Revolution and New Nation
Revolution and New Nation - Wrapup
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Who was it?
Elementary
Students in fifth grade learn to use a dichotomous key to classify objects. To support this lesson, artifacts such as the clothing could be given to students to explore. They could follow a teacher-created key that has them determine things like the type of clothing, fabric, and buttons to reach a story about someone who may have worn that particular piece of clothing. Students could do so with various articles of clothing in order to have practice with the skill and better understand people during the Revolution and New Nation.
Teacher - US History
High
I would have the students in small groups where each group is a different demographic-- wealthy landowners, poor farmers, women, enslaved people, Native Americans-- and they could look at different primary sources and research what their response to the War would be, and what they would do in the war.
Read Aloud and Historical Connection
Elementary
During the middle of teaching the American Revolution unit, we read a Historical Fiction story called Scarlet Stockings Spy by Trinka Hakes Noble. It's about a young girl who becomes a spy for Washingtons army. The book talks about how colonists would protest by wearing hand spun clothes and not drinking tea, a great way to start a conversation about camp followers in the American Revolution. After reading this book and discussing the pieces that are historically accurate, I will show my students the coat we observed in this module. I will prompt them to think about how important a simple garment can be in a time of change. They will list out their observations and we will debrief as a whole class afterwards.
Teacher
Elementary
This was the first module where I felt like materials we read or looked at might have to be screened for my students. Albeit we are discussing war, the articles mentioning the most cruel tortures and deaths with between the tribes and white people just sent my flags up for my class of 14 boys and how they would receive it. I think for my class I would want to focus on the reasons behind the war and colonists frustrations, the reality of war for the colonists in terms of material goods and food supplies vs. the British and asking them how they believed we won? It does seem like the odds were against the colonists on paper... so investigating what went well for them? What good decisions and key events occurred to give the American People their chance?
Inspiring Revolution
Elementary
Our 4th grade team does a great job showing students how taxation without representation can be frustrating and inspire ideas of revolution. Students are "taxed" for chairs, pencils, and other things required to do their student responsibilities in the classroom. As students learn about how the colonies decided to band together and write their declaration, the students typically follow suit. It's something they continue talking about in 5th grade as a positive memorable experience.
Revolution and New Nation - Classroom Connection
Elementary
There is so much information to share with our students on the Revolution and New Nation that we see how important it is to try to make it as meaningful and age appropriate to our class. I have used the following activities in my classroom: (1) Taxation role pole where students get to read and act out different points of view depending on whether they are members of Parliament or colonists in the new world. (2) Analyzing primary source documents like the Declaration of Independence or a portrait of George Washington. (3) Reading text to understand vocabulary like patriot, loyalist, and neutralist. (4) Reading companion text to understand the role women played in the war like The Patriot: Martha Bell. (5) Mapping the Revolution to see how geography played a role in the events of the Revolution and development of the New Nation, and (6) We have also used historical fiction novels in ELA to help students make connection to what they know and what they have learned in VA Studies.
The Revolution and New Nation
Elementary
I will not look at pictures the same again! This is going to be a challenge for me to use pictures to have them think ahead of teaching to see their prior knowledge, and to have them evaluate their own learning. I didn't think to give the same question at the opening and ending so they can see where they have grown from; but am beginning to think it might help them progress faster. If I give a historical picture and ask a question that is an overlying question, then ask them to re-evaluate what they learned through the same question without telling them to answer the question again, but rather see what they would change from their first initial response. They should be able to add more of what they learned and could extend their learning further than if I "give" them notes/and ask questions. I think I shall try this this up coming week with them. May need to come back if I should fail and find out how to succeed with this task. Not sure how to do this best, but I really liked my connection (or perhaps it's half a connection at this point). It's something new, without telling; but thinking involved & exploration. So, explore we shall this next week! (This week is PD for us)
Revolution/New Nation
High
I could see using various photographs of artifacts and primary sources from the time period to engage students in a historical inquiry about the day to day lives of various people during the Revolutionary War. Camp followers and noncombatants would be one category of people that students could learn more about through primary source research and discussion.
Art Teacher
High
Well, since I am an art teacher we could analyze two paintings. George Washington Crossing the Delaware and George Washington By Gilbert Stuart. We could compare and contrast the reality of the Delaware crossing with the image painted by Emanuel Leutze. Then we could decide how much of the painting is actually propaganda and how much is based on the truth. Also, what was the purpose of the exaggeration? Similarly we can observe the Painting by Gilbert Stuart. Next we can find the subtle hints and references in the painting that memorialize Washington's accomplishments and possibly portray him in a more Kingly manner then he would have wanted. Maybe these paintings could also be a result of the differences between the Federalists beliefs and the Republicans.
A Matter of Perspective - Revolutionary War
Elementary
Have students consider the perspectives of both the colonists and King/Parliament on the events leading up to the Revolutionary War. In class discussion, begin by discussing what we already know. Then, either in partners or in small groups, have students conduct research to answer the following questions:
1. After the French & Indian War, England was struggling financially. It started to impose taxes on the colonies. Why did it feel that it had the right to do so? How did the colonists feel about the new taxes?
2. When it came to the issue of setting new laws, what basis did Britain feel it had the right to do so without consulting the colonies? How did the colonists feel in regards to who should govern the colonies?
3. When it comes to the delegates involved in the creation of the Declaration of Independence, how do you think they viewed themselves and what they were doing? How do you think the King/Parliament viewed them?
After researching, have students meet as a group to discuss all answers.
1. After the French & Indian War, England was struggling financially. It started to impose taxes on the colonies. Why did it feel that it had the right to do so? How did the colonists feel about the new taxes?
2. When it came to the issue of setting new laws, what basis did Britain feel it had the right to do so without consulting the colonies? How did the colonists feel in regards to who should govern the colonies?
3. When it comes to the delegates involved in the creation of the Declaration of Independence, how do you think they viewed themselves and what they were doing? How do you think the King/Parliament viewed them?
After researching, have students meet as a group to discuss all answers.
4th Grade Teacher
Elementary
I would like to bring in clothing from Colonial Virginia and be able to let the students try the clothing on. I think they would enjoy that, and get a lot out of that learning experience.
The New Nation
High
One way to apply this content in my classroom would be to simulate the Constitutional Convention. Students would be assigned, or could select, individuals to research and then act as at the Convention. Students would then draft their own form of government together. A reflection would find students explaining why their chosen character acted in support or in opposition to different proposals made at the convention.
revolutionary and new nation
Elementary
There was so much great knowledge in this session about the revolutionary war in Virginia. Also, about humans rights. It talked about in Virginia they made a “Declaration of Rights.” This meant that people were entitled to the right to trial by jury, the right to bear arms, freedom from excessive bail, freedom of the press, freedom of religion, and many others. This was such a huge and important document because it was the backbone to the first ten amendments to the U.S. Constitution. We could tie this into the classroom by creating our own declaration of rights for our classroom.
Elementary Revolution
Elementary
I will use this knowledge to create a design challenge in which students will choose sides to fight for (Loyalist, Continental Patriot or Neutralist) Each will create a propaganda poster to try and recruit followers to join their side. Students will display posters and then in a performance, they will present their arguments to the "followers" to try to convince them to join them. In the end, students will do a jig saw-like activity and they will officially join the side they choose and give reasons why. We will listen closely to the reasons students choose each side and talk about the results.
The Revolution
High
Using primary source evidence students will see first hand how the divide in the North American colonies was not as straight forward as they might have believed for revolution. Different population groups all can be divided into three categories: Patriots, Loyalists, and Neutrals. Investigation in to various populations students can then begin to see the complexities of the decisions that individuals had to make in how they wanted to move forward in their relationships to the crown, their colonies/communities, friends, and families.
Then and Now
Elementary
I would let my class look at the Declaration of Rights. Decide if they could live without some. Imagine how life would be different if we didn't have those today and write about it. Get them to think about if these rights would benefit everyone. (Native Americans, slaves, free African Americans, rich men, poor men, women) Let them decide if they think more rights should have been added back then or even today. If they could add another one, what would it be and why?
Spencer Billett
High
I really liked the short essay and might use it in the classroom as a good introduction to the topic for students. The line about the transformation of Americans looking to George Washington instead of King George reminded me of "Rip Van Winkle" which could be a good reading for some of the more advanced class. During this time period I like to focus more on the Constitutional debates, and I think looking back at the issues of the Revolution can help bring those into focus. For example, the Mason letter about wishing his slaves were freed, but not actually freeing them himself, can really help elucidate the beliefs of the "founders" towards slavery and how that would develop over time. I need to consciously work on including more primary sources from women, and I really enjoyed the camp followers primary source and will probably use that next year. It does a great job of showing "hidden" history.
Voices from the Past
High
Once again this lesson can be used for any grade level and skill level skill level based on comprehension. In this lesson the students would look at items used by the everyday person... the ones working in the background that have had their stories hidden from the world. This would allow the students to see how these people all had impacts on those that were recognized by history and have been taught about. And clothing would be a great useful artifact but also the first hand letters of the women that traveled wit he the soldiers, or the i
Mathematics Teacher
Middle
I would encourage the students to examine Virginia before and after the Revolutionary War. The main focus would be to compare and contrast VA. after the taxes and trade was greatly effected by the stamp act and its repeal. Hopefully they'll discover that VA. was not only the biggest state in the union, but the most populous with its population of black slaves, while seeing the opportunities that Virginians were offered by the U.S.
Revolution and New Nation
Elementary
I will include activities where students can analyze the various roles played in the American Revolution - women, free African Americans, enslaved African Americans and Native Americans. It is important to understand the reasons why each group chose to play the part they did.
I will have students review of the documents that established our government and guaranteed our freedoms. I will have them choose portions of the documents to discuss their past importance and current relavance.
I will have students review of the documents that established our government and guaranteed our freedoms. I will have them choose portions of the documents to discuss their past importance and current relavance.
A New Nation
Elementary
I think it is important to let the students know that even though the Revolutionary War resulted in independence from Great Britain it was not easy for the new country to find its way with a new government that everyone agreed on. I would like to allow my students to study the early leaders of our country and read more of their writings to see who really believed and supported what ideas. I would also like my students to study the early documents of our country to get a better understanding of what the documents actually mean. I'm afraid that many adults have not had an extensive study of the exact beliefs of our founding fathers and/or the documents that they created.
Revolutionary Virginia
Elementary
After this module, I have been reminded the importance of digging deeper than the textbook or resources provided by my school district. I had never heard of camp followers, for example. In my classroom, I hope to show students that a crucial part of thinking historically is to consider different perspectives (such as the camp followers, African Americans, Native Americans) and to take a closer look at what can be learned from material objects when studying history.
3rd Grade social Studies
Elementary
Looking at how early the revolution started to become an idea is very interesting. Looking at political, social and economic lens helps see why Virginian's wanted to be separate from Britain. Continued use of primary sources can help make these issues clear. I also think including the brief history of the 7 years wars helps give students even more back ground than I have taught in the past.
Social Studies Teacher
High
Students can compare the rights granted to people of Virginia by the Virginia Declaration of Rights to the rights granted by the Virginia Statute for Religious Freedom to the rights we have today by the U.S. Bill of Rights. Students can also compare and contrast the Articles of Confederation to the United States Constitution.
Students can compare the Virginia Plan, as originally proposed by James Madison, to the final plan which became the United States Constitution we abide by today.
As students compare and contrast in small groups, they will take brief notes and respond to particular prepared questions which will be discussed as an entire class following the activity.
Students can compare the Virginia Plan, as originally proposed by James Madison, to the final plan which became the United States Constitution we abide by today.
As students compare and contrast in small groups, they will take brief notes and respond to particular prepared questions which will be discussed as an entire class following the activity.
4th Grade
Elementary
I will use the primary source documents in this module to enhance my lessons on the Revolution and New Nation. Letting the students read the firsthand accounts will add more meaning to their learning about the different groups of people who fought in the Revolutionary War.
American Revolution and New Nation
Elementary
In an elementary classroom, allowing students to look at different elements of how the colonists lived during the Revolution and why they decided to part ways from Great Britain is important to them understanding the context. For the New Nation unit students can spend time reviewing the key documents written during this time.
The Role of Women, African Americans and Indians in the Revolutionary War
Elementary
My students will examine the role of women, African Americans, and Indians in the Revolutionary War. They will examine primary sources such as "Sarah Osborn's Application for Revolutionary War Pension from 1837" to learn about the role of women during this time. Sarah Osborn was considered a "camp follower" and gives a unique glimpse of her actions during this war. My students will look at "The War for Independence Through Seneca Eyes: Mary Jennison Views the Revolution 1775-79," to get a glimpse of the role of American Indians. My students will also examine documents such as the Certificate of Freedom from 1783. I will explain to my students that this pass of freedom was an exception to the general experience of African Americans in the conflict. I will provide many other documents that will allow my students to see the role of women, African Americans and American Indians and their contributions during the Revolutionary War.
5th Grade VA Studies
Elementary
I will take more primary resources of the witnesses of the Revolutionary War to better understand what the war was about as well as the hardships and the points of view from the different people groups.
5th Grade VA Studies
Elementary
I will take more primary resources of the witnesses of the Revolutionary War to better understand what the war was about as well as the hardships and the points of view from the different people groups.
Revolution and New Nation
High
How I will apply this information in my classroom is by showing students more primary sources on how civilizations influenced each other. In this module, the articles showed how Britain influenced Colonial America through merchants. In World History class I talk about about how religion and ways of life spread through trade. A way to get students to really understand this would be to show them sources that clearly show Greece's influence on Rome or how Byzantine culture spread into Russia.
Local History
Middle
I teach in Orange County, Virginia, home of James Madison. I would love to focus more on the local history for my students. I know the elementary school teaches “Virginia Studies” and usually takes field trips to Montpelier. It is amazing that Orange County extended up through the Ohio River Valley. I would also like to focus on how Virginia had so much power in decision making. We do discuss the Articles of Confederation, the Constitutional Convention, the Constitution, and the Bill of Rights in detail. It is a difficult unit for my students.
Local History
Middle
I teach in Orange County, Virginia, home of James Madison. I would love to focus more on the local history for my students. I know the elementary school teaches “Virginia Studies” and usually takes field trips to Montpelier. It is amazing that Orange County extended up through the Ohio River Valley. I would also like to focus on how Virginia had so much power in decision making. We do discuss the Articles of Confederation, the Constitutional Convention, the Constitution, and the Bill of Rights in detail. It is a difficult unit for my students.
Classroom Connections
Elementary
it would be awesome to display the letters and other artifacts for students to be able to examine. They could compare them to how things are now and use critical thinking to imagine what life could have been like.
Teacher
High
Getting our students to learn and see how our history was can help us change our future. Getting students to understand we can learn from mistakes of the past to give everyone a better future.
4th Grade Teacher- Pertl
Elementary
I really loved reading first hand accounts from people during this era. I already use primary source documents in my classroom such as The Bill or Rights, The Constitution, The Virginia Statute For Religious Freedom, etc. I have not used any first hang written accounts. I was fascinated by the letter from the deponent who was a Camp Follower. Although, I would probably leave out the part where he left her at the end and started a new family, I will definitely show and read her accounts at the battle field. It is great for students to get a different perspective and to see how important people like camp followers were during the Revolutionary War era.
Revolution and New Nation
Elementary
The information I learned will be helpful in adding more details and understanding for my students when teaching about the Revolution and New Nation. The more details we can give to help students see the bigger picture, increases their understanding, retention, interest, and critical thinking.
Let’s Stamp Out Luxuries!
High
I would take to class pieces of fine English bone china along with some pieces of rough potteryware and some everyday pewter items. We would then review and discuss The Stamp Act of England to help us understand how these pieces of kitchen/dining objects would have been changed by the enforcement of this act. When the colonists boycotted English pieces, it would also extend to other needed pieces of settlers which would also include the clothing. At that time, making and wearing homespun clothing would have been seen as a patriotic act.
Revolution and the New Nation
Elementary
I can relate this material to the curriculum that I teach. I can draw parrells from the forming of the US government to the forming of governmental structures of several ancient civilizations.
Teacher
Elementary
Learning about the American Revolution can be a great opportunity to study multiple historical perspectives. Students can be given diary entries or stories about historical figures who were Patriot, Loyalist, Slave who sided with Patriots, Slave who sided with British, and Virginia Indian for each side, as well as those who were neutral. Students can even be presented information that shows how colonists went from seeing themselves as British citizens early on in the conflict to siding with the Patriots later. Then compare those accounts. In doing this, students can see that things weren't always "cut and dry," nor decisions about sides to take that easy.
I often use the story of Charlotte Haines in class. Her father was a Patriot but her uncle was a Loyalist. At the end of the Revolution, her uncle's family was sent to exhile in Nova Scotia. Because she went to visit her uncle before they left, Charlotte's father became angry and disowned her. She then had to live with her uncle in Nova Scotia. I use this story to show the complexity of perspectives in History. When we as modern-day people haven't lived through or studied in detail certain aspects of historical events, we sometimes assume certain things about "good guys" or "bad guys" in people from our country's past. But the reality is, that life was much more complex and there were many more "moving parts" that people from the past experienced that we don't give them credit for. I try to point this out (on an elementary school level) when I use this book in my class.
I often use the story of Charlotte Haines in class. Her father was a Patriot but her uncle was a Loyalist. At the end of the Revolution, her uncle's family was sent to exhile in Nova Scotia. Because she went to visit her uncle before they left, Charlotte's father became angry and disowned her. She then had to live with her uncle in Nova Scotia. I use this story to show the complexity of perspectives in History. When we as modern-day people haven't lived through or studied in detail certain aspects of historical events, we sometimes assume certain things about "good guys" or "bad guys" in people from our country's past. But the reality is, that life was much more complex and there were many more "moving parts" that people from the past experienced that we don't give them credit for. I try to point this out (on an elementary school level) when I use this book in my class.
Revolutionary Actions
High
There are many instances of opposition by colonists to British rule during the time leading up to the American Revolution. Protest is common during times of discourse, and can lead to change. I think it would be good for students to look at all of the protests and challenges of the colonists towards the British. Note the reasons for the protest, and what resulting changes happened as a result of these protests. I think we could also apply the same logic to modern protests, such as the sit-ins during the Civil Rights Movement, and make connections between the actions.
Creating a New Nation
Elementary
Students need to understand why settlers originally left England. Simple facts will give them a better understanding. The Revolutionary War and the New Nation allowed settlers to live and a new land and try to learn a new way of life. This life would have been easy if the original community that was there was not destroyed by people who had other motives. Students need to see that working with others is more effective than not getting along.
SPED Teacher
Elementary
I will explain to my students and show/read them materials about how different peoples participated in the American Revolution. I will have them talk about different aspects of how they helped troops during battles. I will put them in small groups to talk about what they have read and see what different ideas they can come up with.
Library: Revolution and New Nation
Elementary
I would like to have my 4th and 5th grade students think about the role of specific groups during the American Revolution: camp followers, African Americans, and Native American Groups. I think using primary sources and videos like presented in the course would enable the students to analyze and compare and contrast the three groups during their experiences of the American Revolution.
Revolution
Middle
I would focus on the causes of the revolution and what led the colonists to make to dangerous decision to declare independence. I will also focus on the motivations of the founding fathers, the documents they wrote and how this affected the colonist, enslaved Africans, and Native People. I will spend time clarifying how the war was fought and the contributions and motivations of the French in helping the colonists, Lastly I will make sure students understand the aftermath of the revolution and the founding of our nation.
Revolution and New Nation
Elementary
I will apply this new information by informing my Kindergarten students that there was more involvement than just Washington and Jefferson in forming the new nation. There were more people involved and revisions were made on important documents and it was as cut and dry as, we won, George Washington is the first president. There were so many others involved in making this new nation, including women, slaves and the Native Americans.
Analysis of the Preamble
High
A relatively simple, yet powerful, activity is to have students (in groups or as a whole class) analyze and annotate the Preamble to the U.S. Constitution with the goal of understanding how the Constitution differed from the Articles of Confederation. After a close-reading that allows students to understand the context, audience, purpose, etc. of the Preamble, they could annotate specific words/phrase within the document in such a way as to indicate what part of the Articles or the system created by the Articles the Constitution was seeking to improve upon. For example, "to ensure domestic tranquility," could be annotated with comments about the creation of an executive branch with commander-in-chief powers in order to avoid another Shay's Rebellion. or, "promote the general welfare" could be annotated with comments about how a weak federal government, under the Articles, struggled to create/regulate a strong national economy.
The Revolution and New Nation
High
The Revolution and New Nation can be used in my civics class when studying the foundational documents of the United States and the Constitution. Using the picture of the coat would not only be a great way for me to introduce the concept of mercantilism in the colonies, but also the reasons for the colonists to reject British imports and look to gain their independence. I can also use documents such as the Virginia Declaration of Rights to introduce the Bill of Rights and the challenge of getting the Federalists and Anti-Federalists to come to an agreement regarding their addition to the Constitution. Any time I can utilize stories from others affected during these time periods such as the Camp Followers, African Americans, and American Indians, it encourages more discussion of different points of view and perspectives to give a broader, more detailed, and accurate picture of history during this period of time.
Revolution 4th Grade
Elementary
After reading much about the Revolution and New Nation, I feel like I would like to integrate a lot of new information into my classroom. I think it's important to discuss how big the Virginia Territory was. It would be helpful to students to create an original map of Virginia where they color in the areas that were Virginia Territories. Then they can create a map of present day Virginia where they color in the area that is Virginia today.
Revolution and New Nation
Elementary
Something that I didn't realize was that the British did not uphold their promise to the enslaved people that they would be free if they fought with them. This is something I feel is looked over when teaching the units, but it further proves the point that African Americans were treated unfairly during the creation of the US. Not only by the colonists who enslaved them, but also the British when they took advantage of them and did not uphold their part of the deal. I also found it fascinating that some of the founding fathers were opposed to some of the most important documents in our nation's history because of slavery. I think bringing replicas of the documents would be beneficial to students to show them the feelings of the colonists, especially the first document that was here that shows the colonists still felt that they were British citizens for a while before the Declaration of Independence was written. It was only after they realized the British weren't backing down that they felt there needed to be a change.
The New Nation
Elementary
I really enjoyed looking over the documents related to women, Native Americans, and African Americans. We touch on their involvement in the Revolutionary War, but I think it would help students to see some of the first hand accounts. I think they would find the pass to Nova Scotia particularly interesting, as it would give them some more insight as to why people might have chosen the sides they did. It would give them a better understanding of how people were promised different rewards for serving during the war.
I also like the idea of better presenting both the British and the colonists point of view. One of the videos reminds us that the Continental Congress was technically meeting illegally because it didn't follow the rules set forth by the British. I think putting that in perspective for students may help them understand why the conflict was so complicated. It might be fun to separate the class into teams (the British and the colonists) and have them debate whether or not the colonies should become independent.
I also like the idea of better presenting both the British and the colonists point of view. One of the videos reminds us that the Continental Congress was technically meeting illegally because it didn't follow the rules set forth by the British. I think putting that in perspective for students may help them understand why the conflict was so complicated. It might be fun to separate the class into teams (the British and the colonists) and have them debate whether or not the colonies should become independent.
New Nation
Middle
I think background information is very important. I think students should know just a few years prior to the Revolution that most considered themselves British citizens. Not everyone anted the change. It was almost a perfect storm for everything to align the way it did. The leaders of the new nation worked together, although not always agreeing, they still put the future first, just as General Washignton did after the war electing to become president. When things were wrong they tried to fix them or at least make them better. WHile some did benefit in many ways there was no one perosn that won. However the founding fathers had the opportunity to make the slavery situation right and failed to that, which was a big part of our downfall just a few generations later.
Revolution and New Nation
Middle
In Civics & Economics class, we talk about the affects of documents like the Virginia Statute of Religious Freedom, the Declaration of Independence, and the Articles of Confederation on the Constitution of the United States and the Bill of Rights. Showing the basic connections between these documents and the Constitution is an important part of class.
Module 5 Response
High
My favorite part of this module was definitely the primary sources describing the role women played in the revolution. Most of the students in my Dual Enrollment courses are female, and they don't get many opportunities to read about the role women played in, well, anything. I will be adding those documents to my course in some way.
Melinda A. - Music
Elementary
In the music room, with the older students, of course, "Hamilton" comes to mind. Many parts of Hamilton though are not age appropriate for school setting. Connecting with the History SOL's is a fun way again to add music for helping students remember facts about the main players of our country's founding time. Students could write their own "rap" or song using the facts about George Washington, or Thomas Jefferson or James Madison. The sky is the limit for the creations they could make.
Revolutionary War
High
I will have students timeline out the war, placing the Native American tribes in their perspective places and attitudes with colonists.
Stamp Act
High
Using journal entries from people that were living in colonial Virginia at the time before the Revolutionary War will give students an opportunity to make a connection through analyzing primary sources to better understand the time period.
Which side Would you choose?
High
I would find it interesting to create an activity where students take on the roles of the native tribes in the area and need to consider and debate whether they should support the British or the Continental army in the war. It would be interesting for students to compare the potential costs and benefits of each and to really investigate those relationships.
Building A new Nation
Elementary
We would research and discuss the leaders such as Jefferson, Madison, Mason, etc of the time and how they influenced the new nation, Make life size figures on paper, dress and color them, listing what they did for our new nation. Perhaps reenact the Cont. Congress by drawing up 5 laws for our class and vote on them. Then we would move to what happened to the slaves and native Americans during this time and how each state progressed.
Timeline Leading to the Birth of Our Nation
Elementary
I will introduce a schema that illustrates and outlines men and leaders who played major roles in the creation of this new nation. The students will identify each important character - James Madison, George Washington, Patrick Henry, Edmund Randolph, and Thomas Jefferson, etc and outline their contributions in the birthing of this new nation.
Another instructional approproach that we will utilize is "timeline." The students will recreate the milestone events that led to the writing of the "Declaration of Independence," congress in Pennsylvania (a special meeting), and other events that culminated to the Revolutionary War.
We will unpack the "Declaration of Rights" and define each right and what it means to every American, man, and woman. The students can write about how their life might change if certain rights and liberties were not secured in the Constitution - religious freedom, freedom of the press, freedom of speech, freedom to bear arms, etc.
Another interesting writing prompt or topic for discussion is, "If we are to amend the US Constitution, what changes will you recommend or propose and why? What articles will you remove or replace and why?"
Research activity: Students will pick a non or less democratic country (Russia, China, North Korea, South America, Myanmar, etc)and compare the rights and liberties (or lack thereof) of its citizens versus Americans.
Another instructional approproach that we will utilize is "timeline." The students will recreate the milestone events that led to the writing of the "Declaration of Independence," congress in Pennsylvania (a special meeting), and other events that culminated to the Revolutionary War.
We will unpack the "Declaration of Rights" and define each right and what it means to every American, man, and woman. The students can write about how their life might change if certain rights and liberties were not secured in the Constitution - religious freedom, freedom of the press, freedom of speech, freedom to bear arms, etc.
Another interesting writing prompt or topic for discussion is, "If we are to amend the US Constitution, what changes will you recommend or propose and why? What articles will you remove or replace and why?"
Research activity: Students will pick a non or less democratic country (Russia, China, North Korea, South America, Myanmar, etc)and compare the rights and liberties (or lack thereof) of its citizens versus Americans.
Application to 5th Grade Classroom
Elementary
I teach perspectives throughout my history instruction. I have found that the perspectives of natives, women, and African Americans during this time to be difficult to share due to the limited artifacts. After viewing the artifact supporting the perspective of the African American and woman, I will be searching for more similar artifacts with the hope of better sharing their stories.
Father of our Country
Elementary
Students will get to know by introduction who George Washington was as a military officer and Political leader. What was he like? What were his aspirations for the new Country. The use of primary sources to authenticate and to personalize this for the student
BellaR
Elementary
I'd like to apply the related concepts in this module by bringing in some of the illustrations which show items created by the colonists who were being to rebel against British rule and taxes. I'd have the class contrast the colonist made goods with their extravagant British counterparts. I'd think it would also be intriguing to lead a demonstration of how taxation worked against the colonists who had no representation in Parliment.
Changes in Documents over time
Elementary
The last module helped me to explore the overarching concept of "changes in time". We often teach the facts students need to pass a test, but if we include these within concepts such as this students begin to apply the idea in other areas or subjects. This module explored an incredible change in our nation's history. Not only were the Patriots forming their voice and new government, but other groups such as the Native Americans and African Americans experienced much change. I don't think I explored the changes within these groups as I'd like. The treaty mentioned in "The War for Independence Through Seneca Eyes: Mary Jemison Views the Revolution, 1775–79" sparked this. I noticed the Six Nations of this tribe initially refused to take part in either side of the war. They were persuaded by the British otherwise. This example as well as the changes reflected in documents created by our founding fathers would be great for students to explore and take the perspective of the people they represent. I'd ask students to question the reasonsing the Seneca may have had for changing their stance on the war and why that could have benefited them. Then challenge them to compare that to what we know to be the result of their decisions.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Revolution and a New Nation
Elementary
I would like to have my students imagine they were going to start a new school. Would they keep everything the same? Would they change things? Everything or just some things? Then have them look at the decisions the people who were creating our government had to make. I think it sometimes seems like the Constitution was just written and that is how we started governing. I think we would explore the compromises that had to happen.
Point of view
Elementary
We usually teach the Revolutionary war as British bad, Colonies good and leave it at that. Using material written at this time, a comparison of different points of view would help students broaden their understanding.
Rev. War and New Nation in the classroom
Elementary
I would like to use more accounts of people who played a role in the war like the camp followers, African Americans, Native people and the like throughout the unit to remind students that it wasn't just the well known men that carried the war on their back.
Revolution and New Nation
Elementary
I would like to share information about the types of clothing worn during the American Revolution with the students.
M Hanna
Elementary
Virginia played a great part in history. Students need to under stand the importance of people such as G Mason, T Jefferson, G Wythe, G Washington and also how farming changed, economics changed and expansion west ward became important as part of a greater nation
M Hanna
Elementary
Virginia played a great part in history. Students need to under stand the importance of people such as G Mason, T Jefferson, G Wythe, G Washington and also how farming changed, economics changed and expansion west ward became important as part of a greater nation
M Hanna
Elementary
Virginia played a great part in history. Students need to under stand the importance of people such as G Mason, T Jefferson, G Wythe, G Washington and also how farming changed, economics changed and expansion west ward became important as part of a greater nation
Revolution
Elementary
I feel like this is very relevant to current events. Not that our country is on the verge of forming a new nation, but the feelings and the drive that people are feeling about current events, can be an example of the feelings that these revolutionary people were having. I think I would create role and back story cards for famous Virginians and have kids do a scoot to find out about different Virginians, and then have them write up what they would do with those feelings and situations. Would they make the same decisions, would they make different ones?
WCHS
High
Students will examine postwar tensions between the Federalists and Anti-Federalists and how their ideals shaped the Constitution of the United States.
Teacher
Elementary
I believe that during this time one of the most important ideas is having students be able to identify and understand each person important to this time period and why.
News Paper Analysis
Middle
The Library of Congress has newspapers from 1777. I would have students read and discuss the struggle getting the Constitution ratified. Students can research letters and other documents from the time period.
Changes Are Coming
Elementary
Clothing was changing with the times. It was showing how America was becoming indepentent from England. The children will create a collage with the different types of cloth that was used after the revolutionary war. They will pick one type of cloth to research. In their research they will discover who used it and the article of clothing that was made from the cloth. The students will report to the class what they have found out about their cloth.
Drafts of the Declaration of Independence
K-12 instructional specialist
Something that really caught my attention in this module was the draft of the Declaration of Independence shown in the "Planning the Declaration" video. I have only discussed the Declaration in its final form. I don't think that I've ever considered what the editing and revision process must have been for such an important document. I would like to create a lesson for students focused on the drafts of the Declaration. The content objective for this lesson will ask students to compare and contrast the draft language with the final version and analyze the historical context that may have contributed to the changes.
Teaching about the American Revolution in the Elementary Classroom
Elementary
I will have my students investigate documents and evidence such as the bill of rights, declaration of independence and dissect the meaning of both. I will make sure my students investigate the roles of slaves and native Americans in the revolutionary war.
Revolution
Elementary
The background and deeper understanding that I received from this, will help me explain and teach the students about the Revolution and New Nation. Especially the taxes England placed on the colonist.
4th grade
Elementary
Using some of these short videos to introduce the topic I would break the students into two groups of colonists - Loyalists and Patriots. Each of these groups will focus on lessons taught about the colonists view of why we should fight for independence and then close with a debate that the students will prepare for.
Teacher
Elementary
Providing students with journal entries and documents to investigate how Virginians were affected by the American Revolution.
KaitlynC
High
I would use this lesson to show how the creation of a new nation effected not only the colonies but the Native Americans. As well as how the boundaries of states changed from what we know today and how that would have made differences in how the newly formed states wanted the government of the new country to run. I think that a mapping activity as well as using everyday objects would help students to see the changes and how that impacted decisions in the United States.
Videos
Elementary
I am honestly loving the simplicity of these videos. I would love to be able to use these in my classroom!
Elementary Teacher
Elementary
Maybe introduce different artifacts from this time and have students compare/contrast what Americans did differently to become their own identity while trying to gain independence from Britain. Also compare the views of Native Americans, Women, African Americans as well as (white) men during this time period. When comparing views discuss how each view had an effect back then and how they might have an effect now.
Elementary Teacher
Elementary
Maybe introduce different artifacts from this time and have students compare/contrast what Americans did differently to become their own identity while trying to gain independence from Britain. Also compare the views of Native Americans, Women, African Americans as well as (white) men during this time period. When comparing views discuss how each view had an effect back then and how they might have an effect now.
Ms. McCrary 5th grade teacher
Elementary
I think that I would offer a safe debate, split the class into the different sides (British vs. Colonist) and start from there- before actually teaching just what all happened. This would allow them to see how the colonist felt as well as the British from across the water, where the colonist came from. This would also allow them to build background knowledge so when learning how history truly played out they would understand the whys behind it. They would be able to make both personal and text to text connections.
Revolution and New Nation
Middle
Although this particular aspect of Virginia and American History is rather familiar to me, a few items from this module stick out to me. Overwhelmingly I am struck by the importance of comparison. It is difficult to analyze a homespun jacket on its own merit, however it becomes easier when one can make comparisons between two articles of clothing or perhaps even three items or garments. The same can be said for drafts of the Declaration of Freedom or the Virginia Declaration of Rights or the Virginia Statute of Religious Freedom. Comparison is key. I am fascinated by the idea of Thomas Jefferson's paragraph on slavery that was struck from an initial draft of the Declaration of Independence. How might this compare with Patrick Henry's letter that describes a personal conflict over the injustice of slavery and the founding of a nation based on ideals of liberty and human freedom. I am also interested in the concept of the participants of the Articles of Confederation and those involved in the founding meetings as outlaws and people acting outside of what was legal and permissible. I think viewing these commonplace artifacts of the Revolution from these varied perspectives would be of interest to middle school students.
EL specialist
- Middle
- High
I will use the information to show students that in order to get a true picture of historical events, we need to read multiple perspectives.
Republican Motherhood
High
As we wrap up Women's History Month, I thought it would be appropriate to consider lessons invoking the principle of "Republican Motherhood" and the contributions of women during the founding period. The notion of Republican Motherhood contains both traditional and non-traditional aspects of the role of women in early American history. The writings of Abigail Adams and her pleas to her husband to "remember the ladies" immediately come to mind as a powerful primary source. In this module I was intrigued by the story of camp follower Sarah Osborn. The writings of Phillis Wheatley and story of Molly Pitcher would also add important perspectives to this discussion.
teacher
Elementary
Going back to looking at primary sources we can look at replicas of clothing made and worn at this time in history. We can also look at paintings and see how it might have changed from early before the war, at the war, during the war and after. we can discuss why we think things changed or why certain things remained the same. We can look at maps to see what territories were considered to belong to each state and why that is different today. I would also explore the roles of women and why these findings might seem different from what we thought a woman's role was during this time period.
Homespun
Middle
Using homespun clothes can be a good jumping off point for a lesson, to discuss issues of economic independence and growing "American" patriotism as opposed to Loyalists,
Are we British or American?
Elementary
I love the idea of introducing artifacts as a first glimpse into a unit so students can begin to think about things from a different perspective. For example, the homespun coat was a hint of not relying on expensive British goods any longer and for the colonies to become more self sufficient. They were trying to establish a new identity of their own as "Americans" and not British. It took a long time to convince the general public that independence was the path for the future.
4th grade teacher
Elementary
Explore many different primary and secondary sources to learn about the American Revolution. Role play to better understand why the colonists wanted independence from Great Britain.I would also have students to choose a side in the war and research different groups' roles during the war.
Teacher
Elementary
I would have my students read the different points of views of Native Americans, women, and African Americans as well as the (white) man. We would compare their views and discuss how each is affected by what happened and how this still has an effect in our present time.
Colonial Textiles
High
Research the properties of the textiles common in colonial Virginia. Which were easily washed? How were they washed? Who washed them? How did the common textiles compare in durability? Did clothing from different textiles connote a position on the dominance hierarchy? Which textile crops were grown in Virginia? Did any have to be imported? How were the crops converted from raw form to fabric? Who did this? Who put the fabric together into wearable items? How were the clothes marketed and sold?
Mr. Stinson: Third Grade Teacher
Elementary
Having students participate in the process of creating a "classroom constitution" would allow students to gain a sense of ownership in the classroom. Students would learn how difficult it can be to make decisions that will ultimately affect others. A discussion could also take place about how a class or grade level could be represented by various individuals. Teachers could act as sponsors and guides during this process.
American Revolution
High
I never would have thought about teaching on the Revolution with a picture of a colonial coat! I now plan to present a picture of this coat as a "hook", encouraging them to think critically and discusses observations and hypotheses. I'm also encouraged to have students actually analyze more primary source materials rather than discuss their use , ie. Letter to London Merchants, Olive Branch Petition, and Common Sense to help students sequence the course of the AR. I believe this will help students in understanding that it took time to declare independence, and that a significant number of Americans were neutral and not patriots as most pop culture would have them to believe. This was a very engaging module!
The American Revolution and New Nation-Classroom Connections
Middle
I would definitely bring in accounts of other groups during this time period, from women, African Americans (slaves), and Indians. I believe the account has been written in textbooks and presented in classrooms focuses too much on the perspective of from a white, slave-owning colonist. We want to present students with ALL perspectives. Additionally, I would have students look more at maps, accounts from all groups, historical documents such as the Declaration of Independence, Bill of Rights and the Articles of Confederation to see how these documents impacted the creation of our new government. I would have students do more primary source research and less textbook reading. Graphic organizers could be used to compare and contrast the three documents discussed. Collaborative groups could each study/research/investigate the Revolution from a particular perspective, such as a camp follower, and each group create a presentation to present their findings.
Perspective Building
Elementary
To be used after an introduction to the lesson, students could participate in a 'step inside' perspective taking discussion. As a whole group, we can ask ourselves the following questions about each group of peoples present during the time of the American Revolution:
-What does this person (group of people) perceive this situation to be?
-What does this person (group of people) know about or believe?
- What does this person (group of people) care about?
-What does this person (group of people) perceive this situation to be?
-What does this person (group of people) know about or believe?
- What does this person (group of people) care about?
What Virginia contributed to US Independence
High
After reading this document, I would want have students learn more about how Virginia influenced the early beginnings of the US Government. Have groups research the various Virginians who had a role in it from, the Dec. Of Independence, the drafting of the Constitution, development of the Bill of Rights etc. It would be very cool to have students become the experts on each person and then share with the class what they know. In end as a class they could develop a "map" of the birth of out nation to demonstrate how great a role Virginia served in it.
A Constitutional Convention Simulation
Middle
Students would be given different perspectives of the various delegates at the Constitutional Convention and be tasked with winning a vote on a proposal for the constitution they would like to have. They would meet and talk to their fellow classmates, finding out who would support them and who wouldn't. They would have to gather support and identify why other groups may not support them. They could even come up with compromises to get the support of certain groups. Simulating this process would expose students to the multiple perspectives of the various states and leaders while also allow them to participate in history and move in the classroom.
Understanding the Revolution
Elementary
Often times my 4th grade students have a difficult time understanding the role parliament plays in the American Revolution. After today's reading, I feel like I have a better understanding of how "taxation without representation" was brought about by parliament. To introduce this concept to my class, I give students a salary of candy and have them pretend to be colonists. Then I have a student be King George and tax the colonists. I take away pieces of their candy and give them to the King. This makes the students feel the feelings of unfairness and we have discussions on why they feel the way they do. Students will say "it's my candy" or "why should I give it to the King". This activity really solidifies for students as to why the colonists would become so upset that they would go to war with England. In the future, I would like to add more emphasis on the role that parliament played in this taxation. It was not just the colonists versus the King. I believe this would help students have a better understanding of what Parliament was and that England's government was more than just the King. In the activity, Parliament could surround the King and make decisions about how to tax the student colonist's candy.
Elementary Teacher
Elementary
One thing I would really like to look more into is camp followers. This is one big piece that seems to be missing from the history textbook and Virginia studies instruction specifically. I think that by allowing students the access to camp followers stories through their journals or letters it would make them have a connection with the history they are learning about. It would also so them another side to the story that seems to be left out.
11th grade Social Studies
High
I think an understand of the importance of economics, that is the relationship between Britain and the colonies, is an important element to understand in terms of the breakdown of the economic relationship between the two regions. I think you also have to look at how issues like the boycott helped to bring the people together in opposing Britain, and how that eventually caused England to overturn the unfair tax laws. In terms of the post war period, you cannot underestimate the importance of the war influenced our ideas regarding taxation, and how the fear of a large government indicated an unwillingness to have the same powerful system in America. This led to the creation of a weak national government under the Articles, and when that proved ineffective, the pendulum sweeps back towards creating something stronger, the Constitution. That movement towards centralization brings up questions of protections for individual liberties, an idea that dates back to Britain limiting colonial rights after the French and Indian War.
A "Revolutionary" Approach to Learning History
Elementary
My 5th grade students will research causes leading up to the Revolutionary War and their specific effects. They will use various informational text resources to research a particular central event during this time period and place key points into a cause and effect graphic organizer. Working in small groups, they will compose a reader's theatre script depicting what they gathered in their research. Next they will rehearse and present their reader's theatre to their classmates.
Read It All
High
I love Primary Documents. I have found that using these documents augments the "history-as-list-of-date" teaching model.
Primary sources should be provided to students. Those sources should encompass a number of different view points. EVen those that offer counter views. The class works in groups to analyze the document and its interpretation of the event being studied.
Giving the student basic historical information as well as a "translation" or two for the primary documents allow each student to compare how different people viewed the same series of events. They must be cautioned that there is not correct answer -- just answers. Have the "opposing" groups get together to discuss what they have discovered about their documents and compare the different views.
The students not only learn that the history in the text is not the be-all and end-all of the story. They also learn that there were opponents to courses of action that history has proven to be the "more correct" choice. They learn people had conflicts within themselves. It also teaches how to tolerate other viewpoints -- even when they encounter the text and current events.
Primary sources should be provided to students. Those sources should encompass a number of different view points. EVen those that offer counter views. The class works in groups to analyze the document and its interpretation of the event being studied.
Giving the student basic historical information as well as a "translation" or two for the primary documents allow each student to compare how different people viewed the same series of events. They must be cautioned that there is not correct answer -- just answers. Have the "opposing" groups get together to discuss what they have discovered about their documents and compare the different views.
The students not only learn that the history in the text is not the be-all and end-all of the story. They also learn that there were opponents to courses of action that history has proven to be the "more correct" choice. They learn people had conflicts within themselves. It also teaches how to tolerate other viewpoints -- even when they encounter the text and current events.
E. Greenway
Elementary
My favorite activity to do with my class after we have learned about the drafting of the Constitution and reviewed and studied the different sections (the purpose for each), is to have the class look at our class rules and then we draft a Classroom Constitution. It includes sections on the job of the student, teacher, and principal as well as a bill of rights for the students and teachers. It is always a really great activity because students learn a great deal about strategy, alliances, compromise, debate, and an appreciation for the Constitution of the United States. We look at the School Handbook as well for guidance (just as the Framers reviewed the Articles of Confederation, the Magna Carter and other documents). I print the completed document and the whole class signs it. Then each student gets a photocopy which they keep with them. When issues arise we refer back to our Constitution (which everyone signed and agreed to follow). It is wonderful for mediating problems that arise.
Revolution 4th
Elementary
The information I learned here aligned well with the standards of teaching Virginia Studies. Outlining how large and populous Virginia was at the time will aid in helping students better understand Virginia's power at the time. I think including that the Constitutional Convention met a few different times before planning their declaration will help students see that it wasn't necessarily a quick or easy decision. Helping students understand all the years of fighting Native Americans, as well as the alternative prospective will assist in providing the whole picture.
SPED Teacher
Middle
I enjoyed learning about the Camp Followers. Working with my co-teacher, I would like to expand on their roles and how they contributed to the Revolutionary war. Students would be given a paper with a picture of a person and some background information about them. There would also be questions on the paper they would need to fill in and a space for interesting facts about them. They would use the primary and secondary sources provided by the teacher along with the internet to gain more knowledge about them
World Geography / World History
High
I would use primary documents, videos, and would try to find some artifacts to use to open the the discussion about the impact the war had on our area. I would also divide the classes in groups of Federalists and Anti-Federalist and have the students debate on should we include the Bill of Rights in the new Constitution.
Famous Virginians
Elementary
Let small groups research about famous Virginians, such as George Washington, Patrick Henry, Jack Jouett, Thomas Jefferson, James Armistead Layfette, George Mason, and John Madison. Discuss their importance to the Revolutionary War and the New Nation.
Boston Massacre Primary Sources Compare and Contrast
Middle
Students will look at two different accounts of the Boston Massacre. One from the British perspective; Captain Thomas Preston's Account of the Boston Massacre, and one from the colonial perspective; an account allegedly written by Samuel Adams also title Account of the Boston Massacre. Half the class will look at one document, the other half will look at the other; then, the class will switch so that everyone has a chance to look at both documents. After everyone has looked at the documents, we’ll debrief the documents together.
3rd Grade Teacher-Revolution and New Nation
Elementary
Through this module of the course I have learned more background information concerning what led to the Revolutionary War, and what happened to our new nation after the war. I would like to share this knowledge with my students. Most of the teaching I have done concerning this time period has been focused on the Revolutionary War only. My students need to see the different perspectives, and learn about what led up to the Revolutionary War. Additionally, my students need to understand the process our new nation went through after the Revolutionary War. They can learn about all aspects of the Revolutionary War through primary resources. I would like to provide them with the opportunity to observe the clothes of the time period, documents/letters, and newspapers. I am not sure how I can provide them with these primary resources unless it is digital. It would be great to show them these primary resources in real life.
Virginia's role in the War
Middle
In my classroom, I could bring in plain looking objects or show them pictures of clothes, such as the one I was shown, to explain to the students how a fashion statement can also be a political one. We don't have to look at just documents and speeches to explain why Virginians were making the statements that they were. We can analyze the everyday objects to look for political messages that may have been lost to time.
Revolutionary War
Elementary
We will spend more time examining the clothing form the revolutionary war period and having discussions about the articles of clothing and what it meant.
Changes in manufacturing sources from Brittish to American Sourcing and Mechanisms
High
A STEM class unit would observe the changes that took place, and the engineering, molding, and processing of metal based implements during the transition times taking place where homespun goods began to proliferate in response to the economic pressures put on the colonists. Manufacturers, growing particularly in mill towns in the northeast were potentially freed from the highly routine processes of the, as mentioned early, Brittish mercantilism authority, and certainly allowed more freedom of initiative and design, that coincided with the growing sentiment of independence and personal initiative new political ideologies were becoming.
"Father of Our Country"
Middle
When it comes to teaching wars of early America, I have always been thrilled that I live and work in the Northern Neck of Virginia. Westmoreland County is the birthplace of Washington. It is almost too enormous to narrow down just one topic to cover when dealing with the Revolutionary War and Virginia. I believe I would focus on George Washington, his life, his contributions pre- and post Revolution, and the significance these things still have today. Students often think that they are unlucky to live in such "small town" areas, but with the discussion of Washington being born here (and his mother in Lancaster County), I would hope to instill a sense of pride in their small town roots. It would be so easy to line-up a field trip to his birthplace or even the local historic district of Heathsville, VA, where Washington had visited. Essentially, I would use what is literally in our own backyard to introduce Washington and the Revolution. The possibilities are limitless.
World History
High
We can have students look at pictures of the days of the American Revolution and read some primary source documents. They can then write and perform a play reenacting the war.
Teacher
High
I would like to expand on the conflicting loyalties of the colonists leading of to the Declaration of independence a bit further by including a more in depth analysis of the two documents from Jefferson, shared in this lesson which show the gradual process from claiming the rights of Englishmen as loyal subjects, to calling for revolution. I think it would add a lot to the discussion of the strong ties between the colonies and Britain and when fractures started to occur in that relationship.
New Nation Documents
Elementary
One of the hardest things to teach during this historical time period are the intentions of the colonists (both loyalists and patriots). Having primary sources like the government documents and spending time dissecting them and "translating" them into modern English help the students read into the purposes of the documents as well as the varying degrees of support that surrounded each one. We can relate them to new school or local policies and discuss who might benefit and what groups come under fire.
Virginia Studies
Elementary
Create several activities/ learning experiences where students analyze the Virginia Declaration of Rights, Virginia Statute of Religious Freedom, and the Bill of Rights. I would have students search for similarities and differences and discuss how the statute and rights influence the Bill of Rights. Why were these so important that they needed to be added to the Constitution? What might things look like now if they had not been added?
Cause and Effect
Elementary
We recently completed a unit on cause and effect in my ELA class. I think this would be great opportunity to explore the Revolution and the fight for independence with a cause and effect lens. Although we definitely talk about why colonists wanted independence, I think it would be impactful to have students focus on all the events leading up and make connections with how that would have make them feel, what would they have done? how would they have fought back? Thus, leading to the discussion of the revolution and our eventual independence.
How would you respond?
Middle
As a Civics teacher, the ideals of the Revolution and the foundations of our nation is at the core of everything we do. One way I might use the resources specifically included in this module would be to have students consider the personal experience of subjugation to British taxation and regulations, and how they might respond in a similar situation. For example, I would present modern-day interpretations of colonial grievances and ask students to consider how they might respond if our government were doing these things today (possible responses might include: vote, sign a petition, protest, lobby your officials, etc.). Then, I would ask them to review the options available to the colonists for petitioning there government (which they will shortly discover is not a long list). Finally, I would ask students to explain why they believe the colonists settled on revolution, treason, and tyranny as their response to British oppression, or if they would have done it differently.
A Rebirth of Freedom
Middle
Since women were left out of political participation in the early republic, I would want to have students examine the role that woman suffragists played in amending the Constitution for the purpose of their voting. I would use the white, linen dress, which so many wore in parades, as an expression of their belief that they could become involved in the "dirty" business of politics without sacrificing their femininity. Truly, a new nation was formed when half of the adult populace was granted suffrage.
Revolution and New Nation
Elementary
Interpret letters to discuss roles of women in the Revolution
Revolution and New Nation
Elementary
After reviewing the resources included in this module I can see how having students think historically in terms of the causes and effects during this time period in Virginia's history would directly impact their depth of understanding of the roles filled and choices made by different groups during the Revolution. An important piece of the lesson could also be including time for the students to stop and think about the "cause" &/or "effect" from all the different perspectives of those in the Revolution (i.e. Native Americans, African Americans, camp followers, women, etc.). The students will need access to resources outside of just their textbook to explore these perspectives. Once students have explored and thought historically about how each event was experienced in a multiple of ways, they can then also better understand how the "effect" of an event may begin a different journey for different individuals. This can also lead into having the students use primary and secondary sources to compare and contrast what stays the same and what changes after each event (i.e. What changes and what stays the same economically for the states after they win the war? Is your answer the same for each group of individuals in the Revolution?). The cause and effect, as well as, compare and contrast questioning would lead into our lessons on the New Nation and the respective documents, too.
Whose Story Is It
High
I like how the story of our country has so many twist and turns. I would use these stories to have my students decide whose story they would believe about the development of the United States of America. Would it be the story from the perspective of women, camp followers, Native Americans, African American/slaves, or the colonist. I would use primary source documents and have the students use SCIM-C to analyze the documents doing their own investigation and finally writing their own evaluation of how we came to be.
Unknown Roles
High
I would have students research the roles of Native American Indians, African American Slaves and Camp followers during the Revolutionary War. I would have students to describe the roles that these groups had during the War and what was the impact of the War on their lives. I would want students to be able to understand why these groups do not play a prominent role in current history text,
New Nation
Middle
One activity I would use in my classroom for investigating the concept of the nation's government of old and new would be to have students compare and contrast the Articles of Confederation and the Constitution and create a Venn Diagram.
Fair or not fair
Elementary
I would explain that we are not having recess today. When the students ask why, I will tell them there was a vote this morning before they came to school. I voted to skip recess. As they complain how that was not fair and they didn't get to vote, I will explain this is how the nation felt about what Parliament was doing to them.
Revolution
Elementary
There are several areas I would want students to explore and learn more about. I think it would be good to have students do some individual research and then work in a small group to complete a project on one of these topics. One topic would be to learn more about camp followers. They would need to research the different roles of the women and men that were camp followers. A piece of evidence that could be used is the deposition that was filed by Sarah Osborn giving an account of her time with the Continental army. This evidence and any others like it could be used to learn more about this topic. A second topic of interest is the goods that the colonists continued to receive from the British and those that they later boycotted and supported local colonists. They could compare the materials used in an item such as the coat mentioned in this module with the one from England to the ones being made by the colonists. Another topic would be having the students research the tarring and feathering of that time and compare to current events.
Literacy Specialist
Division Employee
The use of primary source documents, such as letters and political cartoons, provides a window into the various perspectives of those involved in and impacted by the American Revolution. It would be interesting to pair primary sources about the same topic or event highlighting various perspectives. When paired, such first hand accounts can provide a clearer picture of important events. Additionally, this could lead to conversation about audience, purpose, and bias. These early documents would be great to use in a high school English class studying rhetoric, as well.
Everyone has a Part to Play
High
An interesting idea for a US History classroom could be to have a group of students do a presentation on the roles of camp followers, Native Americans, and African Americans during and after the Revolution. Each student could speak from the first-person, and might show images of primary sources or other accounts to back up their presentation. Showing the whole picture of history, with all sides' stories told, provides the best understanding of the events and may increase cultural awareness in students.
Creating A New Nation
High
I would use this lesson to show how America was created through the events of the Revolutionary /war and to illustrate the effects of the Revolution on Native Americans and African Americans. It also serves to show the conflict between the founders in developing the Constitution of the United States.
Special Education Instructor
Middle
I would like to have my students divide into a variety of clothing from the Revolutionary period and present to the class what the origin, use, and variation to today's clothing would be.
Revolution and New attion
High
This is I think one of the more interesting modules so far, I learned some very new facts, that dramatically changed some of my thinking on the War and Women, Natives, and African Americans part in the Civil War. I am not really sure how I could incorporate this in my Art class. As far as Art lessons, portraits of Founding Fathers, or depiction of battles. I feel mostly that this lesson is one for my empathy to register when my students of color struggle with their heritage I can further understand their frustration.
Teacher
Elementary
Students love to have hands on materials that help them to make connections. You can show students the clothing that the Patriots wore verses the British and discuss the differences in how much more luxurious things were over in Great Britain. There can be a lot of debates about once the war was over and the task of how to create a new nation. America would have to be self sufficient and not rely on products or goods from Britain any more and there had to be a new government system in which they would live by.
Revolution and New Nation
Elementary
My grade level just ordered some items from Colonial Williamsburg and we received several clothing items. I think it would be cool to have our students analyze these items by deciding who wore them and what the story is behind that item of clothing. I think this would get students thinking on a deeper level rather than just learning the basic material. It would also make it more fun and hands on.
Revolution and New Nation
Middle
I can apply this in my English classroom by having the students rewrite the Bill of Rights in today's language. Students still need to keep the meaning the same, but use words that kids use today. By doing this I think the students would be engaged in learning the Bill of Rights, they would have fun using kids' lingo, and this would make it a lot more interesting than just memorizing the information on the Bill of Rights. The information is more likely to be memorable in this manner.
Revolution and New Nation
Elementary
I would like to divide my class into small groups and assign each group a group of people from the Revolutionary War era. I will provide them with primary sources and accounts from people in their group. I would like them to research their group of people to figure out what side they took in the war and why? What role did that group play in the American Revolution.
Virginia's Contributions To The New Nation
High
As I was working through this module I thought about having my students work on a presentation about Virginia's contributions to the Revolution as well as the New Nation. I can group my students into groups of four and have them focus on a specific time-frame, concept as well as a Virginian and share their findings with the whole class. When I teach about the Revolution and New Nation I teach the basic information and think the kids would love spotlighting Virginia's contributions in an activity.
Revolution
Middle
I think it would be interesting to have students investigate the shift in thinking before the Revolution. I would have them also look at the different groups of people and their roles that they played in the Revolution.
VA Studies Teacher
Elementary
I would like to use primary sources in this unit, especially letters from camp followers, women that stayed home when the men left to fight in the war, and letters from or advertisements about African Americans and Native Americans to better help my students understand the personal stories and decisions that all these various groups made during this tumultuous time period.
How the Revolution Changed the World
Elementary
Students will design a classroom store. Student's will then be divided into two groups. Group A will serve as collectors. Group B will serve as producers. Group B will be responsible for creating, pricing and selling goods to classmates. Group A will be responsible for collecting all monies that Group B earn from their classroom store.
Group A will divide the money amongst themselves with Group B receiving none. The two groups will discuss the fairness of the situation and what can be done to change it.
Group A will divide the money amongst themselves with Group B receiving none. The two groups will discuss the fairness of the situation and what can be done to change it.
Articles of Confederation and Maryland's refusal to join and why.
High
I would like to add to our learning about the Articles of Confederation some of the things that I learned (and will research and continue to learn) such as Maryland not accepting the Articles because of Virginia having so much land area than some of the other states.
World History
High
I think that it would be good for me to introduce an item that contains so much ambiguity into a lesson. While I was thinking and writing for this module, I found myself feeling scatter brained. I would have one thought train and then immediately change to a different thought. What this did was force me to really think through all sides of the event or situation. For proper historical thinking, I feel it is necessary to look at an event from both sides of the event. Make sure to evaluate an event by taking in all points and not passing judgement based on our own perspective. This will be a useful tool moving forward in my clasroom.
Ms. Walters
Elementary
I would apply this to the classroom by having students do a web-quest to be able to their own scavenger hunt to research the Revolution.
Father of the Constitution vs. Father of Our Country
Middle
I would have students compare and contrast the similarities and differences between James Madison and George Washington with a Venn Diagram.
Federalist and Antifederalists
Middle
After investigating some facts on the Federalist and Antifederalist, I would ask students to choose which side they agree with and using documents, pictures, etc. of that period. They would then need to come up with a rationale of why they agree based on the documents they examine or after such investigation would they change their view. If so, why?
Revolution
Elementary
My students are middle elementary ages. I would begin with the discussion of Britain's control over the colonies. I would use photographs of items that were being heavily taxed as they were imported from Britain. Discussions would be led about the ways in which the colonists could change things.
Enlightenment Influence on the United States Group Activity
High
Enlightenment Influence on the United States Group Activity
Divide the class into six teams, and have each team examine one of the following documents to determine where it contains the political principles of:
1. Limited Government (from Locke);
2. Governmental Authority Deriving only from Consent of the Governed (from Hobbes and Locke);
3. Separation of Powers (from Montesquieu and Madison)
Team Documents to use: (post hyperlinks to these docs)
Constitution of Virginia 1776
Virginia Declaration of Rights 1776
Declaration of Independence 1776
Virginia Statute for Religious Freedom 1779/1786
Constitution of the United States (1787)
Bill of Rights 1789/1791
Create a poster chart that shows the links between the political principles and the texts of the documents to better understand how much these documents, written within a 13-year period and in some cases by some of the same writers, were influenced by the writings of Locke, Hobbes, and Montesquieu. You must include terms and concepts from ALL THREE of the democratic concepts listed above.
Divide the class into six teams, and have each team examine one of the following documents to determine where it contains the political principles of:
1. Limited Government (from Locke);
2. Governmental Authority Deriving only from Consent of the Governed (from Hobbes and Locke);
3. Separation of Powers (from Montesquieu and Madison)
Team Documents to use: (post hyperlinks to these docs)
Constitution of Virginia 1776
Virginia Declaration of Rights 1776
Declaration of Independence 1776
Virginia Statute for Religious Freedom 1779/1786
Constitution of the United States (1787)
Bill of Rights 1789/1791
Create a poster chart that shows the links between the political principles and the texts of the documents to better understand how much these documents, written within a 13-year period and in some cases by some of the same writers, were influenced by the writings of Locke, Hobbes, and Montesquieu. You must include terms and concepts from ALL THREE of the democratic concepts listed above.
Adam Hartless
High
In going through the module, I honestly want to pull the entire exercise and implant it into a lesson for my students. I had never really synthesized that much from a colonial coat. Being able to draw conclusions about how the coat was manufactured and how it may have served sociologically as a motivator was something I would have never thought of till this. I think starting with the picture and having students make some observations would be a great start, then transitioning to the role of others within Colonial America, and then having them draw some inference into how the coat played a role in the Revolution would be an excellent module for them to learn from...it certainly helped me!
Teacher
Elementary
Using primary resources, I would have the students discuss the importance of the Constitution and the Bill of Rights and how these helped the colonies gain their independence from England.
Connections
Elementary
I would take a simple swatches of material and have the students decide which group of people it belonged to. when they realized that slaves as well as the rich wore the same thing, they will realize that it didn't matter if you were a slave, a Native American or a governor of the colony, you were all the same- a person looking for a change and the idea of liberty in their own ways
Teacher
High
I can use the information gained in this unit to add some depth to the information I already teach. I can add more detail regarding how the Revolution impacted African Americans and the fact that many were given passes to Canada only to be returned to slavery by the British, while others sided with the colonists only to be returned to slavery after the war as well. The letter from Patrick Henry clearly shows the conflict that many had about the immorality of holding slaves, yet also the economic necessity of it.
Principal
Elementary
This is probably harder to teach because of the number of dates students need to remember. However, I think it would be a good idea if students would create Timeline Organizer in the form of a fold-able book. This fold-able book could include key dates, vocabulary, and pictures drawn by the students to help them understand and remember the sequence of events. Interactive notebooks are also a great way to organize a timeline and important information.
Module #5
Middle
I will certainly add 2 pieces to my classroom...the piece about Native American involvement in the revolution....and the choosing of sides...British or colonists. Second....the piece about Virginia having to make the decision about giving up western lands (area now Kentucky & Ohio River Valley) for the good of the group. These would make good discussion points for student to think/pair/share.
Slavery in 18th and early 19th century Virginia
High
Students will learn about how wealthy Virginians made substantial amounts of money from owning land and having slaves do the work. Students will see the intricate connection between the livelihoods of the wealthy and Slavery which will give them a better understanding of why they were willing to go to war (later) rather then acknowledge that Slavery was going to be abolished.
Boston Tea Party
Elementary
The American Revolution was the end of the British taking control over the 13 colonies. It stopped them from imposing policies on colonists. I always thought the Boston Tea Party was an event that would hold the students interest. I would buy tea bags from the dollar store and then start throwing them out the classroom window as my hook. We will then talk about the implications of the Boston Tea Party. why would the colonists not want to be ruled by Britain. On the other hand, America had great wealth to gain be being independent. I would have them draw cartoons of this event in separate squares.
Founding Fathers or Founding Radicals
Middle
i think to truly teach about the Revolution properly. We cannot make the Founding Fathers the "White Knights" We need to look at the Founding in a more truthful situation. I believe it would be important to show the radical attempts taken by groups supported by proponents of Revolution.
Examine Tar and Feathering
Look at the monetary implications of the Boston Tea Party
Look at the money that the rich in America stood to gain by creating Independence.
Only by looking at the events of the Revolution with truly open eyes can we see the Founders not as mythical figures but see them as people the good the bad and the ugly
Examine Tar and Feathering
Look at the monetary implications of the Boston Tea Party
Look at the money that the rich in America stood to gain by creating Independence.
Only by looking at the events of the Revolution with truly open eyes can we see the Founders not as mythical figures but see them as people the good the bad and the ugly
Revolutionary War
Elementary
The Revolutionary War is a fun and patriotic unit to teach. By learning deeper details about the war and the sentiments leading up to the war, I will be able to help the students have a more well-rounded understanding of each group involved, as well as the obstacles that had to be overcome to create a successful central government to protect the new nation.
Religion and the American Revolution
High
Teaching the American Revolution presents a prime opportunity to instruct students in the ways that religion shaped the American past. Most people today think of the War for Independence as a purely secular event, a chapter in political, constitutional, military and diplomatic history. In fact, it is only by understanding the religious situation of colonials that we can fully account for how many ordinary Americans were drawn into the resistance to Britain and then committed to the cause of rebellion adn republicanism. What was the role played by religion in the emergence of mass support for the cause of colonial independence and military mobilization against the British? How would I address this in the classroom? The first is to get students thinking about possible connections between the First Great Awakening and the American Revolution. You can do that by encouraging them to consider the experiences of colonials in the decades just before the onset of the imperial crisis in the mid 1760s, which for many included being swept up in evangelical revivals, perhaps even being converted. In other words, the members of the revolutionary generation had faced, as individuals, important choices about their fundamental religious beliefs and loyalties, and that experience may have prepared them to make equally crucial and basic decisions about their political beliefs and loyalties. More important, no small number of those men and women who converted during the First Great Awakening had defied traditional authorities to uphold their new religious convictions. Some had criticized and ultimately rejected their former ministers or churches for not being sufficiently evangelical, while others had challenged the legitimacy of state-supported churches, which they deemed enemies to individual religious freedom. In short, this was a generation of people who had, during their youth, been schooled in the importance of self-determination and even rebellion against the existing hierarchies of deference and privilege. The second approach—and my favorite—involves introducing students to Thomas Paine’s Common Sense. This celebrated (and admirably brief and accessible) treatise was the eighteenth-century equivalent of a runaway bestseller. Published in January of 1776, it became an overnight sensation—a pamphlet pored over by people in the privacy of their homes and read aloud in taverns and other public gathering places everywhere in British North America. In short, a wide range of colonials, literate as well as illiterate, felt the force of Paine’s arguments for breaking with Britain, and what he wrote persuaded enough undecided men and women to embolden the Continental Congress to endorse the Declaration of Independence by July of 1776.
Teaching beyond the test..
Elementary
The SOL mentions women's roles as a simplified footnote, as well as the roles of POC during the American Revolution. I had no idea for instance that women were such important camp followers. The tests literally say that women picked up more household roles, while the men went to war. This gross over-simplification is not only inaccurate, but hurtful to our understanding of the society at the time. I would like to incorporate more primary resources detailing the roles of all Americans during the role instead of the spoon-fed history I was taught. This way students could read this documents and create their own deeper interpretations of what was going on.
Teacher
Elementary
The Declaration of Independence and the history of both the Declaration of Rights and Religious Freedoms will be evaluated by the student's current rights and freedom. The students will compare and contrast the differences and similarities of a person's rights then compared to their rights nowl
Clothing and rebellion
High
With this specific unit what I enjoyed was linking a seemingly arbitrary item to a major story that students have heard of. I appreciated the subtly of using the homespun coat, instead of a more obvious representation (like a box of tea, etc). Moving forward with the revolution unit (something students are more versed in than other areas), I will likely use a similar object that is subtle, and hopefully something they have not seen much of in previous history classes.
Looking at the Revolution a little bit differently
Elementary
This module was certainly eye opening. I never realized how loyal the Colonists were to England until closer to the war. I will definitely show some of these primary sources to my students. I think the one that made the most impact on my thinking was Patrick Henry's speech. It's interesting to see how truly conflicted some of these men were about owning slaves and how greedy they must have been to go against their own principles.
Clothing makes the Man
High
I would open the lesson by asking the students to talk about what clothing can tell you about a person. After a bit of discussion we would talk about the concept of 'judging a book by its cover'.
I would then give out some documents about the beginnings of the Revolution and the choice that people made to become 'rebels'. After working with groups to decipher these documents the class would discuss what it means to turn on your government. Then lead into how the colonists still 'looked British' but were not any more. This takes us to the creation of an independent and unique colonial experience.
I would then give out some documents about the beginnings of the Revolution and the choice that people made to become 'rebels'. After working with groups to decipher these documents the class would discuss what it means to turn on your government. Then lead into how the colonists still 'looked British' but were not any more. This takes us to the creation of an independent and unique colonial experience.
Clothing makes the Man
High
I would open the lesson by asking the students to talk about what clothing can tell you about a person. After a bit of discussion we would talk about the concept of 'judging a book by its cover'.
I would then give out some documents about the beginnings of the Revolution and the choice that people made to become 'rebels'. After working with groups to decipher these documents the class would discuss what it means to turn on your government. Then lead into how the colonists still 'looked British' but were not any more. This takes us to the creation of an independent and unique colonial experience.
I would then give out some documents about the beginnings of the Revolution and the choice that people made to become 'rebels'. After working with groups to decipher these documents the class would discuss what it means to turn on your government. Then lead into how the colonists still 'looked British' but were not any more. This takes us to the creation of an independent and unique colonial experience.
Clothing makes the Man
High
I would open the lesson by asking the students to talk about what clothing can tell you about a person. After a bit of discussion we would talk about the concept of 'judging a book by its cover'.
I would then give out some documents about the beginnings of the Revolution and the choice that people made to become 'rebels'. After working with groups to decipher these documents the class would discuss what it means to turn on your government. Then lead into how the colonists still 'looked British' but were not any more. This takes us to the creation of an independent and unique colonial experience.
I would then give out some documents about the beginnings of the Revolution and the choice that people made to become 'rebels'. After working with groups to decipher these documents the class would discuss what it means to turn on your government. Then lead into how the colonists still 'looked British' but were not any more. This takes us to the creation of an independent and unique colonial experience.
New Nation
Elementary
I think it is important to show the process of how our New Nation developed. As I teach the unit on the Revolutionary War we will examine the "why" behind the fight for freedom and also explore the process of developing a new nation, the key stakeholders in the process, and what freedoms and liberties these individuals fought to protect. We typically do not follow this unit with a unit on our current government and its three branches, but I would implement that change. It is important for students to connect how our founding fathers worked to outline the laws of a new nation and how we run our country today. Since this is also and election year, I would add a small unit on the election process.
Patriots and Loyalists
Elementary
After discussing key moments that preceded the American Revolution, (the Stamp Act, Townshend Acts, the Boston Massacre, Boston Tea Party, and the Coercive Acts) and analyzing related primary sources, I would have students select a slip of paper from a cup - each slip of paper having either "patriot" or "loyalist" written on it. Each student’s selection would be their assigned “side.”
To help students gain a better understanding of the perspective of patriots and loyalists, I would ask students to develop an argument in favor of being a patriot or remaining a loyalist and create a pamphlet that supports their cause. They would need to use each of the key moments we discussed to support their arguments.
To help students gain a better understanding of the perspective of patriots and loyalists, I would ask students to develop an argument in favor of being a patriot or remaining a loyalist and create a pamphlet that supports their cause. They would need to use each of the key moments we discussed to support their arguments.
"Colonial Politics Bring Forth the Governing of the New Nation"
High
I would have my students watch videos on ratifying the Constitution and have my students create monologues to perform as inportant individuals of the Constitutional Convention.
New Nation - Tiffany Smith
Elementary
There were many ideas in this module that I had only a surface understanding of before so I really enjoyed deepening my understanding which I can pass along to my students. I would like to share parts of the letter from the Camp wife to show women's role when traveling with the army, I think those front line views always make it more real for the students. I also liked learning about the difference in James Madison and Thomas Jefferson's ideas on religious freedom - I've never been able to adequately explain to my kids why there needed to be a Statute of Religious Liberty/Freedom if it already was stated in the Declaration of Rights.
American Revolution
Elementary
This is a topic we teach in fourth grade. A with the other topics, having as many primary resources as possible help bring the material to life. This was a time when our nation was coming to a birth. The challenges faced and battles fought should be heard.
Teacher
Elementary
Students can view photos of the attire and of the money used in the past and compare and contrast that to the way we dress today and what money looks like today in the present.
New Nation and Civics and Economics
Middle
When I first started teaching Civics and Economics, I struggled with actually knowing how to teach it. The reality was, I was having my students memorize the essential information for the end of the year SOL, but not really understanding why our government was set up the way it was. Then I started to teach USI, and it all made so much sense. Civics and Economics is "married" to US History. For students to understand what is going on in the government today, they need to understand the government itself, and in order to understand the government itself, they have to understand how it started, failures and successes.
This past year I taught United States History II. A big piece of Social Studies is understanding the perspectives of each side of each story. The information in this module could be used to teach perspective. We always talk about how bad the taxes were on the colonists, but that is because "we" are the colonists, but showing them the reason behind the taxes would help students see there was more than just the colonial perspective. Another, and much easier example for them to understand is The Bloody Massacre engraving by Paul Revere. This was created from the perspective of the Patriots, but what about the Loyalists? How did they feel to see an untrue story shown for everything to see.
This background information can help students better understand the perspectives of different sides of history; Laborer vs Factory Boss, American Indians vs Westward Settlers. This information will also be a good way to help students understand what things like "Yellow Journalism" and Propaganda are. I love using primary source images and documents so students can actually "dig" into the history and get a better understanding of how it affects us today.
This past year I taught United States History II. A big piece of Social Studies is understanding the perspectives of each side of each story. The information in this module could be used to teach perspective. We always talk about how bad the taxes were on the colonists, but that is because "we" are the colonists, but showing them the reason behind the taxes would help students see there was more than just the colonial perspective. Another, and much easier example for them to understand is The Bloody Massacre engraving by Paul Revere. This was created from the perspective of the Patriots, but what about the Loyalists? How did they feel to see an untrue story shown for everything to see.
This background information can help students better understand the perspectives of different sides of history; Laborer vs Factory Boss, American Indians vs Westward Settlers. This information will also be a good way to help students understand what things like "Yellow Journalism" and Propaganda are. I love using primary source images and documents so students can actually "dig" into the history and get a better understanding of how it affects us today.
Classroom Teacher
Elementary
It is important for students to understand that The United States of America did not become what it is overnight. Our first attempt at governance failed in the form of the Articles of Confederation. I think that you can play with this concept by allowing students to attempt to form their own theoretical "Constitution". We can then revisit the text at points throughout the year and decide if we need any amendments.
The Revolution and New Nation
Elementary
My students need to understand that the Revolution wasn't just George Washington riding on his horse to victory. They need to know and understand that many different people groups contributed to what would become the new nation, and that it wasn't an easy task for any of them. The native Virginians were forced to choose a side, African slaves picked sides with the hope of freedom, women and children followed the troops and did the behind the scenes work. All of this was what made it possible for GW to ride that horse.
And this was in addition to everybody having their own ideas about what the new government should be like and look like, and that it took lots of discussion and compromising to get there.
And this was in addition to everybody having their own ideas about what the new government should be like and look like, and that it took lots of discussion and compromising to get there.
Comparing Groups during the Revolution
High
I might ask my students to work in groups to compare and contrast the lifestyles, ideas, and motivations of African Americans on both sides of the Revolution with those of Native Americans on both sides of the Revolution. I think often times, students only focus on the American colonists and the British soldiers, and forget other groups that were involved in the war.
Words of Revolution
Middle
In teaching the American Revolution, I feel it is important to incorporate as many primary sources as possible and have the students analyze them. This would focus initially on the causes of the revolution and will have the students determine why the colonist were upset with British rule and if they had valid causes to break away from England. Students could look at the various acts being passed, written testimony from both sides, arguments over the Boston Massacre, ect. Students could also look at the ways that the colonist lived during pre Revolution America to gain a sense on how life was and what was and was not essential to survival.
American Revolution
Middle
In my Civics class we discuss the events leading up to the forming of the Constitution. One way I can apply this knowledge is including some primary sources or objects from the time for students to analyze to understand a little more about life during that time. I think the more students can be exposed to those objects, the more that they can put themselves in the shoes of someone who lived during that time.
Roles in the Revolution
Elementary
Create a timeline of events that has each student make contributions to. The students are given a role to play such as a colonial woman, female slave, male slave, Native American on the side of the British, Native American on the side of the Colonists, soldier, member of the Continental Congress, merchant, etc. The students create a character for their role and list the contributions their character made to the Revolutionary War. Each contribution or event is added to the timeline that encompasses the period of the Revolutionary War.
Camp followers
Elementary
Students will study paintings, drawings, summaries, and letters related to the Revolutionary War soldiers living conditions. Students will make connections by brainstorming what types of daily needs a family has. Students will then brainstorm the needs of people traveling and living outside. Students will work together in groups to create a visual describing the essential items a camp follower would have available to meet the needs of soldiers. Visual choices: 1) Create a drawing or collage of pictures; 2) gather items from home and make a collection of similar items; 3) virtual slide presentation; 4) other student ideas
Teacher
Elementary
I shall have students think of Virginia during colonial periods. I did not realize the extent of Virginia's borders (reaching the northern territories south of Canada). Like the other modules, I will have students analyze the picture and tell the story.
Revolutionary War
Elementary
I would like to have access to these sources so I can in someway share them with my students. I like to offer them many different resources to help deepen their understanding of what lead to war and the writing of the documents that laid the foundation for this new country. I always like to have them act out the Battle of Great Bridge so they understand how understanding the lay of the land determined the outcome of the battle. How the British though they were going to teach the colonist a quick lesson-- however this just encouraged the colonist more. This battle is one I like to have my students compare and contrast with the First Battle of Manassas. They point out more facts and make far more connections then just reading each events separately from a textbook.
KeriD -Teacher
Elementary
Recreate the monarchy extreme unfair ruling power over the colonists in the classroom. The students will be able to experience what the colonists felt having lived under oppression.
Understanding opposing perspectives during the American Revolution
High
A lesson I have my students do in class is they must write two letters to the Editor presenting arguments as to why the reader should support their side in the Revolution. One letter is from the perspective of an American Revolutionary. The other letter is written from the perspective of a British government official. After going through this module, I'm thinking it might be interesting to have students write narratives based on the experience of an African American and also write about the experience of the Native American during the Revolution.
Understanding opposing perspectives during the American Revolution
High
A lesson I have my students do in class is they must write two letters to the Editor presenting arguments as to why the reader should support their side in the Revolution. One letter is from the perspective of an American Revolutionary. The other letter is written from the perspective of a British government official. After going through this module, I'm thinking it might be interesting to have students write narratives based on the experience of an African American and also write about the experience of the Native American during the Revolution.
waistcoat
Elementary
With the upcoming elections, I think I would use the Revolution as a way to explain why we have voting rights. How we gained our freedom and why we vote are vague ideas to children. We are different from the original colonists in that we don't have another country pulling the strings but the efforts made to become a nation were difficult and rewarding.
Revolution and New Nation
Elementary
I was very interested in the roles of women, Africans and Native Americans throughout the Revolutionary War. I enjoyed reading first or second hand accounts of their involvement during the war. I will definitely try to incorporate primary an secondary resources when teaching about that period in history. I will explain more in-depth the involvement of other groups of people. I will encourage them to read and view other resources, so they can form their own opinions of the events in our history.
Complexity or History
High
As an English teacher, my students read "The Declaration of Independence" but I don't think that many students recognize the complexity and danger of the document itself. By examining the primary source document and comparing it to current state and national rights it will help to establish a more nuanced pov rather than the belief that colonists were "good" and the British were "bad".
Teaching Connections
Middle
Through the modules, I learned about the change in British tax policy after the French and Indian War. Prior to the war, the British would go through the colonies’ state legislature to ask for taxes to be imposed on their colonists. However, according to the video, there was a change in this policy. Parliament began directly taxing the colonies. The colonists felt that the British government was unfairly changing the rules of the game. Students will analyze the statement “The colonists feared for a future of unending taxes and thought they needed to take a stand.” Students could discuss and find historical evidence supporting their claim that this statement is true or false for the revolutionary war. Next students should discuss the following questions: Where else in history have we seen this theme of “fearing for the future” play out? When and how did this fear erupt into armed conflict, and when did it not? What factors might have played a role in a group’s ability to peacefully resolve an issue, or a decision to go to war? What American conflicts have started over revenge? land/resources? A fear for future problems?
This fear is seen in early American political battles as well. For example, it can be seen in the debate over including a Bill of Rights in the Constitution. Students could read Alexander Hamilton’s Federalist No. 84 and compare it to Robert Yates’ Anti-Federalist No. 84. How does fear play into both side’s arguments? Students should answer which one is more convincing and why?
This fear is seen in early American political battles as well. For example, it can be seen in the debate over including a Bill of Rights in the Constitution. Students could read Alexander Hamilton’s Federalist No. 84 and compare it to Robert Yates’ Anti-Federalist No. 84. How does fear play into both side’s arguments? Students should answer which one is more convincing and why?
American Revolution in the classroom
- Middle
- High
I always do a "Gallery Walk" activity with my students for this unit. I show them 20 pictures of paintings and objects from the time period and ask them two simple questions: What do you see here (simple observations of the actual details of the picture or objects)? And describe what you think is happening or what this tells us about the time (actual hypothesis derived from the details). Afterwards we discuss each painting and object and what they may actually tell us about what was happening in the colonies and America at the time.
Creating a "New Country"/Classroom Continental Congress
Elementary
An interesting activity that can be done with 4th grade Virginia Studies students is to have them participate in their own "Continental Congress." Each student would be an elected official would attend the meeting to debate the creation of a new government. With a little guidance on the debate topics from the teacher (patriots vs loyalists, federalists vs anti federalists) this activity can cause some good discussion and also allow students to think critically about how they would like their mock-government to function. Have students debate issues that the continental congress may have faced: taxes, slavery, land ownership, government power, etc.
Revolution & New Nation (Classroom Connection)
Elementary
Much of VA Studies has been put in the deep parts of my brain where I vaguely remember the details and dates. After reading and analyzing the materials provided, I've been able to refresh some of those areas. As I get a new perspective on this topic, the better equipped I will be to teach it to my students. I'm excited to teach them more about our independence, but not just the dates - rather diving into the reasoning behind why they waited and the importance of getting everyone's perspective. Another aspect I was unaware was how little paper currency was worth at one point during the war. These extra facts will be interesting to add into my lessons to peak their interest as well as give them some knowledge that may not be common anymore.
Understanding Colonists frustrations
Elementary
I think one of the biggest understanding students need to realize when studying the Revolutionary war is the frustrations the colonists were feeling and the risks that were involved with their actions. Sometimes when we teach the Revolutionary War we teach it as if one day the colonists woke up and said they didn't want to be under British rule. We as teachers have to guide the student's through the groundwork of what happened. I always conduct an activity where I tell the students that their previous teacher has given me a list of assignments to complete this week and if it's not done they will owe that teacher recess. The students then complain and ask why they have to do the assignment when they aren't in that class anymore. They say it's not fair and they shouldn't have to owe recess because of it. I then of course tell them that I was joking but then relate their feelings to how the colonists felt. Providing students with a connection whenever necessary is important in having information stick with them.
Compliance and Rebellion
Elementary
Students with older siblings have likely been witness to their changing sentiments toward their parents; starting with this familiar scenario of breaking away from parents' rules, students can see the relationship between the American colonies and Great Britain as somewhat relatable. They may also be able to grasp that from both perspectives (that of the parent and that of the child), both has reason to believe they are "right", which situates the writings of Jefferson and others as patriotic to us as well as them (the writers), but rebellious and seditious to Britain. That mindset could set students up for further connection-making of their own to artifacts and content we'd explore, as well as noticing how even the most mundane objects were connected to politics.
Women in the Revolution
High
I would like to have students learn about women in the Revolution; specifically how they engaged in the process (of Revolution) and how they were treated by the American government following their contributions. I think I would have student look at this subject through a stations activity, by starting with a KWL chart, and then having them engage with different primary sources before coming back together and discussing as a class.
Bill of Rights
Pre-K
The students will learn how the Bill of Rights were crucial to the states accepting the Constitution. They will learn how the Bill of Rights gave specific rights to the people. The students will create a "classroom Bill of Rights". They will suggest rights that students can have for the classroom as the teacher compiles them in a list. The students can compare their classroom bill of rights to the Constitution Bill of Rights. The students can answer why the Bill of Rights were important.
American Revolution
Elementary
Students will explore the main question - Was the American Revolution Revolutionary For All? They will explore primary sources to answer the following sub-questions: 1. What were the ideals and values of the American Revolution? 2. Why did some people support and others resist the ideas and values of the revolution? 3. What effect did independence have on women, enslaved African Americans, and indigenous persons? They will work in small groups or pairs to explore the following primary sources: experts from the Declaration of Independence and the Constitution, quotes from famous leaders about the Declaration of Independence, Exerpts from Famous loyalists about the Constitution, Exerpt from letter from Abigail Adams to John Adams, Exerpt from Lord Dunmore's proclamation, and Exerpt from Seneca Chiefs to George Washington. They students will then participate in whole group instruction to answer the above questions. The students would also use a premade outline to create their own individual Declaration of Independence Documents declaring something they would like to be free from in their life...i.e. chores, completing homework, wearing masks, etc.
American Revolution
Elementary
Students will explore the main question - Was the American Revolution Revolutionary For All? They will explore primary sources to answer the following sub-questions: 1. What were the ideals and values of the American Revolution? 2. Why did some people support and others resist the ideas and values of the revolution? 3. What effect did independence have on women, enslaved African Americans, and indigenous persons? They will work in small groups or pairs to explore the following primary sources: experts from the Declaration of Independence and the Constitution, quotes from famous leaders about the Declaration of Independence, Exerpts from Famous loyalists about the Constitution, Exerpt from letter from Abigail Adams to John Adams, Exerpt from Lord Dunmore's proclamation, and Exerpt from Seneca Chiefs to George Washington. They students will then participate in whole group instruction to answer the above questions.
Revolution and New Nation
Elementary
I would show videos of what life was like before the Revolution and what the New Nation helped create. This way students can see the big difference and what they were fighting for. I would also have them create a venn diagram of the differences between the New Nation and before the Revolution and what is similiar or what did not change.
Revolution
Middle
I think that telling the stories of the role of the camp followers and Native Americans is an important element in learning how our country became independent . I would ask students if they think America could have gained independence without the sacrifices of each group. Then we could turn our thoughts to the creation of the U.S. Constitution and discuss how a nation created on the idea of equality could still have allowed slavery in the three-fifths compromise as well as not ensuring everyone the right to vote. How important was the inclusion of an amendment process?
Revolution and New Nation - Classroom Connections
Pre-K
The students would watch a School House video titled Tea Party - No more kings. Half of the class would make blue hats and the other half would make red hats to wear. To teach taxation without representation I would divide the students into two groups, one as the British rule and the other the Colonists. The Colonist group would make pics out of colorful stickers that they will give to the British group. I will pass out Skittles to each group. I would have the British rule group decide what toys the Colonist group should have, and they would make some classroom rules for them. Then I would have the Colony group give their fun sticker papers to the British along with most of their Skittles. The British group would "act" to demand more Skittles, and continue to make more new rules.
At the sensory table they would all have a turn to break apart their own tea bags into water, and at their tables decorate sugar cookies with red, white, and blue frosting and sprinkles.
At the sensory table they would all have a turn to break apart their own tea bags into water, and at their tables decorate sugar cookies with red, white, and blue frosting and sprinkles.
Revolutionary Ideas
Elementary
When I taught 4th grade, I used interactive notebooks and foldables to help develop student understanding. I also used SOL pass as a resource to make Kahoot! challenges. Although I didn't get into this part of the curriculum in 5th grade this year, I would like to carry some of these ideas over. I also found it interesting to learn about the roles of the camp followers. I would like to find a way to find a way to share the importance of the camp followers, African Americans, and American Indians. Because this was my first year in 5th grade, I am not 100% sure of how I would do this. However, I am open to any suggestions.
Holly Natalie
High
There are many applications I will use in my classroom from what I have learned. First, I will have my students examine an object that was made by the colonists similar to the uniform used in the beginning of the module and students will use this object to analyze the growth of colonial products as a way of boycotting British goods. Next, I will have students study some primary sources on camp followers particularly women who provided support roles like as cooks and nurses. After examining the primary sources, students will evaluate their contribution to the success in the Revolutionary War. Next, I would have students complete a Venn diagram on the Iroquois involvement in the Revolutionary War that would focus on the Seneca and the Mohawk groups. Lastly, I would have students complete a point of view activity concerning the Federalists and Anti-Federalists views on ratification of the U.S. Constitution. I would give students an excerpt from James Madison (federalist) and George Mason (anti-federalist). Students will identify their point of view on ratification of the U.S. Constitution and how their viewpoint impacted Virginia.
Revolution and New Nation
Elementary
I will continue to use strategies and methods I have used in the past such as Revolutionary War flash cards, SOL Pass study guides, and information found on reputable websites. There are also appropriate grade level books for students to use in reading literacy circles. My students have researched some of the prominent figures to create reports and they have put together "foldables" that match important people with their contributions to the Revolution and in forming the New Nation. After studying this module, I realize there is more information I can include regarding the roles of African Americans, Native Americans, and Camp Followers which can be incorporated into their research. Students enjoy playing “Kahoot” and other games used to review information. Readers’ Theater and role-playing are also ways to help the authentic historical documents come alive for students.
Who Fought in the American Revolution?
Elementary
I am going to continue to work on finding resources that highlight stories you don't hear about the American Revolution. Gershom Prince is one story that can be shared. Christopher Ludwick's story is another one that I found. Elizabeth Burgin's story is another one I found. I'll keep looking for lots of different stories from lots of different people. Then the students can put together a bulletin board of people with their stories to give the American Revolution lots of different faces.
Support Your Cause
Elementary
Divide your class into 3 groups: Patriots, Loyalists or Neutrals. Within those groups consider the roles of the soldiers (British and Continental), Native American Indians, African Americans and camp followers. Provide students with resources as they research their assigned roles and side. Students will research and write a persuasive/opinion essay supporting the cause of patriot, loyalist or neutral. Further, students will include information about the role of the group of people they chose and how this group supported a a side in the American Revolution. Finally, set up a debate where students will have an opportunity to defend their cause with opposing groups.
Revolutionary VA Compare and Contrast
Elementary
While reading the module I had an idea for comparative argumentative texts. Comparing the July 1775 Declaration by the Representative of the United Colonies “Setting forth the Causes and Necessity of their taking up of Arms” to the Declaration of Independence. Presenting it to students as documents by the same major author, Jefferson, but differ slightly in argumentative opinions. I would have students work in small groups to compare and contrast excerpts, have a guide sheet, and assist students in finding the differences in blame. Guiding students to discover the first blaming Parliament and upset of lack of representation, a year later blaming the King and opposing monarchy as a form of government. The documents would provide a great primary resource to incorporate skills from Language Arts: comparative texts, author’s purpose, persuasive writing, theme, fact and opinion, and central idea with supporting evidence.
They Were Not All White Males
High
To help my students learn that African Americans made great contributions in the Revolutionary War on both sides of the war I would divide the class into 4 groups. Each group, using their smart phones or class computers, would look up the assigned person. After researching on line, they would report to the class the information found on their person. I would assign the following, Jude Hall, Salem Poor, Colonel Tye and First Rhode Island Regiment. (one name per group).
Third Grade Teacher
Elementary
After the background of the American Revolution is studies and discussed thoroughly, I would have students work in groups to create their own Bill of Rights for the classroom. What rights should all third graders have? I have found that starting small with classroom gives the students a small community upon which to begin. Starting a new school year is like starting a new country. There are all new citizens and personalities. Boundaries need to be established and the students look to those rules and laws to know what to do and what NOT to do. Any good system begins with clear and precise boundaries. I also believe the Student Council Association (SCA) we have in our school is excellent for teaching and modeling the ideas of representation and government to young children.
Fashion of the American Revolution
Elementary
After historical instruction of every day life during the American Revolutionary period. Students will study, observe, and illustrate, the different types of dress worn by the parties involved in the colonies. They will draw and color the different styles of dress that was popular during the period. The may choose: Native American, African American, Anglo-American, male or female types of colonial dress.
The American Revolution
Middle
I will incorporate the significance of Virginia in the development of our nation. Ideas for lessons would include creating a class Constitutional Convention, and creating a class constitution.
American Revolution and a New Nation
Elementary
To me, this topic is one of the most important of any that I teach. I feel this way because this unit discusses so many important documents that shaped our nation then, and still apply today. The Declaration of Independence, Articles of Confederation, Constitution, and Bill of Rights are the foundation for all the freedoms we enjoy and often take for granted today. These documents also created the government structure that is still in place today. I think it is so important that students understand how our government and our freedoms came about so they can appreciate them as much as they should. That being said, I would put my class in groups and assign each group an important line or part of one of these documents. Each group would discuss what they think their part means in "normal language" and illustrate it. When all groups finished, each group would present their interpretation and illustration to the class and we would discuss it.
homespun New Home
High
I would incorporate physical pieces of evidence of clothing and items that would represent the revolution and have students weave ehe items' existence into the historical narrative. Using homespun and the spoon collection - have students reflect on the progression and commitment to a revolutionary war the new country had to take on. Also, having a music background incorporate music from the broadway musical Hamilton to give a different twist on delivering the content.
Revolution
High
I think its important to discuss and explore the opinions that differed in the development that lead to the Bill of Rights. Students should understand the process of how we got to the BOR by looking into the discussions and debates through primary resources.
Teacher's Reflections on the Revolution and New Nation
Middle
I would have students complete a compare and contrast scavenger hunt of the Virginia Declaration of Rights, Declaration of Independence, and the Bill of Rights.
Revolution and New Nation
High
I will use various primary sources to show the tension leading to the Revolutionary War. That multiple events increased tension a decade leading to the Revolution. And also have students learn about why Continental Army waited to make a move against England. The timing was extremely important to ensure they had the support to lead a Revolution versus being viewed as traitors. Finally provide views of Revolution of how we view the Continental Congress versus England views of Continental Congress.
21st Century Luxury Goods
Elementary
My activity would begin with having each of my fourth grade students compile a list of ten items found in their homes that they consider to be “luxury goods.” I would imagine most lists would contain electronic items like phones, televisions, tablets, laptops, and video game consoles. Some of my more fashion-conscious students would probably include items of clothing. If the students wanted, they could rank their items in order of importance to them.
Students would then use Google to find the names of the countries where each of the items on their lists is manufactured. Students may be surprised to learn that many, if not all, of their items are not made in the United States. Once they are aware of the countries that made their favorite “luxury goods,” I would ask them to imagine that our president has either asked Americans to boycott products from a certain country or has refused to allow items from a certain country to be imported. Would students be willing to forgo purchasing (or having their parents purchase) their favorite consumer goods in order to consider themselves patriotic Americans? They would write paragraphs discussing the pros and cons of not purchasing at least three items on their lists in the future. I’m not sure if they’d be willing to abandon future electronics purchases, but they’d have a fairly good understanding of the choice many Americans made in the 1760s and the 1770s about refraining from purchasing items imported from Great Britain.
Students would then use Google to find the names of the countries where each of the items on their lists is manufactured. Students may be surprised to learn that many, if not all, of their items are not made in the United States. Once they are aware of the countries that made their favorite “luxury goods,” I would ask them to imagine that our president has either asked Americans to boycott products from a certain country or has refused to allow items from a certain country to be imported. Would students be willing to forgo purchasing (or having their parents purchase) their favorite consumer goods in order to consider themselves patriotic Americans? They would write paragraphs discussing the pros and cons of not purchasing at least three items on their lists in the future. I’m not sure if they’d be willing to abandon future electronics purchases, but they’d have a fairly good understanding of the choice many Americans made in the 1760s and the 1770s about refraining from purchasing items imported from Great Britain.
Revolution and New Nation, Grade 4
Elementary
I think that it would be interesting to teach about this from multiple perspectives. The British, the Federalists, the anti-Federalists, the Native Americans, slaves, women, and many more perspectives give a big picture of what happened and why. I think that giving different groups of students different perspectives to explore, or present these different perspectives for students to analyze would allow them to see the story as a whole, while giving them opportunities to see why each group believed what they did, which in turn resulted in many events and actions.
Revolution and New Nation
High
I especially enjoyed the resource on the Camp Followers. I did not know the extent of their help and will be doing more research about them. I think having an overarching question: Why did the rebels win the war for independence? Having students form a hypothesis on why they believe the rebels won the revolution will help us see what students already know. I can then present them with information about the rebels, the natives, the African Americans, and camp followers as stations. Each station will have artifacts and journals from each group. This will allow them to piece together the puzzle and provide an answer to the overarching question. The Revolution could not have been won without the help of the minority groups.
The Revolution/New Nation
Middle
Because there is so much information to present, these lessons would take at least a week. The Revolutionary War was the turning point for America becoming a new nation free from the King of England. I would first discuss the strengths and weaknesses of each side (Patriots/Colonists) vs. Red Coats/Great Britain. I would then take a poll and see which side (based on the evidence) they think would win the war. We would discuss how varying groups of people,Slaves, Native Americans etc. contributed to the colonists' victory. I might possibly have students pick a person from that time period, research them and present the information to the class in a power point, speech, etc. I would then ask now that the king was gone, what kind of problems the country faced.
Virginia Diversity from the Start
High
I would introduce all the ethnic groups in Virginia at the time of the revolution to my students. I would ask them to do research on a group and write a letter to someone back home describing their experiences in the day to day life in the colony.
Revolution and New Nation in VA Studies
Elementary
Students will study the roles of various Virginians that contributed to Virginia during the Revolutionary War era. Students will use historical thinking strategies to compare and contrast the roles of women, servants, and native peoples. Students will study the contributions of Patrick Henry, George Washington, Thomas Jefferson, James Madison, and George Mason using primary sources in cooperative learning groups to identify "Who?', 'When?', and 'What?' each role was during that period.
Creating A New Nation
High
It was interesting to note that the Declaration of Independence was also used as to get citizens excited about going to war and creating a new nation. I had always just considered it a potent "break-up" letter. I was also fascinated that Jefferson wrote about the despicable nature of Britain's involvement in the slave trade when Jefferson himself was a slave owner. I will definitely share this information in my Government course and African-American history course.
Constitutional Convention
High
I would like to spend some time looking at the development of the constitution at the Constitutional Convention specifically the role of Virginia laws in the framing of the Constitution itself. I would have the students first look a the Virginia Statute for Religious Freedom and the Virginia Declaration of Rights then look at the US Bill of Rights to demonstrate the large influence Virginia had on national policies. The role of the Virginia plan and its evolution into the plan adopted by the Constitutional Convention is also a discussion I would like to have with my students. To grab their interest I would also like to use some excepts from the musical Hamilton (with language bleeped out) to show the debates involved. Often students do not realize the disagreements and controversy needed to create the governmental systems we live within today.
Revolutionary Era
Elementary
Along with details about important dates, places, names, and events, it will be beneficial to include more background into the causes and motives of the people of this time period. I think it is important to spend more time learning about the Seven Years War and the taxes that followed. I also plan to include perspectives from all of the cultural groups involved such as the colonial slaves and native peoples. I plan to look for and use resources from each group that can teach my students how the events from the Revolutionary Era affected people on a personal level. We will also compare and contrast their views with current viewpoints on similar issues affecting our country today. To see these men and women in terms of their political, economic, and physical environment would give a greater understanding into the motives for their actions and beliefs.
Revolution
Elementary
I think something that would be interesting to do with my 4th graders would be to talk about the start of the taxes. I would find items that we use daily and tell them they can buy them/use them for just one price, then after sometime they would be taxes on these items that they hadn't been before. I would ask them how it made them feel and if they would still continue to use these items as much. I believe this would help them understand the taxes that were placed on items and why and see their view points.
Liberty, Equality, and Fraternity
High
As we study how history has shaped contemporary French culture, it is fascinating to compare the causes and events that led to the American Revolution to those that led to the French Revolution. As a journal entry, I will ask students to reflect upon similarities and differences in these conflicts, particularly with regard to the idea of rebellion, and how this resulted in what are now considered fundamental beliefs of our two countries.
Events Leading to the Revolution
Elementary
After learning about the events leading to the American Revolution, students will be asked to choose one of those events and research it further. They would be given the question of where did it take place, when did it take place, and how did it contribute to the American Revolution. Students will then be asked to create a scene from construction paper and other assorted items showing the event. Students will then share what they learned to the class.
Teacher
Elementary
After we have studied the Revolution and New Nation, students will be broken into small groups (selected by teacher). Students will create a skit on the role of African Americans, Native Americans, and colonists (including tow groups - men and women). After reading about the Revolution and New Nation, I know that I am going to educate myself on both topics further to help my students understand.
Building a Nation
Middle
Students will be asked to consider the fact that the founding fathers were actually rebels---with no real authority to do the things they did. What would be the consequences of their actions in today's society? Would what they did even be possible today?
Historical Thinking on the New Nation
High
I think I will have the students look at the documents that express the feelings of anti-slavery by men who held slaves. I will have them discuss possible reasons that these individual would continue to hold slaves even though they thought it was wrong. Then have them discuss things that they might do in their life that they think is wrong but that they still do it and why. This way I can bring their historical thinking and analysis into their current world.
The Slavery Debate
Elementary
One assignment I always do with my 5th grade students when looking at the Declaration of Independence is how Thomas Jefferson, a slave owner, could write in the document that "All men are created equal and are endowed by their Creator with certain unalienable rights. Among these: life, liberty, and the pursuit of happiness". I always point out that though Jefferson was a slave owner he was not a fan of the practice itself. Looking at Jefferson's journal entries, one can see that he was deeply torn by the issue. It is also important for students to see the difference between the first draft of the DOI and the second in which the slavery issue was edited out on the advice of Benjamin Franklin. The module pointed out the fact that if slavery was discussed and criticized it would be extremely hard to get the southern colonies to be fully involved in the Revolution, so the issue was somewhat swept under the rug. This lesson allows students to see that history isn't always made of choices that are either black or white (no pun intended); many times history is painted in gray. It is our responsibility as historians and students of history to look at the entire context of situations and try to understand and sometimes even reconcile why some decisions were made; even the ones we don't agree with.
Checks and Balances
Middle
In my Civics class, as we study the three branches of government of the U.S. Students will identify why the U.S. wanted to get away from England and how important it was for the U.S. to build a Constitution that could not trample the rights of it's citizens. We will examine how the founding fathers discovered/created a way to give power to three main branches of the government on both the state and federal level. They would balance each other and keep each of them from gaining too much power. The class can be divided into the three branches and given a list of their powers. Exercise: Different scenarios can be given by me and the students will have to decide who has the power to make the decisions and why.
Economics, Politics, Choice, and Identity
High
Oftentimes in my classes we break things down into political, economic, social, cultural categories (actions, ideas, causes, and effects, etc.) In this unit I think I could make an activity to examine the ways in which those different spheres interact with and influence one another. Studying the issue of taxation and boycotts of British goods, we could examine the ways in which the revocation of colonial political rights by Parliament had economic effects for the British, as well as the colonists, and also affected social and interpersonal relationships between colonists. As an activity, students could be broken into groups that could be defined by trade, class, and more, such as poor craftspeople, wealthy merchants, wealthy plantation owners, etc. After learning the basics of how/why British taxes were imposed on the colonies, we could raise the question of a boycott and how it would affect the members of each group. Students could brainstorm about how their own personal livelihood would change, how they would have to change their behaviors to prosper in a new political situation, how long they could sustain a boycott of British goods, how their interpersonal relationships with other colonists/groups would be affected, etc. This could also be a good basis for comparison with current issues, how well boycotts work, how easily we can change our behavior, how political/economic decisions affect our social and interpersonal relationships, etc.
Revolution and New Nation In 4th Grade
Elementary
I would start off with two different activities for my students to understand why there was a resistance to Britain which sparked up the Revolutionary War. If I was able to get replicas of the luxury goods the British sold the colonists for clothing and the homespun clothing the colonists made themselves I would. If not I would get pictures of each example on the internet. I would have the students compare and contrast the two objects. I would have them compare what raw materials they think they used to make those. After we would share and create a class Venn diagram. We would go over what they were actually made of. We then would talk about how Britain had more luxurious raw materials than the colonists and that is why they would sell these items to them. We would talk about how Britain added extra taxes which made it more expensive, which sparked the colonists to make their own clothes starting a separation from Britain. I would teach what the British did to Colonists with adding more taxes by modeling it with my students. I would let them know that back in the day there was this thing called the Mercantilist system. This system had colonists provide raw materials for Britain to make different items. When the items were finished they would have to purchase their finished goods. I would model this by having my students pick 7 items around the room. I would have them work with a partner for this exercise. One partner would be Britain the other would be the colonists. The colonists would try to sell the raw material to Britain for a specific price. It would be up to the other partener (Britain partner) to decided whether to buy it. Then once the Britain partner bought the raw materials they would need to create a new complete object made out of the goods. Then, I would have the British partner sell it back to the colonists for more money than what they paid for it. This would show the taxes put on materials colonists had to buy and how unfair it was. I would then have the partners switch.
Revolution and New Nation Classroom Connections
Middle
There is so much here that applies to Founding Documents and Principles, a central unit of Civics and Economics that I'll just keep it simple. One could take excerpts from George Mason's letter, Jefferson's Declaration of the Necessity of Taking Up Arms, Virginia Declaration of Rights, the Declaration of Independence and the Bill of Rights of the Constitution to look for common themes or ideas as well as chart the separation of Americans from being British. One could also set up a discussion on the concept of freedom and who it applied to after the Revolution.
Personal Letters as Primary Documents
Elementary
Review with students what primary documents are and brainstorm some examples of them. Share with students examples of letters written during the Revolutionary period that reveal major events during that time. Then, divide students into groups. Provide each group with a personal letter from the period, without revealing who the author is. Have students guess who the person is, and have them share with the class some important details from the letter. Where does this person live? What are their concerns? What observations does this person make?
A Nation in Conflict
Elementary
I would like to use some of the drawings to tell the story of the events leading up to the revolution. Having students view the depiction of John Malcom being tarred and feathered would be a great place to start. The students could make predictions - What do you think this man has done? What are the people upset about? The students may be surprised as to the violence of public protests of the colonists.
Another activity I would like to do in my classroom would be to show some of the portions that were removed from the Declaration of Independence. I would like to ask the students to decide why they think things were removed or changed from the original document. This will show students that the tensions did not only exist between the colonists and Great Britain, but they also were in conflict amongst themselves.
Another activity I would like to do in my classroom would be to show some of the portions that were removed from the Declaration of Independence. I would like to ask the students to decide why they think things were removed or changed from the original document. This will show students that the tensions did not only exist between the colonists and Great Britain, but they also were in conflict amongst themselves.
Constitutional Convention
High
I will hold a mock convention in my classroom. Each student will choose, or be assigned, a representative at the Constitutional Convention. After two class periods of research, the student will be able to describe the role their person had at the convention. They will then begin to debate with each other the merits of the issues of the time; slavery as an institution, 3/5 th Compromise, Native Americans, etc.
Applying Lessons Learned
High
I'd like to ask my students to identify different demographics other than wealthy whites and spend time researching their experiences during the war. I'd like to break them into pairs for collaboration and have them present their findings to the class.
Understanding Virginia During It's War for Independence
High
A series of documents (writings and etchings) concerning the different punitive acts of the British against Virginia and the other colonies, along with short videos about key events leading up to the War, itself, will be given to the class. I will then have a discussion about the difficulties during the War for Independence and lead a discussion with the class over what courses of action were available to Virginia against Britain and how would the students (as Virginians) have acted to these restrictive measures.
Music Education
High
In all honesty, Hamilton the musical does a terrific job at explaining in depth the time frame of the revolution and building a new nation. It's a fantastic way to tie in the history of the revolution, along with different styles of music that are used to explain said events. Hip-hop, classical, etc.
New Information on the New Nation
Elementary
I had no idea that the making of homespun material contributed so greatly to the cause of the Patriots. I would be interested in having some local artisans come to speak with the children about this lost art. I think it would be a good opportunity for students to have the opportunity to see someone make homespun or material akin to it to comprehend how this process occurred. I feel these protests, like creation of the homespun to help break the economic interdependence between the colonies and Great Britain and the boycott of goods due to taxation were overshadowed by more well-known events like the Boston Tea Party.
While I was aware that women did accompany men in their military service at times, I was quite taken aback by the number of families involved. I will definitely use the Two Nerdy Girls website's article on the earthen-ware lamb that belonged to a child in the Revolutionary War who was traveling as a camp follower in the war. The painting featured would be good to show them as well.
While I was aware that women did accompany men in their military service at times, I was quite taken aback by the number of families involved. I will definitely use the Two Nerdy Girls website's article on the earthen-ware lamb that belonged to a child in the Revolutionary War who was traveling as a camp follower in the war. The painting featured would be good to show them as well.
Citizenship in the New Nation
Elementary
One focus of study in third grade history is citizenship. While we teach children about being a good citizen by doing such things as voting, following rules and laws, and displaying good character, it's also important that children learn about our Constitution and why the Founders set our government up the way they did. We can discuss the colonies' relationship with Great Britain, and the reasons the colonists decided to rebel and form their own country. Students can examine and discuss parts of the Constitution and Bill of Rights and draw their own conclusions about why the government was set up this way. We also compare and contrast the United States government with Greek democracy and the Roman Republic, and describe how the Founders used elements of both in setting up our government.
3rd grade teacher Smyth County
Elementary
The class would take a deeper look at the roles of Madison, Jefferson, and Henry as they battled to lay the ever foundation of our country's government. As a teacher , the use of their personal narratives would definitely play a major part of instruction as the class explored each of these historical events.
Who Said It Activity
Middle
Students will be provided with sources from the perspectives of key founding fathers such as Thomas Jefferson, Patrick Henry, Alexander Hamilton, etc. Then quotes from the key founders will be displayed and students must judge which of the founders expressed the quote using the evidence from the source material read.
From the American Revolution to the Constitution of the United States
Elementary
Our 5th grade History SOLs focus heavily on the pre and post American Revolutionary War era. After learning about colonial America, we move into the causes.of the American Revolution, the formation of the The Articles of Confederation, and finally to the Constitution of the United States. We learn about the founding fathers of our country , the roles they played, and the major events of this historical period.
Virginia and the American Revolution
High
I will use primary sources to show the contributions of women, Native Americans, and African Americans during the American Revolution and to assess the impact of the Revolution on these groups. I will also use primary sources to focus on the impact of Virginians in the formation of the United States after the American Revolution, including the Articles of Confederation and the US Constitution.
Colonial Governments
High
The structure of the government under the Constitution is able to be put into a historical context when compared to the colonial governments (i.e. House of Burgesses, Massachusetts Constitution) and the experience under the Articles of Confederation. As for the Bill of Rights, it would be easy to demonstrate the influence of Mason and Jefferson on the various amendments, but it is also necessary to incorporate English and Age of Enlightenment influences.
The Revolution
Elementary
After reading about the lives and roles of the men and women during the Revolution in our small reading groups, students would write a diary entry of what life was like for them during the war. The boys could write from the point of view of a soldier while the girls could write from the point of view of a camp follower.
English 11
High
We have a unit - the voices of the Revolution where we study many of the official documents. I would like to also bring in other voices and do some text-to-text analysis.
Revolution / New Nation - 4th Grade Teacher
Elementary
We know that some Native Americans supported British, some stayed neutral, and some supported the colonists.
I will look for more written accounts for students to read and discuss to help them understand that the Native American people were not one group, but many tribes with different allegiances. It would also be interesting to have students read Mary Jemison's account of the war and discuss the questions they may have. I am also thinking of creating a timeline to show when the important documents were written to show how one may have influenced another. For example, the Declaration of Rights only protected Protestant Christians whereas Jefferson's Virginia Statute for Religious Liberty promoted religious freedom for all faiths. Then, when we talk about the Bill of Rights we will see where the ideas came from.
I will look for more written accounts for students to read and discuss to help them understand that the Native American people were not one group, but many tribes with different allegiances. It would also be interesting to have students read Mary Jemison's account of the war and discuss the questions they may have. I am also thinking of creating a timeline to show when the important documents were written to show how one may have influenced another. For example, the Declaration of Rights only protected Protestant Christians whereas Jefferson's Virginia Statute for Religious Liberty promoted religious freedom for all faiths. Then, when we talk about the Bill of Rights we will see where the ideas came from.
Revolution and New Nation
Middle
I would try to apply the understanding of compromises for the benefit of the entire new nation.
Virginia's importance to the new nation cannot be overstated, even eventual loss of land to benefit the new nation.
Our early leaders were not just men, but show the importance of the camp followers to the soldiers.
Sadly, the Natives again came out of the losing in from both sides in many ways.
Virginia's importance to the new nation cannot be overstated, even eventual loss of land to benefit the new nation.
Our early leaders were not just men, but show the importance of the camp followers to the soldiers.
Sadly, the Natives again came out of the losing in from both sides in many ways.
From Adversity Comes Growth
High
Small group discussions on how adversity of British policies after the French and Indian War drove many colonists to fight for and win their independence from the mighty British empire. Also, how did these policies affect the building of a new government for a new nation. Think about rights, freedom, and government power!
From Adversity Comes Growth
High
Small group discussions on how adversity of British policies after the French and Indian War drove many colonists to fight for and win their independence from the mighty British empire. Also, how did these policies affect the building of a new government for a new nation. Think about rights, freedom, and government power!
5th Grade VA SOL's
Elementary
I think the 5th Grade VA Social Studies SOL's do a great job of capturing the most important features that we need to get students in elementary school to understand. Of utmost importance is for students to get to know how the French and Indian War led to the financial strain of the British empire. As a result, I think students should research and get to deeply know what King George III of Great Britain began imposing taxes on colonists and how the colonist began to revolt. The revolution needs to researched using primary source documents by students so that they gain a more deep ab broad understanding of how Britain's effort led to the revolution follow the French and Indian War. During their research projects, students need to examine the major acts and laws that King George's Parliament tried to impose and how these acts led to further discontent on the part of colonists. Lastly in their research, students need to be able to explain the political ideals that the colonist developed that ultimately led to the writing of the Articles of Confederation, the Bill of Rights, and ultimately the constitutions of the United States. I think for student ins Virginia it is important to know the distinguished men that led the charge for freedom in Virginia that directly influenced our structure of the national documents as well.
A New Nation
Elementary
US History to 1865 covers Units on the American Revolution and the New Nation. Concerning our government students could be place into groups and compare/contrast the Articles of Confederation to the Constitution of the United States. The groups could do further research on the why did the Articles of Confederation fail. Students could even complete a project on the Bill of Rights and explain exactly what each of those rights mean to us today and give current events examples of some of our rights.
The Importance of People, Symbols, Documents, and Objects
Elementary
There are several concepts that could be covered with this unit. There are also many different lessons and uses of teaching that can be explored. I would have the students study selected individuals. After the students have studied and compiled some information, the students would be paired with other students who have the same person and compare, add to, and discuss their findings.
After reading all of the information in the lesson, I would have the students complete a Cause and Effect form. The students would have to have a clear understanding of what is going on. The students could work with study groups or as individuals who are to gather a set of important information that would be needed to complete the Cause and Effect. Cause--the English settlers wanted independence from Britain. The students would have to complete the Effect part. I would give several example where students have to complete either the Cause part or the Effect part.
Another lesson popped out at me while reading about the Federalist and Antifederalist. The students could debate over why one is better than the other. Why is was important to add the Bill of Rights and other important documents.
Giving a statement like: Virginia was the most populous and largest state in the Union until 1810. Then I would have the students answer the 5 Ws; the who, the what, the why, the where, the when. This could be completed in a Web Diagram format.
I also saw a timeline that could work too. Timelines tell us so much about history.
Then a Compare and Contrast between Patrick Henry and Thomas Jefferson. The students could complete a Venn Diagram about the two individuals and the roles that they both played in early Virginia and American history.
Lastly, I would pose questions for the students to find answers to that require a certain format for answers. I have to hold students accountable for knowing the information; not just any answer would do, but the correct answer(s). An example would be: Who was the "Father of the Constitution" and why?
After reading all of the information in the lesson, I would have the students complete a Cause and Effect form. The students would have to have a clear understanding of what is going on. The students could work with study groups or as individuals who are to gather a set of important information that would be needed to complete the Cause and Effect. Cause--the English settlers wanted independence from Britain. The students would have to complete the Effect part. I would give several example where students have to complete either the Cause part or the Effect part.
Another lesson popped out at me while reading about the Federalist and Antifederalist. The students could debate over why one is better than the other. Why is was important to add the Bill of Rights and other important documents.
Giving a statement like: Virginia was the most populous and largest state in the Union until 1810. Then I would have the students answer the 5 Ws; the who, the what, the why, the where, the when. This could be completed in a Web Diagram format.
I also saw a timeline that could work too. Timelines tell us so much about history.
Then a Compare and Contrast between Patrick Henry and Thomas Jefferson. The students could complete a Venn Diagram about the two individuals and the roles that they both played in early Virginia and American history.
Lastly, I would pose questions for the students to find answers to that require a certain format for answers. I have to hold students accountable for knowing the information; not just any answer would do, but the correct answer(s). An example would be: Who was the "Father of the Constitution" and why?
War and The Birth of a New Nation
Elementary
I would apply what I learned by having students use graphic organizers to organize the information learned such as using a Venn Diagram to compare and contrast the two armies. I would also have students create digital debates between patriots and loyalist to demonstrate their understanding of the views held by each side and the reasons behind them. Another idea would be to have students to take on the role of someone living during the American Revolution and empathize with their experience. Students could share their perspective through journal, video diary, or scrapbook that shares their feelings and perspective on the events of the time.
American Revolution in a 4th Grade Classroom
Elementary
A few ways to incorporate this module into my teaching of the American Revolution would be to have students explore the roles of many different people living in the colonies. Students would explore the roles and opportunities that men, women, Africans Americans, and American Indians had during the Revolution. Students would look to famous Virginians who provided insight and change during the beginning of our New Nation - Madison, Mason, Washington, Jefferson, and Henry would be key figures in shaping our new nation and developing our country. Students could draw outlines of bodies and research SOL facts and interesting facts about each Famous Virginian. Students would share details and present each person to the class.
Another idea would be to have students explore the life and class of different types of people. Explore how those living in colonial Virginia lived, earned a living, and the freedoms and rights each group of people had. Research and develop hypotheses about what independence from Great Britain would mean to white men, African Americans, women, and American Indians.
Another idea would be to have students explore the life and class of different types of people. Explore how those living in colonial Virginia lived, earned a living, and the freedoms and rights each group of people had. Research and develop hypotheses about what independence from Great Britain would mean to white men, African Americans, women, and American Indians.
Pre-Revolution to Post Revolution
High
I really love the way this module was structured, and I would use this information, but have the students produce a couple of different projects. The first being a pamphlet (much smaller than Common Sense) that would outline either the position of remaining with England or refuting the Declaration of Independence or three of the grievances listed in the Declaration of Independence. The second project would be to produce a video that would show a debate of the new Constitution, the Bill of Rights or to produce a commercial for a position on either of these issues.
Revolution and the New Nation
Middle
The content of this module won't apply directly to my classroom. However, having taught U.S. History to 1865 many times what I would do to apply this information would be to emphasize the economic connections between the colonies and England. I would consider developing a simulation of their relationship, supported by primary sources, leading to students making a generalization.
Then and now
High
I would posit the question of contrasting issues the new republic faced to issues we face today. Has Patrick Henry's moral struggle with slavery been resolved in 2020 America? How do we feel about leadership--are there any George Washingtons at the helm? Any King Georges? How is the core issue of taxation without representation going? It was the spark of the revolution, yet it is also on the license plates of cars coming from the nation's capital--where citizens don't have representation in congress--in company with Guam, Puerto Rico, etc. How are we doing with this American experiment?
Make A Colony and Rule!
Middle
After learning about the Acts made by the British to control the colonies, our students could make there own colony and form rules that would control the colony as if they were the King or Queen.
Revolution and New Nation -
High
I like students to do short oral presentation on groups that we usually don't cover. What was life like for Balcks that fought for the British and look at how various Indian Nations took sides either for the British or Patriots. What was the reason for them choosing those alliances
Teacher
High
I will look to have my students work more with the primary sources (VA Declaration of Rights, VA Statute for Religious Freedom, etc.) and break them down in order to look at the historical events and reasoning behind why they were written and what impact they have had, and will potentially ahve in the future.
Revolution in the Class
High
Students will examine speeches and documents written by Patrick Henry and Thomas Jefferson. They will come to their own conclusions about the character of these men. Documents will center around revolution and freedom for colonists versus that of enslaved Africans and African Americans. They can analyze and come to conclusions why an important clause to end slavery was left out of the Declaration of Independence.
Analyzing Letters and Documents prior to 1776
High
When I teach the lead up to the writing and signing of the Declaration and the Revolutionary war, I would give my students copies of Common Sense, and other documents that were written leading up to the Declaration. I would have them analyze and journal their hypothesis and ideas of how they see the tensions starting to grow and how the attitude toward Britain started to change.
Revolutionary participants
Elementary
This module focused on some groups whose contributions to the Revolutionary War have been marginalized. As I have an opportunity to teach this part of history I would make sure to acknowledge the role of women, Black Americans, and Native Americans during the Revolutionary War. It is also a good reminder to be aware of other groups that may be left out in our teaching of history.
Revolution and New Nation
Elementary
This information learned about George Washington and Thomas Jefferson can be used with our First Grade Standards. The students can keep a Critical Thinking Journal to keep thoughts and answer journal prompts about these famous Americans.
Revolution and New Nation
Elementary
I actually have added some of the videos and the pictures to our 4th grade lesson plans. I will place much more emphasis on the Bill of Rights and spend more time on the punishments of colonists insisting on selling their own goods and not merely shipping raw materials back to the British to make the products to be shipped back. This is something we did not spend much time on last year, and I will focus more on it this year.
The Role of our Founding Fathers
Elementary
Bringing out to my students how the men worked together to help us become independent should be a main responsibility that I, as a teacher, should have. I will spend classroom time showing the students what I have learned about the individual importance these men played in how our country works today.
Different Walks of Life
High
I think that this would be great to show the before, and after. The cause and effect. The interdependence upon each other. I think this would be a great example of Mercantilism, as well as, correlate with the French and Indian War. Showing the different culture, and how it was changed by the introduction of the Colombian Exchange.
Kings Cash
Elementary
I have set up a system for several days I tax my students. Most of the taxes are on things that the students have no choice about. Some examples are wearing glasses. having a specific color hair or eyes. They know it is unfair and gives them a look to how not having a voice feels like.
New Nation
Elementary
I think it would be interesting to get a map of the original territory and have students in groups work on overlaying maps and redrawing and dating them to show how Virginia territory was divided up over the years into smaller territories and eventually individual states. I'd have students stop when they got to modern day Virginia and make comparisons. The higher level thinkers could also do research on who owned the land at that time.
Second Grade
Elementary
At this young age students cannot really understand the what and why the things happened in the Revolution. It should be explained in simple terms like how America came to be. Understanding that it all began with people coming from England and meeting the Native Americans. Explaining that colonist in America were still being let by leaders in England and the colonist did not like that. Telling stories and showing pictures would be helpful. Understanding what would happen if we did not have a Constitution would explain why we needed one.
Analyzing the Articles of Confederation
Elementary
Students will work with a partner and assigned two articles each and will do research about each article. They will research what motivated the rule to be made, what may have occurred before the law was passed, future issues or problems (if any) of having the law, other information about the law, and finally, to share their opinion about the each assigned article. Students will work together to research and find the information. Once students have completed the research, they will use a piece of butcher paper (or other like paper) to write the article, and then include bullet points summarizing their research. (They will not include their opinion in the bullet points.)
Students will share with the class. Have students compare and contrast the rules/norms of society back then to current times.
Students will share with the class. Have students compare and contrast the rules/norms of society back then to current times.
The New Nation
Middle
It is important for students to understand that even constructing the government was not an easy task. The opions of many, the trial and error of the writings and rewrites were necessary. This is an important fact in that when ever we get several people together ideas can be so varied. Looking at everyone's ideas and coming up with a plan that chooses the best ideas for the plan. I would work on lessons of the students planning and implementing some rules and for a nation we create. The students can write their own constitution and Bill of rights. We also can take a field trip to Montpelier, James Madison's Home. They have a yearly celebration in Sept. for Constitution Day.
Lesser Known Information
Elementary
While I realize that we must make sure we are teaching our students the information that is mandated by the SOLs, I think we also need to include other, lesser known information to give our students a fuller understanding of the causes of the American Revolution. We all know about the infamous Stamp Act and most of us probably remember the Townshend Act. However, in my research for this module, I didn’t realize (or didn’t remember from my days long ago as a student) that Parliament had passed so many other acts that also limited the colonists ability to trade with other nations, create their own currency, and manufacture their own goods (such as iron). After reading about those earlier restrictions, some of which began in 1651, it was much clearer to me how some of the more radical colonists were angry enough with England to be calling for independence as early as the late 1760s.
Many Points of View
Elementary
I really like being able to portray all the different perspective of the war. (African American, Farmer, Colonial Soldier, Indians, Women, Indentured Servant...) Each group could research and then present and discuss. I have the students make a "foldable" with all the information on it.
What Did You Do?
Elementary
My fourth graders love learning about James Lafayette. When they find out he was a slave and a spy they want to learn more. I would like to have them research more of the people behind the battles. Discover for themselves the various jobs of women, Africans, and the American Indians. Or assign a certain person to research and create a poster and presentation to share with the class on how they contributed to the Revolutionary War.
Woodrow Wilson Middle School Roanoke City
Middle
I would like to expand more on the different groups that contributed to the American Revolution such as women,
African Americans, and Native Americans. I would have students research and complete a chart on these three groups and their difficulties and contributions made during this war.
African Americans, and Native Americans. I would have students research and complete a chart on these three groups and their difficulties and contributions made during this war.
Camp followers
Middle
Not just men went to war. Investigate eyewitness accounts, letters, photographs, etc. to discover who these unsung heros from the American Revolution were, and what they did to support the war efforts.
Revoluation & New Nation
Adult Education
I, always, enjoy teaching about the Revolution and New Nation in my classroom. After learning more about this time period, I would like to discuss and study colonial craftsman more. The shift from relying solely on British imports to manufacturing everything stateside is profound. The role of colonial craftsman in Virginia would be interesting to research and study. However, I wouldn't want to simply concentrate on white craftsman alone. I would want to include stories of women, African Americans, and Native Virginians. Another area of study that would be interesting is food ways . . . how culinary styles changed after the Revolution.
The Stamp Act
High
Somewhere within a unit about the Revolutionary War, I would do a lesson comparing the colonists' and British respective points of view of Stamp Act or something similar. There are so many documents and resources that I would better need to lay out, but the idea is to get the students to think about other points of view. They're probably already familiar with the idea that the colonists/Founding Fathers were the underdogs rising up and becoming heroes while the British were the “bad guys.” An idea to start the lesson might be to ask students what they would think about Texas or Maine wanting to break away from the rest of the country because they disagreed with a federal law. Many might think the idea of a state breaking away from the union is a crazy idea, but it gets them thinking. After a group discussion, a couple of resources I might use include the “Increasing Tension” and “Declaring Independence” from GMU Professor Rosemari Zagarri and the document “Parliament Debates the Stamp Act, February 1765” (http://americainclass.org/sources/makingrevolution/crisis/text3/parliamentarydebate1765.pdf). These sources offer a look at the differing perspectives on the need for taxing the colonies. For example, the British POV of the Stamp Act was a way to pay for keeping troops in America as local defense forces for the colonists/British interest. Of course the colonists thought this was unfair and that they were being taxed without adequate representation in Parliament. Again, this idea would need to be organized a bit better but I think there is a lot of opportunity to get the students to see different POVs.
Life and Times of a New Nation
Elementary
Bringing this into a classroom has added a new twist to an old teacher's way of teaching. I love the way this lesson has me reflecting on the way history was taught to myself, and the way I have taught it in the past. I want to offer different perspectives to my 2nd graders in the way history at this time has been perceived. The fact of the matter is that our Forefathers were Radicals or Treasonists, according to the British, but Patriots according to the Colonists. Students in my room who are refugees may even see why their parents chose to leave their countries of birth to start over. Being enlightened by this give students the opportunity to see that there is not always right or wrong, but there is always different sides to a story. Knowledge is power, and powerful people always need more knowledge.
Indian Captive
Middle
Indian Captive is a fictionalized story of the life of Mary Jemison. We would look through excerpts of the text and compare it with excerpts from A Narrative of the Life of Mrs. Mary Jemison. The goal is to see what we can learn from the fictionalized view and what the is accurate in what she narrated.
Biography
High
The Revolutionary War and the New nation time period is full of extremely influential people. This is a great period to have students be working on biography projects while learning about the time period. There are lots of primary sources and writing that give insight into these important people and how are country took shape.
State constitutions
Middle
As the Revolutionary War was coming to an end and the independence of 1776 was nearing, many states drafted their own state constitutions. The classroom connection activity would be for students to compare several of the state constitutions that had been written at the time. Students would examine them for similarities and differences and then compare these with our United States Constitution. These results would be shared with the class through student presentations.
4th Grade Teacher and the Revolution
Elementary
While teaching about the American Revolution, I focus heavily on the big events and dates. While this information is very important, so is understanding the background of the people who were experiencing these events. Students who can put themselves in the shoes of those who lived during that time will better understand what happened and contemplate what could have happened. By considering the lives of all involved (patriots, loyalists, Native Americans, African Americans and camp followers), students are able to think historically and better understand the emotions, reasonings, and roles of all individuals and the impact they had.
Revolution and New Nation
Elementary
Having students understand the importance of what independence and liberty really mean is important when discussing the Revolutionary was and the beginning of what would be the United States of America. Students should also understand the persuasion that had to happen to certain groups (such as slaves, native americans, poor land owners, etc.) to get support for the continental army to defeat the British.
From Ms. Mc's Class to Montpelier
Elementary
In the first week of school, students will make a draft of our classroom rules. Students will be divided in groups of 5 students. Each group will create a list of 5 rules that they feel is appropriate for our classroom. The lists will be posted. When this is complete, each student will peruse each list and make their own list of 5 rules using all the rules on the individual lists. These 5 rules should be the ones they feel are most appropriate for the classroom. Each student will have the opportunity during the first week to pitch their 5 rules. On Friday, using these pitches and lists, students will arrive at the 5 best rules for our classroom and sign a document saying that they will adhere to our classroom rules. This will teach the children to debate, give &take, public speaking, and critical thinking.
Later in the year, when we are studying the American Revolution, and have learned about the key people in that part of history, students will take a field trip to Montpelier, James Madison's home.
Later in the year, when we are studying the American Revolution, and have learned about the key people in that part of history, students will take a field trip to Montpelier, James Madison's home.
Revolution and New Nation
Middle
I want to show students the $2000 that Virginia printed. I had known about the inflation of colonial money during the Revolution, but I learned more specifics regarding why colonists had been issuing paper money originally as it was backed by British specie.
I also want students to consider what motivation money had in achieving success in the Revolution. If Britain lost the war, many thought they money could be redeemed for value again. Students could make a connection of the financial incentive of continuing the war to a positive outcome.
Further, I want students to see how inflation rose as the war continued on as well as the problems multiple state currencies produced under the Articles of Confederation.
I also want students to consider what motivation money had in achieving success in the Revolution. If Britain lost the war, many thought they money could be redeemed for value again. Students could make a connection of the financial incentive of continuing the war to a positive outcome.
Further, I want students to see how inflation rose as the war continued on as well as the problems multiple state currencies produced under the Articles of Confederation.
Revolutionary war
High
I would assign students to. Certain historical figure or to a document and have them do an analysis of the person or document. I would have them do a debate using primary and secondary documents to support their claim to remain loyal to England or to break away from England.
7th grade American Revolution
Middle
Based on what I learned from this module, I could do a better job in teaching my students about the lead up to the American Revolution. I could show them pictures of artifacts that were taxed like the spoon shown in one of the pictures. Students could then make decisions on how they would feel about these taxes and what they would do about it. We could then compare what they would have done to the tar and feathering picture. Students could then really grasp the emotions of the time period. Students will also learn a little bit about how non-soldiers helped out during the War. Camp followers played a role in the fighting that is rarely discussed. Students will learn about what they did and the sacrifices they made.
Revolutionary War
Elementary
I would have students create a Revolutionary War booklet in which they write about the following aspects of the war: causes, how different groups participated (along with images of each), how the fighting affected the geography of the land, and the outcome of the war; possibly adding other sections depending on time restraints.
From Homespun to Constitution
Middle
Since I teach this curriculum to 6th grade students, there are several aspects of this module that I can apply to my lesson planning. First, I will emphasize the strong connections between Britain and the colonies in terms of economy and identity, with the colonies providing raw materials to Britain in exchange for manufactured items, until the colonies began making their own goods during the boycott of British products after the various taxation problems. Second, I think explaining to students the English perspective of "virtual representation" in Parliament of colonial interests is interesting, and a unique juxtaposition to the commonly adopted belief in the wrongness of taxation without representation. Third, a discussion of camp followers is in order, as I generally do not discuss much beyond the various battles of the Revolutionary War and one camp battling another...there is no mention to women involved in the war effort, or the different types of people who traveled with the army to support it through cooking, mending, washing, medicine. Fourth, the discussion of anti-federalism vs. federalism with respect to the new nation's government evolving from the Articles of Confederation to the Constitution is interesting, especially given how James Madison was the eventual "father" of the Constitution with the Virginia plan, even though typically the southern leaders preferred a more state's rights posture than the northern leaders.
Revolution and New Nation
Elementary
I'm astounded by the complexity of this time period. I find the incorporation of the people and stories that surrounded the Revolution to be incredibly fascinating and provided for a deeper understanding of this time period. Within my classroom and my instruction, I will undoubtedly try to paint a broader picture of what it would be like to be a part of the revolution and the new nation. I think that the bravery of the leaders should ultimately be accentuated especially when you are considering the uncertainty of support during the revolution. I particularly enjoyed watching the video on the Declaration of Independence. I teach this document as such a straight forward piece to the story of the Revolution. Now understanding that there was a great hesitation to its publication and the fact that the delegates had to wait until they felt like it would be well received makes its creation and declaration even more interesting. This helped me understand how the colonies were under a great amount of pressure. I can imagine how hard it must have been to feel confident in picking the side of the Patriots during the Revolution.
I also would like to emphasize the role of the American Indians during this time period. The heartbreak of the manipulation of their culture continues to make American history hard to swallow.
Revolution and the New Nation
Elementary
In my classroom, I would focus on this time period as a "story" to show the conflicts, rising action, climax of the war, and resolutions of the conflicts. Throughout the story, I think examining primary sources from the time period and copies of the important documents would help the students understand how our nation was formed. I think that using readers theater during this unit would also be helpful for the students to understand the events.
Classroom Constitution
Elementary
Learning about and understanding the US Constitution can be challenging and overwhelming to younger students. After a brief overview of the lesson, I would have the students break into groups. With prompts and support as needed, the students would be charged with creating a classroom constitution. Each group would create a pre-determined number of rules. The groups would have to come together and decide on which rules they wanted to select for their constitution. The constitution would need to be ratified by the entire class in order to be adopted.
Making the Connections
Middle
As I indicated earlier in the module, I was intrigued by the initial draft Declaration of Independence in which Jefferson included "exaggerated language that [he] was prone to use that was trying to stir up people against Great Britain," according to Professor Rosemarie Zagarri's video segment in the "Declaring Independence" sub-module. So, I would like to find that document online in the Library of Congress or some other convenient archive. I think this piece of evidence, perhaps paired up with the 1773 address by Patrick Henry concerning slavery (from the Slavery sub-module), can be used to help young people understand that some of the white colonists during this time period were conflicted on the question of slavery and whether African-Americans would be treated as human beings or as property. I believe it helps connect that moment in time to the Civil War nearly 90 years later, as well as the Civil Rights movement yet another 90 - 100 years later, and even issues we grapple with today (i.e. racism, reparations, "Black Lives Matter," etc.). I also liked very much the archived "Negro passport to freedom in Nova Scotia" (my words, not the modules, as I can't remember what it was called or go back now to the resources page). So, incorporating more primary source documents is how I intend to apply this to my classroom. And while I recognize that students likely will struggle with the formal "Olde Englifh" I could show them the actual document on a screen and I could read it aloud with somewhat of a British accent. I just think that this would help students understand the more nuanced complexities of the time
A nation in revolt
Middle
I really found reading the primary sources the most interesting. I will provide more of the first hand accounts for the students to read, analyze, and draw conclusions. Providing these resources allows students to make connections to other areas and historical events. We know that it's the stories that students remember- not the rote memorization of facts. I plan on using a DBQ on the Winter at Valley Forge in the Revolutionary War to help the students analyze this event in history.
Revolution and the New Nation
Middle
I would definitely make sure that the students learned more about the importance of camp followers such as Sarah Osborn and the primary document and others that were essential to the needs of the soldiers. I would also discuss the importance of the American Indians in the Revolutionary War. The account by Mary Jemison was riveting. I love bringing first hand accounts in to my students.
revoluntionary War
Middle
Over and over this course is reminding me of the importance of telling history from multiple perspectives. I was especially convicted by the statement in the lesson that the delegates to the Continental Congress were basically outlaws and could be tried for treason. The fact that they "won" means history remembers them as on the right side of history and good.
Anti-Federalists
Middle
There is so much focus on the Federalist Papers, and especially now Alexander Hamilton, that students are only minimally exposed to the Anti-Federalists. Given that many of them, like George Mason and Patrick Henry, came from Virginia, I would like to do an activity centered on the Anti-Federalists. After an initial lesson in Federalists vs. Anti-Federalists, passages from Anti-Federalists could be the focus of a reading activity. Students could be asked to evaluate the ideas in them without knowing the source and decide if they think they have good ideas in them. Passages could also highlight how some Anti-Federalist ideas were incorporated into the Bill of Rights. The point of the activity is to show students that the "winners" in history get all the attention, but we must understand the viewpoints of the "losers" to show how our current government was influenced and shaped.
Applying information about the Revolution and the New Nation
Elementary
This module focused on some groups whose contributions to the Revolutionary War have been marginalized. As I have an opportunity to teach this part of history I would make sure to acknowledge the contributions of women and Native Americans to the Revolutionary War. It is also a good reminder to be aware of other groups that may be left out in our teaching of history.
Applying information about the Revolution and the New Nation
Elementary
This module focused on some groups whose contributions to the Revolutionary War have been marginalized. As I have an opportunity to teach this part of history I would make sure to acknowledge the contributions of women and Native Americans to the Revolutionary War. It is also a good reminder to be aware of other groups that may be left out in out teaching of history.
Instructions
Congratulations on completing the module! Read and comment on classmates’ ideas here.
Return to My Course to move to the next module.
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Causes of the American Revolution
Do textbooks over simplify the causes of the American Revolution? Historian Rosemarie Zagarri considers how textbooks present the road to American independence compared with the variety of causes historians consider.
Picturing the American Revolution
Elementary school teacher and librarian Kim O'Neil shares examples of high-quality picture books that deal with the American Revolution. Especially useful for diverse learners.
Constitution Day Teacher Resources
From the Library of Congress, resources for teachers related to the Constitution includes lesson plans with primary sources from the library's collection including George Washington's annotated copy of an early draft of the Constitution.
Comments
Test
Cause I got mad hits like I was Rod Carew
Classroom Constitution
I love the idea of a classroom constitution! That gives the students an idea of what it takes to cooperate, negotiate, and think outside of themselves. What a fun activity!
Traitors and Outlaws
Amcmillen reminds me of a very good point. Our efforts to become an independent nation did not come without risk.
Classroom Constitution
I love this idea! I do something similar with my students :)
I do, as well.
I do, as well.
Class Constitution
We have done this in the past in order to understand what the US Constitution does for us as Americans. It really puts it a the child's level in understanding what is a Constitution.
Research
The idea of having students research the people that had a hand in formulating our government seems something that my students would love. Thank you NatashaR
I think this would be a great
I think this would be a great idea, especially considering the popularity of LIn-Manuel Miranda's, ""Hamilton.
Lesser Kniowns
I agree with JBalut that we need to focus more on groups that the text many leave out or have a short write up on. We have to value their story and contribution to the early makings of this country as well.
American Revolution and New Nation Reflection
This module was very interesting to me because it shows the early stages of America like how the Articles of Confederation were drafted, how Washington became president and other legislative matters after America achieved independence from England. Reading over these sources served as a good refresher for me in knowing how our country started out and how we continued to grow overtime.
Outside Groups
I do like the Idea of looking into groups like the Native Indians to see how they influence the war
VA History
I agree- We focus on teaching about the Native Americans in the early days of North America. However, it would be great to teach our students about how the Native Americans were part of the historical events in Americas history.
Students Making Colonies
When I taught U.S. I, used a very similar strategy in which students created their own colonies. Then, they had to interact as colonists with real decisions of Parliament.
Student Colonies
This would be a lot of fun to watch! It would allow the students to briefly on a small scare understand how the colonies worked together and sometimes at odds with each other.
Then and Now
I love this idea! Because at the time the issues of the time of the Revolution were very contentious and all the issues of today are very contentious as well. The examples of the way debate was handled at the time of the Revolution could serve as an example of having a good solid debate on difficult issues!
My thoughts...
I love the suggestions of creating "colonies". That would really provide students with insight on how the colonies functioned and help them think critically about the colonial times.
Return to Independence
There are many excellent ideas of what can be used in the classroom. I enjoy reading all of the ideas. I like the idea of creating things that help students learn. Any way that can get the students engaged in learning and understand history and the importance of is a learning method than can be used.
Camp Followers
There is so much that you could do with these topics. I loved the idea of having students do research on the Camp Followers and their importance to the American Revolution. I think that using primary source documents that contain actual accounts from camp followers would make a great impact on students.
Encompassing the community
I, too, loved reading about camp followers. For myself , I want to hear more about Patrick Henry's personal view on slavery but as an instructor, I would have the children look at how the families, slaves , and all the other parts of a given community interacted with the given historical event as it unfolded. Cartoons, newspapers, personal narratives would bring to light public opinions that don't make the history books.
Controversial decisions
Many good ideas from the class and lets all think about the controversies faced by these people during not just difficult times, but extremely trying and unknown times of new ideas about government and men!
What ifs
My grandson read a book about what if Hitler had won. Wouldn't if be cool if the the students wrote "what ifs" to historical events!
I like the timelines,
I like the timelines, creating colonies, and class discussions. Compromising and working together seems to be lost in government today.
venn diagram and profession poster
I like someone's idea about using Venn diagrams to compare / contrast people and documents. Someone else is having her students get into groups to create posters that describe professions or everyday life of certain groups of people. Maybe they an create a group powerpoint and share it with the class.
American Revolution
I enjoyed reading the different ideas about teaching this unit. I think setting the class into small groups and creating a constitution would work well for my class. I think it is really important to assess the impact of Virginians on the beginning of the nation. A timeline of major events and contributions would help sequence the events in a more manageable way. Focusing on how other groups contributed and were impacted by the American Revolution is also very important.
Foldables
@KathrynT, I like your idea pertaining to creating a foldable with the differing perspectives. Elementary students love making them!
I love the idea of continuing
I love the idea of continuing with foldables. I used them when I taught both 4th and 2nd grades. This past year was my first year in 5th grade and I tried to incorporate them across continent areas. We didn't get that far into our Social Studies curriculum for a variety of reasons and only got to Colonial America. I had hoped to incorporate them further.
What Ifs
@SandraP, I think that would be a cool writing prompt for students if Great Britain had won using historical facts about the war.
Homespun Material
I noticed somebody mentioned that speaking with local artisans about homespun material would be a great classroom connection. I know that the art teacher at my school is a talented weaver - I would love to see if she may have some way of showing the students how these materials were made!
Compare Old and Modern Maps
I saw several comments about comparing a modern and late 1700s map of Virginia. It think that is a terrific way to show how Virginia, along with others states, had to make compromises to establish a stronger central government. It also shows how western lands were opened up for rapid settlement.
In Response to LindsayT
I like how you would have drawings or visualizations to help your students understand different things that led up to the Revolution. I believe when you access a students learning through auditory, visual, and kinesthetic ways they better understand the material.
In Response to RebeccaG
I really love the idea of creating a map of Virginia's originally territory and how it changed due to different wars. I think that is a perfect way to show how things in history came to be. I know visuals help my students out a lot.
Creating a Map
wonderful idea that enhances geography skills,while developing critical thinking skills.
In Response to MaryclaireC
I love the idea of the 1st set of rules and making amendments to those rules to help teach what was going on during the Revolutionary War. I think it is a wonderful way to show differences of opinions and how it is good to incorporate everyones thoughts based on the majority. I not only think this is a perfect plan for starting the Revolutionary War unit but also working on cooperation and social skills.
Music in Education
I am a musician and a music lover myself. As someone who has actually not seen the Hamilton musical, the entry about it definitely makes me want to view it from not only an entertainment point of view but also a historical point of view.
Current events
Several people commented about how these men who were slaveholders could talk about everyone having the right of freedom. With all the things going on in our country right now, this would be great discussion for older students. Also, Hamilton is very popular and offers a different look at history. It could be used with older students, also, as a behind-the-scene look at some of the political moves of the time.
Response
I really liked the idea that someone posted about having a local artisan come in/go visit to demonstrate the process of weaving. This would really make that part of history more "real" for students.
Response
I agree with WilliamH's response. I have not seen Hamilton myself (unfortunately). However, I think sharing the movie with students would expose students to arts and history. I love combining the two elements.
Response to DeborahH
I love the idea of splitting students into groups and having them create skits as Native Americans, Colonists, African Americans, and women. This would have to take time for them to research and delve into it, but I think it's an awesome idea, and FUN!
Student groups
After reading the ideas of my fellow educators I like the ideas involving dividing the students into groups and having them research the roles of different groups in the Revolution. The role of camp followers, Native Americans, and African Americans is often overlooked in history books and I believe it would be very beneficial to spend time specifically looking at those valuable groups.
perspective
As we have discussed before, perspective is everything! I think it would enlightening for students to study the American Revolution from the perspective of the British. How would the British commoners react to the indignation of colonists over taxes? Would there be sympathy in Parliament for a lack of representation of the colonists? As colonists boycotted English goods, how did the merchants and manufacturers deal with the loss of income?
Teacher, slavery debate, pre/post, Then and Now
Creating skits is a great way to get students involved and retain the information. It is definitely necessary to show students that there are gray area in life, having students make their own colony and rule would give them a perspective about the purpose of rules and consequences if broken and how important it is to have raw materials and land in order to maintain power.
Response to Robert D
I liked RobertD's activity where "students could be broken into groups that could be defined by trade, class, and more, such as poor craftspeople, wealthy merchants, wealthy plantation owners, etc" and "students could brainstorm about how their own personal livelihood would change, how they would have to change their behaviors to prosper in a new political situation, how long they could sustain a boycott of British goods, how their interpersonal relationships with other colonists/groups would be affected, etc." Although his activity is designed for high school students, I'm very curious to see how my fourth graders would respond to putting themselves in the shoes of people from a wide range of backgrounds responding to a boycott of British goods. I think the fourth grade First Permanent Settlement and Life in the Virginia Colony units do a pretty good job of describing the class and racial diversity that existed during colonial Virginia. By the time my students reached the Revolutionary War unit, I think they'd be able to understand the perspectives of many of Virginia's eighteenth century residents.
Revolution by Matthew R
You could also discuss how some were torn by the ideology of freedom and independence but still owned slaves. You could discuss how even today in 2020, race is still an issue.
Virginia Diversity from the Start by Matthan W
This is a good way for students to understand that it took a multitude of people from different cultural backgrounds and ethic groups to build this nation. They will understand no one ethic group has exclusive rights to life, liberty and happiness that our constitution states.
I agree learning how many
I agree learning how many different elements went into the start of our Nations was such a fresh and for me new look at the story. I was shocked at how many different elements were actively a part of the fight. On both sides.
GaryMa Luxury goods
Great way to connect the past to the present with luxury goods, especially electronics, and world trade today to the mercantilist system with the Colonies and Britain. Totally stealing this lesson.
American Revolution and a New Nation
I agree these documents are the foundation of our freedoms and government today. Elementary students usually have a difficult time understanding these documents and often rely on teacher input. I like your idea to scaffold student understanding by using excerpts and allowing students to illustrate their interpretations. I think this is a very real and doable way to get our younger students to understand these documents and what they mean for our country today.
AshleyC
I like your idea of further discovery of colonial craftsmen, necessity is the mother of invention so this must have been such a fertile time. So many apprenticeships and true quality of skills in place for the US then.
JacquelynP Revolution and New Nation
I like the idea of looking at the Revolution (or any event for that matter) from multiple perspectives. If anything, it gives students the chance to question what they may or may not be learning in the history books.
War and the Birth of a new nation
I like the idea of using a venn diagram to compare and contrast the two armies. I also think a debate about the two sides is a good way to get a discussion going about the two points of views.
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