American Revolution Webquest
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Introduction
The war has begun! The American colonists have declared their independence from the mother country of England and Great Britain has responded by sending a large fleet to occupy New York Harbor. Important battles and historic events will surely follow!
Task
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As
your publisher I am assigning you to cover these important events and
create a short newspaper about one of them. You will be divided into
groups of three. Each of you will have one of three specific roles to
play in creating the newspaper. One of the three will serve as
reporter, one student will serve as editor and one student will serve
a graphic artist.
Reporter: You are responsible for gathering the most important information about the event that you group is reporting on and composing the article that will appear in the newspaper.
Graphic Artist: You are responsible for the overall look of the newspaper. You will create a masthead for your newspaper. You will collect appropriate images and, working with the editor, you will lay them out in the newspaper. You are also responsible for creating informative captions about the graphics used in the paper.
Editor: You are responsible for the final product. You will work with the reporter to make sure all necessary information is present in the article about the battle your paper is reporting on. You will also produce two short “blurbs” with relevant demographic and historical data about the site of the battle. You will proofread and correct any mistakes made by the reporter. You will also have final approval of the graphic layout done by the graphic artist.
Reporter: You are responsible for gathering the most important information about the event that you group is reporting on and composing the article that will appear in the newspaper.
Graphic Artist: You are responsible for the overall look of the newspaper. You will create a masthead for your newspaper. You will collect appropriate images and, working with the editor, you will lay them out in the newspaper. You are also responsible for creating informative captions about the graphics used in the paper.
Editor: You are responsible for the final product. You will work with the reporter to make sure all necessary information is present in the article about the battle your paper is reporting on. You will also produce two short “blurbs” with relevant demographic and historical data about the site of the battle. You will proofread and correct any mistakes made by the reporter. You will also have final approval of the graphic layout done by the graphic artist.
Process
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All students complete the general instructions. Also follow instructions for your particular role.
All students complete the general instructions. Also follow instructions for your particular role.
- Visit
the Liberty:
the American Revolution
website at www.pbs.org/liberty.
Find the link to the Road
to Revolution Game.
Play the Game.
- Return
to the Liberty:
the American Revolution
home page.Find and follow the
Chronicle of the Revolution
link. Find the link to the account of the Battle
at Yorktown 1781.
Read the newspaper story about the Battle of Yorktown. After reading
the account, answer the questions on the Battle of Yorktown worksheet
(see attachment).
- Read
at least 2 more of the accounts in Chronicle
of the Revolution.
These newspaper stories are the models for your assignment. You may
not copy any of these articles. They are examples of the style of
article that you should produce.
- Select
one of the following Revolutionary events to report on. Each group
will report which revolutionary event they have selected.
- Follow
the Weblinks provided in Resources
to gather the information and images you will need to complete you
report.
Resources
Boston Tea Party
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http://historymatters.gmu.edu/d/5799
http://www.pbs.org/ktca/liberty/chronicle_boston1774.html
http://www.wpi.edu/Academics/Depts/MilSci/Resources/absbostea.html
http://www.ushistory.org/declaration/related/teaact.htm
http://www.historyplace.com/unitedstates/revolution/teaparty.htm
http://www.pbs.org/ktca/liberty/chronicle_boston1774.html
http://www.wpi.edu/Academics/Depts/MilSci/Resources/absbostea.html
http://www.ushistory.org/declaration/related/teaact.htm
http://www.historyplace.com/unitedstates/revolution/teaparty.htm
Battle of Saratoga
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http://www.saratoga.org/battle1777/
http://en.wikipedia.org/wiki/Battle_of_Saratoga
http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/Saratoga.htm
http://library.thinkquest.org/10966/?tqskip1=1
http://en.wikipedia.org/wiki/Battle_of_Saratoga
http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/Saratoga.htm
http://library.thinkquest.org/10966/?tqskip1=1
Battle of Lexington and Concord
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http://library.thinkquest.org/10966/?tqskip1=1
http://www.wpi.edu/Academics/Depts/MilSci/Resources/batmap.html
http://www.wpi.edu/Academics/Depts/MilSci/Resources/lexcon.html
http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/LexingtonBattle.htm#BattleLexingtonConcord
http://library.thinkquest.org/10966/?tqskip1=1
http://www.wpi.edu/Academics/Depts/MilSci/Resources/batmap.html
http://www.wpi.edu/Academics/Depts/MilSci/Resources/lexcon.html
http://www.kidport.com/RefLib/UsaHistory/AmericanRevolution/LexingtonBattle.htm#BattleLexingtonConcord
Battle of Bunker Hill
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http://www.masshist.org/bh/accounts.html
http://www.wpi.edu/Academics/Depts/MilSci/Resources/bhill.html
http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/42bunker/42bunker.htm
http://www.usahistory.info/Revolutionary-War/Bunker-Hill.html
http://www.wpi.edu/Academics/Depts/MilSci/Resources/bhill.html
http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/42bunker/42bunker.htm
http://www.usahistory.info/Revolutionary-War/Bunker-Hill.html
Signing of the Declaration of Independence
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http://library.thinkquest.org/10966/?tqskip1=1
http://www.archives.gov/exhibits/charters/charters.html
http://www.ushistory.org/declaration/
http://www.loc.gov/exhibits/declara/declara1.html
http://www.archives.gov/exhibits/charters/charters.html
http://www.ushistory.org/declaration/
http://www.loc.gov/exhibits/declara/declara1.html
Artists' Resources
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http://www.google.com/imghp?hl=en&tab=wi
http://americanrevolution.org/artmain.html
http://www.historyplace.com/unitedstates/revolution/revgfx/bost-mass2.jpg
http://www.juggle.com/american-revolution
http://americanrevolution.org/artmain.html
http://www.historyplace.com/unitedstates/revolution/revgfx/bost-mass2.jpg
http://www.juggle.com/american-revolution
General Resources
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http://historymatters.gmu.edu/
http://www.earlyamerica.com/earlyamerica/past/
http://www.theamericanrevolution.org/http://www.mce.k12tn.net/revolutionary_war/timeline_of_the_american_revolut.htm
http://www.jelleyjar.com/holiday/usafathers.html
http://library.thinkquest.org/TQ0312848/home.htm
http://historymatters.gmu.edu/
http://www.earlyamerica.com/earlyamerica/past/
http://www.theamericanrevolution.org/http://www.mce.k12tn.net/revolutionary_war/timeline_of_the_american_revolut.htm
http://www.jelleyjar.com/holiday/usafathers.html
http://library.thinkquest.org/TQ0312848/home.htm
Evaluation
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As
your newspaper publisher, I will evaluate you report on the following
criteria according to the following criteria (see attached rubric).
Conclusion
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The
American Revolution was one of the formative events in the history of
the United States and in the history of democracy. From the eloquent
principles of the Declaration of Independence to the grit of the
soldiers enduring hardships at Valley Forge, the events of the
American Revolution have left an enduring legacy of liberty. One of
our most important liberties is the freedom of speech and of the
press. In this assignment you have practiced one of our most
important liberties through creating your own newspaper reports about
important events in the American Revolution.
Standards Addressed
_Historical Interpretation
1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.
Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.
3. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.
Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.
3. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.