Social Studies Technology

1
Social Studies Technology
Project

Grade Eight
The Revolutionary War
Bill Reinhart
ED 417-01
2
Table of Contents
Topic
Slide
No. Introduction

3 American Heritage

4-7 People In Societies

8-12 World Interactions

13-17 Citizenship Rights and Responsibilities

14-22 Democratic Processes

23-27 Decision Making and Resources
28-32 Science,
Technology and Society
33-37
3
INTRODUCTION
Young people growing up in America today
deserve the opportunity to learn the history of
this great nation. Everything that has happened
in the past has an indirect consequence on their
lives in the present.The goal of this
presentation is to take a piece of that history
and transform it into an interactive learning
experience. The focus will be on the revolution
that took place during the late 18th century
which inevitably shaped the democracy we call the
United States. That revolution continues today
as citizens struggle to define who and what
America is. Follow along as we explore and become
a part of the great battle for independence.
4
American Heritage
Why a Revolution?
By the end of the 18th century America,
though still under British rule, was becoming a
diverse and unique entity in the world. Many
citizens of this colony no longer felt the
fierce loyalty to their king as their
predecessors had. Taxes that were enacted to
support military campaigns against the French and
provide income for England, were just some of the
issues that tested the patience of the American
people. Resistance to autocratic authority and
the idea of a true democracy, independent of
England, fueled the fire for a revolution.
5
American Heritage Activities

• Not all colonists agreed to the idea of becoming
  independent of England. Split the class into
  three groups. One group should represent those
  colonists who were in favor of independence.
  Another group should represent those colonists
  who were against independence. The third group
  should represent the government of England.
• Each group will research and list on
  poster board the reasons why they felt as they
  did. When completed each will have a turn to
  explain and argue their case.
• 2. Walk around the classroom with a bowl or
  other container and ask all students who have a
  quarter to place it in the bowl. When all money
  has been collected explain that from now there
  will be a new rule that requires all students to
  pay one quarter every day. Anyone who does not
  pay will receive a detention. Now ask the
  students to write a response to this new rule.
  Discuss and compare their ideas with those of the
  colonists in late 18th century America.

6
American Heritage Activities (cont.)

• Divide students into small groups (3-4) and have
  them create a timeline of events that led up to
  the first shots at Lexington and Concord. When
  finished have each group share what they included
  on their timeline . Discuss those that are the
  most common and why they are important factors
  leading up to the revolution.
• Have students brainstorm ideas about issues that
  are important today and issues that were
  important in colonial America. Classify the most
  common answers in a Venn diagram to show which
  overlap between then and now. Discuss how some
  issues that were hot topics then are still
  debated today.
• 5. Extra! Extra! Read all about it! Students
  can research and create their own newspaper
  articles about the major issues, people and
  events of the revolutionary war. Articles should
  include headlines and pictures designed by each
  student.

7
American Heritage Websites

• Virtual Tour of the American Revolutionary War
• http//www.ushistory.org/march/
• Information and pictures of revolutionary
  war battle sites.

2. The History Place American
Revolution http//www.historyplace.co
m/unitedstates/revolution Facts and
information about the war and specific battles.
3. The American Revolution
http//www.americasrevolution.com Web
site dedicated to providing information, pictures
and more concerning the revolutionary
war.
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American Heritage Websites
(cont.)
4. American Revolutionary Facts
http//www.state.de.us/facts/ushistoryrevfacts.htm
Provides interesting and lesser known
facts about the revolutionary war. 5. Boston
Tea Party http//www.historyplace.com/uni
tedstates/revolution/teaparty.htm
Interesting web site that provides a primary
source document of a report about the
Boston Tea Part by a an actual participant.

9
People In Societies
The American Revolution included more than just
Loyalists and Patriots. There were many other
groups involved on both sides. Native Americans,
African Americans, Hessians (German soldiers for
hire.), French and many others all played a role
in the struggle for independence. Check out the
activities and web sites that follow and learn
how Americas diversity influenced the creation
of the greatest democracy in world history.
10

• People In Societies Activities
• Have students research and list all the different
  groups that were in America at the time of the
  revolution. Each student should pick a group of
  their choice and either draw a picture, write a
  letter, or create a newspaper article that
  describes their role in the war.
• Visit one of the following web sites and write a
  three paragraph essay about an individual or
  group that contributed to the war effort.
• American Indians and African Americans had little
  to gain from a victory by either side. Divide the
  students into four groups Indians, Slaves,
  Loyalists and Patriots. Each group should take
  turns debating the issues that would affect them
  during and after the war. The goal is to gain
  perspective on how American independence would
  affect groups in the middle.

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People In Societies Activities (cont.)

• Where are we now? Engage students in a discussion
  about how Americas independence has benefited or
  hindered people in society today. Responses
  should be written on the board or overhead.
• After the discussion above, have students write
  at least a paragraph about what they feel America
  would be like if the Patriots had lost the war.
• 
  
  
  
  
  

12
People In Societies Websites

• Corp of Indians
• http//www.corpofindians.org/
• Website detailing an Indian unit that
  served the British during the war.
• 2. Hessian Soldiers
• http//www.publicbookshelf.org/public_html/The_Gr
  eat_Republic_By_theMaster_Historians_Vol_II/nameso
  fh_gb.html
• Website giving the history of Hessian
  soldiers and their role in the revolution.
• African Americans in the Revolution
• www.ilt.columbia.edu/k12/history/aha/black
  s.html
• Explains the role of African Americans as
  soldiers and slaves during the war.

13
People In Societies Websites (cont.)

• Prinz Carls Hessian Soldier Web Page
• http//www.prinzcarl.cjb.net/
• Web site dedicated to displaying the
  uniforms and supplies of the typical Hessian
• soldier and officer.
• Native Americans During the Colonial Period
• http//pages.tca.net/martikw/1700thro.html
  
• This site gives the history of Native
  Americans during the colonial era as well as
  their involvement in the war.

14
World Interactions
America did not fight this war alone. Other
countries came to the aid of both the British and
the Americans. The consequences of such
interactions would have a lasting effect on
Americas role in world events for many years to
come.
15

• World Interactions Activities
• There were many countries involved in the
  American Revolution. Put students in groups of no
  more than two. Each group should pick a country
  and draw a picture of either a flag, uniform or
  some other symbol of that country. Students
  should also gather facts regarding the countries
  involvement and share them with the rest of the
  class.
• This activity is similar to the one above,
  however, the students can gather both current and
  historical facts about their country and then
  compare the relationship with America then and
  now and how it has changed.
• Using a device such as Odyssey, let students find
  the actual distances between America, Great
  Britain, France and Africa. Discuss the problems
  involved when transporting troops and supplies to
  and from these various areas.

16

• World Interactions
  Activities (cont.)
• Students should pretend that they are a British,
  French or Hessian soldier serving in America
  during the revolution. Have them write letters to
  home describing their experience in the war,
  being so far from home, the ship ride, etc.
• The French played a key role in the revolution,
  especially late in the war. Have students
  research how France got involved and discuss
  whether or not America could have won without
  their help.
  

17
World Interactions Web Sites
1. Franco/American Web Site
http//www.membersaol.com/spursfanso/davidallen/ti
tle.htm Describes the alliance of the
French and Americans during the revolution.
2. Diplomacy of the American Revolution
http//www.state.gov/www/about_statehistory/timel.
htm Offers information about diplomatic
relations between America and other world powers
during the revolution.
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World Interactions Web Sites (cont.)
3. Uniforms of the Revolution
http//www.walika.com/sr/uniforms/uindex.htm
Shows pictures and information of the various
uniforms worn by soldiers of different
countries involved in the war. 4. Lafayette Web
Page http//www.webpages.homsted.com/revwar/fil
es/Lafayette.htm Site about Lafayette, the
French commander who played an instrumental role
in the war effort. 5. Queen Charlotte of
Germany http//www.lib.virginia.edu/exhibits/c
harlotte/charlottes.html Web site dedicated
the letters written by Queen Charlotte of Germany
to her brother about the revolution going on
in America.
19
Citizenship Rights and Responsibilities
The events and issues that ruled the lives of
colonists during the late 1700s were the
foundations of one of the greatest democracies
the world has ever seen. Never before in modern
times had individual rights and responsibilities
been so carefully cherished and outwardly abused.
These are the same freedoms that we as Americans
continue to hold sacred today and that have
brought us further in 225 years than most
civilizations in 1000 years.
20

• Citizenship Rights and Responsibilities
  Activities
• Have students create a chart that shows all of
  the laws that were passed by the British and what
  effect they had on the colonists.
• Split the class into two groups. One group should
  represent the British and the other the
  Colonists. Using words that describe the position
  of each Americans and British in regards to
  British policies, have them write a song, either
  with their own lyrics or by replacing the lyrics
  of an existing song, and perform the song as a
  group before the class.
• In groups of 2-3, using PowerPoint, have students
  create a presentation detailing information about
  one of the rights or freedoms that colonists were
  seeking in their fight for independence.

21
Citizenship rights and Responsibilities
Activities (cont.)

• Have students locate and cut out newspaper or
  magazine articles that are about citizenship
  issues which are similar to the issues that
  concerned American citizens during the colonial
  era.
• Play a game of What Am I? Each student should
  pick an issue or a right that was relevant to
  either the British or the Americans and offer
  clues while the other students try to guess what
  the issue or right is.
  
  

22
Citizenship Rights and Responsibilities Web
Sites

• U.S. Constitution
• http//www.libertyonline.hypermall.com/con
  stitution.html
• Provides an easy to read, word for word,
  copy of the U.S. constitution.
• National Archives and Records Administration The
  Digital Classroom
• http//www.nara.gov/education/classrm.html
  
• Includes primary sources, activities and
  training for students and educators.
• Historical Documents
• http//w3.one.net/mweiler/ushda.htm
• Web page dedicated to various historical
  documents with copies of each posted in
• an easy to read format.

23
Citizenship Rights and Responsibilities Web
Sites (cont.)

• The U.S. Constitution Online
• http//www.usconstitution.net/
• This site is designed as a students guide
  to the constitution and other documents.
• Constitution Facts
• http//www.constitutionfacts.com/
• This site offers facts, famous quotes,
  crossword puzzles, quizzes and other activities
• associated to the constitution.

24
Democratic Processes
The revolution in America brought forth
ideals that would become an integral part of what
America is all about. Freedom, democracy and
liberty have been cherished throughout our
history and remain as the foundation of the
worlds most powerful nation. The fathers of our
constitution ensured that the sacrifice of the
revolution would not be in vain. Through careful
planning and trial and error the United States
has developed a democratic process that is of the
people and for the people. It is important to
learn and understand what the framers of the
constitution did and why they did it. By doing so
we empower ourselves which in turn will allow us
to preserve the freedom we hold so dear.
25
Democratic Processes Activities

• In groups have students trace outlines of one
  persons body. Then the group will be
  
  
  assigned an individual who
  was instrumental in the struggle for democracy.
  On their outline the students will write all they
  know about that person as well as how they
  contributed to the cause.
• Have students compare the structure of government
  as it was during and immediately after the
  revolution and how it is today.
• Split the class into two groups and have them
  debate as to which issues were the most
  influential in starting the revolution.

26
Democratic Processes Activities
(cont.)

• With the word democracy in the middle, have
  students create a web showing what democracy
  means to them and then compare those to a web
  that indicates how the colonists viewed
  democracy.
• Breaking the class into small groups of 3-4
  students each, assign each group a section of the
  constitution or other historical document and ask
  them to highlight and explain the major points of
  each.

27
Democratic Processes Web Sites

• Thomas Jefferson on Politics and Government
• http//www.etext.virginia.edu/jefferson/q
  uotations/
• A web site dedicated to Jefferson and
  his writings and philosophies concerning
• democracy.

2. John Adams Unsung Hero of the
Revolution http//www.universalway.org/j
ohnadams.html This site is dedicated
to John Adams and offers information about his
life and contributions to the
revolution. 3. The American Revolution
Struggle for Independence
http//www.americasrevolution.com/
Provides various essays about the causes of the
revolution and the philosophies
behind the movement.
28
Democratic Processes Web Sites (cont.)

• 4. National Constitution Center
• http//www.constitutioncenter.org/
• Site dedicated to increasing awareness
  and understanding of the U.S. Constitution, its
  history and relevance to daily life. Includes
  activities for teachers and students.
• American Strategy
• http//www.americanstrategy.org/foundation
  s/liberty2.html
• Web site about the Federal Convention and
  the secret meetings that eventually led to
• the democratic government in America
  today.

29
Decision Making and Resources
Organizing a revolution is no easy task.
Those who took it upon themselves to to engage
in such an endeavor accepted an enormous
responsibility. Many decisions had to be made
concerning authority and resources that would be
used to carry out the fight for independence.
Considering the circumstances, many historians
find it amazing that the revolution was
successful at all, but it was. This section is
dedicated to understanding how the
revolutionaries accomplished the impossible.
30
Decision Making and Resources Activities

• Assign each student or group of students an event
  were a major decision was made (such as the stamp
  act) and have them complete a chart detailing the
  cause and effect of that decision. Discuss and
  display the charts around the room.
• Ask students to consider what resources the
  colonists had at their disposal and how those
  resources contributed to the revolution. Answers
  should be in the form of a one to two paragraph
  essay.
• In groups of two or three students should pick
  which decision by the leaders of the revolution
  had the greatest impact on the revolution. The
  students should be able to argue their case with
  specific facts and details.

31
Decision Making and Resources Activities
(cont.)

• Have students pick the five most influential
  people, in their opinion, of the revolution and
  support their argument by completing a chart
  with the name of the person on one side and a
  list of reasons on the other.
• Organize the students into a continental
  congress. Have them debate issues that are
  relevant to them as teens such as curfews, dress
  codes, homework, etc. and how they could change
  circumstances to make their life better. The idea
  is to experience the same difficulties the
  original continental congress in agreeing on how
  matters should be handled during and after the
  revolution.

32
Decision Making and Resources Web
Sites

• Colonial American Resources
• http//www.bham.wednet.edu/colonial.htm
• A web site that emphasizes colonial life
  and various other aspects of the revolutionary
• war.
• Merchant Marines in the Revolution
• http//www.usmm.org/revolution.html
• This site is sponsored by the United
  States Merchant Marines and provides a brief
• history of the merchant sailors who
  contributed to Americas fight for independence.

33
Decision Making and Resources Web Sites
(cont.)
3. Virtual War Museum Revolutionary War
http//www.warmuseum.net/revolutionarywarhal
l/ Information about people and events
that were significant to the revolutionary war.
4. Thinkquest Library Revolutionary War
http//www.thinkquest.org/index.html
Web site that provides links related to the
revolutionary war with information about people
and events. Also includes trivia games and
other activities. 5. The 11th Pennsylvania
Regiment http//www.eleventhpa.org/
Reenactment web page dedicated to the American
11th Pennsylvania Regiment. Provides
pictures of reenactments with period music and
other information.
34
Science, Technology and Society
As it does at any given moment in history,
science and technology played a major role in
Americas revolution. Leaders on both sides had
to take full advantage of the latest technology
in weapons and equipment that was available to
them. Likewise, they had to develop strategies to
overcome those obstacles for which science had
yet to address. This section is intended to
inform students and help them understand just how
the revolution was fought how science and
technology can influence historical events.
35
Science, Technology and Society
Activities
1. Have the class brainstorm about what
obstacles military leaders on both sides faced.
List their responses on the board and
discuss possible solutions. Compare what the
students offer to how those obstacles were
actually handled. 2. One major advantage that
the colonists had was fairly new technology of
rifling for their muskets. This allowed Patriot
sharp shooters and infantry to shoot further with
more accuracy than their British counterparts.
Have students investigate this technology and
compare it to how it is used today (i.e. rockets,
tops, etc.) 3. Discuss how the infantry and
other military units communicated and how
communication was so critical to winning a
battle. Discuss the advantages and disadvantages
of each.









36
Science, Technology and Society
Activities (cont.)
4. Have students develop maps and directions
to a particular place in or around the school.
Students should then exchange directions and have
other students try to determine where the
directions were telling them to go. Follow this
with a discussion on what military leaders used
to find direction when transporting troops and
supplies during the revolution. 5. Ask the
students the following question If you could
travel back in time and take one piece of
technology from today with you, what would you
take and why? Answers should be in the form of a
essay of at least two paragraphs.
37
Science, Technology and Society Web
Sites
1. The Amazing World of Early America
http//www.earlyamerica.com/earlyamerica/index.htm
l Website dedicated to the study of life
in Americas past including the colonial era.
2. American History Museum
http//www.americanhistory.si.edu/ Official
website of the Smithsonian Institutes American
History Museum in Washington D.C. 3.
Middlesex County Fife and Drum Volunteers
http//www.mcvfifeanddrums.org/ Website
devoted to the Fife and Drum Corp of Middlesex
County, Virginia and their contribution
to the war.
38
Science, Technology and Society Web Sites
(cont.)

• 4. The Grand Republican
• http//www.angelfire.com/nyS/grandrepublican
  /
• Offers pictures of uniforms, weapons and
  other artifacts from the revolution.
• Hagrett Library Rare Map Collection
• http//www.libs.uga.edu/darchives/hargrett/
  maps/revname.html
• Provides information and pictures of
  original maps of the United States and other
• areas during the revolutionary war.