Characters & Events of the American Revolution / Wax Museum/ Class iBook/1st Person Narratives

Objectives:


• Students will learn the contributions of many key players in the American Revolution as well as some lesser
known people who represented typical colonists.

• Students will learn about key events which caused the colonists to rebel against King George III and seek
independence.
British Acts & Laws:
1) Royal Proclamation of 1763,
2) Sugar Act of 1764,
3) Currency Act of 1764,
4) Quartering Act of 1765,
5) Stamp Act of 1765,
6) Townshend Acts of 1767,
7) Tea Act of 1773,
8) Intolerable Acts

Colonist Revolts & Events Leading to the Declaration of Independence
1) Boston Massacre 1770,
2) Boston Tea Party 1773,
3) First Continental Congress 1774,
4) Paul Revere's Ride & Lexington-Concord 1775,
5) Second Continental Congress,
6) Declaration of Independence 1776.

• It needs to be clear to students that it was another 8+ years of war after the Declaration of Independence
before The Constitution would be ratified & Britain relinquished it's authority

• Students will learn what life was like for colonists before the revolution.

• Students will compare & contrast four different types of settlements (small farms, plantations, towns, & frontier)

• Students will develop a sense of the “reluctant revolutionaries” -most colonists were not eager to break w/
King & Country

Instruction/Procedure:


This is a complete 10 week OUTLINE. The complete set of procedures follows the outline - js

Week I:

• Book Browse & Book Talks by kids

• Geokit: “Early Colonial Life” DVD

• Start reading aloud novel, “Tolliver’s Secret.”

• Make Dinah Zike large book.
vocabulary, map of colonies


Week II:

• Zike book:
- 4 shutter-fold: 4 types of settlements/ OHP transparencies
- compare & contrast Puritan & Plymouth colonies


• Continue reading novel, “Tolliver’s Secret”

Week III
• Jig-Saw book “If You Lived During the Colonial Times”

• Start assigning student’s to their desired historical character and to a biography or other available piece of
literature.

• Compare & contrast life in a Puritan colony vs. Pilgrim colony.

Week IV:
• Read assigned book - share your character/ make connections.

Week V:
• Video: Revolutionary War Heros

• Geokit: American Revolution

• Zike book: 8 layer fold (cut in half) - British Laws & Acts / Major Players (see list)

• Readers Theater: Boston Tea Party - journal. Blog.

• Continue reading assigned book, do research, gather information

• Team Review for Points!


Week VI:
• Readers Theater: “The British are Coming!” - Journal. Blog

• Continue research, gathering information - show 15 facts to teacher

• Continue Zike book: British Laws & Acts / Major Players (see list)

• Continue novel, “Tolliver’s Secret”

• Begin Inspiration map

• Team Review for Points!


Week VII:
• Continue reading, gathering information & sharing highlights with the class. Add to Inspiraton map

• Continue Zike book: British Laws & Acts / Major Players (see list)

• Status of the Class - show 30 facts to teacher

• Continue Inspiration map - organize details into groups

• Ben Franklin web-based activity sheet

• Team Review for Points!


Week VIII:
• Share concept maps, organizational strategies.

• Write draft in first person narrative.

• Status of the Class: Costume & Prop needs, plans

• Schedule class presentations of autobiographies

• Send invitations home for class presentations & Wax Museum

• Team Review for Points!


Week IX:
• Student presentations

• Blog to King George III as he enacts new (student invented) laws

• Second Continental Congress & the Declaration of Independence

• Blog to General George Washington about your feelings about separating from England, going to war in
order to establish a new independent country.

• Status of the Class: Costumes. Props. Autobiography

• Rehearsal for the Wax Museum

• Wax Museum for the student body & later for families
Take photos of each character. Video interviews of TAG kids.

• Team Review for Points!


Week X:
• Finish student presentations

• Write your “Page in History”

• Team Review for Points!

• Final test - use Zike note books

• Teacher assembles iBook (wax museum photos & Page in History)

• Finish novel, “Tolliver’s Secret”

• Return assigned books

• Debrief the unit. Review unit focus questions on POWER.

END OF OUTLINE

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COMPLETESET OF LESSON PLANS & PROCEDURES

TAH UNIT PROCEDURES
10 week unit
Julia Siporin 2004

Week I:

• Set a date and a school venue for the wax museum. Let the custodian know your needs, let the principal,
secretaries and staff know so they can plan on bringing their class down when the time comes.
• Book Browse & Book Talks by kids
Put 20 - 30 books out on the table for kids to browse during the next ten weeks. (see materials list #1biography
list).
“These are books for our upcoming unit on the American Revolution. Take the opportunity to browse them and
get a sense for who the characters are during this period of history and see if any one or more characters
interest you. In a few weeks you’ll be assigned a particular character and if you have a preference, that would
be best.
During the week, provide time for them to browse and read. At the end of the reading time, spend 15 minutes
so that students can share a book with the class that they thought was interesting. Do this a few times during
the week.

• National Geographic Geokit: “Early Colonial Life” DVD
- Show the first part of the DVD on a large screen projector or TV monitor.
- Use Mangione’s four square strategy to assess comprehension. Put “Early Days Assessment” on an OHP or
large screen projector. (See materials list #2a)
Show only the question you want them to respond to. Tell them to go to the room corner (A,B,C, or D) which
corresponds to the correct answer.

• If you don’t have access to a DVD, I’ve provided a list of key points provided with the Geokit. (See materials
list #2)

• The Geokit provides a wonderful set of color overhead transparencies with suggestions for use. Use these
as time permits.

• Start reading aloud novel, “Tolliver’s Secret.”

• Make Dinah Zike large book. Use 2 large pieces of construction paper (Kids can select from red, white, or
blue)
- designate a section for vocabulary. Begin with the following words:
patriot, loyalist, tax, import, export, immigrant, pilgrim. Later on add these: mercantilism, proclamation,
revolution...
- have them paste in a map of the 13 colonies
- Use the map from Nat’l Geographic Geokit which shows trade routes, and location of the colonies
= If time, make a salt dough map of the 13 colonies.

- Decorate the title page of the journal. Provide them with clip art or coloring images of soldiers, colonists...
from the time period. They should have a title, date, and their name somewhere on the front. As they know
more, they may wish to add or revise the front cover.


Week II:
• Show National Geographic Geokit “Early Life” part 2: Colonies Mature . Again, if a DVD player isn’t
available, show the transparencies provided with the kit for this section. Use Mangione’s Four Square strategy
mentioned earlier to assess (see materials list: 2c Colonies Mature Assess1)

• Work in students’ journal (Zike book):
- Have them make a 4 shutter-fold display to be glued into pg 3: Notes on each quadrant for the 4 types of
settlements as covered in the Geokit OHP transparencies. The four types of settlements are:
1) frontier
2) plantation
3) small village
4) colonial city

- Have them make & glue in a 2-fold note so that they can compare & contrast Puritan & Plymouth colonies as
outlined in the Geokit OHP.

• Continue reading novel, “Tolliver’s Secret”

• Continue providing time for the Book Browse and Share.
By this time, kids will likely be making requests for a particular character. Take note of their interests.

• Send home letter to parents with detailed information about the Wax Museum project - dates, times, costume
needs, project expectations.
(see materials list #7)

Week III
• Jig-Saw book “If You Lived During the Colonial Times”: The beauty of this book is that each short chapter is
posed as a question with a 1-2 page answer. If you can find a class set of this book, get it. Otherwise, what I
did was enlarge & copy each question and answer. Each student picked out a question, read it, and took at
least 3 notes about the answer. When everybody had finished, we went around and asked each question. The
student with the answer shared with the class. I took notes on the large screen projector. Students took notes
on the questions which intrigued them. You can see a list of the notes my class took (see materials list #3,
“colonialtimes.cwk”). Allow 2-3 days for this activity.

• Assign student’s to their desired historical character and to a biography or other available piece of literature.
They should start reading their book if they haven’t already done so. Since history is much more interesting
when it is told in story format, stay away from encyclopedias as a first resource. Some novels on my list are
about a composite characters rather than a real person. They are representative of people from that time
period. Try to assign a different character to each student. While my list isn’t exhaustive, it’s a good start. You
might look for journals or other biographies.
(see resource list #1: 1 TAH Book / Character List)

• Compare & contrast life in a Puritan colony (Massachussetts Bay) vs. Pilgrim colony (Plymouth). The Geokit
provides useful informaton and overheads on this topic.

• Continue reading from “Tolliver’s Secret”

• Have students make and glue a (Dinah Zike) journal on the inside of the last page of their American
Revolution journal. This will be used as a “diary” for their historical character. After they’ve had a few days to
read their book, have them write in their diary. “Dear Diary, My name is _____ and I’m a ____________. I live
________ Life is __________. I’ve heard that _____________....” As you learn about various historical
events, have students respond in their journals in the first person. At first they may say, “but my book didn’t SAY
how they felt or what they thought about that!” Tell them to get inside the character’s head and imagine as best
as they can. They get better with this over time. At the end of each journaling session, invite a few students to
share what they’ve written. They get very inspired by each other’s creativity and will want to write more.

Week IV:
• Read assigned book - share your character/ make connections.

Tip: Call on students by their character’s name. Ask questions if anyone is related somehow - not just by
blood, but if they’ve interacted or had some history with someone else in the room... as their character.

• You may wish to have students keep notes on their character or record in their journal things that have
happened to them in the course of their lives. In a week or two, they’ll begin a concept map about their
historical character.

Week V:
• Show Video: Revolutionary War Heros (see materials list)

• Geokit: American Revolution part 1: Road to Independence
Use Mangione’s 4 Square strategy to assess comprehension
(See materials list #4 & #5)


• Add to the students’ American Revolution Journal: Make an 8 layer note device (refer to Dinah Zike Project
book). Cut up the middle. On the left side, place notes for British Laws & Acts. On the right side, place notes
for Major Players (See materials list #6)
. As we study these people and events over the next few weeks, studentstake notes .
Our list included the following:
PEOPLE: 9
King George III,
Ben Franklin,
Sam Adams,
John Hancock,
T. Jefferson,
G. Washington,
Paul Revere,
Patrick Henry.

You may wish to include some women instead (Abigail Adams, Betsy Ross, Deborah Sampson; however, they
will likely be covered later on during the Wax Museum reports.)

Some of the events we covered included
- Proclamation of 1763 (can't move west of the Appalachians),
- The Currency Act (colonists can't make their own money),
- The Quartering Act (put british troops up in your home),
- The Stamp Act (taxes on every paper item conceiveable)
- The Boston Tea Party
- Midnight Ride of Paul Revere / the “shot heard ‘round the world”
- First Continental Congress
- Second Continental Congress / The Declaration of Independence


• Readers Theater: Boston Tea Party - journal. Blog.
From Scholastic’s American Historical Plays; this play has six scenes in three acts. It really helps to have 3
volunteers for this.
- make sets for each student
- read together
- assign parts - depending on the size of your class, consider having 2 casts.
- practice in small groups (Act I, Act II, Act III) - have a stand-in for those characters who have to be in two places
at once. Students who have no speaking parts could think of props & gestures other characters could use; be a
drama coach.
- rehearse with the whole group by acts.
- depending on how much time you want to spend, your class could perform this for another class or for
parents, or just as a tool for your class to learn about this event.
- After the performance, have a discussion:
“What did you learn about the Boston Tea Party?” Many misconceptions get cleared up like, it really wasn’t a
tea PARTY!

- Have them write a response in their journals: "Imagine that you (your character) read the morning news or had
heard from a neighbor about last night's exciting events at the harbor.... what do you think or your family and
neighbors think about this 'Boston Tea Party?" Give them an opportunity to share their journal entries.
- You could have students blog their journal entries as well so that the class could have a chance to read other
character’s thoughts & opinions.
(you can go to http://www.motime.com for free blogging software)

• Continue reading assigned book, do research, gather information

• Continue reading, “Tolliver’s Secret”

• Team Review for Points! Ask questions for team points. Examples:
“Who can tell me what ‘mercantilism’ is?”
“What was the Proclamation of 1753?
“What was the Quartering Act?”
“What was the colonists’ response to the Stamp Act?”


Week VI:
• Readers Theater: “The British are Coming!” - Journal. Blog
- Use the same book and plan as the previous Reader’s Theater.

• Continue research, gathering information.
Students should show 15 facts to the teacher by the end of the week.

• Begin Inspiration map (optional)
- Students take their journals to the tech lab and create an Inspiration Map of their character showing several
highlights from their character's life.
They should put their 15 facts on the map. Demonstrate how the ideas might be grouped together. For
example, all of the childhood/ family events go in one group, community or political events in another, and so
on. They should then organize their own ideas into groups. They could label their groups as they figure out
what they have in common.
Later, these groups will become paragraphs. Allow 4 days to get this done.

• Continue Zike book: British Laws & Acts / Major Players (see list)

• Continue novel, “Tolliver’s Secret”

• Team Review for Points!


Week VII:
• Students continue reading, gathering information & sharing highlights with the class. Emphasize how “they”
relate to one another - how did you, Paul Rever, interact with you, Sam Dawes?

Add to Inspiraton map. Continue to organize the ideas and label the groups.

• Continue Zike book: British Laws & Acts / Major Players

• Status of the Class - students should show 30 facts to teacher. They could turn in a list or their Inspiration map

• Continue Inspiration map - organize details into groups

• Ben Franklin web-based activity sheet
If students have access to a computer lab, have them go to this website to explore and find answers to a set of
questions about his life and contributions. Print out the online worksheet ahead of time for each student.

http://teacher.scholastic.com/products/instructor/benfranklin.htm

Allow2 days for this.

• Team Review for Points!


Week VIII:
• Have students share their Inspiration concept maps and organizational strategies. Other students can give
feedback about their organziation.

• Show students how to take their concept map and turn it into a first person narrative / "autobiography". To do
this, I made an OHT of one person's map that had been clearly organized. Using the large screen projector,
students dictated sentences and I typed up each group of ideas into a paragraph. When each group of ideas
had been drafted into a rough paragraph, I opened up a sticky note, made it large so everyone could see it, and
asked kids to tell me the process we used to get from point A to point B - from concept map to rough draft. I
typed those ideas on the sticky note as a step by step writing guide.

• Students begin to write their draft in first person narrative.

• Status of the Class: Costume & Prop needs, plans
- Start a list of costume needs. Who needs what? Who has it?
- Have kids write you a note about what their costume plan is: what are they going to wear? What props will
they be using? What costume needs do they still have? Will they need a table? Chair? Also, describe or draw
the 3 poses they will use & what they hope to communicate by striking these poses.

• Schedule class presentations of autobiographies and inform parents. I kept my schedule on the web for
parents.

• Send invitations home for class presentations & Wax Museum. Depending on time, kids can make these
invitations or modify a teacher (or student) generated invitation.

• Team Review for Points!


Week IX:
• Student presentations: Student come to class dressed as their character and share their life-story - hopefully
from memory, although they may use note cards or their Inspiration map as needed. In some cases, their report
could be read aloud.

• Blog to King George III as he enacts new (student invented) laws.
- Invite King George to come up with a few new laws. Have them tell the class via a blog or as a class
announcement. Students then respond to the blog or in their journal about the new laws. If they write their
response in their journal, have several of them share their response.

• Teach about the Second Continental Congress & the Declaration of Independence. Have a copy of the
Declaration of Independence to show the class (available online or through the ESD) You might make a mock
copy using a paper bag and have those characters who are actual signers in the class sign it.

• Blog to General George Washington about your feelings about separating from England, going to war in
order to establish a new independent country. Again, if you don’t blog it, have them respond in their journal &
share with the class. I started my blog out like this, “My fellow countrymen, it is with a heavy heart that I bring
you this news. Representatives at the Second Continental Congress have decided after much debate to
separate from England. This means we will be going to war. We have tried everything else. This is our last
resort. I want to know how you feel about this, how it will effect your family and community, and any advice you
may have for me.”

• Status of the Class: Costumes. Props. Autobiography
- Final check. Review with each student if they have their entire costume together, props, and whether their
“autobiography” has been printed. Ask a parent or volunteer to help students with final costume needs,
printing, or whatever it takes to finish up.

Prep-work for Wax Museum:
- Print up each student’s character name tag in a large font. Paste onto a long piece of large construction
paper. Paste on their “autobiography” as well. Another nice touch is to glue their Inspiration map.
- Tape each placard onto the wall where the Wax Museum will be held (we used the gym). You might want to
consider having certain characters next to one another (Martha next George Washington next to Benedict
Arnold...)
- Arrange with the custodian how/when desks & tables will be moved into the space.
- Post a sign up sheet for teachers to schedule a ten minute class browse through the musuem. Figure 2
classes at a time.
- Come up with a path - especially if there will be more than one class participating in the wax museum.
Consider a path that has characters on the left and right side of the aisle.

• Advertise the Wax Museum
- Send characters out to classrooms to promote the event.
- Since characters aren’t talking during the wax museum (there will be written information), you might consider
sending characters to the Kinders and other primary grades to tell about some of the characters they will see
during the wax museum.
- Make an announcement over the P.A. the day before

• Rehearsal for the Wax Museum
- Line the class up according to their arrangement in the gym. They should bring whatever props they will need.
- Walk them into the gym and give directions:
- It must be silent while you strike a pose.
- Fix your gaze on a specific spot. Don’t make eye contact w/ browsers.
- You will hold your pose for about 3 minutes or as long as the music is playing.
- When the music stops, you can move inside your invisible hoola-hoop (that’s how much space they have - no
running around)
- When the music starts again, strike your second pose.
- Again, when the music starts, strike your third pose.
- Practice the whole 15 minute routine so they know what it feels like.
Check that people aren’t just lying down unless they’re showing their character after being shot or something
historical - not just because they’re tired of standing in a pose.
- Make sure the gym (or wherever) gets locked up after your classes leave.)

• Wax Museum for the student body & later for families
- Don’t allow anyone in until the students are ready in their first pose.
- Let other classes & families know that this is a museum and so, they should be very quiet (silent?).
- Take digital photos of each character.
- Video interviews of TAG kids. Ask them to tell you about their life. Ask any pertinent questions to make it more
interesting.

• Team Review for Points!


Week X:
• Finish student presentations

• Write your “Page in History”
- Give each child a large index card. Tell them they only get about 5 sentences to explain what people
throughout history should remember about their character.

• Team Review for Points!

• Final Unit test (see materials list #8)
- Students may use their own journal / note-books

• Teacher assembles iBook
- use individual students’ digital photos from the wax museum along with each student’s Page in History to
create an iBook
This can be shared from a computer on a large screen projector or TV monitor. If you want to make a Quicktime
movie with music using your iBook, it’s more involved, but it makes it possible to copy the movie onto a CD or
DVD and give it to each student as a momento.

• Finish novel, “Tolliver’s Secret”

• Return assigned books to the class and school library

• Debrief the unit.

• Review unit focus questions on POWER.
- What is power?
- How is power used? Abused?
- What are different forms of power?
- How does power effect people? the environment?













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Modifications for special needs students:


• easier reading materials
• pair with a good reader
• adult mentor
• collaborate with resource room teachers & other support staff to select appropriate reading materials, assist
in writing a biography if an "autobiography" (first person narrative) is too abstract, provide opportunities to
practice their speaking presentation,
• Use "Text to Speech" or "Hear IT" for web-based resources. This allows students to hear the text.

Modifications for TAG students:


• more challenging reading material
• expect more depth overall - more detailed concept maps, biographies. & other written responses
• assign a more complex historical character; ask them to share how they relate to other characters in our
class.
• provide supplementary resources
• video tape an interview with them as their wax museum character
• have them assist with the making of the iBook
• have them be the "Key Blogger" who solicits responses from the colonists & responds to them in the blog

Motivation:
(Ed Tech Units Only)


How will student use the technology as a tool to enhance their learning?:
(Ed Tech Units Only)


Assessment:


• Wax museum character - did they put together a reasonable costume with an appropriately significant prop?
Did their poses share significant details about their life.

• Did their “autobiography & Page-in-History share key details for which history remembers them?

• Inspiration map - did they post a sufficient number of life highlights & organize them well. They should have 30
notes about their character.

• Did they take complete notes of the material we covered in class?

• Final Unit test: multiple choice, T/F, short answer essay (see attached test - TAH Am Rev Test - Note: I
created this test based on the characters and events we covered in our class)

• Did they participate in the blogging & journaling activities

• Did they make connections with other “colonists” in class during the unit?

• Did they read their assigned book? Did they find supplementary materials on their character & read them?

• Did they read other related materials from this time period to broaden their base of knowledge?

Academic Standards/Skills to Support the CCGs:


This unit addresses third and fifth grade standards.

Third grade standards addressed: History, Literature, Writing, Speaking

Fifth grade standards addressed: U.S. History

Benchmarks (Does not apply to all lessons.):


NOTE: Since the American Revolution is not a topic typically covered in third grade, most of the relevant
benchmarks addressed by this unit are fifth grade standards.

THIRD GRADE HISTORY STANDARDS:
• Identify ways that people can participate in their communities and the responsibilities of participation.

• Identify essential ideas and values expressed in national symbols, heroes, and patriotic songs of the United
States.

• Identify rights that people have in their communities.

• Understand calendar time sequences and chronological sequences within narratives.

THIRD GRADE LITERATURE STANDARDS
•CCG: Literary Text: Demonstrate General Understanding
- Determine significant events from the story.

•CCG: Literary Text: Develop an Interpretation
- Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

- Predict probable future outcomes or actions.

- Determine and discuss the underlying theme or author’s message in literary text.

- Recognize cause-and-effect relationships in literary text.


THIRD GRADE WRITING STANDARDS
• Write appropriately for purpose and audience.
Create a single paragraph with a topic sentence, simple supporting facts and details, and a concluding
sentence.

• Write descriptive pieces about people, places, things, or experiences:

- Develop a unified main idea.
- Use details to support the main idea.

• Write brief responses to literary text:

- Include what the text is about.
- Include personal response to text supported by reasons.



THIRD GRADE SPEAKING STANDARDS
• With guidance, organize ideas sequentially or around major points of information.

• Provide a beginning, middle, and end, including concrete details that develop a central idea.

• With assistance, clarify and enhance oral presentations through the use of appropriate props (e.g., objects,
pictures, charts).

• Use clear and specific vocabulary to communicate and, with assistance, establish the tone.

• Use appropriate intonation and vocal patterns to emphasize important points.

• Maintain good eye contact while speaking.

FIFTH GRADE HISTORY BENCHMARKS
• Understand how individuals, issues, and events changed or significantly influenced the course of U.S. history
from pre-history through the period of the American Revolution.

• Understand the impact of individuals through the period of the American Revolution, on ideas, ways of life, or
the course of events in U.S. history.

• Understand the colonial experience and how it led to the American Revolution.

• Identify and understand the causes, course, and impact of the American Revolution, including the roles of
George Washington, Samuel Adams, and Thomas Jefferson.

• Interpret data and chronological relationships presented in timelines and narratives.

• Identify cause and effect relationships in a sequence of events.


Instructional Technology CCG(s) Addressed:
(Ed Tech Units Only)


Career Related Learning Standards Addressed:
(Ed Tech Units Only)


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Required Hardware:


• computers for each child to work on
• digital camera
• DVD player for National Geography’s Geokits (optional)
• Overhead projector
• computer with large screen projector or large TV monitor

Required Software:


• Inspiration
• blogging software (you can get a free account that’s simple to set up & use at www.motime.com)
• word-processing software
• iPhoto (if you’re making a slideshow/DVD)
• Quicktime (if you’re making a slideshow/DVD)
• Preview (if you’re making a slideshow/DVD)
• iTunes (if you’re making a slideshow/DVD)
• iMovie (for a TAG wax museum interview project, nice addition to the class iBook/DVD)
(Sorry, I don't know the PC equivalents of these Macintosh based programs)

Preparation:
(Ed Tech Units Only)


Web Sites and Other Technology:


• Blogging software: http://www.motime.com

• Third Grade Biography / Wax Museum Project (my web site- has the chart of links listed below)
http://www.4j.lane.edu/~siporin/jsdreamweb/assignments_spring/Amer_Rev_links.html

•Students went to a website on Ben Franklin & tried to find answers to a set of questions about his life and
contributions.
http://teacher.scholastic.com/products/instructor/benfranklin.htm

•Biographies of the Founding Fathers: 103 of them from Signers of the Declaration, Signers of the Articles of
Confederation, & Signers of the U.S. Constitution
http://www.colonialhall.com/biography.php
>•America’ Founding Fathers - 55 Delegates to the Constitutional Convention
http://www.archives.gov/national_archives_experience/constitution_founding_fathers.html

•Ben Franklin - Glimpses of the Man
http://sln.fi.edu/franklin/rotten.html

• King George III
http://www.royal.gov.uk./output/page111.asp

• Revolutionary War Biographies - Long list of names...These are challenging to read, but they're short.
http://www.multied.com/Bio/RevoltBIOS/INDEX.html
r>•Revolutionary War Sites - Beyond biographies - History of the American Revolution. Lots of great links
including Women in the Revolution, Black Soldiers, and Loyalists
http://www.ktjh.isd194.k12.mn.us/ktjhimc/AMREV.htm<br>
•American Revolution - a variety of research & informational sources
http://edtech.kennesaw.edu/web/amrevol.html

• 18th Century Costumes and Styles of Dress - helpful for wax museum
http://www.multcolib.org/homework/costumhc.html#century

•Biographies of all kinds! Multnomah County Library Collection
http://www.multcolib.org/homework/biohc.html
• easier reading books
• pair with a good reader
• adult mentor
• collaborate with resource room teachers & other support staff

• My “Metablog” on this unit
http://rev.motime.com

Other Materials:


TEACHER CREATED RESOURCE MATERIALS REFERENCED IN THIS UNIT:

(1) TAH Book / Character list

(2) Colonial Key Points (goes with National Geographic Society Geokit on Colonial America)
(2a) “Early Days” Colonial Assessment - Use Mangione’s Four Square strategy to review these multiple choice questions.
(2b) Colonial Activities - other optional activities
(2c) “Colonies Mature” - part 2 of the Colonies Geokit from NGS

(3) Colonial Times - This is a list of notes my class created after doing the Jig Saw strategy with the book, “If You Had Lived During Colonial Times” from Scholastic

(4) “Road to Independence” - NGS Geokit assessment to be used after watching the DVD included in the Geokit

(5) “Road to Independence part 2” - NGS Geokit assessment to be used after watching the DVD included in the Geokit

(6) American Revolution Character Notes - these are very brief notes my students took during the wax museum class presentations.

(7) Biography Project Parent Letter - details about the project

(8) Characters of the American Revolution Final Unit Test - this test was created based on the notes we took in class and from student presentations on their character.

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OTHERMATERIALS (not created by me)

• Big Book of Social Studies (K-6) Dinah Zike - foldable book projects
www.dinah.com ISBN: 1-882796-20-9 1800-993-4624

• If You had Lived During Colonial Times (Scholastic)

• Tolliver’s Secret ( used as a read aloud)

• National Geographic GeoKits :
"Colonial America"
"American Revolution"

• Construction paper to make Dinah Zike type books or some other journal to take history notes and record diary entries.

• Video: Rev. War Heros MV 030079

• Video: The US Flag MV 020396

•Video: ”Revolutionary War Heros” details the lives & contributions of 6 historical figures which go along w/ Jean Fritz' biographical collection on Ben Franklin, Sam Adams, John Hancock, T. Jefferson, G. Washington, & Patrick Henry.

• Replicas of The Declaration of Independence & other historic documents (The Stamp Act is pretty amazing to print out - if taped together end to end, it’s about 15 feet long! available on line.)

• Readers’ Theater - 2 skits from Scholastic’s book on American Historical plays - title?
“ The Boston Tea Party”
“ The British are Coming!”
“ Mollie Pitcher” (if time)

• Some costumes & props (children are responsible for their own costumes; however, some students need assistance. Men’s white wigs, ruffles, 3 corner hats - pirate hats work nicely