Format
1. The program begins with an introduction to build background and activate prior knowledge about the American Revolution.
2. We then use Visual Thinking Strategies to examine a painting and compare its depiction of life on the home-front to that in a movie clip.
3. Using reproduction objects and a matching activity, students explore the personal stories of everyday Connecticans who lived during the Revolutionary War. Through primary sources students will hear from Continental soldiers, a Patriot wife and mother, and an enslaved African American soldier enlisted in the war.
4. The program concludes with reflection on the different perspectives and experiences uncovered during the program and time for questions and answers.
Objectives
Students will be able to:
1. Examine primary and secondary source accounts from multiple perspectives to empathize with the experiences of a wide range of American colonists during the American Revolution.
2. Compare and contrast the experiences of men at war and men and women on the home-front during the American Revolution.
Standards Alignment
National Standards
CCSS.ELA-LITERACY.5.L.4a -- Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.5.RI.1 -- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.5.RI.7 -- Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.5.SL.2 -- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.6-8.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.6-8.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.6-8.RH.4 -- Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.6-8.RH.7 -- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.6.L.4a -- Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.6.RI.1 -- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.6.RI.7 -- Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-LITERACY.6.SL.2 -- Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-LITERACY.7.L.4a -- Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.7.RI.1 -- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.7.SL.2 -- Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.8.L.4a -- Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.8.RI.1 -- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.8.RI.7 -- Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA-LITERACY.8.SL.2 -- Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
State Standards
Connecticut Elementary and Secondary Social Studies Standards
5.His.4.a Explain how political and economic beliefs shaped the perspectives held by Patriots and Loyalists leading to the American Revolution.
5.His.4.b Explain why members of the Northeastern Woodland Native American tribes and Black communities held conflicting views regarding support for the American Revolution.
5.His.6.a Describe how people's perspectives of the American Revolution are documented in historical records while noting representation of marginalized voices.
5.His.10.a Compare information provided by multiple historical sources about the people and events of the American Revolution.
5.His.16.c Use evidence to develop a claim about the role of Connecticut in the American Revolution
5.Eco.3.a Identify examples of resources used to produce goods and services throughout colonial settlements in the New England, Middle, and Southern regions.
5.Civ.8.a Identify the civic virtues and democratic principles that contributed to the rejection of British parliamentary rule of the North American colonies.
8.His.6.a Analyze the perspectives of both enslaved and free Black people through the historical sources they created.
8.His.10.a Describe how individual and group perspectives of the American Revolution are documented in historical records while identifying representation of marginalized voices.