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Acting as historians, the students will create a map of the revolution in chronological order. This map will then be theoretically displayed at a local museum. Given the materials from the packet below, the students will cut and paste the events and place them in chronological order. They will also be given blank cards to add their own events and place them in order with the others provided. They must include the date, event, people involved, purpose, and impact of each event.

FREEBIE Road to the American Revolution (CCSSI Grade 3 Standards included). (n.d.). Retrieved from https://www.teacherspayteachers.com/Product/FREEBIE-Road-to-the-American-Revolution-CCSSI-Grade-3-Standards-included-292012

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FREEBIE Road to the American Revolution (CCSSI Grade 3 Standards included)

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After reading and researching the major events leading up to the American Revolution, students cut out and arrange the event cards in sequential order. As students arrange the event cards with a partner or in small groups, they are encouraged to discuss the relationships between the events. Students...

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To summarize the causes of the revolution, the students will watch this BrainPop video with their classmates. This would be one of the first activities for the unit. After watching the video, the students will write down their key ideas and the class will then create a KWL chart. For the exit slip, the students will be responsible for creating their own KWL to add to the classroom chart. As the unit continues, the class will continue to add to this chart until the end. The last day of the unit, the class will try and answer all the W's on the chart.

Causes of the American Revolution. (n.d.). Retrieved from https://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/

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Throughout the lesson, students will be given several different close reads to analyze and reflect on. They will be responsible for highlighting key details, circling important dates, underlining important people, and scratching out irrelevant details. They will do this to learn how to read for important details. After finding these details and key concepts, they will reflect on what they found by writing small reflections in their journal each day.

American Revolution, Revolutionary War, Leveled Passages Bundle. (n.d.). Retrieved from https://www.teacherspayteachers.com/Product/American-Revolution-Revolutionary-War-Leveled-Passages-Bundle-1182446

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American Revolution, Revolutionary War, Leveled Passages Bundle

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This product is a bundle of my Close Reads Pack: American Revolutionary War Heroes for 3rd, 4th, and 5th Grades. If you have purchased any of these products individually, you will be purchasing a duplicate copy. Save over 15% by purchasing this bundle versus individually. I am so excited about this...

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For this activity, the students will step into the roles of historical figures from the 18th century. There will be plays for both sides of the war, including federalists and royalists. To show what life was like in Great Britain during the time, students will act out the roles of the king, tax collectors, royalists, etc. For the American side students will act out roles such as federalists, Paul Revere, etc.

Role Playing with the American Revolution {Freebies Included. (n.d.). Retrieved from https://www.pinterest.com/pin/201606520795216284/

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Role Playing with the American Revolution {Freebies Included

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Social studies has always been one of my absolute favorite subjects to teach. I get so excited about United States history, and I do my best to make a potentially boring topic come alive for my students! There are a lot of opportunities for hands-on, get out of your seat lessons and projects in the …

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For this activity, the students will read about the food that was popular during the 18th century, specifically food that the soldiers and farmers would have eaten. They will then create their own recipe based off what they have learned. They must create a recipe that is similar to what was served in the past. After creating their own recipe (including math standard of measurements) they have the option to bring in samples for the class to taste. Using the link below, the teacher would use a recipe from the book to include some actual tasty items as well for the students to enjoy.

Recipes from the Revolutionary War for Children. (n.d.). Retrieved from https://www.pinterest.com/pin/2744449758626797/

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Recipes from the Revolutionary War for Children

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Have you ever been to the reenactment of a historical event? In this post, you will have a chance to see how we learned to learn about the Revolutionary War to combine recipes used at the time in this fantastic book review. I can’t call it a cookbook and it isn’t a history book… it’s …

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For this activity, the students will act as historians working in a museum to put together a display based off the war. They will be responsible for choosing a historical figure from this time and completing research on them through the use of books, primary articles, websites, and documentaries. They will then create their wax museum display along with a plaque to display along with it. After a few weeks of planning, the students will invite their parents and peers to come view their displays.

The {ART} of learning: Revolutionary War WAX MUSEUM! | Everything Elementary Social Studies. (n.d.). Retrieved from https://www.pinterest.com/pin/438397344975488286/

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the {ART} of learning: Revolutionary War WAX MUSEUM! | Everything Elementary Social Studies

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the {ART} of learning: Revolutionary War WAX MUSEUM!

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Revolutionary War Timeline Organizer (CAL)

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Revolutionary War Timeline Organizer (CAL)

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At the beginning of the unit, the students will create the foldable shown below and add to it throughout the unit. They will include details (as they learn about them) about the causes of the war, the importance of cash crops, what the lifestyle was like in the 18th century, what is was like for soldiers at this time, etc. At the end of the unit, they should have 15+ items in chronological order.

Ten Interesting Facts: The Revolutionary War. (n.d.). Retrieved from https://www.pinterest.com/pin/262616222000784256/

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Ten Interesting Facts . . . . . The Revolutionary War

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TweetEmail TweetEmailStudents will enjoy reading these Ten Interesting Facts about the Revolutionary War. Be sure to head to the bottom of the post for links to a printable version. Check out the foldable organizer link as well. #1 ~ Population The population of the British Colonies in America in 1775 was approximately

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This is a fun activity for the students to complete while also incorporating math. After watching a video on how soldiers used secret messages during the war, the students will use a key (that correlates with the math standard at hand) to decode messages. After working on decoding, the students will then write their own messages to classmates. They will create their own key for their pen pal to decipher.

Battle Spy Codes of the Revolutionary War (Teaching in Room 6). (n.d.). Retrieved from https://www.pinterest.com/pin/235805730474679513/

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Battle Spy Codes of the Revolutionary War (Teaching in Room 6)

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While we were watching an episode of Liberty's Kids - The Complete Series (which, incidentally, my kids love with all their collective hearts) it mentioned how the mail was being intercepted during th

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Re-Write of The Declaration of Independence (CAL)

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Re-Write of The Declaration of Independence (CAL)

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For this assignment, the students will read The Declaration of Independence with the help of the teacher. After reading and reviewing the Declaration, the students will draft up their own Declaration of Independence based off a country they create with their imagination. Using the template below, they will include the country name, why they want independence, and describe the need for freedom from their controlling country. After these drafts, the students will read their Declaration's to the class, and the class will determine if the Declaration was persuasive enough to gain independence.

Various American history paper templates and activities | Social Studies K-1 | History teachers, Teaching history, 5th grade social studies. (n.d.). Retrieved from https://www.pinterest.com/pin/169377635958460395/

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various American history paper templates and activities | Social Studies K-1 | History teachers, Teaching history, 5th grade social studies

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various American history paper templates and activities

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For this activity, the students will complete the following packet on Paul Revere and then write down and collect all of the information they learned. Including the packet, the students will also use primary sources and other research materials to become an expert on Paul Revere. After they feel like experts, the students will act as historians and design a museum display on Revere. They must create a plaque for visitors to read and include the importance of Paul Revere and what he did. They will also create a display (such as a clay model or other design) portraying him to display at their museum.

Paul Revere. (n.d.). Retrieved from https://www.pinterest.com/pin/85779567883763054/

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Map of the Battle of Philadelphia and Valley Forge (DAL)

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Map of the Battle of Philadelphia and Valley Forge (DAL)

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For this activity, the students will act as a cartographer. After analyzing the map of the battles of Philadelphia and Valley Forge, the students will create their own of the 13 colonies. They will use the following map as a reference to remind them to use a key, different colors, compass, labels, etc. Their map must include the necessary elements that a cartographer would use in their process of making a map. The students should aim to be able to make the map as clear and concise as possible.

Liberty! The American Revolution. (n.d.). Retrieved from https://www.pbs.org/ktca/liberty/tguide_3.html

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Tobacco Farming in the 18th-Century (CAL)

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Tobacco Farming in the 18th-Century (CAL)

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To understand the importance of farming and tobacco during the Revolutionary War, the students will watch the following video on how essential this crop was to the colonies. This video explains the definition of a cash crop, the currency used, and how farming changed before and after the war. After watching this video, the students will work together in groups to design and produce their own video explaining the importance of a crop of their choice. They must research to ensure that the crop they choose was actually vital to 18th-century farmers. They can choose any crop other than tobacco, since they have already learned about that specific crop. The purpose of this activity is to teach the class about a specific cash crop from the time of the war that they did not know about before.

Tobacco Economy. (n.d.). Retrieved from https://www.historyisfun.org/videos-and-podcasts/videos/videos-american-revolution/tobacco-economy/

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Video and Classroom Instruction Unit

Tobacco was an important crop grown in Virginia and the other southern colonies before the American Revolution and was essential to the economy during colonial times. In this video, two young visitors learn about growing tobacco, why it was called a cash crop, how the farmer exchanged his tobacco for a note rather than cash and how farming changed during and after the war.

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Teachers and parents, check out this classroom instruction unit that will bring colonial economics to life for your students! Learners will explore the 18th-century tobacco economy as they watch a short video and engage in vocabulary, graphing and historical analysis activities. Students can test their success as a colonial farmer in the culminating board game activity. A teacher lesson plan, background reading and activity answer keys are included in the unit. Get ready to amaze your students at how fun economics can be!

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Eighteenth Century Tobacco Economy Video and Classroom Instruction Unit Tobacco was an important crop grown in Virginia and the other southern colonies before the American Revolution and was essential to the economy during colonial times. In this video, two young visitors learn about growing tobacco, why it was called a cash crop, how the farmer ...

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Throughout his time in the Revolutionary War, George Washington kept diary entries spanning from May-November of 1781. The students will use these diary entries to analyze them as historians. They will then take the information they learned from this primary source and rewrite it for a history textbook to theoretically give to the younger grades to study next year.

Huggins, B. (2016, June 23). George Washington’s War Diary. Retrieved from:
http://gwpapers.virginia.edu/george-washingtons-war-diary/

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By Benjamin Huggins, Associate Editor
June 23, 2016

In my most recent blog post, I mentioned that General Washington kept two diaries during the Revolutionary War: his weather diary (which he maintained from January to June 1780) and his journal kept from May to early November 1781. In this post, I want to discuss the latter diary.

Written entirely in Washington's own hand, the journal shows almost no corrections, suggesting that Washington may have copied the entries into the diary after writing a draft. The journal consists of two volumes: the first covering May to August 14, 1781, and the second spanning from August 14 to November 5, 1781 (the entry for August 14 is split between the two volumes). Washington opened his war diary with a statement of regret:

I begin, at this Epoch, a concise Journal of Military transactions &ca. I lament not having attempted it from the commencement of the War, in aid of my memory and wish the multiplicity of matter which continually surround me and the embarrassed State of our affairs which is momently calling the attention to perplexities of one kind or another, may not defeat altogether or so interrupt my present intention, & plan, as to render it of little avail.

Historians (and editors of his papers) also lament that Washington did not keep a diary during the whole of the war. The journal provides insights that editors cannot find in his other papers, which makes the journal extremely valuable for editing documents during this period. Two examples demonstrate this value.

On June 5, South Carolina Governor John Rutledge visited headquarters to confer with the commander in chief. Only one letter in Washington's papers written at the time gives a hint that Governor Rutledge visited Washington, and in that letter to Joseph Jones of June 7, Washington gives no details of the meeting-for that, we must rely on his diary entry for June 5:

Governor Rutlidge of South Carolina came to Head Qrs. with representations of the situation of Southern affairs, & to sollicit aids. I communicated the plan of Campaign to him & candidly exposed the true State of our Circumstances which convinced him-or seemed to do so-that no relief cd. be given from this army till we had acquired a Naval Superiority and cd. transport Troops by Water.

On August 14, Washington recorded one of the most momentous decisions he ever made. Only in his diary did he commit the reasons for this far-reaching resolution:

Matters having now come to a crisis and a decisive plan to be determined on-I was obliged, from the Shortness of Count de Grasses premised stay on this Coast-the apparent disinclination in their Naval Officers to force the harbour of New York and the feeble compliance of the States to my requisitions for Men, hitherto, & little prospect of greater exertion in future, to give up all idea of attacking New York; & instead thereof to remove the French Troops & a detachment from the American Army to the Head of Elk to be transported to Virginia for the purpose of cooperating with the force from the West Indies against the [British] Troops in that State.

This was Washington's decision that began the campaign that culminated in the Battle of Yorktown in October.

The diary ends abruptly in the midst of the entry for November 5, in which Washington was noting the plans to send two brigades of his army to operate with Major General Nathanael Greene's army in South Carolina and Georgia. In a twist where a letter must help explain the journal, Washington's letter of November 6 to his aide-de-camp Jonathan Trumbull Jr., explains the reason for the sudden ending. Sadly, Washington's stepson John Parke Custis had become gravely ill during his stint as a volunteer aide with Washington at Yorktown. The general had rushed to his bedside at the estate of the Bassets at Eltham:

I came here in time to see Mr. Custis breathe his last. About Eight o'clock yesterday Evening he expired. The deep and solemn distress of the Mother, and affliction of the Wife of this amiable young Man, requires every comfort in my power to afford them; the last rights of the deceased I must also see performed; these will take me three or four days; when I shall proceed with Mrs. Washington and Mrs. Custis to Mount Vernon.

Unfortunately (especially for the editors of his papers), Washington never re-started his journal. (How nice it would be to have a journal to give us Washington's reaction to the famous Newburgh conspiracy of 1783). Washington's war journal can be viewed here. A fully annotated version of the diary, taken from volume three of the Diaries of George Washington, can also be found at that link.

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By Benjamin Huggins, Associate Editor June 23, 2016 In my most recent blog post, I mentioned that General Washington kept two diaries during the Revolutionary War: his weather diary (which he maintained from January to June 1780) and his journal kept from May to early November 1781.

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As a class, we will read this book during read-aloud for the unit. The students will listen to the teacher read the book to the class. Throughout the readings, the students will keep a diary to write excerpts in as if they are the main character. For each chapter, the student will add to their diary and explain the events that are occurring for the character.

Gregory, K. (2010). The winter of red snow: The diary of Abigail Jane Stewart. New York: Scholastic.

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dear america books the winter of red snow - Google Search

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The students will act as historians and use this historical image to react to it. They will see the image on the screen and then write down their initial reactions and what they think is happening. They will also find a person in the picture and write from their perspective as an activity. They will describe (as their chosen person) what is happening, why it is happening, and what they hope the outcome will be.

Currier, N. (2018, December 12). American Revolution: Boston Tea Party [Boston Tea Party Painting]. Retrieved from: https://www.ducksters.com/history/boston_tea_party.php

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To understand the feud between the patriots and the royalists, the students will listen to the song "Farmer Refuted" from the broadway show Hamilton. After listening to the song, the students will then write their own song in groups and perform them to the class.

Farmer Refuted. (2017, April 20). Retrieved from https://www.youtube.com/watch?v=-oOVtu6sCdo

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Throughout the unit, the teacher will use several read-alouds to show the students the different perspectives from the war. This book is great to read to the students since it shows BOTH sides of the war, including the patriots and the royalists. After reading to the class, the students will have a socratic seminar to talk about what they read and connect with the setting and characters.

George vs. George: The American Revolution As Seen from Both Sides. (n.d.). Retrieved from https://www.pinterest.com/pin/550072541982172985/

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George vs. George: The American Revolution As Seen from Both Sides

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George vs. George: The American Revolution As Seen from Both Sides

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Analyzing the Declaration of Independence (CAL)

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Analyzing the Declaration of Independence (CAL)

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The students will read excerpts from the Declaration of Independence with help from their teacher and highlight what they find interesting, what they have questions about, and why they think it is important. The students will then write down their own version of these excerpts in their own terms for understanding.

The Declaration of Independence: Full text. (2007, August 3). Retrieved from http://www.ushistory.org/declaration/document/

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The unanimous Declaration of the thirteen united States of America

hen in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. - That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, - That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. - Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

He has refused his Assent to Laws, the most wholesome and necessary for the public good.

He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.

He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.

He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their Public Records, for the sole purpose of fatiguing them into compliance with his measures.

He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.

He has refused for a long time, after such dissolutions, to cause others to be elected, whereby the Legislative Powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.

He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.

He has obstructed the Administration of Justice by refusing his Assent to Laws for establishing Judiciary Powers.

He has made Judges dependent on his Will alone for the tenure of their offices, and the amount and payment of their salaries.

He has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people and eat out their substance.

He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.

He has affected to render the Military independent of and superior to the Civil Power.

He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:

For quartering large bodies of armed troops among us:

For protecting them, by a mock Trial from punishment for any Murders which they should commit on the Inhabitants of these States:

For cutting off our Trade with all parts of the world:

For imposing Taxes on us without our Consent:

For depriving us in many cases, of the benefit of Trial by Jury:

For transporting us beyond Seas to be tried for pretended offences:

For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies

For taking away our Charters, abolishing our most valuable Laws and altering fundamentally the Forms of our Governments:

For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.

He has abdicated Government here, by declaring us out of his Protection and waging War against us.

He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the lives of our people.

He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation, and tyranny, already begun with circumstances of Cruelty & Perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.

He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.

He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.

Nor have We been wanting in attentions to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States, that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. - And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.

Massachusetts:
John Hancock, Samuel Adams, John Adams, Robert Treat Paine, Elbridge Gerry

New Jersey:
Richard Stockton, John Witherspoon, Francis Hopkinson, John Hart, Abraham Clark

Pennsylvania:
Robert Morris, Benjamin Rush, Benjamin Franklin, John Morton, George Clymer, James Smith, George Taylor, James Wilson, George Ross

Virginia:
George Wythe, Richard Henry Lee, Thomas Jefferson, Benjamin Harrison, Thomas Nelson, Jr., Francis Lightfoot Lee, Carter Braxton

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The unanimous Declaration of the thirteen united States of America hen in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

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Children's Role in 18th Century Virginia (CAL)

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Children's Role in 18th Century Virginia (CAL)

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For this part of the unit, the students would read the following passage about what life was like for children at the time of the Revolutionary War. After reading this passage, the students would then write what life is like for children in the 21st century. After their writings, they would compare and contrast the lifestyles and speak amongst each other about what they like and dislike about the two century lifestyles.

American revolution lesson plans & activities. (n.d.). Retrieved from: https://www.historyisfun.org/learn/learning-center/colonial-america-american-revolution-learning-resources/american-revolution-lesson-plans-activities/

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In this activity, the students will have to work as designers, cartographers, and historians. After reading several different books and read-alouds about colonial life, the students will have to work together to create their own (historically accurate) 18th century colony. The students must design maps, flags, and other resources in this project. They will use online articles, primary sources, and other research to ensure their colony is accurate. They will then be responsible for presenting their colony to the class.

Create Your Own Colony: On-Hands Approach for Understanding Colonial History. (n.d.). Retrieved from https://www.pinterest.com/pin/70439181652081906/

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Create Your Own Colony: On-Hands Approach for Understanding Colonial History

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Create Your Own Colony: On-Hands Approach for Understanding Colonial History