|
American Revolution Newspaper
Subject Area:
American History
Grade Level(s):
8
Duration of Activity:
1 week
Description of Activity:
Students will create a publication detailing events relating to the American Revolution from different perspectives.
Objectives:
-
Students will identify, research, report on, and organize in chronological order significant events from the American Revolution from both the American and British points of view. Students will be able to identify how a person's perspective affects how they see events in history.
Materials/Equipment:
- Computers with Microsoft Office software and Internet connection
- Resource materials on the American Revolution (textbooks, encyclopedias, Internet)
- Handout 1: American Revolution Newspaper Topics
- Handout 2: Road to Revolution Quiz
- Handout 3: American Revolution Journal Checklist
Prerequisites (skills or background needed):
- Students will need to be familiar with the use of computers as well as search skills using the Internet and other resources.
A list of Web sites that will help teach these skills includes:
Procedure
Teacher Component:
- The teacher will make sure that all students are familiar with the use of the computer and the necessary programs that are needed to complete the assignments or are teamed with students who can assist them with those skills.
- The teacher will direct students to the Liberty! The American Revolution Web site and help familiarize them with the different resources available such as the timeline, the Chronicle of the Revolution, and The Road to Revolution game.
- The teacher will lead students through each of these resources, sometimes allowing the students to work on their own and sometimes reading aloud in class under the teacher's supervision.
- After the students have become familiar with this Web site, the teacher will divide the class into patriots and loyalists groups and assign each student or team of students a particular topic from the period of history. Students will thoroughly research the topic from the perspective of either a patriot newspaper or a loyalist newspaper operating in America at the time of the Revolution. This Handout 1: American Revolution Newspaper Topics can be as long or as short as the teacher determines and could come from the Web site visited earlier or even from the textbook being used in class.
- Teacher will instruct each student or team of students to write a newsletter article on the assigned topic to be published in either a patriot publication or loyalist publication detailing the event.
- Teacher will assist students as needed in locating the resources to complete their research and in writing their articles. The teacher may suggest that students also include appropriate pictures in their articles.
- The teacher will then group students into related topics (such as a section of a chapter in the text) and allow students "working" for the same publication to meet together to organize the layout of their newsletters in chronological order and to prepare a timeline of the events to be included in the publication. This way, two newsletters for each section or grouping that is chosen will be created, one from the patriot perspective and one from the loyalist perspective.
- The teacher and students will then be able to see and compare the different perspectives when the newspapers are presented to the class.
- The teacher will review all student work saved to floppy diskettes and make any suggestions for editing before students actually print their publications.
- The teacher will allow students to present their work to the class and will assess each student's individual work on their particular topic.
Student Activities:
- Students will be given the URL to reach the Liberty Web site (http://www.pbs.org/ktca/liberty/).
- Students will play The Road to Revolution game that is found at this Web site to familiarize themselves with some of the events of the American Revolution. Students will also click on the links during the game and on the home page and read the material contained on the Web site in order to deepen their understanding of the topic.
- Students will research one topic assigned to them from the Revolutionary time period. They will use their research to write a report on their topic from either the perspective of a patriot or a loyalist reporting on the events of the American Revolution.
- Students will collaborate with other students writing on different events but from the same perspective in order to create a timeline of these events as well as a publication detailing each event on the timeline.
- Students will present their publications to the class pointing out why their articles are phrased the way they are because of the students' assigned perspectives on the events.
Accommodations:
- Students or classes who do not have the necessary computer skills to use Microsoft Publisher software or other software such as Microsoft Word, HyperStudio, Microsoft Works, or Microsoft PowerPoint could produce the same results with posters or booklets.
- Playing the Road to Revolution game at the Liberty Web site is a learning experience in itself. Students of all levels could increase their understanding of the American Revolution by playing the game in addition to completing work from whatever textbook the class happens to be using.
- Students could also demonstrate their understanding of how events can be perceived differently depending on the perspective from which they are viewed by orally discussing how they think a patriot might view one event and then discussing how a loyalist might view the same event differently. This could give the student with fewer writing skills the opportunity to actively participate in the exercise.
Extension Activities:
- One extension of this activity would be to allow the students to write two articles on the same topic, one from a patriot's perspective and one from a loyalist's perspective. Students would then briefly point out in a few paragraphs the differences in the two perspectives and the reasons why they feel these differences would occur.
- Students could also participate in the creation of both the patriot and loyalist publication which might work better for small classes when there are not enough students to assign each student a separate topic and a separate perspective.
- Other perspectives such as the French or Spanish perspective could also be added to the activity to further extend it.
- Another easy extension of this activity would be viewing all or selected parts of the video series Liberty, depending on the time available.
Integration:
- This lesson could be integrated into a math lesson on graphing as students could graph any statistics from the Revolution that they find in their research and include their graphs in their publications.
- Students could also include scientific research into the technology used during the revolution such as the performance of the weapons when comparing the rifling of gun barrells to smoothbore muskets. This scientific research could be accompanied by diagrams and pictures illustrating the principles involved and could be included in the publications as well. Of course, any writing assignments could be integrated into language arts classes.
Assessments:
-
Road to Revolution Game—Handout 2: Road to Revolution Quiz
-
Publication Assignment—Handout 3: American Revolution Journal Checklist
URLs:
Curriculum Frameworks
Mississippi:
Eighth Grade
- Explain how geography, economics, and politics have influenced the historical development of the United States in the global community.
- Identify the causes and effects of the American Revolution and describe the sequence of events that led to American victory.
- Analyze spatial and ecological relationships between, people, places, and environments using social studies tools (e.g., timelines, maps, globes, primary and secondary resources, charts, political cartoons, graphs, a compass, technology, etc.). (C, H, G, E)
- Analyze statistical information using social studies tools (e.g. charts or graphs on crop production, etc.).
- Identify how the government established by the Constitution embodies the purposes, values, and principles of American democracy.
- Analyze the political values and principles of American democracy as expressed in basic documents (e.g., Declaration of Independence, United States Constitution, Bill of Rights).
National Educational Technology Standards (NETS):
Performance Indicators: Grades 6-8
- Use content-specific tool, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3,5)
- Apply productivity/ multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3,6)
- Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4,5,6)
- Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5,6)
TerraNova:
27 Historical and Cultural Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of time, continuity, and societal change throughout history.
Demonstrate an understanding of concepts and process skills related to the study of the contributions, influences, and interactions of various cultures.
Construct answers and create solutions or products using inquiry skills and knowledge related to historical and cultural perspectives.
28 Civics and Government Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of civic responsibilities and the structures and functions of government.
Construct answers and create solutions or products using inquiry skills and knowledge related to the role of today's citizens and the structures and functions of government.
29 Economic Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of the production, distribution, and consumption of goods and services at local, regional, and global levels.
Construct answers and create solutions or products using inquiry skills and knowledge related to economic perspectives.
Link and Feedback to Author(s):
Tim West, Tupelo Middle School, Tupelo, MS
wwtimbo@hotmail.com
|
