Revolutionary War Webquest

Introduction

Imagine it is April 1776. You are already very aware of the policies King George III has implemented in the colonies since the Proclamation of 1763. At this time British troops are heading toward Lexington and Concord where blood will be spilled. This will be just the first of many bloody battles that will be fought over a five-year period.

The British Army is the largest and best trained and supplied in the world. Approximately 40% of the colonists are Patriots, 20% are Loyalists and 40% are standing on the fence (maybe truly wanting to fight for freedom but afraid of the consequences if the British win). Do a bunch of loosely knit (13 separate colonies with different ways of life) and untrained colonists stand half a chance to defeat such a power? You are about to go on a journey that will show you how they overcame great odds that resulted in a free and democratic nation that is the greatest on earth. Enjoy the trip!

The Process Resources Evaluation

The Task

1. Create a timeline of the events that took place during the Revolutionary War. (Group project)

2. Create an A to Z booklet about different people, places, or things that were part of the war. (Group project)

3. Research a person's contribution to the Revolutionary War. Prepare a portrait, mini timeline, written report and persuasive presentation about the person. (Individual project)

4. Complete the four chapter Guided Reading and other worksheets as assigned (Individual project)

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The Process

Timeline (Group project)

Start with the battles of Lexington and Concord and select the events that your group believes are the most significant and/or revealing of the war. Scale them on a large sheet of paper. Your last event should be the Treaty of Paris. You are encouraged to “bring your timeline alive” (use color and pictures where you think appropriate).

Suggested size: 6' x 3'.

See rubric for evaluation procedures.

A to Z Revolutionary War Booklet (Group project)

Using your text and on web pages dedicated to the American Revolution you are to find descriptive words, terms, and names (the last name of a person should be used: e.g. Dredd Scott is an s) for each letter of the alphabet. For each term you decide to use you will need a:

· picture or graphic

· written description of the person, place, event, etc.

· works cited (where the information was obtained)

Your booklet should have a cover with title and graphics and 26 pages. It is recommended that you take seven sheets of 8 ½ x 11" of paper and fold them lengthwise. This allows for a front and back cover and 26 pages to record information and graphics/pictures that you will use when you produce your booklet.

See rubric for evaluation procedures.

Biographical research (Individual project)

Select a person from the list below (everyone will research a different person).

Become an expert on your person by researching the person's background. Your research should focus on the following elements:

· You will need a portrait of your person.

· Dates and events for a mini time line of your person's life. .

· Your person's contribution to the Revolutionary War period of American history.

· Skills and education that contributed to your person's accomplishments.

· Personal qualities your person had that made them famous during Revolutionary War times.

· Other important accomplishments.

Create a nomination kit. The nomination kit needs to include:

a. Portrait of your person mounted on an 8 ½ x 11" paper. The frame area can contain symbols and objects unique to your person. Below the mounted picture should be a nameplate with the full name of person and the person's birth and death years.

b. Time-line suitable to be mounted under the portrait that will start at person’s birth date and end at their death date. The time line should include important accomplishments and events in your person's life.

c. 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)

4. Prepare a 2 to 4 minute persuasive speech about your nominee and why he/she should be included in the Revolutionary War Hall of Fame. The speech should include:

a. birth and death dates.

b. where your person was born.

c. personal qualities, skills and education.

d. contribution to the Revolutionary War period of American history.

See rubrics for evaluation procedures.

Famous People of the Revolutionary War

Crispus Attucks	Benedict Arnold
Francis Marion (Swamp Fox)	Thomas Paine
Phillis Wheatley	George Rogers Clark
Martha Washington	Abigail Adams
James Madison	Alexander Hamilton
Ethan Allen	Nathan Hale
Marquis de Lafayette	Casimir Pulaski
Samuel Adams	Deborah Sampson
George Washington	Nathanael Greene
John Hancock	Patrick Henry
Thomas Jefferson	Benjamin Franklin
Betsy Ross	John Adams
John Paul Jones	Paul Revere
Molly Pitcher (Mary Hays)	James Armistead

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Resources

Creating America (your text book)

Internet sites

Battles, Timelines, Portraits, Biographies and lots more!

http://www.kidinfo.com/american_history/american_revolution.html

http://www.patriotresource.com/history.html

History Central Main events, battles, people

http://www.multied.com/revolt/

Revolutionary War Links

http://www.geocities.com/Athens/Delphi/4393/rev_war.html

State specific links

http://www.revwar.com/

Timeline

http://www.historyplace.com/unitedstates/revolution/

Images, portraits

http://images.google.com/

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Evaluation

Time Line and Booklet

	1	2	3	4
Item Choice	Does not include required number of items	Includes a major events/items; some inaccuracies	Items meet criteria of assignment; few or no inaccuracies	Evidence of care taken in choosing items (either most significant, or revealing some pattern, or showing cause/effect relationship)
Scale and Sequence (timeline)	No apparent scale; numerous items out of sequence; time increments not marked	Scale roughly drawn; a few items out of sequence; increments marked	Scale consistent, accurate, and appropriate; items in sequence; increments marked	Scale consistent and accurate; very appropriate for subject matter; all items in sequence with care taken on placement within increments
Consistent Presentation (booklet)	No apparent consistent presentation. No references	Presentation shows some minor consistency. Less than one half items have references	Presentation constant page to page with minor errors. . More than one half items have references	Presentation shows consistency from page to page; is well thought out and followed throughout. All items have references
Mechanics	Many errors in spelling, identification, or dating	Some errors in spelling, identification, or dating	Few mechanical errors	Flawless
Presentation	Illegible or messy	Legible	Clear, uncluttered, and attractive	Visually striking; attention apparent to making time line an effective tool for communicating information.

Hall of Fame (hard copy)

	1	2	3	4
Picture	Picture, frame and name plate clear	Picture and nameplate done with care - clear and easy to read, frame enhances picture. Includes subheading
Time Line	No time line or time line incorrect- doesn't list major events	Either incorrect time line with major events included or correct time line but doesn't include major events	Time line and events correct with minor errors	All major events included and correct time line no errors
Report (double value)	Little attempt- insufficient writing	Partially developed, lacks focus and clear organization	Demonstrates focus, some depth but may not be balanced, structure is clear, may lack effective word choice	Clear and purposeful focus, in-depth, structure effective, varied sentence, good word choice
Quality	All features poorly done, unclear	Partially developed- some or one feature done poorly	Each feature developed but some better than others	Fully developed - all features done well.
Conventions Spelling & Language	Many errors	Some major errors as well as minor errors	Few errors	No errors

Hall of Fame (presentation)

	1	2	3	4
Organization	Audience cannot understand presentation because there is no sequence of information	Audience has difficulty following presentation because student jumps around	Student presents information in logical sequence which audience can follow	Student presents information in logical, interesting sequence which audience can follow
Content Knowledge`	Student does not have grasp of information; student cannot answer questions about subject	Student is uncomfortable with information and is able to answer only rudimentary questions	Student is at ease with content, but fails to elaborate	Student demonstrates full knowledge (more than required) with explanations and elaboration
Delivery	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear, reads word for word	Student incorrectly pronounces terms. Audience members have difficulty hearing presentation, very little eye contact	Student’s voice is clear. Student pronounces most works correctly, note cards are used and there is some eye contact with entire audience	Student used a clear voice and correct, precise pronunciation of terms, eye contact is apparent throughout with the entire audience
Persuasive	No position statement and no evidence	Position mentioned once but is not actively supported	Position is clearly stated and maintained. Evidence clearly supports but there is not enough evidence	Position is clearly stated and maintained. Evidence clearly supports and is sufficient

Guided Reading and other worksheets

Worth 8-10 points each.

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