Revolutionary War Lesson 5 Essential Questions: How did the colonists ideas about government differ from those

e of the British Parliament? Why is the Declaration of Independence an important document? What contributions did Virginians make during the Revolutionary War era? What roles did whites, enslaved African Americans, free African Americans, and American Indians play during the American Revolution? What was the importance of the Battle of Great Bridge? Who was Jack Jouett? What was the importance of the American victory at Yorktown? What does it look like to create a work of art using all steps of art-making? NCSS Theme: V Individuals, Groups, and Institutions I. SOLs and Objectives Fine Arts 4.1 Steps of art-making, process-brainstorming, sketching, planning, and reflecting to create works of art. Virginia Studies VS.5 a) identifying the reasons why the colonies went to war with Great Britain, as

expressed in the Declaration of Independence.

b) identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette. c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown. Objectives The student will be able to create their own newspaper (work of art). The student will be able to identify the roles played by people in the Revolutionary War. The student will be able to identify an important battle of the Revolutionary War. The student will be able to explain reasons for the Revolutionary War.

II. Materials for Learning Activities The students will need their previously completed work, markers, crayons, colored pencils, a computer (optional), construction paper, and any other materials they want to decorate their newspapers. The teacher will need a rubric to hand out to each student and will need to provide construction paper for the class.

III. Procedures for Learning Activities 1

Introduction (5 minutes): the teacher will discuss the directions for the summative assessment with the class (whole group), which will be worked on during social studies and language arts blocks. Instructional strategies (40 minutes): the students will be compiling each of their pieces of work during this unit to create their own original newspaper that includes many different aspects of information about the Revolutionary War. Each newspaper will be created independently and will be graded on the required news stories, effort, creativity, and mechanics. Summary: After a timeline is established for how many days the students have to work on their newspapers, they will be displayed around the classroom to compare and contrast the different articles that were created.

IV. Assessment The assessment is attached below.

V. Differentiation and Accommodations Differentiation Students will get to choose if they want to hand write their newspapers, type it up on the computer, or do a mixture of both options. They can draw their own graphics or use clip art and pictures from the computer.

Accommodations Scaffolding will be in place in case students need extra support with starting their newspapers. Examples will be available for students to see what type of format to put the newspaper in. Students may also have accommodations for only writing one paragraph instead of multiple paragraphs.

VI. Technology Integration

Students can use computers to type up their stories and print pictures.

Revolutionary War Gazette Rubric

*Note: Battle of Great Bridge, Battle at Yorktown, and Jack Jouett must be included somehow in your newspaper. This can be in your comic, in your propaganda, or as a small blurb of an upcoming article, or some other way approved by the teacher!* 4 Headlining Story (important battle: Great Bridge or Yorktown) Human Interest Story (contributions made from an African American, American Indian, or White) Original Propaganda Lists a major battle, includes 5 reasons for significance Identifies an important person with 5 supporting details 3 Lists a major battle, includes 4 reasons for significance Identifies an important person with 4 supporting details 2 Lists a major battle, includes 3 reasons for significance Identifies an important person with 3 supporting details 1 Lists a major battle, includes 2 reasons or less for significance Identifies important person with less than 2 supporting details Lack of effort shown, caption not included, no color

Letter to the Editor (reasons for war from Great Britain or a colonist perspective) Effort Significant effort shown Spelling, 3 errors or less punctuation, grammar

Colorful, creative, relevant to Revolutionary War, caption included Takes one side of the war and includes 5 supporting details

Creative, relevant to Revolutionary War, caption included Takes one side of the war and includes 4 supporting details

Relevant to Revolutionary War, caption may or may not be included Takes one side of the war and includes 3 supporting details

Takes one side of the war and includes 2 or less supporting details

Good effort shown 4 errors or less

Some effort shown 5 errors or less

Little or no effort shown 6 or more errors