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HistoryFix: Heroes of the American Revolution

A Writing Across the Curriculum Lesson from HistoryFix
Historical Topic: American Revolution
Students Write: Who Am I riddles

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The American Revolution: Heroes

This writing across the curriculum lesson was created by Nevada teacher Christy Hodge.

Christy considers this history lesson to be appropriate for students in grades 5.


Lesson Overview:

Objectives/Overview: The students will learn about heroes of the Revolution through a class read aloud and through the making of a foldable book. The students will understand that not all of the heroes were men. The students will make a foldable book representing each of these twelve heroes of the American Revolution. The students will be able to locate a primary source documents about the heroes. The students will be able to fully recognize what each of the twelve heroes accomplished during the Revolution through a Who am I writing lesson.

In the era leading up to the American Revolution, England passed many acts that greatly affected the colonists living in colonial America. Through this harsh time, many heroes of the Revolutionary War all sought independence from Great Britain and were known as Patriots. The students will get to know twelve of these Patriots--both men and women--through the use of the book Heroes of the Revolution by David A. Adler, through the use of primary source documents relating to these heroes, and through the creation of a foldable book.

Time Needed: five 60-minute class sessions.

Writing skills (traits) to stress while teaching this lesson:

  • Idea Development (writing with a clear, central idea or theme in mind; putting researched ideas into one's own words)
  • Voice (conveying passion towards the message of the writing or the topic; making decisions based on awareness of audience)

Materials List:

Directions for foldable

  • The students will fold the paper hot dog style
  • The students will make a four tab book measuring two inches up in four sections.
  • The student will cut slits to make the four tab book at the 2 inch mark
  • The students will glue the three four tab books onto the large piece of construction paper

Teaching Instructions:

The heroes being researched are:

Ethan Allan

John Paul Jones
Crispus Attucks
Thomas Paine
Lydia Darragh
Paul Revere
Nathan Hale
Haym Salomon
Mary “Molly Pitcher” Hays
Deborah Sampson
Thomas Jefferson
George Washington

Day One:

The teacher will read aloud each page of information about each hero. On chart paper the teacher will write the facts the students share out about each hero. The students will write the information down in their foldable books after each page is read and discussion is complete. The foldable book has four tabs for each day.

The teacher will read:

  • Page 5 Ethan Allen
  • Page 6 Crispus Attucks
  • Page 9 Lydia Darragh
  • Page 10 Nathan Hale

 Day Two:

The teacher will read:

  • Page 13 Mary “Molly Pitcher” Hays
  • Page14 Thomas Jefferson
  • Page 17 John Paul Jones
  • Page 18 Thomas Paine

Day Three:

The teacher will read:

  • Page 21 Paul Revere
  • Page 22 Haym Salomon
  • Page25 Deborah Sampson
  • Page 26 George Washington

Day Four:

Evaluation of Student Learning. Using index cards, the students will create a Who am I card for each of the twelve heroes. They must follow the format provided by the teacher. (See attached packet) The students will find a partner and read each other the Who am I cards. The students will try to guess who the hero is from their partner's cards. The students will keep track of how well they did giving the teacher a self evaluation, which is also in the attached packet.

Day Five: (Primary Source Lesson)

The teacher will prepare six primary source documents, placing them on chart paper hanging them around the room. Each chart paper will need to be numbered 1-6. The teacher will put the students in groups of seven. The students will be given post- it notes to write on. The teacher will ask each student in the group to choose one of their Who am I cards. Each student will need to choose a different card. For example: There are seven students and seven primary source documents. Each student will have a different card. The group will have one Who Am I for each primary source document. The student chooses the card that connects with the primary source documents located in the room. The students will need time to share and discuss who they are choosing. The students will need time to look at the primary source documents and figure out who goes with each document. After the students (groups) have chosen their cards the teacher will allow each group to share aloud the Who am I cards. Each group will have post-it notes available.

  • The student reads the card.
  • The teacher gives the group 1 minute to figure out who it is and what primary source document it goes with.
  • The students will write who they think it is on the post-it note.
  • The teacher will have one person come up to the board and post-it on the primary source document that goes with that Who am I.
  • The groups will earn two points for the correct answer. One point for the right name and one point for the right primary source document.
  • The students will all be given the opportunity to read their Who am I cards aloud to the class. The class will need to decide which primary source document pertains to that hero.
  • The group with the most points wins.

 


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