Teacher Resources

Timeline: Allow four to five classes for research on the Internet and in the library. Two weeks to make props and scenery and about four days for videotaping. You can also add in time for a dress rehersal and for editing the videotapes- if you are using video-editing software.

Technology Needed: Video camera (digital video recommended, but not necessary), i-movie or other video editing software is recommended, but the project can be done without the software, computers with Internet access. A tripod is also recommended. TV and VCR for viewing the video. If you have access to a DVD burner, it would be an excellent way to format the video. Another way would be to save the video in QuickTime format and save on a CD- if you have a CD-RW drive. This project can also be done without a video camera, just as a presentation to the class or team of classes.

Arizona Standards Covered:

Language Arts: 4WP-E

W-E5. Write a report that conveys a point of view and develops a topic with appropriate facts, details, examples and descriptions from a variety of cited sources.

• PO 3. Write a report in own words that states, develops and provides a concluding statement for a point of view (perspective) about a topic that is narrow enough to be adequately covered.
• PO 2. Use logical sequence (including transitional words and phrases such as first, next, then)

PO 3. Provide support through facts, details, examples or descriptions that are appropriate, directly related to the topic and from a variety of cited sources.

Social Studies

1SS- E7. Describe the causes, key individuals, and consequences of the American Revolution, with emphasis on:

• PO 3. the influence of key personalities, including King George III, John Adams, Thomas Jefferson, George Washington, Patrick Henry, and Thomas Paine.

1SS-E16. Explain the economic and political reasons for the American Revolution, with emphasis on:

• PO 3. the ideas expressed in the Declaration of Independence.

2SS-E1. Describe the narrative of the people and events associated with the development of the United States Constitution and describe its significance to the foundation of the American republic, with emphasis on:

• PO4. the natural rights expressed in the Declaration of Independence.

Technology

5T-E2. Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources.

• PO 1. Create citations for electronic research sources following a prescribed format.

4T-E2. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom.

• PO 1. Plan, design and present an academic product using technology tools (e.g. multimedia authoring, presentation software, digital cameras, scanners, projection devices)

5T-E1. Locate information from electronic resources

• PO1. Identify electronic research resources.

3T-E3 Publish and present information using technology tools.

• PO 1. Design and create a multimedia presentation or Web page using multiple digital sources (e.g., from camera, video, scanner, CD-ROM, Internet)

PO 2. Publish or present the above production.

Workplace Skills Standards

1WP-E6. Speak in content area (e.g.; science, social studies, literature), using vocabulary of the subject accurately; locate and interpret information in documents such as manuals, graphs and schedules.

• PO 1. Deliver a factual presentation using appropriate terminology.

 3WP-E1. Utilize information acquired from several sources and transfer information learned in one situation to another.

• PO 1. Research a designated topic using a wide array of information sources.

4WP-E3. Exert a high level of effort and perserverance toward goal attainment as a team member.

• PO 1. Identify team goal.
• PO 2. Identify the team member roles and responsibilites.

Arts Standards

1AT-E3. Cooperate in an ensemble to rehearse and present improvisations and scripted scenes involving themselves as invented characters.

• PO 1. In small groups cooperatively plan scenes or improvisations.
• PO 2. Rehearse an improvisation or scene making certain the action is seen and heard.
• PO 3. Participate in a classroom presentation and/or film/video demonstrating vocal and movement techniques to portray a character.

1AT-E6. Work collaboratively and safely to select and create elements of scenery, properties, lighting, sound, costumes and makeup that will suggest their designs.

• PO 1. Use available art materials and tools to construct set pieces or select from a variety of sources, objects that can convey the image of the environment.
• PO 4. Select costume accessories (e.g., from home wardrobes) to enance the design of the performance and help delineate character.1

Teaching the American Revolution Web sites:

History Central Teaching Guides- on the American Revolutionary War.

National Archives and Records Administration Teaching with Primary Documents- how to use primary documents, ask questions about the documents and why it's important to use them in teaching.

National Park Service Revolutionary War Student Resources -A wealth of educational programs related to the American Revolution are available to K-12 students.

Our Documents- milestone historical documents with teacher toolbox.

Teaching Thomas Jefferson- by PBS.

Teacher Print Materials Available:

• The American Revolution: A Scholastic Curriculum Guide by Linda Ward Beech, Scholastic Inc., 1998.

Videos:

• American Revolution, Schlessinger Video Productions, 1996.
• American Independence, Schlessinger Video Productions, 1996.

Student Print Materials Available:

Biographies

• Patrick Henry, Voice of the American Revolution by Louis Sabin, Troll Associates, 1982.
• Yankee Doodle Boy: A Young Soldier's Adventures in the American Revolution by Joseph Plumb Martin, Harmony House, 1995.
• A Young Patriot: The American Revolution as Experienced by One Boy by Jim Murphy, Scholastic Inc., 1996.
• John Adams, Brave Patriot by Laurence Santrey, Troll Associates, 1986.
• John Adams by Anne Welsbacher, ABDO, 1999.
• Can't You Make Them Behave, King George? by Jean Fritz, Putnam & Grosset, 1996.
• King George III: English Monarch by Ann Gaines, Chelsea House Publishers, 2001.
• A Picture Book of Patrick Henry by David Adler, Holiday House, 1995.
• Where was Patrick Henry on the 29th of May? by Jean Fritz, Putnam & Grosset, 1997.
• Patrick Henry, Voice of the American Revolution by Louis Sabin, Troll Associates, 1982.
• A Picture Book of Thomas Jefferson by David Adler, Holiday House ,1990.
• Thomas Jefferson: Father of Liberty by Jeri Ferris, Carolrhoda Books, 1998.
• Thomas Jefferson: A Picture Book Biography by James Giblin, Scholastic, 1994.
• Thomas Jefferson: Author, Inventor, President by Carol Greene, Childrens Press ,1991.
• Young Thomas Jefferson by Francene Sabin, Troll Associates, 1986.
• Thomas Jefferson: A Photo-Illustrated Biography by T.M. Usel, Bridgestone Books, 1996.
• Thomas Jefferson by Anne Welsbacher, ABDO Publishing, 1999.
• John and Abigail Adams: An American Love Story by Judith St. George, Holiday House, 2001.

Non-Fiction

• Scholastic Encyclopedia of the United States at War by June A. English, Scholastic, Inc., 1998.
• Which Way to the Revolution?: A Book About Maps by Bob Barner, Holiday House, 1998.
• The American Revolution by Bruce Bliven, Random House, 1996.
• Countdown to Independence: A Revolution of Ideas in England and Her American Colonies, 1760-1776 by Natalie Bober, Atheneum Books for Young Readers, 2001.
• The American Revolution: How We Fought the War of Independence by Edward F. Dolan, Millbrook Press, 1995.
• The Boston Tea Party in American History by Mary E. Hull, Enslow Publishers, 1999.
• The American Revolution: "Give Me Liberty, Or Give Me Death!" by Deborah Kent, Enslow, 1994.
• American Revolution, 1700-1800 by Joy Masoff, Scholastic Reference, 2000.
• ...If You Lived at the Time of the American Revolution by Kay Moore, Scholastic Inc., 1997.
• The American Revolution by Michael Weber, Raintree Steck-Vaughn, 2000.
• Yorktown by Michael Weber, Twenty-First Century Books, 1997.
• The World Turned Upside Down: George Washington and the Battle of Yorktown by Richard Ferrie, Holiday House, 1999.
• The Declaration of Independence, Scholastic, 2002.
• The Declaration of Independence by Dennis Fradin, Childrens Press, 1988.
• Lexington and Concord by Deborah Kent, Childrens Press, 1997.
• The Declaration of Independece by Patricia Ryon Quiri, Childrens Press ,1998.
• Yorktown by Michael Weber, Twenty-First Century Books, 1997.
• A Personal Tour of Monticello by Robert Young, Lerner, 1999.

Fiction

• Charlotte by Janet Louise Swoboda Lunn, Tundra, 1998.
• Katie's Trunk by Ann Warren Turner, Aladdin, 1997.
• George, the Drummer Boy by Nathaniel Benchley, Harper and Row, 1977.
• Sleds on Boston Common: A Story From the American Revolution by Lousie Borden, M.K.McElderry Books, 2000.
• Betsy Zane: the Rose of Fort Henry by Lynda Durrant, Clarion Books, 2000.
• Five Smooth Stones: Hope's Diary by Kristiana Gregory, Scholastic Books, 2001.
• The Riddle of Penncroft Farms by Dorthea Jensen, Gulliver Books/Harcourt Brace 1989.
• Revolutionary War on Wednesday by Mary Pope Osborne, Random House ,2000.
• The Rifle by Gary Paulsen, Harcourt Brace, 1995.
• Daughter of Liberty: A True Story of the American Revolution by Robert M. Quackenbush, Hyperion Books for Children, 1999.
• Johnny Tremain by Esther Forbes, Bantam Doubleday Dells books for Young Readers, 1987.