The American Revolution

Amy Bissetta

Jamesville-DeWitt Middle School

abissetta@jd.cnyric.org

Introduction

During the American Revolution, colonists fought for their right to self-government. The American Revolution and the fight for freedom are important events in our nation's history.

Following the French and Indian War, the British had a huge war debt. The British believed that the colonists should pay for their defense. However, the colonists felt they owed nothing to the British because they helped the British defeat the French.

The British changed its policies toward the colonies after the French and Indian War by tightening control. One of these policies included new colonial taxes to help pay the British war debt. The colonists were used to being left alone and this policy shift was seen as a violation of basic rights.

Task

As a result of colonial reactions to the British policy change, the Revolution began! In order to gain a better understanding of the events of the American Revolution, you and your team are going on a special assignment! As you travel, you will write a series of letters as the Revolution unfolds.

Process

You will use the American History Public Policy Analyst worksheets to record your research. These worksheets must be used as a guide to gather the information needed.

A. Get yourself to Lexington, MA as quickly as possible. Keep your eyes and ears open as shots will be fired. Interview as many people as possible.

Use the American History Public Policy Analyst worksheet to record your research.

#1-Identifying the Problem

What was problem that led to shots being fired at Lexington and Concord?

#2- Gathering the Evidence

How do you know that a problem existed?

#3-Determining the Causes

List and describe the causes of the problem that led to the event.

#4 - Evaluating the Policy

Describe what happened at Lexington and Concord to deal with the problem.

When you are finished in Lexington, I expect a letter that includes the following:

1. A description of the problem that led to British searching for Patriots and shots being fired at Lexington and Concord

2. A description of the Battle at Lexington

2. Important people who were there

3. An explanation of the significance of shots fired at Lexington

B. When finished in Massachusetts, you will have a little time to re-coup. However, in early December 1776 report to Trenton, NJ. Be prepared to spend the holiday there. Interview as many people as possible.

Use the American History Public Policy Analyst worksheet to record your research.

#1-Identifying the Problem

What was the problem that led Washington to surprise the British at Trenton on Christmas night?

#2- Gathering the Evidence

How do you know that a problem existed?

#3-Determining the Causes

List and describe the causes of the problem that led to the event.

#4 - Evaluating the Policy

Describe what happened at Trenton to deal with the problem.

In late January, I will expect a letter that includes the following:

1. A description of the problem that led to Washington’s surprise attack on the British

2. A full description of the event that occurred in Trenton, NJ

3. Important people who were involved

4. An explanation of the significance of the events at Trenton

C. When you’ve finished in Trenton, go home and pack a lot! You’re going to Saratoga, NY. You won’t be home for a while. Be in Saratoga by September. Events are sure to unfold.

Use the American History Public Policy Analyst worksheet to record your research.

#1-Identifying the Problem

What was problem that led to the Battle of Saratoga?

#2- Gathering the Evidence

How do you know that a problem existed?

#3-Determining the Causes

List and describe the causes of the problem that led to the event.

#4 - Evaluating the Policy

Describe what happened at Saratoga to deal with the problem.

In late October, I will await the arrival of your letter that includes:

1. A description of the problem that led to the British attacking at Saratoga

2. A description of the weather, important officers and numbers of soldiers involved in the battle

3. An explanation of the significance of the Battle at Saratoga

D. When you’re finished in Saratoga, get to Valley Forge, PA. While there, talk to the soldiers. Pay careful attention to your surroundings.

Use the American History Public Policy Analyst worksheet to record your research.

#1-Identifying the Problem

What was problem that led to soldiers suffering at Valley Forge?

#2- Gathering the Evidence

How do you know that a problem existed?

#3-Determining the Causes

List and describe the causes of the problem that led to the event.

#4 - Evaluating the Policy

Describe what happened at Valley Forge to deal with the problem.

Write a letter that includes:

1. A description of the problem that led to devastating winter at Valley Forge.

2. A detailed description of the conditions at Valley Forge

2. Important people who are there with you

E. Don’t worry you’ll be home soon! Find your way to Yorktown, Virginia.

Use the American History Public Policy Analyst worksheet to record your research.

#1-Identifying the Problem

What was problem that led to the Battle of Yorktown?

#2- Gathering the Evidence

How do you know that a problem existed?

#3-Determining the Causes

List and describe the causes of the problem that led to the event.

#4 - Evaluating the Policy

Describe what happened at Yorktown to deal with the problem

Once Cornwallis surrenders his sword write me a letter that includes:

1. A detailed description of the problem that led Washington to attack the British at Yorktown rather than New York City

2. A detailed description of the battle

3. Important people who were there with you

4. Any foreign troops that fought at Yorktown

5. An explanation of the significance of the Battle of Yorktown.

Resources:

PBS/The American Revolution

The Battle of Lexington and Concord

The Battle of Trenton

The Battle of Saratoga

Valley Forge

The Battle of Yorktown

Evaluation

Before you “mail” your letters to me, check out the rubric!!!

	A	B	C	D
Layout	The letter is creatively designed with easily read text. Grammar, style, and purpose all excellent	The letter is eye-catching and attractive. Text is easy to read	Letter appears busy or boring. Text may be difficult to read. May have some grammar and or punctuation	Letter is unattractive or inappropriate. Text is difficult to read.
Use and Accuracy of Sources	Presents easy-to-follow steps which are logical and adequately detailed.	Most of the steps are understandable; some lack detail or are confusing.	Some of the steps are understandable; most are confusing and lack detail.	Not sequential, most steps are missing or are confusing.
AHPPA steps followed	All questions were answered completely and reasons for the answers were clearly stated.	All questions were answered completely, but reasons for the all the answers were not clearly stated.	Not all questions were answered completely, or greater than 2 reasons for the all answers were not clearly stated.	All questions were not answered completely.
Persuasiveness of Argument	Student presents information in logical, interesting sequence which audience can follow.	Student presents information in logical sequence which audience can follow.	Audience has difficulty following presentation because student’s writing jumps around.	Audience cannot understand presentation because there is no sequence of information
Grammar, punctuation, spelling	Excellent job on presentation, style, grammar, and punctuation.	Style, purpose, audience, grammar, and punctuation all fair	Information mislabled or missing. Inaccurate punctuation or grammar.	Grammar, punctuation, and choice of words poor

Summary

Congratulations! You’re finished. You should now have a collection of letters to help you understand the problems and resulting events of the American Revolution.

Standards

Social Studies

Standard 1 - History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 2 - World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

English Language Arts

Standard 1 - Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding; they will collect data, facts, and ideas and use electronically produced texts.

Standard 2 - Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3 - Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.