Independence Day Why do we celebrate? By Mrs. Golden

Introduction Imagine it is April You are aware of the taxes King George III has levied on the colonists since the Proclamation of British troops are heading toward Lexington and Concord. “The shot heard ‘round the world” begins a terrible and bloody war. The British Army is the largest and best trained in the world. Approximately 1/3 of the colonists are Patriots, 1/3 are Loyalists and 1/3 aren’t really sure which side they are on (maybe truly wanting to fight for freedom but afraid of the consequences if the British win). Can people from 13 separate colonies with different ways of life stand a chance to defeat such a power? You are about to go on a technology journey that will show you how they overcame great odds. That fight for freedom is why we celebrate Independence Day. Enjoy the trip!

Task Working with your group you will create a timeline of the events that took place during the Revolutionary War. Working together with the entire class, you will create an A to Z book about different people, places, or things that were part of the war. On your own, you will research a person's contribution to the Revolutionary War. You will prepare a written report and a “paper doll” of your person. (I will provide the model for your “paper doll.”

Process Timeline (Group project) Start with the battles of Lexington and Concord and select the events that your group believes are the most significant of the war. Your last event should be the Treaty of Paris. You will use Timeliner to create your timeline. Make sure you include key battles, events and people. Also include pictures of events and people.key battleseventspeoplepictureseventspeople

Process A to Z Revolutionary War Book (Class project) You will create an Alphabet book of the Revolutionary War as a class. You will need to decide together who will do what for the book. I will not assign any tasks, you should work together to create your book. You may use your social studies book, a book from our classroom library or the following websites dedicated to the American Revolution to find descriptive words, terms, and names (the last name of a person should be used: e.g. Thomas Paine is a P) for each letter of the alphabet. For each term you decide to use you will need: · an illustration · a short (2 or 3 sentence) written description of the person, place, event, etc. · works cited (where the information was obtained) Your book should have a cover with title and illustration, and 26 pages. Once your pages are done, I will bind the book for you in the media center.

Websites to use Kid info on Revolutionary War History Central Revolutionary War The American Revolution for Kids Kids Konnect – American Revolution American Revolution Liberty!

Process Biographical research (Individual project) Select a person from this list (everyone will research a different person).list Become an expert on your person by researching the person's background. Your research should focus on the following elements:person Your person's contribution to the Revolutionary War period of American history.person'sRevolutionary War Skills and education that contributed to your person's accomplishments.person's Personal qualities your person had that made them famous during Revolutionary War times. Other important accomplishments. One page report (4-5 paragraphs, plus works cited) describing the role your person played in the Revolutionary War. (12 point times new roman font, double spaced)Revolutionary War Cut out your paper doll person and dress them to look like your selected person. You may use any materials that you can find at home or school. You may not purchase any supplies for this project. You will present your finished “paper doll” and report to the class. You may not read your report. You may have notes on index cards or a PowerPoint.

Evaluation TopicGreat jobPretty goodNot so greatTry again Timeline (group project) You worked well with your group. You included at least 10 items on your timeline. You also included pictures. Your extra effort shows. You worked well with your group. You included at least 8 items on your timeline. You also included some pictures. You did not go that extra step to make this great. Your group did not work well together, but you did your part. You included at least 8 items on your timeline, but no pictures. You did not put in much effort, just enough to get by. Your group did not work well together. You did not have at least 8 items on your timeline. It is not neat or attractive. A to Z Book (class project) Your page is perfect. Your illustration is neat and attractive, your sentences do not have any mistakes. Great effort! Your page is good. You have an illustration, and only a few mistakes in your sentences. You could have taken a little more time to make this perfect. Your page is good, but your illustration is not neat or attractive. You have several mistakes in your sentences. A little extra effort would have gone a long war towards making this better. You do not have an illustration, or you scribbled it with just one color. You have numerous mistakes. You did not really try to do your best.

Evaluation TopicGreat jobPretty goodNot so greatTry again Report (individual project) You have 4 or 5 paragraphs with no grammatical errors. You included information that tells why your person was important to the American Revolution You have 4 or 5 paragraphs, but you have some grammatical errors. You included information that tells why your person was important, but you could have explained it better. You do not have at least 4 paragraphs, or you have many grammatical errors. You are missing information about your person, so I am not sure why he/she was important to the American Revolution. You do not have at least 4 paragraphs. You have many grammatical errors. You do not have enough information, I do not know what you know about your person. Paper Doll (individual project) You did not purchase any materials. I know who your person is by looking at them. You took pride in doing a great job on this project. You may have purchased some materials or gotten help from someone. Your person looks nice, but you did not put in that extra personal effort to do a great job. I can not tell who your person is by looking at them. You did not spend a lot of time on this project. You did just enough to turn something in, but no extra effort. You did not turn your paper doll in or you put in very little effort. Presentation (individual project) You did not read your report and only looked at your notes when you needed help. You knew your material, made eye contact with your audience, and spoke in a loud, clear voice. I could tell you had practiced before the presentation. You did not read your report, but you did read from your notes. You were not sure about your material or you pronounced some names or terms incorrectly. You did not speak in a loud, clear voice. You read from your report or your notes. You pronounced names or terms incorrectly. You did not make any eye contact and we could not hear your presentation. You read your report to the class. You did not pronounce names or terms correctly. You mumbled and we could not understand you.

Conclusion What a trip! You have worked hard and now you understand why we celebrate Independence Day. It’s not just all about the fireworks, is it? Put your timeline up in the hall for everyone to see, take your paper doll person to the media center to display, and share you’re A to Z with your book buddy. You did a great job and I am proud of you!

Credits volutionary+war

Teacher Page SS4H4 The student will explain the causes, events, and results of the American Revolution. a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Boston Tea Party. b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power. c. Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown. d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams. Your students will participate in a group activity, a class activity, and an individual activity. By the end of this webquest your students will have created a timeline of Revolutionary War events, an alphabet book with 26 different people/events/vocabulary words, a biographical report, a representation of their chosen person, and will have done a presentation of their report for the entire class. This webquest is designed for fourth grade students, but can be utilized by students in grades 4 – 7. It is designed so that students can expand on their knowledge of the American Revolution. Students will use computers to find information, create a timeline on Timeliner, and produce a final copy of their report. They may also create a PowerPoint for the presentation portion of their project. This webquest can be completed in 2-5 weeks. Each student will need to be assigned a group for the timeline project. Students will also work together as a class to create a book. They will work individually on their biographical report. To begin this Webquest, students should be familiar with events and people associated with the American Revolution. This webquest is intended to help teach important events and concepts from the American Revolution. Students will also be required to work with others, which will enhance social and leadership skills.