THE AMERICAN REVOLUTION
Grade Level: 5th
Length: Three Days
Performance Expectations:
1. The students will brainstorm and create concept maps or outlines before starting
projects.
2. The students will conduct interviews, have discussions and/or debates, role play events,
or create biographies based on the events during American Revolution.
3. The students will reflect on their projects and others’ projects.
Materials:
sign-up sheet, notebooks, poster board, costumes (hats, sticks, sheets, boots, etc.), markers,
crayons, colored pencils, construction paper and folders.
Procedures:
Introduction: The previous day, briefly introduce the lesson and have students sign up for the
groups numbering their first three choices. For the lesson, have students grouped according
to the choices on the sign-up sheet and have them brainstorm ideas writing them down in a
concept map or some form of outline.
Development: The students will interact in one of the 4 centers:
I. Interviews
The students are to create mock interviews with important figures during the American
Revolution such as: Paul Revere, Ethan Allen, George Washington, Peter Salem, Sons of
Liberty, etc. The students should be allowed to do any type of interview, whether it be a
news report, one-on-one interview, taped interview, etc. Must have at least 10 questions.
II. Discussions
The students are to form into groups such as the British, American colonists, the French,
the Indians, or others that were involved with the Revolution. The students can explain
how their group took part in the war before and after, discuss why their group fought, and
explain ways their group could have avoided fighting. Another possibility for the students
doing the discussion is to have debates between the groups. Whether doing a discussion or
debate, students write thoughts on poster board, addressing each of the previous
questions and other ideas the group constructed. Must be at least 10 minutes.
III. Role-Playing
The students in this center are to act out certain events that took place in the Revolution
such as the Boston Massacre, the Boston Tea Party, the Sons of Liberty, etc. The play
should include a written dialogue, a setting and/or background, an if possible costumes.
Must be at least 10 minutes.
IV. Biographies
The students are to create biographies on important women figures during the American
Revolution. The students can either draw pictures, write a book, create poems, etc. Must
have cover page, body and closing.
CLOSURE:
Students do their interviews, discussions/debates, role-playing, or biographies in front of the
class. As each group presents, students who are sitting write down one question or comment
they have about the group’s project. When a group is done, students create their own class
discussion from the questions and comments, letting the group that presented attempt to
answer the questions on their own. Each group collects the questions and comments and puts
in a folder.
ASSESSMENT:
Groups turn in a folder consisting of each group’s concept map or outline, questions and
comments from classmates, in individual member’s reflections and thoughts about their
project.
Checklist for each group based on:
-completion of concept map (all points given or return to have them redo/finish)
-completion of project’s requirements (all points given or return to have them redo/finish)
-reflections from each student (all points given or return to have them redo/finish)
ADAPTATIONS/CONSIDERATIONS
For those who do not like to present in front of the class, they can have the option of using
videotapes or tape recorders. Also, if students need more time and are working efficiently,
have groups that are ready to present go one day, and the other(s) the next day. Students will
be encouraged to use outside resources allowing them to visit the library and/or computer lab
during class time.