Explore the battles and heroes of the American Revolution with biographies Doodle Notes, and stations. Engage your students in the American Revolution by learning about the men and women who helped the 13 Colonies gain their independence!
This lesson has been modified for the beginning and intermediate ELL student. Support for your ELL students include: modified text, word wall terms, sentence stems, video clips, graphic notes, images, and detailed written directions. You can provide opportunities for your ELLs in reading and writing.
This resource has been updated for the 2019 TEKS!
In this resource you will receive:
- Editable PowerPoint Presentation – to guide your through the lesson step by step. I have left the PowerPoint Presentation editable for you to add the different exit tickets according to the pacing of your class.
- Informational Text – a timeline with a of the battles of the American Revolution. . The key events on the timeline include: Battle of Lexington and Concord, Battle of Saratoga, Crossing of the Delaware and Battle of Trenton, Winter at Valley Forge and the Battle of Yorktown. Additional events are also included in this 2-page reading. QR Codes are included to link to video clips.
- Doodle Notes – Your students can create their own notes from the timeline on this fun handout for note taking.
- Word Wall – important terms from the lesson have been turned into a word wall with images. They include: militia, alliance (ally), Colonel, Congress, delegate, Patriot, Loyalist and treaty.
- Lesson Plan – detailed directions for lesson.
- Who Am I? – a handout for keeping track of the heroes of the American Revolution. (Please note, this handout is specifically for TEKS 4b)
- Heroes of the American Revolution Stations – each station includes a cover page with introductory information, biographies including primary sources, and 1-2 different station debrief activities. The stations are: Spies, Women, African Americans, Allies, and Patriots. The heroes highlighted include: Abigail Adams, Mercy Otis Warren, Marquis de Lafayette, James Armistead, Wentworth Cheswell, Crispus Attucks, John Adams, Samuel Adams, Patrick Henry, Thomas Jefferson, Benjamin Franklin, John Paul Jones, and George Washington. Many other heroic Americans are also included. QR Codes are included to link to video clips.
- Formative Assessments – This activity is designed to take 6 or more class days of instruction and cover your entire American Revolution unit. I have included several different forms of formative assessments so you can check for understanding and keep your kids on task.
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(4) History. The student understands significant political and economic issues of the revolutionary and Constitutional eras. The student is expected to:
(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Crispus Attucks, King George III, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;
(C) explain the issues surrounding important events of the American Revolution, including declaring independence; fighting the battles of Lexington and Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783; and
(22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
(A) analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln; and
(B) describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, Susan B. Anthony, and Elizabeth Cady Stanton.
(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:
(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and
(E) identify the political, social, and economic contributions of women to American society.
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify bias and points of view created by the historical context surrounding an event;