Introduction
This WebQuest is designed to guide your research on the two sides of the American Revolution in order to form an opinion on the following question: Were the Loyalists or the Patriots justified in their opinions and actions in the Revolutionary War?
Task
The task is simple: The class will be divided into two teams so that a debate (arguing about a subject) can take place. Before that can happen, you must research your assigned sides of the war. You will either be on the Patriot team or the Loyalist team.
Process
Instructions:
You will research and take notes using the following links provided. Have everyone research a link that is different from everyone else's so that there is no repeat in information found. You may also use the digital books in the Google Classroom for research.
To guide your reading answer the following questions as you read:
1. What did the Loyalist/ Patriots feel about breaking away from Britain?
2. What was going on before in the colonies before colonists felt the need to break away from Britain?
3. What reasons did Loyalists or Patriots have to feel the way they did?
4. What did each side do to the other side that resulted in anger?
Links
American Revolution: https://kids.britannica.com/kids/article/American-Revolution/353711
Timeline of Events that led to the American Revolution https://www.ducksters.com/history/revolutionarywartimeline.php
Cause of the American Revolution https://www.ducksters.com/history/american_revolution/causes_revolutionary_war.php
Patriots, Loyalists and Neutrals https://www.studentsofhistory.com/patriot-loyalists
Patriots and Loyalists https://www.ducksters.com/history/american_revolution/patriots_and_loyalists.php
Loyalists https://revolution.mrdonn.org/loyalists.html
Patriots https://kids.kiddle.co/Patriot_(American_Revolution)
Evaluation
Extension Task Classroom Debate Rubric[1]
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Construct Measured |
3 |
2 |
1 |
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The side’s viewpoint is clearly stated and consistent with the assigned side of the debate. |
The side’s viewpoint is clearly stated, but is not consistent throughout the debate. |
The side’s viewpoint is not clear. |
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Organization and strength of arguments |
The side has an organized, strong, and convincing argument; the side presents ideas and support logically; the side responds to the other side with relevant elaboration or contradictions. |
The side has an organized argument; the side presents ideas and support in a way the listener is able to follow; the side responds to questions accurately. |
The side responds to questions inaccurately, or provides irrelevant information not connected to the debate thread. |
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Use of facts and examples |
The side uses several facts and examples to support the stated viewpoint; the side is well-prepared with research and draws on that research during the debate; the side uses a firsthand account. |
The side repeatedly uses the same fact or example to support the stated viewpoint; the side is prepared; the side uses a firsthand account. |
The side argues the viewpoint without the use of facts or examples. |
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Interaction with peers |
The side allows all students to speak (one student doesn’t dominate); the side consistently uses scholarly talk; questions are well-developed and appropriate for the task; interactions are respectful. |
The side uses one instance of scholarly talk but not consistently; questions are appropriate for the task; interactions are respectful. |
The side does not use scholarly talk; questions are not appropriate or are not asked during the debate; interactions are at times disrespectful. |
Evaluate individual students on the following elements:
- Did the student participate at least once in the debate?
- Did the student demonstrate an understanding of the conflict in the American Revolution?
- Did the student use at least one conversation stem during the debate?
Credits
Teacher Page
This Webquest was created by Kyrstin Dees for the Instructional Technology course at XULA