Difference between revisions of "Exploring the American Revolutionary War Through Primary Source Documents"

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'''The Battle of Saratoga'''
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[[Ryan Johnson Portfolio Project]]
  
  
Event                                          Method/Media                  Instructional Treatment or Strategy
 
  
1. Gain Attention of Learner/Bell Ringer
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<img>http://www.heritage-history.com/books/haaren/modern/zpage272.gif</img>
  
Method/Media: Written on whiteboard       
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General George Washington crossing the Delaware River in December 1776.
  
Instructional Treatment or Strategy:
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==<big>'''Introduction'''</big>==
  
Students will read the bell ringer and answer the question "Why was the Battle of Saratoga considered the turning point of the American Revolution?" Based on their reading from last night, and their prerequisite knowledge of the War, students will answer independently. We will then discuss student answers as a group.  
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Welcome! There are so many ways to learn about historical events, people, and places, and one of the most interesting and accurate ways to do this is through the use of primary source documents. Primary source documents are pictures, diary entries, letters, maps, or first-hand accounts presented by the people who actually saw or did something. When learning about the American Revolutionary War, we can look at battle maps, read letters from soldiers and their families, look at pictures and read first-hand accounts from the people who actually lived through this event in history.  
  
2. Inform Learner of Objective               
 
  
Method/Media: Instructor                   
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==<big>'''Needs Assessment'''</big>==
  
Instructional Treatment or Strategy:
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'''Instructional Problems'''
  
Tell students that today we will be learning about the Battle of Saratoga...the key people, battle specifics, strategies, consequences and outcomes.
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Students, especially younger students, are typically not accustomed to identifying, accessing and summarizing information from primary source documents. Students need to learn about primary source documents, the important role they play in history, and how invaluable they can be to our learning. Using primary source documents to explore the several perspectives, events and people who observed or played key roles in the American Revolutionary War is a unique and relatable way to learn this material. Additionally, students will need the skills learned in this unit as they progress through high school, as New York State Regents exams require the ability to identify and access information from primary source documents.
  
3. Stimulate Recall of Prerequisites
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'''Nature Of What Is To Be Learned'''
  
Method/Media: Group activity for students to make a collective list of what they remember about this battle. Web Diagram.  
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The American Revolutionary War was one of the first major events to happen in our nation’s history, and it is the people who lived during that time that are able to describe the events that took place most effectively. Primary source documents are letters, journal entries, drawings, letters to the editor, photographs that are written or produced by people who saw or experienced something first-hand. Students will learn about primary source documents, and will then explore aspects of the American Revolutionary War by reading or looking at them. This method of learning is underutilized and provides a unique perspective and learning opportunity for students.
  
Instructional Treatment or Strategy:
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'''About The Learners'''
  
Students will be broken into small groups and given a worksheet with a Web Diagram printed on it. They will place "Battle of Saratoga" in the center circle, and then web information off of that such as the key people that were involved, key places, and any other extraneous information. Students will be given 5 minutes to complete this task, and will then reconvene with the rest of the class to complete a new Web Diagram on the overhead projector.  
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Students from many different disciplines and all grade levels can and should learn the importance of primary source documents, and how they can be used to gather and understand information and experiences in history. Learning how to obtain information from primary source documents is a typically underutilized method of learning, and will help with student's gaining deeper and more connected understanding of material. These lessons are designed to teach about the American Revolutionary War, however, it would be easy to carry the same principles forward in many different topics or even courses. In order to adapt these lessons to meet your students needs, I would recommend identifying your learners and the information you'd like to teach. Then, question whether or not the event or experience produced any first-hand accounts, photos, letters, etc. Identify these items--and with them in mind, develop lessons similar to these that highlight those primary source documents while teaching the required material. When considering differentiated learning (classrooms with low- high- and mid-level learners), you as a teacher will need to identify whether or not your students are cognitively prepared to learn in this more abstract fashion. Learning through primary source documents requires students to extrapolate their knowledge and ideas across topics and courses in a way that may be challenging for low-level learners. Please keep this in mind when considering these ideas for your individual classroom.
  
4. Present Stimulus Material
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==<big>'''Objectives'''</big>==
  
Method/Media: Battle mpas, photos of the generals, current-day map of Saratoga, Power-Point notes                 
 
  
Instructional Treatment or Strategy:
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At the conclusion of this course students will:
  
To introduce the Battle of Saratoga students will look at a current-day map of where the battle took place. Notes will help to explain General Burgoyne's plan to split the American colonies in half, along the Hudson River. Students will listen to instruction about the American General (Morgan) and the strategy his Mountainmen used the method of targeting British Officers. Key points within the battle (which lasted several weeks) will be explained thoroughly through battle maps. Outcomes, consequences and the feelings of those involved will be explored through memoirs, pictures and other Primary Source Documents.
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* Be able to identify and classify a primary source document from the American Revolutionary War period
  
5. Providing Learning Guidance                       
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* Be able to acknowledge and be able to show an understanding of the importance of primary source documents, and how they uniquely and accurately capture one's personal experiences as it relates to the American Revolutionary War
6. Elicit Performance   
 
  
Method/Media: Diary entry from a main character's perspective                   
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* Learn about the precipitating events that led to the American Revolutionary War, about the key people involved, the major battles and other events, all through the use of primary source documents.
  
Instructional Treatment or Strategy:
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* Be able to demonstrate a deep understanding of the American Revolutionary War by generating a reflective essay using primary source documents from people who participated in or observed aspects of the American Revolutionary War to show deep understanding of the material.
  
Students will independently write a journal or diary entryfrom the perspective of a main character in the Battle of Saratoga. Students will need to identify that character's role, feelings, experiences, and views of the battle and it's outcome (as applicable)
 
  
7. Provide Feedback                         
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==<big>'''Unit 1: [[Identifying and understanding the importance of primary source documents]]'''</big>==
  
Method/Media: Oral review by instructor     
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==<big>'''Unit 2: [[Precipitating Events, Key People, Battles--all through the use of primary source documents]]'''</big>==
  
Instructional Treatment or Strategy:
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==<big>'''Unit 3: [[Combining what we've learned--Writing a reflective essay]]'''</big>==
  
Based on student diary entries, instructor will provide oral feedback regarding the validity of the information included in the entries, as well as offer questions or ideas to elicit deeper thought or consideration of the event.
 
  
8. Assess Performance                       
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[[Category: Social studies and history]]
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[[Category: Exploratory learning]]
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[[Category: Teaching for understanding]]
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[[Category: Reading, writing and literacy]]
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[[Category: Middle school]]
  
Method/Media: Instructor                     
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[[Category: High school]]
 
 
Instructional Treatment or Strategy:
 
 
 
Instructor will provide students with 10 minutes to make alterations to their entries, including at least two sentences that show that the students have thought more deeply about their main character's role. Diary entries will be collected for a grade based on the earlier set of criteria.
 
 
 
9. Enhance Retention and Transfer           
 
 
 
Method/Media: Short-answer quiz             
 
 
 
Instructional Treatment or Strategy:
 
 
 
Give students the final 15 minutes of class an opportunity to answer a five-question short-answer quiz. Questions will ask for specifics about the battle, as well as encourage students to think critically. "How would you have done things differently?" Assess how well students retained the information by collecting the quizzes for a grade.
 

Latest revision as of 16:48, 10 November 2021

Ryan Johnson Portfolio Project


zpage272.gif

General George Washington crossing the Delaware River in December 1776.

Introduction

Welcome! There are so many ways to learn about historical events, people, and places, and one of the most interesting and accurate ways to do this is through the use of primary source documents. Primary source documents are pictures, diary entries, letters, maps, or first-hand accounts presented by the people who actually saw or did something. When learning about the American Revolutionary War, we can look at battle maps, read letters from soldiers and their families, look at pictures and read first-hand accounts from the people who actually lived through this event in history.


Needs Assessment

Instructional Problems

Students, especially younger students, are typically not accustomed to identifying, accessing and summarizing information from primary source documents. Students need to learn about primary source documents, the important role they play in history, and how invaluable they can be to our learning. Using primary source documents to explore the several perspectives, events and people who observed or played key roles in the American Revolutionary War is a unique and relatable way to learn this material. Additionally, students will need the skills learned in this unit as they progress through high school, as New York State Regents exams require the ability to identify and access information from primary source documents.

Nature Of What Is To Be Learned

The American Revolutionary War was one of the first major events to happen in our nation’s history, and it is the people who lived during that time that are able to describe the events that took place most effectively. Primary source documents are letters, journal entries, drawings, letters to the editor, photographs that are written or produced by people who saw or experienced something first-hand. Students will learn about primary source documents, and will then explore aspects of the American Revolutionary War by reading or looking at them. This method of learning is underutilized and provides a unique perspective and learning opportunity for students.

About The Learners

Students from many different disciplines and all grade levels can and should learn the importance of primary source documents, and how they can be used to gather and understand information and experiences in history. Learning how to obtain information from primary source documents is a typically underutilized method of learning, and will help with student's gaining deeper and more connected understanding of material. These lessons are designed to teach about the American Revolutionary War, however, it would be easy to carry the same principles forward in many different topics or even courses. In order to adapt these lessons to meet your students needs, I would recommend identifying your learners and the information you'd like to teach. Then, question whether or not the event or experience produced any first-hand accounts, photos, letters, etc. Identify these items--and with them in mind, develop lessons similar to these that highlight those primary source documents while teaching the required material. When considering differentiated learning (classrooms with low- high- and mid-level learners), you as a teacher will need to identify whether or not your students are cognitively prepared to learn in this more abstract fashion. Learning through primary source documents requires students to extrapolate their knowledge and ideas across topics and courses in a way that may be challenging for low-level learners. Please keep this in mind when considering these ideas for your individual classroom.

Objectives

At the conclusion of this course students will:

  • Be able to identify and classify a primary source document from the American Revolutionary War period
  • Be able to acknowledge and be able to show an understanding of the importance of primary source documents, and how they uniquely and accurately capture one's personal experiences as it relates to the American Revolutionary War
  • Learn about the precipitating events that led to the American Revolutionary War, about the key people involved, the major battles and other events, all through the use of primary source documents.
  • Be able to demonstrate a deep understanding of the American Revolutionary War by generating a reflective essay using primary source documents from people who participated in or observed aspects of the American Revolutionary War to show deep understanding of the material.


Unit 1: Identifying and understanding the importance of primary source documents

Unit 2: Precipitating Events, Key People, Battles--all through the use of primary source documents

Unit 3: Combining what we've learned--Writing a reflective essay