The Revolutionary War – Unequal Tug-of-War
National Standards for Social Studies:
Standard 2: Time, Continuity, and Change
Standard 3: People, Places, and Environments
Standard 7: Production, Distribution, and Consumption
Standard 8: Science, Technology, and Society
New York State Correlations: Grade 5, Standard 1.1, 1.3, 1.4. Standard 2.2, 2.3, 2.4 Standard 5.1, 5.4
Students will learn how the American colonies defeated Britain in the Revolutionary War and compare the events to a tug-of-war between two unequal opponents. First, in an Experiential Exercise, students engage in a tug-of-war in which the teacher changes the rules to favor a seemingly weaker team, much as a number of factors ultimately helped the American colonies win the Revolutionary War. After the tug-of-war, students read a chapter in History Alive! America's Past and take notes on factors that allowed the American colonies to win the war, such as the challenge Britain faced in supplying its troops across the Atlantic Ocean and the support the colonies received from European allies. Finally, students apply their learning in a Processing assignment, and Internet tutorial, and an in-class assessment.
Students will be able to
Compare and contrast the American and British forces at the beginning of the Revolutionary War.
Explain the key factors that allowed the American colonies to defeat Britain in the Revolutionary War.
List the major provisions of the Treaty of Paris.
Excerpts from History Alive! America's Past
Student Notes Sheets
Lesson Opener Transparency
A piece of rope and a piece of cloth to tie at the center of the rope
Processing
Have students complete the Processing assignment. The bulleted points can provide a rubric for this item.
Internet Tutorial at www.tutorial.teachtci.com
From Bert Bower and Jim Lobdell's Social Studies Alive! Engaging Diverse Learners in the Elementary Classroom, Teachers' Curriculum Institute, 2003
The Revolutionary War – Unequal Tug-of-War
Detailed Standards/Objectives
National Standards for Social Studies:
Standard 2: Time, Continuity, and Change
Standard 3: People, Places, and Environments
Standard 7: Production, Distribution, and Consumption
Standard 8: Science, Technology, and Society
Standard 1 – History of the United States and New York
1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
Students will: distinguish between near and distant past and interpret simple timelines.
3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
Students will:
- gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and
communities.
- identify individuals who have helped to strengthen democracy in the United States and throughout the world.
4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Students will:
- consider different interpretations of key events and/or issues in history and understand the differences in these accounts.
-view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
Standard 2 – World History
2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
Students will: distinguish between past, present, and future time periods.
3. Study about the major social, political, economic, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
Students will: understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities.
4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical
evidence and understand the concepts of change and continuity over time.
Students will:
-consider different interpretations of key events and developments in history and understand the differences in these accounts.
-explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods of history and in different parts of the world.
- view historic events through the eyes of those who were there, as shown in their
art, writings, music, and artifacts.
Standard 5 – Civics, Citizenship, and Government
1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.
Students will: consider the nature and evolution of constitutional democracies.
4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions,
and develop and refine participatory skills.
Students will:
- suggest alternative solutions or courses of action to hypothetical or historic problems
evaluate the consequences for each alternative solution or course of action.
-p rioritize the solutions based on established criteria.
-propose an action plan to address the issue of how to solve the problem.
Directions : Read Section 13.2 through 13.8 from History Alive! America's Past . Answer the questions for each section in the appropriate box.
Directions : Read Section 13.2 through 13.8 from History Alive! America's Past . Answer the questions for each section in the appropriate box.
P rocessing -- Create a historical marker that commemorates factors that allowed the American colonies to win the Revolutionary War. Your marker should include:
An appropriate title
A brief summary that clearly explains at least four factors that allowed the American colonies to win the Revolutionary War
Visuals that illustrate the four factors described in the summary
Writing that is free from spelling and grammatical errors
Assessment
Fill in the blanks using the key terms from the chapter:
Key Terms Definitions
_________ 1. Revolutionary War a. A soldier whose job is to fight in the army
__________ 2. strategies b. Countries and individuals who helped
the Americans fight the British
__________ 3. professional c. Plans for how to fight a war
__________ 4. allies d. The colonial forces, made up of
volunteers
__________ 5. Continental Army e. The fight between Britain and the
American colonies in which the colonies gained their independence
Write the letter of the army next to the statement that describes it.
A. Continental Army B. British Army
__________ 6. This army was made up of volunteers – mostly farmers, merchants, and workers.
__________ 7. This army included Native Americans, Loyalists, and mercenaries.
__________ 8. Soldiers in this army generally had to supply their own uniforms and guns.
Circle the letter of the best answer to each question.
9. Which of the following statements was not true about the British army in America ?
British supplies and soldiers had to travel 3,000 miles by sea to reach America .
British supply ships were often attacked by American “privateers.”
The British were able to get food and supplies from local people easily.
The British did not know the territory where they were fighting very well.
10. Which of the following groups was generally most motivated to fight in the Continental Army?
Native Americans
Colonial merchants and farmers
Enslaved African Americans
Loyalists
11. Which of the following statements is not true about the Continental Army's war strategy?
a. The Continentals tried to fight the British face to face whenever possible.
b. The Continentals used “hit and run” tactics against the British.
c. The Continentals fought a defensive war.
d. The Continentals used guerrilla tactics to frighten and discourage the British.
12. In which of the following ways did allies help the Continental Army during the Revolutionary War?
Some allies loaned money to the continental congress.
Some allies helped train and even fought with the Continental Army.
Some allies supplied soldiers and warships to help fight the British.
All of these were ways in which allies helped the Americans.
13. Which of the following was not an outcome of the Treaty of Paris?
Britain recognized the United States of America as an independent country.
Britain gave the United States a huge amount of land.
All enslaved African Americans who had helped fight for independence.
Thousands of Loyalists left the United States .
Look at the illustration below, and answer the following questions.
14. Why was the Continental Army like the group labeled 1?
15. Why was the British Army like the group labeled 2 and 3?
16. Why were the Continental Army's allies like the group labeled 4?
17. Why was the Continental Army able to defeat the more powerful British Army?
Experiential Exercises
Step 1: To help students truly grasp key social studies concepts
To center your instructional objectives on a topic that is best taught through body-kinesthetic or intrapersonal intelligence. You tapped the students' “ muscle memory” of why the Americans won the Revolutionary War.
To evoke an emotional response so that students empathetically react to social studies concepts they may otherwise find remote or unimportant.
Step 2: Prepare your students for a safe, successful experience.
Address safety concerns ahead of time
Arrange the classroom appropriately
Set clear behavioral and learning expectations
Give students clear directions
Anticipate student reactions
Step 3: Make the experiences as authentic as possible
Keep a straight face when appropriate
Be dramatic when appropriate to heighten student interest
Ham it up.
Use simple props and costumes
Use music and sound effects
Step 4: Allow students to express their feelings immediately after the experience
Students are encouraged to identify and articulate their feelings
Students are able to share their feelings in the proper environment
Students know that their reactions are okay
Step 5: Ask carefully sequenced questions to help students make connections between their experience and key concepts.
Hope the result will be a rich classroom discussion and great moments of learning.