American Revolutionary

War 5th Grade

Claire Mansell

Introduction to Unit:

This unit was created to teach fifth graders about the Revolutionary War. It goes in

chronological order; each lesson builds upon the previous one so hopefully students will

recognize the many causes leading up to the war, and then their effects. I begin the unit by

talking with students to see what they already know about the war. Our previous unit was

about the thirteen colonies and the characteristics of each so students should have a little

background knowledge for this time in history. Our first lesson includes a poem by Paul Revere

to set the tone of the time, then a quick math problem where the students add up the

casualties of each side, then total for the whole war. I hope that this will get them interested

and open their eyes to what a huge turning point this war was for our young nation as well as

the war’s devastating effects. Upon our conclusion of the unit, students will take a unit test.

This test is open book/open note, with short answer and multiple-choice questions. Students

need to write down the page number or source where they found their information. Notes are

allowed because I believe that it helps lessen the anxiety testing brings, and students who take

good notes will be rewarded. Over the course of the unit, the fifth graders will engage in many

lessons that involve a variety of academic content areas, and cater to all the intelligences.

Those integrated areas include Social Studies, P.E., Science, Health, Drama, Writing, Reading,

Technology, Art, and Mathematics.

Since students are a long way geographically from where these events took place, I

decided to include a day where I arranged for an interactive 20-minute performance put on by

bostonteapartyship.com. During this specialized interactive performance, the website cites

that:

“Students play an active role in debating taxation without representation, and the issues that

pushed Massachusetts down the road to revolution. Your class will storm aboard one of our

eighteenth century replica vessels where they will cast off the yoke of tyranny by destroying the

Crown’s tea. They will get a taste of what life was like in the eighteenth century by exploring

below decks aboard one of the vessels that was moored at Griffin’s Wharf that fateful night.

Finally, students will discover how the Sons of Liberty successfully overcame obstacles to

accomplish their goals, and achieve independence.”

I thought that this was the perfect way to give students a firsthand perspective of what

actually happened during these events. The interactive format will help to etch this experience

in their memory as well as provide a break from reading the book. The second use of

technology takes students on a webquest where they are either a Loyalist reporter who

supports Great Britain’s authority over the colonists, or a Patriot reporter who supports the

idea that the thirteen colonies should govern themselves. They then follow the steps laid out to

them on the website and have three full social studies periods to turn out their product: an

article. We will also take a virtual field trip to the “Museum of the American Revolution”. The

website has an interactive timeline that brings up artifacts, objects, pictures, and manuscripts

of this time. Students will use their time on the computers to simply explore the website and

make note of the pieces that are interesting to them.

To ensure that the material I am teaching resonates with students of all intelligences, I

created a variety of lessons with each in mind. For example, the Paul Revere poem read aloud

uses verbal and intrapersonal intelligences. The Boston Tea party lesson integrates the drama

activity that gives students who learn verbally, linguistically, or kinesthetically an opportunity to

connect with the material. I am not one to jump at a chance to participate in plays and skits,

but I do understand that some of my students learn best that way. For the students whose

interpersonal intelligence is strongest, we do some group work, but there are also chances for

independent work for students whose strength is the intrapersonal intelligence. Colonial day is

an opportunity for all students of all intelligences to shine because there is such a wide variety

of activities from playing games to baking to writing with quills. The final culminating project of

the unit goes along with the novel My Brother Sam is Dead and I am allowing students to

choose how they want to go about completing it. For this project, they are writing from the

perspective of one of the characters, but may do so in a variety of formats. They may choose to

write a poem, a journal entry, a song, or chant and then create a visual to go along with it.

Throughout the unit, I include lessons that are accommodated for a variety of intelligences so

all students have a chance to learn and apply the content in ways that click with them.

My unit also includes lessons that require my students to apply all levels of Bloom’s Taxonomy,

from knowledge to evaluation. When we are reading the various poems within the unit, I will be

asking questions to get them to apply what we have just read; students must decide what the

poem is about, and think about the parts that stood out to them. As we move into the expert

groups, or the comparison of George W. and King George, they will have to apply their

knowledge and analyze the content to fulfil the learning goals. I designed this unit so that all

lessons, and big ideas within those lessons, present opportunities for students to go through

the process of reaching the different levels of Bloom’s taxonomy and ultimately practice their

higher order thinking.

Unit Calendar:

Day 1:

Lesson: Introduction to Revolutionary War

Length: 50 minutes

Content Areas: History

Procedures:

Begin Revolutionary war unit with introduction:o The teacher asks the students if anyone knows who George Washington is and if

they have heard of the American Revolutionary War. Explain that for the next few weeks, we will be learning about the causes and happenings of the war. Students share what they know about the Revolutionary War and the teacher writes it out on the board or on chart paper.

o We read the poem “Paul Revere’s Ride” (only a few stanzas) with pictures related to the war going in a slide show in the background (to set the tone). Once the poem and slide show is done – ask what stuck out to them?

o Tell the class the casualty rate of the war (talk about what casualty is) and pass out handout listing the different casualties from the different battles on each side. They then add up all the numbers and compare answers with a partner.

o To close, the students write in their writer’s notebooks about something new/interesting that they heard today.

Students will begin their Revolutionary “lapbooks” with the “vocabulary fan” which they will add to throughout the unit.

Students will:

o Correctly add the number of casualties for the British and Colonies after viewing the handout.

o contribute answers to our KWL discussiono write in their writers notebooks

Day 2:

Lesson: Comparing North American Colonies vs. Britain

Length: 50 minutes

Content Areas: History, Literature

Procedures:

Read:o “George vs. George: The American Revolution as Seen From Both Sides”o “Life in England and North American Colonies” o “Paying Taxes to England-Pro’s and Con’s”

How was life in the Colonies? Compare the two on a graphic organizer Write paragraph comparing the differences

Students will:

o Write a paragraph explaining the in Britain and the Colonies that George Washington and King George III played a role in, giving four examples for each side using their notes.

Long term project: o At conclusion of lesson hand out the new novel we will be reading: My

Brother Sam is Dead. There we be nightly reading assignments for this book, and students can expect to have an in class discussion about what they read the next day. While reading, we will talk about how the characters develop throughout the story, comparing and contrasting events, character traits, Loyalists vs. Patriots, and just general information about how colonists handled the war raging in their backyard.

Day 3

Lesson: The French and Indian War/Proclamation of 1763

Length: 50 minutes

Procedure:

On this day, we will discuss these two events leading up to the war. We will be reading handouts of the French and Indian war and the Proclamation, while making note of important vocabulary words.

At the start, we will fill in the K and W part of our chart. Then, after reading and discussing, Students will be asked at the end to answer: “Based on your research, what

is the most important new detail that you learned about the French and Indian War? Proclamation of 1763?”

We will start to add “vocab” cards to our lapbooks. Then at the conclusion, groups will talk about what they learned and we will summarize

their importance.

Day 4

Lesson: Stamp Act

Length: 50 minutes

Content Areas: History, Language Arts

Procedures:

Building on yesterday’s lesson, we will discuss taxes, and introduce the phrase “taxation without representation”.

Tax simulation activity with M&M’s Students will write an op-ed piece, (teacher provides an example from a local paper).

Students answer: o How they felt being taxed.o In what ways were the taxes fair or unfair? Is there a way to make the taxes fair

for all? How? o Is your anger justified for being taxed without representation from the British?

Students add another section to their lapbooks, a “foldable timeline” and will continue to add important dates as they arise.

Students will:

After the taxation simulation, the students will be asked to write an Op-Ed (1 paragraph long) describing their feelings of being taxed by the British as a colonist.

Days 5 & 6

Lesson: Boston Tea Party

Length: 50 minutes

Academic Content Areas: History, Drama, Language Arts

Procedures:

Begin by asking students “what do they already know?” Read “George vs. George – Why is called the Boston Tea Party?”

Boston Tea Party reenactment strips handed out to students and they get into their respective groups and decide who does what parts

Each group performs and then class discusses what happens in each skit.

Students will:

o Read and analyze the poem “Revolutionary Tea”o Practice and perform their section of the Boston Tea Party

Day 7

Lesson: Virtual Field Trip

Length: 50 minutes

Materials/Resources: http://www.bostonteapartyship.com/virtual-tours,

Content Areas: History, Technology

Procedures:

Students will:o Take a virtual field trip to Boston Harbor and as well as other various sites

(Colonial Williamsburg, Plantations, Sight of Boston Massacre, etc.) that played an important part in the beginning of the American Revolution.

Day 8

Lesson: Major Battle Group Research – Expert Groups (GLADD strategy)

Length: 90 minutes

Academic Content Areas: History, Technology, Literature

Procedures:

Watch the School House Rock YouTube video: “The Shot Heard ‘round the World” Small groups assigned a battle, laptops/chrome books can be used to research as well as

books. Students get about 40 minutes for this portion. Groups then switch around so there is one person representing each battle, and each

“expert” in the group explains what they learned about their battle. Students put pushpins on the map showing where the battle took place.

Students will:

Research a major battle in a small group (they become experts) then get in another group and report to that group about the battle they studied and listen as other students share about each battle.

During student presentations about major Revolutionary War Battles, the students will complete a handout asking three questions about each battle.

Add “major battle” tri fold to their lapbooks.

Day 9:

Lesson: Revolutionary War Medicine

Length: 90 minutes

Materials/Resources: Handouts for each group, which include a short journal entry of that person giving their background and an injury that happened to them during combat or an illness they came down with, note taking guides to refer to during research, books/internet sites that will be helpful to finding the answers they need.

Content Areas: History, Science, Technology, Art

Procedures:

Explain to students that as the war raged on, doctors had to come up with ways to help the soldiers. More people died during the war from illnesses than from combat. We talk about the injuries that occurred during battles and the war.

Add “medicine in the battle field” section to their lapbooks.

Students will:

Contribute to the discussion of what kids of injuries soldiers might have. After student groups research how their assigned person would be healed, the groups

will report their findings by including who would have helped, instruments that would be used, methods, and medicine used to help the healing process.

Be asked to report their findings on who would have helped, instruments that would be used, methods, and medicine used to help the healing process of the injured person they were given.

*This day is our Computer Lab day, so we will use this time to take a virtual field trip to the “Museum of the American Revolution”. The website has an interactive timeline that brings up artifacts, objects, pictures, and manuscripts of this time. Students will use their time to simply explore the website and make note of the pieces that are interesting to them.

o Website: http://amrevmuseum.org/collection

Day 10

Lesson: Colonial Day!

Length: All day event held at school

Content Areas: History, PE, Drama, Language Arts

Materials/Resources:

Students will:

Compare and contrast their life to life in the colonies. Areas will include food/tea/table manners, clothing, bedding, transportation, games, quill writing, and music/dancing.

Day 11

Lesson: Discussion on My Brother Sam is Dead

Length: 50 minutes

Content Areas: History, Language Arts, Writing/Reading

Procedures:

On this day, we will finish reading the book in class, and summarize some of the main points, and characters of the book. After an in depth discussion, students will be told that as an end of the book project, they are going to write a poem, chant, song, diary/journal entry as if they were one of the main characters (Sam, Tim, Mom, Dad). I will show them examples from previous students who did it for a different book.

To get full credit, they must type their assignment have it free of errors, be accurate in their portrayal of the character, include an illustration of the character or a symbol to represent their character, and mount it on a piece of construction paper.

They will be given until the following Wednesday to complete the project.

Days 12, 13, & 14

Lesson: American Revolution Web Quest

Length: 150 minutes

Content Areas: History

Materials/Resources: http://grants.coehd.utsa.edu/crest/WebQuest/CREST%20WebQuests/Grade%205/5-6/Step%204.html

Procedure:

Students will use their individual Chromebooks to get to the webpage: http://grants.coehd.utsa.edu/crest/WebQuest/CREST%20WebQuests/Grade%205/5-6/Introduction.html to read what their task is.

Together we will read through the introduction, and then I will explain what I expect of them. I will assign them as either a Loyalist reporter who supports Great Britain’s authority over the colonists or a Patriot reporter who supports the idea that the thirteen colonies should govern themselves. They then follow the steps laid out to them on the website and have three full social studies periods to finish the task. The end product will be an article.

This project will be competed in class. Not taken home.

Day 15

Lesson: Unit Test

Length: 50 minutes (or longer if students need)

Materials/Resources: Final Test

Procedure:

Hand the test out, and explain that it is open book and open notes, however, they must write the source of their answer (page number, resource used).

Days 16 & 17

I have worked into the unit these two extra days in case one of the lessons ends up taking longer to teach than anticipated.

Resources for unit:

Children’s books/Websites:

Field trip: http://www.bostonteapartyship.com/virtual-tours Webquest: http://grants.coehd.utsa.edu/crest/WebQuest/CREST%20WebQuests/Grade

%205/5-6/Step%204.html Field trip: : http://amrevmuseum.org/collection My Brother Sam is Dead

Teacher reference materials:

“Paul Revere’s Ride” poem Casualty list “George vs. George: The American Revolution as Seen from Both Sides” “Life in England and North American Colonies” handout “Paying Taxes to English – Pros and cons” handout Lap book example “Revolutionary Tea” poem 3-questions Battle handout Student guide to research Final Test

Multimedia:

Chromebooks Computer lab Youtube video: “The Shot Heard Round the World”

Materials for “hands-on” investigations:

M&M’s/Dixie cups Tea

Soldier journal entry Boston Tea Party reenactment strips for student skits Student guide to research 3-question battle handout for Expert groups

Handouts for unit:

“Paul Revere's Ride” by Henry Wadsworth Longfellow

Listen my children and you shall hear

Of the midnight ride of Paul Revere,

On the eighteenth of April, in Seventy-five;

Hardly a man is now alive

Who remembers that famous day and year.

He said to his friend, "If the British march

By land or sea from the town to-night,

Hang a lantern aloft in the belfry arch

Of the North Church tower as a signal light,--

One if by land, and two if by sea;

And I on the opposite shore will be,

Ready to ride and spread the alarm

Through every Middlesex village and farm,

For the country folk to be up and to arm."

Then he said "Good-night!" and with muffled oar

Silently rowed to the Charlestown shore,

Just as the moon rose over the bay,

Where swinging wide at her moorings lay

The Somerset, British man-of-war;

A phantom ship, with each mast and spar

Across the moon like a prison bar,

And a huge black hulk, that was magnified

By its own reflection in the tide.

Meanwhile, his friend through alley and street

Wanders and watches, with eager ears,

Till in the silence around him he hears

The muster of men at the barrack door,

The sound of arms, and the tramp of feet,

And the measured tread of the grenadiers,

Marching down to their boats on the shore.

Then he climbed the tower of the Old North Church,

By the wooden stairs, with stealthy tread,

To the belfry chamber overhead,

And startled the pigeons from their perch On the sombre rafters, that round him made

Masses and moving shapes of shade,--

By the trembling ladder, steep and tall,

To the highest window in the wall,

Where he paused to listen and look down

A moment on the roofs of the town

And the moonlight flowing over all.

Beneath, in the churchyard, lay the dead,

In their night encampment on the hill,

Wrapped in silence so deep and still

That he could hear, like a sentinel's tread,

The watchful night-wind, as it went

Creeping along from tent to tent,

And seeming to whisper, "All is well!"

A moment only he feels the spell

Of the place and the hour, and the secret dread

Of the lonely belfry and the dead;

For suddenly all his thoughts are bent

On a shadowy something far away,

Where the river widens to meet the bay,--

A line of black that bends and floats

On the rising tide like a bridge of boats.

Meanwhile, impatient to mount and ride,

Booted and spurred, with a heavy stride

On the opposite shore walked Paul Revere.

Now he patted his horse's side,

Now he gazed at the landscape far and near,

Then, impetuous, stamped the earth,

And turned and tightened his saddle girth;

But mostly he watched with eager search

The belfry tower of the Old North Church,

As it rose above the graves on the hill,

Lonely and spectral and sombre and still.

And lo! as he looks, on the belfry's height

A glimmer, and then a gleam of light!

He springs to the saddle, the bridle he turns,

But lingers and gazes, till full on his sight

A second lamp in the belfry burns.

A hurry of hoofs in a village street,

A shape in the moonlight, a bulk in the dark,

And beneath, from the pebbles, in passing, a spark

Struck out by a steed flying fearless and fleet;

That was all! And yet, through the gloom and the light,

The fate of a nation was riding that night;

And the spark struck out by that steed, in his flight,

Kindled the land into flame with its heat. He has left the village and mounted the steep,

And beneath him, tranquil and broad and deep,

Is the Mystic, meeting the ocean tides;

And under the alders that skirt its edge,

Now soft on the sand, now loud on the ledge,

Is heard the tramp of his steed as he rides.

It was twelve by the village clock

When he crossed the bridge into Medford town.

He heard the crowing of the cock,

And the barking of the farmer's dog,

And felt the damp of the river fog,

That rises after the sun goes down.

It was one by the village clock,

When he galloped into Lexington.

He saw the gilded weathercock

Swim in the moonlight as he passed,

And the meeting-house windows, black and bare,

Gaze at him with a spectral glare,

As if they already stood aghast

At the bloody work they would look upon.

It was two by the village clock,

When he came to the bridge in Concord town.

He heard the bleating of the flock,

And the twitter of birds among the trees,

And felt the breath of the morning breeze

Blowing over the meadow brown.

And one was safe and asleep in his bed

Who at the bridge would be first to fall,

Who that day would be lying dead,

Pierced by a British musket ball.

You know the rest. In the books you have read

How the British Regulars fired and fled,---

How the farmers gave them ball for ball,

From behind each fence and farmyard wall,

Chasing the redcoats down the lane,

Then crossing the fields to emerge again

Under the trees at the turn of the road,

And only pausing to fire and load.

So through the night rode Paul Revere;

And so through the night went his cry of alarm

To every Middlesex village and farm,---

A cry of defiance, and not of fear,

A voice in the darkness, a knock at the door,

And a word that shall echo for evermore! For, borne on the night-wind of the Past,

Through all our history, to the last,

In the hour of darkness and peril and need,

The people will waken and listen to hear

The hurrying hoof-beats of that steed,

And the midnight message of Paul Revere.

Name:_______________________________________

George Washington and King George III Venn Diagram

George Washington Both King George III

rrr rrr

Life in England vs. Life in the British Colonies

Life in England Life in the British American Colonies

Paying Taxes to England - Pros and Cons

Pros of Paying Taxes to England Cons of Paying Taxes to England

Revolutionary Tea

There was an old lady lived over the sea

And she was an island queen.

Her daughter lived off in a new country

with an ocean of water between.

5 The old lady’s pockets were full of gold But never contented was she,

So she called on her daughter to pay her a tax

Of three pence a pound on her tea,

Of three pence a pound on her tea.

10 Now, mother, dear mother,” the daughter replied,

“I shan’t do the thing you ax.

I’m willing to pay a fair price for the tea,

But never the three-penny tax.”

“You shall,” quoth the mother, and reddened with rage,

15 “For you’re my own daughter, you see,

And sure ’tis quite proper the daughter should pay

Her mother a tax on her tea,

Her mother a tax on her tea.”

And so the old lady her servant called up

20 And packed off a budget of tea;

And eager for three pence a pound, she put in

Enough for a large family.

She ordered her servant to bring home the tax,

Declaring her child should obey,

25 Or old as she was, and almost full grown,

She’d half whip her life away,

She’d half whip her life away.

The tea was conveyed to the daughter’s door,

All down by the ocean’s side,

30 And the bouncing girl poured out every pound

In the dark and boiling tide;

And then she called out to the island queen,

“Oh, mother, dear mother,” quoth she,

“Your tea you may have when ’tis steeped quite enough

35 But never a tax from me,

But never a tax from me.”

Boston Tea Party Reenactment Strips

ACT I

Scene I

Curtain rise to a backdrop with a painted scene of the Boston Harbor and three sailing ships tied

to the wharf. Also, the exterior of a warehouse is shown.

Narrator: A group of men and women are congregating and listening to a newsboy. He is

carrying newspapers under one arm and waving another in his hand, shouting as he walks up and down.

Newsboy: Extra! Extra! Extra! Read all about it! Three ships arrived from England loaded with tea. They

are tied at Griffin's wharf. The tea is taxed at three pence a pound. Extra! Extra! Ships with tea have also

arrived in New York, Philadelphia, and Charleston. Extra! Extra! Read all about it!

Narrator: Some spectators buy a newspaper and read it briefly while the newsboy continues to

shout the

news. One spectator waves his fist with annoyance.

First Spectator: Great Britain has certainly tired our patience. First it was the sugar tax, then the

Stamp Act. Imagine having to buy a stamp for every piece of printed paper we use, just to keep King

George's treasury well supplied.

Second Spectator: And now a tax on the one drink a poor man enjoys—tea.

Third Spectator: I say we must learn to live without it rather than pay the tax.

Fourth Spectator: How can we live without it?

Narrator: There is mounting excitement. The men and women are heard shouting.

First Spectator: We must live without it! We must not pay the tax no matter how much we want

tea. It's a matter of principle. Now the tea tax, next it will be something else. There will be no end to it!

Narrator: Now all are extremely angry.

Second Spectator: King George has no right to do this to us. We don't even have representation

in his Parliament.

Third Spectator: I say, no taxation without representation. All Together: Hear! Hear!

Fourth Spectator: Let's go right now to merchant Clark at the warehouse and demand that he not unload the tea from the ships.

Narrator: They all shout together, waving their arms.

Spectators: Aye! Aye! To the warehouse! To the warehouse! [Exit together. Curtain closes.]

Scene 2

Scene opens with the same backdrop with a group of colonists congregated in front of it.

Narrator: Richard Clark, a merchant and owner of the warehouse, is faced by an angry group of

colonists. They have come as a committee to protest the arrival of the tea, and especially the tax on it.

First Committee Member: Richard Clark, we're here to speak for the people of Boston. We ask

you to promise not to sell the cargo of tea just arrived and in your charge.

Second Committee Member: We demand that you send the chests of tea back to London unopened.

Narrator: Clark becomes annoyed and angry.

Clark: I want nothing to do with you. You have no right to speak in this manner. Leave my

warehouse!

Third Committee Member: We have the right of an oppressed people.

Clark: I have nothing to do with governmental matters. I suggest you speak to Governor

Hutchinson.

Narrator: Clark makes a quick exit.

[Curtain closes.]

ACT II

Curtain rises on the interior of the Old Meeting House. There is a table with a candle on it and

chairs.

Narrator: Several men are grouped around Samuel Adams. Angry voices sound throughout the

room.

Suddenly Francis Rotch, a shipowner, enters. All look to him for news.

Rotch: Gentlemen, as you suggested, I spoke to the Governor about a clearance to sail my ship

back to England with the tea.

Adams: What was his reply?

Rotch: The Governor firmly refused. The ships will be unloaded in the morning.

Narrator: Excited and angry voices are heard throughout the group. Samuel Adams stands on a

chair and signals for quiet. He tries to restore order.

[One spectator is heard shouting, then another.]

First Spectator: Who knows how tea will mingle with salt water?

Second Spectator: Boston Harbor will be a teapot tonight! The Mohawks will come!

Narrator: They all exit shaking their fists, shouting angrily, and repeating the refrain.

[Curtain closes.]

ACT III

At curtain rise: It is nighttime and the stage is in semi-darkness. The backdrop is the harbor scene. There is a platform running the length of the stage that represents the deck of this ship. There are several chests or large boxes filled with tea on the platform. The boxes may or may not have small dried leaves or bits of torn paper in them. A railing marks the edge of the deck, and a tall mast and rigging may be in the center.

Narrator: Two disguised Mohawks sneak about the wharf looking from left to right, then jump

over the rail and board the ship. They approach the boxes of tea stacked in the corner. One of the men

grabs a box and passes it to his companion.

First Disguised Mohawk: Heave ho!

Narrator: The second disguised Mohawk opens the box with his ax and empties the contents

over the rail.

Second Disguised Mohawk: And over she goes!

Narrator: The disguised Mohawks work as a team. One passes a box of tea to the other, who

opens it and empties the contents over the rail.

Both Disguised Mohawks: And over she goes!

Narrator: The boatswain's whistle is heard again as groups of people assemble to see what is

taking place. As each box is dumped into the harbor, the people cheer loudly. Box after box of tea is

dumped overboard, and the disguised Mohawks then jump over the rail. In high spirits, they place their

axes over their shoulders and march away to the tune "Yankee Doodle." The spectators follow, knowing

that the Boston Tea Party is only the beginning of their efforts to establish a free and independent

nation.

[Curtain closes.]

Boston Tea Party Reenactment Rubric

1 2 3 4Teamwork Students had

more than 4 conflicts amongst group members.

Students had a few conflicts amongst group members.

Students had hardly any conflicts amongst group members.

Student work wells within their group without any conflict.

Performance Student was unaware of what they had to say and do.

Student made a few mistakes during their performance.

Student made hardly any mistakes during their performance.

Student was articulate with their lines and they what they were going to say and when.

Input Student did not give any input after the various skits.

Student gave input after the various skits.

Student Questions for “Major Battle” Research Guide:

1. Where is the battle located?

2. What is the cause of the battle?

3. Why was the battle fought?

4. What important people are involved in the battle?

5. How long did the battle take?

6. What was the outcome of the battle?

Three Questions for Each Battle (to answer during other students’ presentations)

1. Battle of Lexington/Concord

a. What was the cause of the war?

b. Who won?

c. Who were the major people involved in the battle?

2. Battle of Bunker Hill

a. What was the cause of the war?

b. Who won?

c. Who were the major people involved in the battle?

3. Battle of Long Island

a. What was the cause of the war?

b. Who won?

c. Who were the major people involved in the battle?

4. Battle of Trenton a. What was the cause of the war?

b. Who won?

c. Who were the major people involved in the battle?

5. Battle of Saratoga

a. What was the cause of the war?

b. Who won?

c. Who were the major people involved in the battle?

6. Battle of Yorktown

a. What was the cause of the war?

b. Who won?

c. Who were the major people involved in the battle?

Medicine Note-Taking Guide

Treatment:

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Doctor:

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Medicine:

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Instruments:

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Methods:

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