Question/Problem 2: Was the American Revolution a revolution?

Objectives

Description of lesson/activity

Resources

1. describe British and American strengths during the Revolutionary War.

2. explain the importance of key battles in the Revolutionary War.

3. define the concept of "revolution."

4. compare and contrast the goals of national leaders, loyalists, women, American traders and slaves during the Revolution.

5. evaluate the success of different groups of Americans on achieving their goals during the Revolution.

6. critique one historian's view of the Revolution.

7. interpret primary resources.

8. write an organized essay supporting a point of view on the significance of the American Revolution.

1. In Question/Problem 1 students studied the causes of the American Revolution and evaluated the Declaration of Independence. The goal of Question/Problem 2 is for students to learn about the war itself and its impact of people. The question, "Was the American Revolution a revolution?" will encourage students to investigate the results of the war from the perspectives of different groups of people.

2. The teacher should share with students information on the war itself. Included in the review of the war should be a discussion of American and British strengths and important battles such as Lexington and Concord, Saratoga, Vincennes, and Yorkt own. Use of literature is very helpful in showing students what life was like during the war. Novels such as Johnny Tremain, My Brother Sam is Dead, and Sarah Bishop are highly recommended. Also, accounts of Valley Forge show the suffering soldi ers endured to achieve an American victory. See the accompanying "American Revolution: Valley Forge" Worksheet for an account of what happened at Valley Forge.

3. Once students have background of the Revolutionary War, they will be ready to evaluate the question/problem "Was the American Revolution a revolution?" The teacher should begin by asking the students to brainstorm a definition of "revolution." Student responses should be shared and discussed by the class as a whole. The answers should emphasize the concept of change. Revolution implies dramatic change, a radical departure from what existed previously.

4. At this point, the teacher should present students with the question/problem: "Was the American Revolution a revolution?" The teacher should tell students that different groups of people had different expectations of the revolution and were affe cted differently by it. Students will have the opportunity to learn about the perspectives of national leaders, loyalists, women, American traders, and slaves.

5. The teacher should use the accompanying "American Revolution: Readings A-E." The teacher may decide how to use the five readings. The students should be able to read these passages and interpret them on their own. However, it would be helpful to use at least one reading as an example in class.

6. Following each reading students are asked to explain what changes the group hoped to achieve during the American Revolution. An equally important question is whether or not the group actually achieved its goals. Students cannot gather this inf ormation from the readings themselves. For this reason, it is suggested that the teacher provide information on whether or not each group of people was successful in achieving the changes it desired. In general, the American Revolution resulted in a political and economic break from the control of Great Britain. This undoubtedly pleased most national leaders and traders in America. Social change, especially for certain groups of people, was not nearly as great. Some Loyalists, women, and slaves voiced their own aspirations for the social results of the revolution.

7. Distribute "American Revolution: Concluding Activity." Read the directions of the assignment and answer any questions raised by students. Student answers could be "yes," "no," or "yes and no." More important will be the quality of writing and the strength of the arguments. Evaluate the assignment by using the accompanying "Assessment Criteria: Concluding Activity."

8. After students have completed their concluding activity, the teacher should distribute the accompanying "American Revolution: Two Historians' Views." Questions on the handout ask students to evaluate the points of view of two historians. The te acher can structure this activity any way he or she wishes. When students have completed the Worksheet, a discussion would be helpful. The teacher should explain that historians have the advantage of evaluating the long-term results of an event. Those who lived through the American Revolution did not have that advantage.

Resource 1: American Revolution: Reading A: National Leaders

Resource 2: American Revolution: Reading B: Loyalists

Resource 3: American Revolution: Reading C: Women

Resource 4: American Revolution: Reading D: American Traders

Resource 5: American Revolution: Reading E: Slaves

Resource 6: American Revolution: Concluding Activity

Resource 7: Assessment Criteria: Concluding Activity

Resource 8: American Revolution: Reading F: Two Historians' Views

Resource 9: American Revolution: Valley Forge