Documents about Revolutionary War
UbD
Wisc Stevens Point, SCRAI 775
Excerpt: ... Understanding by Design Unit Plan Topic: The Revolutionary War Grade: 5th Subject Areas Included: Socials Studies, Science, Language Arts Designer: Sara Craig, Shannon Vogel, Jessica Wright, and Rebecca Hannemann Stage 1 Desired Results STANDARDS (Wisconsin Teacher Standards) Social Studies B.8.3 Describe the relationships between and among significant events, such as the causes and consequences of wars in United States and world history B.8.5 Use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, or justice, and express the position coherently B.8.7 Identify significant events and people in the major eras of United States and world history Science B.8.8 Identify major scientific discoveries and technological innovations and describe their social and economic effects on society C.8.7 Explain their data and conclusions in ways that allow an audience to understand the questions they selected for investigation and the answ ...
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lesson_template
Towson, ISTC 301
Excerpt: ... Final Project Content and Context Course: Fifth Grade Social Studies Unit: Revolutionary War (Lessons 35), Social Studies Topic: Review of previously presented information Goal: To conclude the unit of the Revolutionary War and have students review. We will present using questions and receiving student feedback and also having the students get into groups to talk about their given topic pertaining to the war. The students will then present in order of each event. Each group presenting with ask the class a question about their topic they are presenting, or ask the class to add to their given topic. They will present on the importance of the event and vocabulary words that correlate. Then the teachers will present the PowerPoint reviewing all the information. Setting The lesson will take place in the fifth grade classroom with a PowerPoint projector, then into the computer lab to respond to Blogger questions. Materials Markers Big paper PowerPoint projector One computer for each stu ...
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google_earth
Wisc Eau Claire, EDMT 380
Excerpt: ... Name: Date: American Revolutionary War Directions: We will be continuing our studies of the American Revolution. In this assignment, you and a partner will be using Google Earth to placemark 10 important battles, events, and places which occurred during or relate to the American Revolutionary War . Steps: 1. Placemark each battle/event on Google Earth in number (chronological) order. Change your placemark icons to number icons. 2. For each placemark, use online and book resources to discover the importance of the site during the war. In your own words, write a paragraph (46 sentences) in the description portion of the placemark. If applicable, describe the current function of the site. 3. At each site, spend a few minutes exploring the area using the 3D building, ter rain, or other functions. Note anything interesting you see. 4. Place 3 photos from my social bookmarking site in your placemark(s) 5. Find 2 good websites you ...
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webinfo
North Texas, COURSEWEB 4100003
Excerpt: ... David Johnson March 9, 2009 Assignment 2 Software Reference: Liberty's Kids, produced by The Learning Company in 2002 for 4-8 grade. This software was found in the Mac lab of Matthews Hall, and it addresses the key events of the Revolutionary war , based off the animated PBS show. The user takes the role of newspaper reporter in writing events and turning them into news in a revolutionary "newspaper." http:/www.pbs.org/ktca/liberty/road.html A fun game that tests the user's knowledge of the Revolutionary war in a series of questions that, if answered correctly, lead the user from Boston to Washington D.C. (the beginning of the war to the formation of the Constitution. https:/media.iearn.org/node/709 This internet project (titled: What My Country is for Me) has students assess what the country they live in means to them and which aspects they value the most. They are then able to put their thoughts together in an essay which they will share with corresponding students from other countries. While this project ...
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3.06lecnotes
UC Davis, HIS 015
Excerpt: ... Lecture notes March 6, 2007 HIS 015 "New Gods": Religion and Secularism Decolonization and Independence Nationalist movement-works within African society, have some revolutionary war s Decolonization indicates some involvement Of great Zimbabwe-Shona After those empires was the Rozwi empire Then those of the shona became into Paramountcy (paramountcies) Ndebele (Zulu offshoot) Two main South African issues 1. aids has become rampant in South Africa, intensified since independence 2. Freedom charter Neo-liberal approach-towards capitalism-turning towards private enterprise Built societies around language, religion, etc Labor land equation-plentiful land, scarce labor African societies for the most part welcomed new people, skills, etc "choosing the best" 1. 2. 3. 4. Colonialism stressed differences Used indirect rule and therefore took away chiefs indigenous form of income Ended pastoral movement-deplete soil, stressed land Threw Africans into new economy-taxation-led to changes in division of labo ...
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CI 413-Young Adult Lesson 1
Southern Illinois University Edwardsville, CI 413
Excerpt: ... Name(s):_ Content Area:_ Social Studies, & Technology_ Date:_12/09/03_ Grade Level:6th 8th Objectives with Illinois Learning Standards: 1. Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources) (16.A.1b). 2. Identify major causes of the American Revolution and describe the consequences of the Revolution through the early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin (16.B.2b.). 3. Explain how and why the colonies fought for their independence and how the colonists ideas are reflected in the Declaration of Independence and the United States Constitution (16.B.3b). Strategies/Techniques: The idea of the project is for students to use books to gain information about the Revolutionary War and create PowerPoint presentation to present to the class. They students will use books that the have found in different li ...
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heroines
USF, SS 601
Excerpt: ... Nicole Douglas Teaching Social Studies Book Set Female Heroines of the Revolutionary War Brown, D. (1985) Sybil Rides for Independence. Atlanta: A. Whitman Publishing. Kindergarten-Grade 3 In six brief chapters, Brown tells the story of a brave and precocious heroine of the Revolutionary War . In 1777, Sybil Ludington, at the age of 16, made a night ride to warn local minutemen of the British attack on Danbury, Connecticut. Her effort raised more than 400 men who were then able to force the British back to their ships in Long Island Sound. Told in a tone empathetic with the young woman's excitement and fear, the text presents a historic event accomplished by an ordinary person. This event is slightly fictionalized, but it is done so in a manner responsible to fact. The book's concluding chapter provides information regarding known records of Sybil's life, as well as the historical context in which her famous ride took place. The book is liberally illustrated with warm pencil drawings and red wash overlays. R ...
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webbasedform
N. Georgia, MHBURN 8342
Excerpt: ... Web-Based Lesson Plan Lesson Plan Title: Developed by: Subject Area: Grade Level: Purpose of the Activity: Georgia's Involvement in the Revolutionary War Melinda Burnette Georgia History 8 The purpose of this lesson is to introduce students to the many reasons that Georgia entered the Revolutionary War . This lesson will show the different opinions of Georgian's at the time and the process that Georgia went through entering the Revolutionary War . After completing this web-based activity a student will be able to identify the different acts that pushed Georgia into the Revolutionary War . Students will be able to explain the reasoning behind Georgia entering the Revolutionary War . Georgia Performance Standard SS8H3- The student will analyze the role of Georgia in the American Revolution. Students will be able to explain the Stamp Act and Intolerable Acts. Students will be able to analyze significant people and events in Georgia on the Revolutionary War . http:/www.ourgeorgiahistory.com (http:/www.ourg ...
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Practice Test #8
UPenn, HIST 020
Excerpt: ... rown Point 8. The colonists' invasion of Canada in 1775 a. was unsuccessful b. was a little strategic value for the colonists c. was eagerly welcomed by French-Canadian leaders d. resulted in the capture of both Montreal and Quebec 9. The Revolutionary War began with fighting in ; then in 1777-1778, fighting was concentrated in ; and the fighting concluded in. a. the South, the middle colonies, New England b. the middle colonies, New England, the South c. New England, the South, the middle colonies d. New England, the middle colonies, the South 10. The colonists delayed declaring their independence until July 4, 1776, for all of the following reasons except a. lack of military victories b. support for the tradition of loyalty to the empire c. the realization that the colonies were not united d. fear of British military reprisals 1 11. In the common sense, Thomas Paine argued that a. victory against Britain was impossible b. aid from France would not come until America declared its independence c. the D ...
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sample3
Iowa State, SPCM 212
Excerpt: ... tain or inspire. names relevant course concepts, and uses them to analyze the speech in detail. points to specific details of the speech as examples of the course concepts. (if appropriate) gives specific advice about how weaknesses can be corrected. is expressed as if it was being said directly to the speaker: taking a personal point of view ("I felt") in a civil fashion. Most common mistakes on test 1 & 2: failure to apply the standards appropriate for the type of speech; failure to name relevant course concepts; failure to identify specific details in the speech. Question 4: Write a section (paragraph) of a Commemorative speech about George Washington. Identify the basic value that you are expressing in the paragraph, and identify three examples of techniques for using language vividly which you used. Here are some facts that you may use: At the end of the Revolutionary War , George Washington disbanded his army and, on November 2, 1783 gave an eloquent farewell address to his soldiers. At ...
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Class Lecture Outline Ratification-new
MNSU, POL 111
Excerpt: ... Class Lecture Outline Ratification of the Constitution These notes are provided to supplement class lectures and in no way replace class attendance. These notes may contain unintentional errors, which will (with luck) be corrected in class. Founding the Constitution - Revolutionary War (1774-1783) -Articles of Confederation (1777) -Shays Rebellion (1786) -Constitutional Convention Tensions 1. Social issues 2. Liberty and Equality 3. Slavery 4. States Power 5. Large states vs. small states 6. Executive Power 7. Nature of Judiciary Features of the Constitution A. State sovereignty 1. Federalism 2. Supremacy Clause (Article VI) 3. Enumerated Powers and Implied Powers 4. Full Faith and Credit B. Great Compromise C. Executive Authority D. Nature of Judiciary E. Unresolved issues: Slavery and the 3/5ths Compromise F. Amendable Ratification Debate: Federalists vs. Anti-federalists 1 ...
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Rationale
Wisc Stevens Point, SCRAI 775
Excerpt: ... Rationale It is important for students to learn about the Revolutionary War for various reasons. Through learning about the history of how Americans gained independence, the students can see that it is important to stand up for themselves and for what they believe in. They understand the struggles our ancestors went through and can gain a value of freedom, how far we have come, and can make students more knowledgeable citizens of the United States. Students should learn about the scientific and technological advancements that have been made from the time of the Revolutionary War until now. If students are exposed to what the colonists had for medicine and specialized war innovations, they can appreciate how far the American people have come since the 1700s. Students learn about how conflict leads to both positive and negative changes through studying the Revolutionary War . Students realize the negative consequences that conflict causes: death, destruction of homes, towns, families, and land, government-less n ...
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Reading Logs 2
UCSB, GLOBAL STU 1
Excerpt: ... explains that Marxist ideas served antitheses to Capitalism. We were presented with these very ideas in Marxs Communist Manifesto, and his article about Feudalism, in which he blames the worlds labor divisions primarily on capitalism. She then explains how two major acts shaped the socialist movement greatly: firstly, the First World War and the Russian Revolution of 1917, and secondly, the Second World War served as the ignition to much of the action that took place outside of Europe during post-war decolonization, along with the cold war spit of the world into socialist and imperialists camps. Reading Log #6: Mao Zedong Characteristics of Chinas Revolutionary War Zedong bases his revolutionary war on Stalin and Lenins theories, but says that their theories do not mean that the Chinese should exactly apply them to their own government. His first characteristic of the revolutionary war indicates that the war could very possibly attain victory, because it already experienced a revolutio ...
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boscon_2004070811_24
Princeton, BOSCON 2004070811
Excerpt: ... At Lexington, the trail is quite close to the historical area (first battle of the Revolutionary War ). There's a gift shop and information center whose front faces the Green and roads and whose back is next to the trail. Not knowing exactly where I was and seeing the info sign, I stopped and went in the info center. I had hoped to see some of the historical sights, but still didn't know where they were. After studying some of the maps, I concluded they were right there. So I rode around to the front, locked my bike and went on a short walking tour. <p> On Lexington Green (or the Common), the Minuteman Statue. ...
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take-home2006
Oregon State, HST 106
Excerpt: ... Second mid-term Take-home exam World History 106 Fall 2006 (In case there are changes, I shall announce them on blackboard or in class) This exam covers the movies Gandhi and Wild Swans, and information in your textbook and sourcebook related to the two movies. Regarding topics and materials which we discuss after the first mid-term but are not covered in this mid-term, they will be parts of the final exam. I. Materials To prepare for the second mid-term, you need to analyze the following categories of information: -movie Gandhi -movie Wild Swans -lecture notes related to Indias Independence, the Chinese revolutions and the Chinese Communist regime -Textbook: chapters 28 and 32 (pages related to China and India) -Sourcebook: Indian Home Rule, Reports on an Investigation of the Peasant Movement in Hunan, and Strategic Problems of Chinas Revolutionary War -if you like, you can also reread The Communist Manifesto (or go over lecture notes on the topic). II Fo ...
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2686
UMass Dartmouth, CE 1740
Excerpt: ... Course Description: HST 305 United States During the Age of the Revolution This class encompasses the period spanning the 1760s to 1840s concentrating on the development of political ideals and practices. Topics will include the French and Indian War, the Albany Congress, Revolutionary War , the origin of the Revolution and consequences, the Constitution, the rise of political parties, Jeffersonian and Jacksonian democracy and territorial expansion. Course Objectives United States during the Age of the Revolution To understand the influence of Enlightenment and other philosophies on the political writings and the formation of the Republic during this time frame. To trace the development of a specifically American ideology through the documents generated during this era. To appreciate the formulation of and the implications of the iconography associated with the American Republic and the sources from which the iconography his been drawn. To discuss the development and shaping of the American presidency from Was ...
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2794
UMass Dartmouth, CE 1840
Excerpt: ... Course Description: HST 30571 United States During the Age of the Revolution This class encompasses the period spanning the 1760s to 1840s concentrating on the development of political ideals and practices. Topics will include the French and Indian War, the Albany Congress, Revolutionary War , the origin of the Revolution and consequences, the Constitution, the rise of political parties, Jeffersonian and Jacksonian democracy and territorial expansion. Class Assignments and Lectures Week 1- Introductions and Beginnings July 4 through 11, 2007 Objectives: Welcome Introductions Readings: Establish a basis for ideological development from British subjects to Revolutionary Colonists Demonstrate the relationship between European and Native American Ideology Trace the economic hardships incurred by warfare, to taxation and disillusionment Nash, pages 1-150: Albany Plan of Union of 1754 see http:/www.yale.edu/lawweb/avalon/amerdoc/alba ny.htm; Rakove, pages 1-63 Ketcham, pages 69-88 Lecture 1: Lectu ...
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gender_educational_lit
Tulane, SOCI 104
Excerpt: ... " where they will "assault" the egg. This martial theme also overshadows the narration in the sexual education film, The Miracle of Life. Students watching the film related the sperm's struggle in the vagina to " revolutionary war " (Martin 417). When the authors of scientific textbooks stray from objectivity, the idea to be taught can be lost in the adaptation. The authors of these biology textbooks as well as the writer for the film depicted the egg and sperm with stereotypical characteristics, hoping to better illustrate the process of fertilization. Instead, recent discoveries contradicting the passivity of the egg have greatly diminished any teaching values that these characterizations provided. Unfortunately though, it is these false metaphoric images that will dominate many people's understanding of fertilization. In the world where objectivity is king, the "hostile environment" of the textbook world is no place for parable. ...
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Research Paper
Flagler, HIS 205
Excerpt: ... s who were employed as soldiers. The woman set up camps behind the army and often cooked and mended uniforms for the soldiers. These women allowed General Washington's army to keep up morale. 7 5 6 7 Ibid., 145. Ibid., 155 "Women Soldiers in the American Revolutionary War " <http:/ userpages.aug.com/captbarb/femvets.html> (Accessed 3 December 2006) Fasnacht 5 Other brave women wanted to have a more active role in fighting in the War for American Independence. There a five well known and generally accepted as factual accounts of woman having a more active role in the War for American Independence. The first account is about Deborah Samson. Samson disguised herself as a man and enlisted in the American army in October of 1778 as Robert Shirtliffe. She fought undiscovered until she came down with a brain fever and the doctor realized that the soldier he was treating was actually a woman. The doctor quietly arranged for Shirtliffe's discharge from the army and after the war Samson received a pension con ...
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WebquestReflection
Wisc Stevens Point, SCRAI 775
Excerpt: ... Professional Portfolio Item: The Revolutionary War Webquest I chose to do a webquest for my professional portfolio requirement for this course. I never created a webquest before, so I thought this would be a new challenge for me and help me grow professionally. I also thought that a webquest would be a fun and informative way for students to learn about the American Revolution. My group and I decided to use the webquest as a lesson for our unit plan on the Revolutionary War . We decided that it would be a great way to have students research an important place, event, person, and effect from the Revolutionary War . We decided that the students would work in pairs to complete the research on each topic and then write newspaper articles including illustrations. We worked together to create the introduction, task, process, evaluation, and conclusion for the webquest. We also made group decisions regarding the layout. Individually, every group member researched appropriate links for the resources section of the web ...
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10-24-2005
UC Irvine, ENG 1a
Excerpt: ... 10.24.05 Sovereignty and Goodness of God 100 years Letters from an American farmer (product of the revolutionary war ) 100 years Huckleberry Finn(issue of slavery and looks on the effect of the civil war) All written during a war as America developed The division of land is one of the things that determines how the state is formed and the way people relate to each other. 1620/1640- mass migration from England to the "new world" (colonial new England and Massachusetts)(Bermuda)(West Indies) Massachusetts was the center of the puritan community European Invasion- since America was not new, there were already established people. North America was a site of invasion where Europeans were feuding over land. The British won the dispute. Motacans War was a war about land because there was a rapid population boom from the British. Church of England had an internal division and they called themselves "centers" 1. According to lecture, what was Metacoms war about? 2. What is a national covenant? 3. What is the differe ...
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Lesson_Plan_2_Amanda_Parrish
NMSU, ELT 36801
Excerpt: ... Lesson Plan Template Lesson Author First and Last Name Author's Email Address Course Name(s) Course Number(s) Course Section(s) Instructor(s) Name(s) Unit Overview Lesson Plan Title Curriculum-Framing Questions Amanda Parrish mandi7@nmsu.edu Integrating Teaching with Technology EDLT 368 01 Peter Hansen What is the History Behind Our Government? How and why was the American Government founded? What part does the Revolutionary War play in the founding of our government? What led to the founding of our government? Essential Question Unit Questions Lesson Summary Lecture to students about the Revolutionary War and how our government was made. Have students work in groups to write a play about the founding of the government. Subject Areas History and Government Grade Level [Click box(es) of all grade level(s) that your Unit targets] K-2 3-5 6-8 9-12 ESL Resource Gifted and Talented Other: Targeted State Frameworks/Content Standards/Benchmarks History (New Mexico, United States, and World) Government a ...
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American Revolutionary War
Houston Downtown, CS 3304
Excerpt: ... Refimprovedate=December 2007pp-semismall=yes otheruses4military actions onlypolitical and social developments, including the origins and aftermath of the warAmerican Revolution FixBunchingbeg Infobox Military Conflict conflict=American Revolutionary War image=Image:Rev collage.png300px caption='Clockwise from top left': Battle of Bunker Hill, Death of Richard MontgomeryMontgomery at Battle of Quebec (1775)Quebec, Battle of Cowpens, Battle of Cape St. Vincent (1780)"Moonlight&nbsp;Battle" date=17751783 place=Eastern North America (present-day United States and Canada), Atlantic Ocean, Mediterranean Sea, Caribbean Sea result=Treaty of Paris (1783)Treaty of Paris; establishment of the United States of America casus=Taxation without representation; Salutary neglectthreats to traditional rights; Republicanism in the United Statesrepublican ideology. territory=Britain recognizes independence of the United States, cedes East Florida, West Florida, and Minorca to Spain and Tobago to France combatan ...
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bibliography
Wisc Stevens Point, SCRAI 775
Excerpt: ... Annotated Bibliography 1. (1989). American Revolution. Retrieved February 28, 2008, from The Road To The Stars and Stripes Web site: http:/usmilitaryhistory.com/Historical%20Documents/ Revolutionary %20War%20Important%20Dates.htm This site covers the American Revolution from 1770-1785. Battles and conflicts are discussed in detail in this article. This page is a good resource for finding information about the Revolutionary War and its progression. 2. (2001). The American Revolution. Retrieved February 15, 2008, from Historic Events of the American Revolution Web site: http:/www.theamericanrevolution.org/hevents.asp This site consists of a timeline. The timeline covers important events of the American Revolution. The site also includes links to read more information about the various events if desired. 3. (2002). EyeWitness to history. Retrieved February 17, 2008, from The Boston Tea Party Web site: http:/www.eyewitnesstohistory.com/teaparty.htm This article is all about the Boston Tea Party. It covers th ...
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