 Video: How to create a Prezi
 Video: How to make firecakes
 Video: Musket cartridges
Culminating Activity: People Prezi
 Students will work in groups to create a Prezi on four
people who were influential during the historical
events of this chapter.
 They will evaluate the actions and/or decisions of the
people involved in the Battles of Long Island, Trenton,
Saratoga and the winter of Valley Forge to determine
who had an impact on the event and how.
 Students will design the graphic organizer to present
to the class and justify their reasons for including the
people they chose to research.