Introduction
- Students will describe historical people, places, dates, and events that occurred during the Revolutionary War.
- Students will be traveling back in time to when America was first born. Colonists are forming a new home far away from England. Colonists are forming a unique culture and beliefs on how they should be governed. These Colonists were beginning to feel like Americans. England is forcing you and your family to pay high taxes without any control or say in the government. Freedom is in the land where the colonists are. Who were some of the people that declared independence for America? You have to decide which side you will take, the patriots or the loyalists. What will you do?
Task
- You will create a diary with 7 entries about a person during the Revolutionary War.
- I will group students into groups of four.
- Groups will decide and divide the research.
- Each student will write seven diary entries.
- Each students will share one entry from their diary to the class.
Process
Diaries of the Revolutionary War
Step 1:
First: Choose a city
Saratoga, 1777
Second: Choose a person
Benjamin Franklin Abigail Adams
Thomas Jefferson Mercy Otis Warren
George Washington Martha Washington
Third: To learn about these major events: go here and here
Students will click above to gather more information. Students will use the websites to create accurate journals.
Step 2:
As a group, you all will be researching the information on the "Diary Entry Page" I hand out. Each student will write seven journal entries. Students will handwrite seven diary journals.
Step 3:
You will select one of the journal entries and read it to the class. Each member of the group will present different entries in their journal.
Evaluation
|
Diaries of Revolutionary War |
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
|---|---|---|---|---|---|
|
Diary entries describe historical people, places, dates, and events that happened during the Revolutionary War |
Diary entries do not include historical facts. | Diary entries have some important historical facts | Most of the diary entries includes some of the historical people, places, dates, and events. | All the diary entries include historical people, places, dates, and events. | |
|
Diary entries are written from a first person point of view |
Most of the diary entries not written in first person point of view | Half of the diary entries not written in first person point of view | Most of the diary entries written from a first person point of view | All the diary entries written from a first person point of view | |
|
The diary is a put together in an organized way. It is very neat in appearance. |
The diary is put together in an unorganized and way. It is messy in appearance. |
The diary is put together in an unorganized way. It is neat in appearance. |
The diary has been put together in an organized way. It is neat in appearance. | The diary has been put together in an organized way. It is very neat in appearance. | |
|
Character Development |
Character is vague and unclear. | Character is somewhat developed. | Character is well-rounded with good use of descriptors. | Character is a visual personification of social, political, and historical time period. | |
|
Information is presented in a logical and clearly thought-out manner |
All of the Information is difficult to understand | Some of the information is difficult to understand | Most of the information is clearly presented | All the information is logically and clearly presented | |
|
Group Cooperation |
No cooperation evident in this group. | The group made some efforts to cooperate, but they had difficulty. | The members of this group had very few problems with cooperation. | This group did an excellent job cooperating. All member contributed. |
Conclusion
After finishing the journals and research, you should have a better understanding of how the time period during the Revolutionary War was like. You will be familiar with the people, places, events, and dates that occurred during the time period.
Credits
Teacher Page
Standards:
3.21 Identify the routes and contributions of early explorers of the Americas, including: Christopher Columbus, Hernando de Soto, Ferdinand Magellan, and Amerigo Vespucci.
3.RI.KID.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.