Rev. War Webquest

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Imagine it is April 1776.  You are already very aware of the policies King George III has implemented in the colonies since the Proclamation of 1763.  At this time British troops are heading toward Lexington and Concord where blood will be spilled.  This will be just the first of many bloody battles that will be fought over a five-year period. 

The British Army is the largest and best trained and supplied in the world.  Approximately 40% of the colonists are Patriots, 20% are Loyalists and 40% are standing on the fence (maybe truly wanting to fight for freedom but afraid of the consequences if the British win).  Do a bunch of loosely knit (13 separate colonies with different ways of life) and untrained colonists stand half a chance to defeat such a power?  You are about to go on a journey that will show you how they overcame great odds that resulted in a free and democratic nation that is the greatest on earth.  Enjoy the trip!


The Process       Resources        Evaluation


The Task

1.       Create a timeline of the events that took place during the Revolutionary War.  (Group project)

2.       Create an A to Z booklet about different people, places, or things that were part of the war.  (Group project)

3.       Research a person's contribution to the Revolutionary War.   Prepare a portrait, mini timeline, written report and persuasive presentation about the person. (Individual project)

4.       Complete the four chapter Guided Reading and other worksheets as assigned (Individual project)

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The Process




Timeline  (Group project)

Start with the battles of Lexington and Concord and select the events that your group believes are the most significant and/or revealing of the war.  Scale them on a large sheet of paper.  Your last event should be the Treaty of Paris.  You are encouraged to “bring your timeline alive” (use color and pictures where you think appropriate). 

Suggested size: 6' x 3'.


See rubric for evaluation procedures.




A to Z Revolutionary War Booklet (Group project)


Using your text and on web pages dedicated to the American Revolution you are to find descriptive words, terms, and names (the last name of a person should be used: e.g. Dredd Scott is an s) for each letter of the alphabet. For each term you decide to use you will need a:

·         picture or graphic

·         written description of the person, place, event, etc.

·         works cited (where the information was obtained)


Your booklet should have a cover with title and graphics and 26 pages.  It is recommended that you take seven sheets of 8 ˝ x 11" of paper and fold them lengthwise.  This allows for a front and back cover and 26 pages to record information and graphics/pictures that you will use when you produce your booklet.

See rubric for evaluation procedures.




Biographical research (Individual project)

  1. Select a person from the list below (everyone will research a different person). 

  1. Become an expert on your person by researching the person's background.  Your research should focus on the following elements:

·         You will need a portrait of your person.

·         Dates and events for a mini time line of your person's life. .

·         Your person's contribution to the Revolutionary War period of American history.

·         Skills and education that contributed to your person's accomplishments.

·         Personal qualities your person had that made them famous during Revolutionary War times.

·         Other important accomplishments.

  1. Create a nomination kit. The nomination kit needs to include:

a.       Portrait of your person mounted on an 8 ˝ x 11" paper. The frame area can contain symbols and objects unique to your person. Below the mounted picture should be a nameplate with the full name of person and the person's birth and death years.

b.       Time-line suitable to be mounted under the portrait that will start at person’s birth date and end at their death date. The time line should include important accomplishments and events in your person's life.

c.       One page report (4-5 paragraphs, plus works cited) describing the role your person played in the Revolutionary War.  (12 point times new roman font, double spaced)


4.       Prepare a 2 to 4 minute persuasive speech about your nominee and why he/she should be included in the Revolutionary War Hall of Fame. The speech should include:

a.       birth and death dates.

b.       where your person was born.

c.       personal qualities, skills and education.

d.       contribution to the Revolutionary War period of American history.


See rubrics for evaluation procedures.


Famous People of the Revolutionary War

Crispus Attucks

Benedict Arnold

Francis Marion (Swamp Fox)

Thomas Paine

Phillis Wheatley

George Rogers Clark

Martha Washington

Abigail Adams

James Madison

Alexander Hamilton

Ethan Allen

Nathan Hale

Marquis de Lafayette

Casimir Pulaski

Samuel Adams

Deborah Sampson

George Washington

Nathanael Greene

John Hancock

Patrick Henry

Thomas Jefferson

Benjamin Franklin

Betsy Ross

John Adams

John Paul Jones

Paul Revere

Molly Pitcher (Mary Hays)

James Armistead

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Creating America  (your text book)

Internet sites

Battles, Timelines, Portraits, Biographies and lots more!

History Central   Main events, battles, people

Revolutionary War Links

State specific links


Images, portraits

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Time Line and Booklet






Item Choice

Does not include required number of items

Includes a major events/items; some inaccuracies

Items meet criteria of assignment; few or no inaccuracies

Evidence of care taken in choosing items (either most significant, or revealing some pattern, or showing cause/effect relationship)

Scale and Sequence (timeline)

No apparent scale; numerous items out of sequence; time increments not marked

Scale roughly drawn; a few items out of sequence; increments marked

Scale consistent, accurate, and appropriate; items in sequence; increments marked

Scale consistent and accurate; very appropriate for subject matter; all items in sequence with care taken on placement within increments

Consistent Presentation (booklet)

No apparent consistent presentation.  No references

Presentation shows some minor consistency.  Less than one half items have references

Presentation constant page to page with minor errors.  .  More than one half items have references

Presentation shows consistency from page to page; is well thought out and followed throughout.  All items have references


Many errors in spelling, identification, or dating

Some errors in spelling, identification, or dating

Few mechanical errors



Illegible or messy


Clear, uncluttered, and attractive

Visually striking; attention apparent to making time line an effective tool for communicating information.


















 Hall of Fame (hard copy)







Picture, frame and name plate clear

Picture and nameplate done with care - clear and easy to read, frame enhances picture. Includes subheading



Time Line

No time line or time line incorrect- doesn't list major events

Either incorrect time line with major events included or correct time line but doesn't include major events

Time line and events correct with minor errors

All major events included and correct time line no errors

Report                (double value)

Little attempt- insufficient writing

Partially developed, lacks focus and clear organization

Demonstrates focus, some depth but may not be balanced, structure is clear, may lack effective word choice

Clear and purposeful focus, in-depth, structure effective, varied sentence, good word choice


All features poorly done, unclear

Partially developed- some or one feature done poorly

Each feature developed but some better than others

Fully developed - all features done well.

Spelling & Language

Many errors

Some major errors as well as minor errors

Few errors

No errors














 Hall of Fame (presentation)







Audience cannot understand presentation because there is no sequence of information

Audience has difficulty following presentation because student jumps around

Student presents information in logical sequence which audience can follow

Student presents information in logical, interesting sequence which audience can follow

Content Knowledge`

Student does not have grasp of information; student cannot answer questions about subject

Student is uncomfortable with information and is able to answer only rudimentary questions

Student is at ease with content, but fails to elaborate

Student demonstrates full knowledge (more than required) with explanations and elaboration


Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear, reads word for word

Student incorrectly pronounces terms. Audience members have difficulty hearing presentation, very little eye contact

Student’s voice is clear.  Student pronounces most works correctly, note cards are used and there is some eye contact with entire audience

 Student used a clear voice and correct, precise pronunciation of terms, eye contact is apparent throughout with the entire audience


No position statement and no evidence

Position mentioned once but is not actively supported

Position is clearly stated and maintained.  Evidence clearly supports but there is not enough evidence

Position is clearly stated and maintained.  Evidence clearly supports and is sufficient













Guided Reading and other worksheets

Worth 8-10 points each.

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