BACKGROUND INFORMATION

Printing the Revolutionary War Webquest - Continental Peace Conference page, this teacher page or the rubric pages is allowed for not-for-profit educational use only. Please give credit.

Images courtesy of revolutionarywar.org and the National Archives and Records Administration.
 

TEACHING IDEAS

In preparation for this unit, the students can do some background reading on the colonies. I have seen a big difference in learning if your students are not prepared conceptually for this unit. (If your team has a Reading teacher team member, this would be a great place for him/her to participate in the unit. If not, you have to address the reading component.) 

This unit can be done in five to ten  40 minute long class periods, with an additional  five to eight periods allowed for presentation of students products (ten minutes per presentation -  four students per period) . However, if other components mentioned in the Teaching Ideas Section are included, it will take longer. The presentations will take a while, in fact a lot longer than you think.  That's OK, but expect it. 

There are fourteen problems to debate. If you have more than twenty-eight students (fourteen problems times two), some of the problems can be represented by more than one student. For example the Coercive Acts were made of three different acts. Four delegates, two per side, could make independent presentations on the Boston Massacre  and the Battles of Lexington and Concord.

One idea for the presentations might be for "delegates" who represent opposing points of view on a single topic to present their points back to back, and then for the "Peace Conference" to debate and decide on the spot whether or not a compromise can be reached. "Delegates" can vote to determine the wording of the treaty. The treaty can grow as each pair of delegates makes their presentations. 

Each student "delegate" can fill out an organizer stating 

• the problem or grievance
• his/her individual vote on a compromise
• a reason for the vote

 
A sample organizer can be found here. (This has been scanned with an antivirus program. Save it to a disk and open it up with a word processing program.)

Teachers in self contained classrooms might make this WebQuest a station to rotate students through for their research.

In preparation for the unit, print out a the directions for each student. The handout should include a set of rubrics (such as the ones listed below). If they use KWL charts for note taking, this is a good opportunity to use it. Before students actually begin this unit, preview the work with them using a projection device.

Ask your students to cite their sources for information. This is the only way you can tell if they got the information from a reliable source or just made it up.
 

EVALUATION

You might want to have students keep a daily log of Know - Want to know - Learn so that you can check progress.
Another progress check might be to have each delegate turn in a list of facts found  pertaining to his/her role each week.

Rubrics

One suggestion is to have your students suggest criteria for rubrics on the brochure, on the oral and visual presentation and on the content.

A sample set of rubrics for this Revolutionary War - Continental Peace Conference WebQuest used by a teacher is located here. (This has been scanned with an antivirus program. Save it to a disk and open it up with a word processing program.)

Another rubric that may be helpful is from Rubistar: Making a Poster.
 

STANDARDS

                        Illinois State Board Of Education Learning Standards

Goal 1: Read with understanding and fluency.
Goal 2: Read and understand literature representative of various societies, eras and ideas.
Goal 3: Write to communicate for a variety of purposes.
Goal 4: Listen and speak effectively in a variety of situations.
Goal 5: Use the language arts to acquire, assess and communicate information.
 
 

Language Arts Goal 1 Read with understanding and fluency. Goal 2 Read and understand literature representative of various societies, eras and ideas. Goal 3 Write to communicate for a variety of purposes. Goal 4 Listen and speak effectively in a variety of situations. Goal 5 Use the language arts to acquire, assess and communicate information.

Goal 1: Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections 1.A.3b Analyze the meaning of words and phrases in their context. B. Apply reading strategies to improve understanding and  fluency. 1.B.3a Preview reading materials to make predictions and relate reading to information from other sources.                                      1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading.  1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings).  1.B.3d Read age appropriate material with fluency and accuracy. C. Comprehend a broad range of reading materials. 1.C.3a Use information to form, explain and support questions and predictions.  1.C.3b Interpret and analyze entire narrative text using story elements, point of view and theme.  1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres.  1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material.  1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g.,  foreshadowing, flashbacks, color, strong verbs, language that inspires).       1.C.3f Interpret tables that display textual information and data in visual formats. Goal 2: Read and understand literature representative of various societies, eras and ideas. B. Read and interpret a variety of literary works. 2.B.3a Respond to literary material from personal, creative and critical points of view. Goal 3: Write to communicate for a variety of purposes. A. Use correct grammar, spelling, punctuation,  capitalization and structure. B. Compose well organized and coherent writing for specific purposes and audiences. 3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence. 3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication.  Goal 4: Listen and speak effectively in a variety of situations. B. Speak effectively using language appropriate to the  situation and audience. 4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support. 4.B.3b Design and produce reports and multi-media compositions that represent group projects. 4.B.3c Develop strategies to manage or overcome communication anxiety and apprehension (e.g., sentence outlining, note cards).  4.B.3d Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict.  Goal 5: Use the language arts to acquire, assess and communicate information. A. Locate, organize, and use information from various sources  to answer questions, solve problems and communicate ideas. 5.A.3a Identify appropriate resources to solve problems or answer questions through research. 5.A.3a Identify appropriate resources to solve problems or answer questions through research. 5.A.3a Identify appropriate resources to solve problems or answer questions through research.

GOAL 14 - POLITICAL SYSTEMS

GOAL 15 - ECONOMICS

GOAL 16 - HISTORY

GOAL 17 - GEOGRAPHY

GOAL 18 - SOCIAL SYSTEMS
 

Social Science STATE GOAL 14: Understand political systems, with an emphasis on the United States.                                 STATE GOAL 15: Understand economic systems, with an emphasis on the United States.             STATE GOAL 16:Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Goal 14: C. Understand election processes and responsibilities of citizens. 14.C.2   Late Elementary Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation (e.g., voting, protection under the law). 14.C.3 Middle School Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.   14.E.3 Middle School Compare the basic principles of the United States and its international interests (e.g., territory, environment, trade).  14.F.2 Late Elementary Identify consistencies and inconsistencies between expressed United States political traditions and ideas and actual practices (e.g., freedom of speech, right to bear arms, slavery, voting rights). 14.F.3a Middle School Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and the Illinois Constitution.     15.D.2a Late Elementary Explain why people and countries voluntarily exchange goods and services. 15.E.3a Middle School Identify the types of taxes levied by differing levels of governments (e.g., income tax, sales tax, property tax).   16.A.2a  Late Elementary Read historical stories and determine events which influenced their writing. 16.A.2b  Late Elementary Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present. 16.A.2c  Late Elementary Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources. 16.A.3a Middle School Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts). 16.A.3b Middle School Make inferences about historical events and eras using historical maps and other historical sources. 16.A.3c Middle School Identify the differences between historical fact and interpretation. 16.B.2b (US) Late Elementary Identify major causes of the American Revolution and describe the consequences of the Revolution through the early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin. 16.B.3b (US) 16.B.3b (US) Middle School Explain how and why the colonies fought for their independence and how the colonists' ideas are reflected in the Declaration of Independence and the United States Constitution.

 

Last updated 01/08/05.    Copyright © Richard Levine 2002 -2005

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