Social Studies

2/3/15

Researching Both Sides!

January 26, 2015

Sixth graders have been learning much about the causes of the American Revolution.  Some students feel strongly that, had they lived during this time, they would have clearly been a Patriot.  Others feel, just as strongly, that they would have been a Loyalist.  They have worked to research support for whichever side they believe most in, and have debated with students in class.  We have some very strong arguments for both sides.  

Some students have even debated (some begrudgingly, some more willingly) in favor of  a side that they don't truly agree with... Most will agree that it's very challenging to argue a side that you don't support!  

November 3, 2014

American Revolution Battle Display:

Students have been asked to create a display about one of the battles of the American Revolution.  They may either choose the Battle of Lexington and Concord, the Battle of Saratoga, or the Battle of Yorktown.  

Choose 1 Battle (listed above) and 1 form of display:

1. Illustration or Diorama:

You may either draw a picture (neatly illustrated and colored) or create a 3 dimensional diorama of your battle.  Your creation must show both the American and British soldiers, the landscape in which they were fighting , and the main event of the battle.  

2.  Map:

You need to draw and label a map of the area where your battle was fought.  Your map should include any important geographical features (rivers, oceans, mountains, etc.)  that may have helped the soldiers.  On your map, write 2-3 sentences about how the geography of this area helped the American soldiers against the British.

3.  Paragraph:

Write a paragraph describing your battle.  It should tell the name of your battle, who won and why this battle was important in the Revolutionary War.  Paragraphs should be a minimum of 5 sentences long.  Paragraphs should be edited and written neatly.  There should be no errors in capitalization punctuation and spelling. 

Students will be analyzing the Declaration of Independence.  We will look at the purpose of each section and learn about the key individuals involved in creating the document.  Students will have an opportunity to write their own declarations.  

"Colonists did the colony thing. They

worked the farms from Spring to Spring.

They worked the mills like anything!

But they had to obey a faraway king!"

Fourth Graders have been actively engaged in learning about "The Stamp Act" of 1776. Thanks to Mr. Pierson for imposing a temporary Stamp Act on our school...! If you haven't heard about this already - ask you student!