A Living Timeline: The American Revolution
Students will be able to identify and demonstrate the important information about an event from the American Revolution.
- Ask students what they know about the American Revolution. Create a list of facts on the board.
- Explain that students will be learning more about the American Revolution today, but instead of learning from the teacher, they will be learning from each other!
Explicit Instruction/Teacher Modeling(5 minutes)
- Tell students that they will be working in a group to help create a living timeline by creating a skit of an event from the American Revolution.
- Explain that these skits will be presented in chronological order, or the order in which they occurred.
- Tell students that they will be put in groups. Each group member will read a text that gives information about an event of the American Revolution. Students will work together to determine the most important information.
- Once students have determined the most important information, they will convey this in the form of a skit to be presented to their classmates.
Guided Practice/Interactive Modeling(40 minutes)
- Assign students to groups. There should be four groups altogether.
- Pass out worksheets to students. Each group should have a different worksheet.
- Give students time to read their worksheets and discuss the most important information with their team members.
- Have students explain what information they will convey in their skit to you. Then, give students permission to start creating and practicing their skits.
- Note: Due to the nature of the topic, you may want to emphasize to students that their skits should be school-appropriate and not include violence!
Independent Working Time(20 minutes)
- Have students present their skits in chronological order.
- As groups are presenting, the audience can take notes on what is occurring in each skit.
- Enrichment: Have students read about other battles of the American Revolution to compare and contrast the event from their skit with one of these battles.
- Support: Allow students to read the worksheet with a partner to aide in their comprehension.
- Use the students' skits to determine their understanding of the important information found in their worksheet.
Review and Closing(5 minutes)
- Have students discuss the following questions: What was the best part about creating the skit? What was the most difficult part?
- Have some students share their answers with the whole group.