WebQuest

The American Revolution

Teacher Page

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Standards

West Virginia CSO's (Social Studies and Reading/Language Arts)

SS.4.H.CL2.1: Explain the political and economic factors leading to the American Revolution (e.g., the French and Indian war; British colonial policies, and American colonists' early resistance, etc.).

SS.4.H.CL2.2: Explain the major ideas reflected in the Declaration of Independence.

SS.4.H.CL2.3: Summarize the roles of the principal American, British, and European leaders involved in the conflict (e.g., King George III, Ben Franklin, George Washington, Thomas Jefferson, John Adams, Thomas Paine, Patrick Henry, and Marquis de Lafayette, etc.).

SS.4.H.CL2.4: Explain the contributions of the Native Americans, French and the Dutch during the Revolutionary War, and list the contributions of women and African Americans during and after the American Revolution.

ELA.4.R.C1.4: Refer to details and examples in an informational text when explaining what the text says explicitly and when drawing inferences from the text.

ELA.4.R.C1.5: Determine the main idea of an informational text and explain how it is supported by key details; summarize the text.

ELA.4.R.C1.6: Explain events, procedures, ideas or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the informational text.

ELA.4.R.C3.5: Integrate information from two informational texts on the same topic in order to write or speak about the subject knowledgeably.

ELA.4.W.C9.2: write informative/explanatory texts to examine a topic and convey ideas and information clearly.
introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations and multimedia when useful to aiding comprehension.
develop the topic with facts, definitions, concrete details, quotations or other information and examples related to the topic.
link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
use precise language and domain-specific vocabulary to inform about or explain the topic.
provide a concluding statement or section related to the information or explanation presented.

ELA.4.SL.C14.1: report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (CCSS SL.4.4)

ELA.4.SL.C14.2: add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (CCSS SL.4.5)

ELA.4.L.C15.2 demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
use correct capitalization.
use commas and quotation marks to mark direct speech and quotations from a text.
use a comma before a coordinating conjunction in a compound sentence.
spell grade-appropriate words correctly, consulting references as needed.

Credits

Image credits:

Shmoop Editorial Team. "The American Revolution." Shmoop.com. Shmoop University, Inc., 11 Nov. 2008. Web. 19 Jul. 2015.

http://www.graphicsfactory.com/Clip-Art/Cartoon/4299-Owl-Teacher-Cartoon-Character-With-Graduate-Cap-And-Pointer-382308.html

Other credits:

http://www.theamericanrevolution.org/battles.aspx
This website provides factual information on all the battles of the American Revolution.

http://www.biography.com/people/groups/american-revolution
This website provides pictures and biographies of all the important historical figures involved in the American Revolution.

http://www.theamericanrevolution.org/people.aspx
This is another great website which provides factual information on all the important people involved in the American Revolution.

http://www.ushistory.org/us/11.asp
This website provides factual information on the causes and effects of the Revolutionary War including discussion of societal impacts.

http://www.revolutionary-war.net/
This is an excellent website which gives factual information on the American Revolution including famous people, causes, battles, timelines, quotes, documents, and slavery.

http://www.wikispace.com/
This is the website students will use to create the class Wiki.

http://www.pragmaticmom.com/2013/06/american-revolution-chapter-books/

Olson, M. W. & Gee, T. C. (1991). Content reading instruction in the primary grades: Perceptions and Strategies. Reading Teacher, 45, 298-307.
This is a great reference for teaching strategies used in this WebQuest.

Pearson, P. D. & Johnson, D. D. (1978). Teaching Reading Comprehsnsion. New York: Holt, Rinehart, & Winston.
Another great reference with information on the teaching strategies used in this WebQuest.

Other

Literary Strategies Description:

KWL- This strategy helps students predict and connect new information with prior knowledge. It can be used to brainstorm prior knowledge, to preview new vocab and concepts, and to help students recall what they have read. It sets a purpose for reading and helps students monitor their comprehension. During the WebQuest students will use this strategy to think about and write what they already know about the American Revolution, what they are hoping to learn about the time period, and after researching, what they have learned about the American Revolution.

Semantic Mapping- This is a strategy for graphically representing concepts. Semantic maps portray the schematic relations that compose a concept. It assumes that there are multiple relations between a concept and the knowledge that is associated with the concept. The major purpose of the semantic map is to allow students to organize their prior knowledge into these formal relations and thus to provide themselves a basis for understanding what they are about to read and study. Comprehension can be thought of as the elaboration and refinement of prior knowledge. What the semantic map provides is a graphic structure of that knowledge to be used as the basis for organizing new ideas as they are understood. During this WebQuest students will use this strategy to activate their prior knowledge of the certain American Revolution topics they chose, recognize the important components of their topics, and see the relationship among these components. As students listen and share with their classmates, they will begin to see the relationships among numerous words and concepts associated with the American Revolution.

Learning Log- Using this strategy students can record the process they go through in learning something new, and any questions they may need to have clarified. This allows students to make connections to what they have learned, set goals, and reflect upon their learning process. The act of writing about thinking helps students become deeper thinkers and better writers. During this WebQuest students will use their learning logs to foster reflection on the content of websites. They will do this by asking themselves questions while they read such as, "Why is this topic or idea important?" "What is confusing about this topic?" "What topic is the most interesting?" Students can also use learning logs to summarize the material they read and discuss how it relates to information they have learned elsewhere. They can also use it to discuss how their opinions have changed as a result of their research.



Barton, Mary and Billmeyer, Rachel. (1998). Teaching Reading in the Content Area: If Not Me, Then Who? (2nd ed.) Aurora: McRel.

The Public URL for this WebQuest:
http://zunal.com/webquest.php?w=291357
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