Teacher Process
Step 1
Students will need to individually do research on the web. Websites are all provided for students in this webquest. The duration of this step of the lesson depends on how many computers you have available to you and how many students you have. Allow about 30 minutes for each student to do their individual research on a computer.
Step 2
Divide students into groups of 6 each. Provide them with butcher paper and markers and remind them that they will be making collaborative posters that state positive effects and consequences resulting from the Revolutionary War. Allow about 30 minutes for groups to discuss their notes and to make their posters
When posters are finished, each group will present their posters. Each student in each group should have a chance to contribute to the oral presentation. Make sure to ask questions about their lists at the end of each presentation to reinforce learning.
After all presentations, hang the posters up around the room where students will have visual access to them from their desks.
Step 3
Tell students again (it was already stated in the webquest) that they will be writing persuasive essays. They need to imagine that they are living at the time of the American Revolution and their audience is the local community. The students were able to see the future and know all of the positive and negative effects the Revolutionary War had on people living in America. Knowing this, each student must decide if they would fight in the war or not. They must include in their persuasive essays: their stand, support for their choice, and examples to back up their choice. Additionally, it must be clear that their audience is people who lived during the American Revolution.
Adaptations
If you have students who have trouble doing individual research or trouble using the computer, pair them up with another student so they can work as a team. Each student should still have their own notes.
During the poster presentations, if there are students who have trouble speaking in front of the class, let them tell you their contributions without an audience.
For the essays, if any students are not able to write it according to the rubric, have them address just one category on the rubric.