The Revolutionary War

The Revolutionary War
Webquest
 Created by Amanda Belker
Adapted by Jen Sitzes 2015
 After decades of English rule, a young king took the throne in 1760.  King George III was only 22 years old when he ascended to the seat.  During his reign many colonists became upset with the British government.  A division developed between the colonies and England.  Many colonists desired freedom, while a minority wished to remain under British rule.
general washington
It’s been nearly 250 years since the Revolutionary War, but because of the dedication and sacrifice of our founding fathers we stand as a united country under the American flag.
Introduction:
EXTRA EXTRA, READ ALL ABOUT IT!!
The war needs you! Our country is in the midst of a major war which will alter our colonies forever.  There are people recruiting for two different sides.  Which side will you chose, the Patriots or Loyalists?
   
rev war.jpg
Task:   
It is 1775 in Colonial America and the world around you is very uncertain. You know there is political unrest and that big changes are coming. You must decide which side you are going to support and for which to fight. Are you going to join the patriot or loyalist movement?
In this Webquest you will explore one side of the Revolutionary War, either the Patriots or Loyalists. You will research
  • what they believed
  • what they wanted to happen
  • how they planned to win the war
 You will use this information to create a political poster to sway others to join your party.
Step 1:  
Get into your learning groups of three or four students.  As a group determine who will be Patriots and Loyalists. Discuss with your group possible questions you want to see answered.  Go to mindmeister (available in your Chrome apps or the Chrome Web Store) to create a brainstorming web with your team.  One person may create the document and share with the other members and your teacher.  After completion move on to step 2 of the process.
Step 2:  
Within your group break into partners. Label yourselves “Loyalists” or “Patriots”.  Follow the directions below.

Pair 1: You are in charge of researching and becoming experts on the background of your party (patriots or loyalists). Together with your partner write down all important facts you learn.  Notes need to be taken on a shared document in  Google Docs.

Use the following resources:
http://www.studyzone.org/testprep/ss5/b/revleadl.cfm
http://www.youtube.com/watch?v=coK_9ZVeufI
http://www.ushistory.org/us/11b.asp
http://cms.westport.k12.ct.us/cmslmc/Grade6/ngscdrom/revbackground.htm

Pair 2: Answer the following questions in your Google document.

  • Why is your party involved in the war?
  • What are they trying to accomplish?
  • What interesting facts did you find that will be useful in your presentation to persuade others to join your cause?

Use the following resources:
http://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/preview.weml
http://www.ducksters.com/history/american_revolution/patriots_and_loyalists.php
http://www.slideshare.net/bmtoth/loyalists-vs-patriots-presentation

Step 3:

Get back into your groups of 4 and share your findings with the rest of the group.  Based on your findings determine which side you would like to persuade people to join.

  • Work together to create a presentation convincing the class that your side (Patriots or Loyalists) is the right side for which to fight. This presentation will include an illustration of a persuasive political poster.  Go to postermywall to create your political poster.  Click ‘Student Login‘ button and enter the project name “Loyalist or Patriot”  It must support your side and include your contact information at the bottom.
  • Below are examples of persuasive posters.
  •  Create your group presentation in Haikudeck (available in the Chrome Web Store).  Remember you must persuade me to join your cause.  You must give me facts from your resources to support your opinion.  Cite your resources on the last slide.
Evaluation:

Research Report : American Revolution Presentation


Teacher Name: Mrs. Sitzes

Student Name: ________________________________________

 

CATEGORY

10 8 6 4
Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each. All topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed, and most questions answered with 1 sentence about each. One or more topics were not addressed.
Notes Notes are taken throughout research with partner. Some notes are recorded. Little notes. Has taken no notes throughout research with group.
Paragraph Construction Paragraph include introductory sentence, explanations or details, and concluding sentence. Paragraph is not well thought out and holds some grammatical errors. Paragraph is not well constructed and holds very little relevant information. Paragraphing structure was not clear and sentences were not related to presentation well.
Collaboaration Worked well with group and was noticeably being productive and helpful. Worked with group but was not noticeable helpful to groups progress. Worked little with group and had little help with creation of the presentation. Did not work with group or help with presentation.
Overall Presentation Presentation was full of information and persuasion to class. Included a visual aid and all members spoke. Presentation had information and all needed components, but was not well thought out. Most group members spoke, Presentation was not practiced and was disorganized. There was not enough information or information was wrong. Not all components were visible. Presentation did not have any of the necessary components.

 

Conclusion:

We have researched and learned both the Loyalist and Patriot party views. Each party thought they were doing the right thing for the colonies. This war was the turning point, changing the colonies into the country we know today. There is much more to research on this topic, and the internet keeps the world and its history at our fingertips.
For further investigation click the link below.

Fun with History

Fighting… Maybe for Freedom, but probably not:  Examine the role of Slavery in the Revolutionary War

13 Colonies

The following is a webquest I adapted for my fifth grade students.  We usually have limited time to cover the colonies before spend a large amount of time on the Revolutionary War.


 

The Founding of the 13 Original Colonies WebQuest

By: Teri Beckner & Kristen Robertson
Adapted by Jen Sitzes 2015

Introduction

Your expertise is needed immediately! We need three historians to report on the 13 original colonies. The information you provide will be used to teach others about colonial times. Through researching the colonization of America, you will discover the similarities and differences of the Southern, Middle and New England Colonies. For each region you will uncover the hardships that the settlers faced while creating a new life that was accepting of everyone. You will discover the challenges they faced, differences and similarities, and religious factors in each region.

After analyzing your findings, your team will create a presentation and a timeline to illustrate the colonization period.

13map13a

The TaskThe task is to identify and make discoveries of the 13 original colonies. You will uncover this information through research. Your final report will include:

  • Identification of the 13 original colonies
  • The founders of each colony and the year it was founded
  • Descriptions of why the colonies were founded
  • Geographical characteristics of each colony
  • The role of religious development
  • Presentation using a platform of your choice, e.g., google presentation, prezi, PowerPoint, etc.
  • Include reference/cite page at the end of presentation
  • A timeline of the regions

The Process

  • Once the Information Sheet has been completed, all 3 experts will come together to share findings. Each team member needs to share their information with the other members. After discussing the information determine the similarities and difference discovered between the regions. Create a Venn Diagram showing the similarities and differences of the three regions.
  • Once you completed the Venn Diagram create a presentation to share with the class.  The presentation MUST be a collaborative effort.
  • Develop a pictorial Timeline for Colonial America. Work together as a group to complete the timeline.

                 American History Timeline

Additional Information

Educational ResourcesWomen

Women of the Thirteen Colonies

Black History in the Colonies

African-American Experience

Evaluation

Your team will be given two grades for this project. One grade will be an individual grade and the second will be a grade for the group. The following Colony Scoring Guide will used for assessment.

ConclusionUpon completion of the WebQuest you will be able to accurately explain the geographical, economic, and social differences between the New England, Middle, and Southern colonies.


 

Standards

  • RI5.7  Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
  • 9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

 

Consumer Savvy: Day 3 (Target Audience)

Yesterday we learned about various ad techniques advertisers use to convince you to buy or do something.  Today the students will be learning how advertisers target certain audiences.  We will watch several commercials and check out various print ads.


 

Day 3:  Target Audience

Advertisers are very specific when determining their target audience.  We are going to watch a few commercials to determine the target audience.  Below are a few kid appropriate commercials.

Share the videos with the kids.  Have them table talk about each of the videos and identify the target audience.  Discuss a couple as a whole group.  The first two commercials I spent extra time pointing out strategies the advertisers used to entice a certain demographic.

After you review the videos above with the kids.  Have them create their own assessment to send to you.  My students included the video or link, quiz, target audience, and ad techniques.  I allowed them to choose their platform.  Kahoot, Google slides, Prezi, Twitter poll, etc.

To finish up, each group shared their commercial and target audience.

 

 

 

Consumer Savvy: Ad Techniques (Day 2)

Day 2:  Advertising Techniques

There are many different strategies or techniques advertisers use to entice you.

  • Propaganda
  • Bandwagon
  • Testimonial
  • Snob Appeal
  • Patriotism
  • Facts and Figures
  • Expert Opinions
  • Logical Appeal
  • Glittering Generalization
  • Transfer or Emotional Appeal
  • Name Calling
  • Repetition
  • And many more!!

I shared a presentation with my students describing each of the techniques.  They took Cornell notes using a Google template I created earlier in the year.  However, you could create a nearpod or Pear Deck to make the presentation more interactive.  We had discussions about current commercials and print ads that use the various tactics.

The kids then created their own print ad in partners.  (10-15 min) in partners.  They had the following requirements.

  • Brand
  • Product Name
  • Slogan
  • 1-3 Ad techniques

They did great for a quick formative assessment!

con savvy ex

Consumer Savvy: Ad Awareness (Day 1)

Consumer Savvy unit is all about advertising.  We see ads all over the place.  In class we will do several activities determining where ads are found, strategies advertisers use to sell their products, and how we can be smart consumers.


 

Day 1:  Ad Awareness

Have the kids discuss the following questions in shoulder partners or table talk.

What is advertising?

Where do we find advertising?

After your groups have discussed the above questions create an anchor chart sharing the different ideas.  Debunk false answers.

IMG_4857

By law ads must be accurate and truthful, but many times they can leave out other truths.  Consumers must be careful when making purchases.

Introduce a variety of ads.  Below is a great list of advertisements you can use in your classroom.

Admongo Ad Library

While working in partners the kids need to create a Google document, copy and paste the questions below, and answer each using four different ads from the Admongo Ad Library.  When finished they will submit the document through Google classroom.

Remember to model before you set them free!

  • What group, company, or organization is responsible for the ad?
  • What does the ad say to suggest about the product?
  • What is the ad trying to get you to buy, do, or think?
  • How are the four ads alike?
  • How are they different?
  • Pick one of the four ads.  Is the advertiser’s perspective different from yours? Describ how.

To conclude the activity we had a quick class discussion about the advertisements they found.


 

Standards:

  • RI6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
  • RI6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

 

MAP Review

Civil War MAP Review
Day 1:  Compare Varying Perspectives
Go to Google Templates and search for “Cornell Notes” or click here.  As we watch the video we will pause to take notes over things you notice about Mr. Hatch and character traits describing him.
View the video, Somebody Loves You, Mr. Hatch by Eileen Spinelli, read by Hector Elizondo below.
After examining your notes work with a partner to determine how Mr. Hatch’s perspective on life changes throughout the story.  Remember, if Mr. Hatch’s perspective changed you may need more than one detail to support the differences.  In the box below your notes write your answer.  Don’t forget to share the document with your teacher.
Enrichment Opportunity 
When you finish your activity above create a poster depicting the two major life perspectives Mr. Hatch experiences throughout the book.
  1. Go to http://www.postermywall.com/index.php/authenticate/showlogin, click the ‘Student Login’ button and enter the project name, “Hatch“.
  2. Go to http://www.postermywall.com/index.php/posterbuilder and create a poster.
  3. Click the ‘Save Draft’ button to save your poster.

Day 2:  Comparing Character’s Perspectives
Watch the following video and take notes about the different perspectives for Papa, Mama, and Marcenia in the beginning of the story.  Use the Cornell Notes template to record your information.   When you are finished with your notes answer the following question.
How are Marcenia and her parents perspectives on Marcenia playing baseball different?
Enrichment Opportunity
 When you finish your assignment above do the following:
finish answering your questions about the
  • Do your Paragraph of the Week for today.
  • Finish your questions in your webquest for Civil War on a Google document.
  • Begin working with a partner.  Create a presentation to share.  You must persuade me to support your side in the Civil War.  Use the reason and information you found through your research.

POV and Perspective

Point of View and Perspective 
Perspective Enrichment
You will create a cartoon depicting different perspectives.  Below are some examples of differing perspective cartoons.

 

Using your choice of media create a perspective cartoon.  Share link with your teacher.

Opinion

Opinion 
The Giving Tree  

Day 1: While watching the Giving Tree take Cornell notes in your journal and develop an opinion about the tree.  Is the tree weak or strong?
In the left column write weak or strong next to each thought in the right column.  Do not write in the bottom section just yet.  Meet in two separate groups to discuss details from the text that support your opinion.  Watch the video and add any details to make sure you have a strong enough argument to go up against someone else’s opinions tomorrow.
Day 2:  Today we will argue whether the tree is weak/strong.  Find a partner on the opposing team.  Partner A shares reasons and evidence.  Then partner B shares reasons and evidence.  Go back to opinion alike team to strengthen reasons and evidence.  If someone threw you for a loop, discuss better arguments with your group.  Meet with opposing partner one more time.  Have two people from opposing teams go head to head in front of the class.  Taking the strong reasons and evidence you found and developed you will now create a RACE response to the following question.
Is the tree strong or weak?  Use evidence from the story to support your answer.   
Main Idea:
  Main Idea
Main Idea Practice:
Day One:  Defining Main Idea:  Copy the anchor chart above into your reading journal.
Day Two:

Feudal Japan

Below I have added a webquest for Feudal Japan.  This is a sixth grade Social Studies standard.

Feudal Japan

Japan Webquest
japan
Introduction:  
You are the editor of a travel magazine preparing an article on the history of Japan for tourists.  It is your job to entice your readers to visit Japan on their next holiday.  Your subscribers have the option to travel anywhere in the world, they don’t have to choose Japan.  So, why should they travel to Japan?
Task:
You will write a travel article persuading tourists to visit Japan.  Your article must include the following items.
  • Introduction with a hook beginning
  • History of Japan’s social structure, include intriguing facts.
  • Interesting geographic features tourist may enjoy viewing.
  • Main religions, include temples or shrines tourist may visit.
  • Don’t forget an interesting conclusion.

Process:  

*For steps 1-3 you will complete your notes in a google template titled Japan Outline.  Include pertinent information relevant to tourists.

*For steps 4-? you will complete your article in a google template.

Step 1:  Geography of Japan
You need to become familiar with major cities, natural features, and major tourist attractions.
japan 1
Step 2:   History of Japan
You must understand the importance of early government, social structure, and cultural influences on present day Japan.  Using the following websites fill out your Japan Outline notes in Google Docs.
japan 2
The Samurai and the Tea Master 
   Definitions 
Samurai:  A Japanese warrior whose duty was to serve and protect his lord or give up his life doing so.
Bushido code:  A code of ethics followed by samurai, which required bravery, self-control, and loyalty to their lord.
Daimyo:  a clan leader who held the real political power and Japan.  Controlled the people and the land through the use of military force (samurais).
Clan:  A large family group.
Scroll:  A painting or text on silk or paper that is either displayed on the wall or held by the reader and is rolled up when not in use.
Code:  A set of standards that are enforced.
Samurai 
japan 4
Step 3:  Religion of Japan
You will learn about the two major religions in Japan.  Many tourists enjoy visiting religious sites, whether or not it’s their religious belief.  This will be a great addition to your article.
Buddhism is a religion of many Southeast Asian countries.  It varies slightly from country to country based on cultural influences.
Shintoism is based on Nature.  What could have been things worshipped by the the Japanese.  Each part of nature contains a spirit known asKami.
japan 5
Step 4:  Arrival of Europeans
The arrival of Europeans dramatically changed the Japanese Lifestyle.  What do you see in the following timeline?  What conclusions can you draw about the Westerner effect on Japan?  Record your answers on your outline.
japan 6 
Step 5:  Japanese Way of Life (Mr. Juchems)
Record any interesting facts and information on your outline.  Think about current culture, foods, religion, jobs.
 
Step 6:  Begin Persuasive Article
Using the attached outline input the most important reasons and details for a tourist to visit Japan.  It is important to visually know you have enough information for your readers.  Don’t forget your details.  If you think I should visit Mt. Fuji, but fail to tell me about it.  I’m not going to be too excited to visit.  You have to make it sound like an experience of a lifetime.
Once you have the outline for your reasons completed, begin working through an introduction and conclusion.

Inference (Context Clues)

Welcome to Inference.  We will study both fiction and nonfiction texts during this unit.  This is the largest unit of the year.  We will be finding the theme, main idea, drawing conclusions, making predictions, and using context clues.  Below you will find resources for this unit.
Context Clues
Context Clues II
What I’ve learned about context clues
Context Clues
 
Main Idea: