Founding Padres?

Spain in the American Revolution

Recommended Grade Level: 7-12 Estimated Completion Time: 2-3 Class Periods

Standards
NCSS: II. Time, Continuity, and Change
NCSS: V. Individuals, Groups, and Institutions
NCSS: VI. Power, Authority, and Governance
NCSS: IX. Global Connections
CCSS.ELALiteracy.RH9-10.3: Analyze in detail a
series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
CCSS.ELALiteracy.RH11-12.3: Evaluate various
explanations for actions or events and determine
which explanation best accords with textual evience
acknowledging where the text leaves matters uncertain.

CCSS.ELALiteracy.RH11-12.7: Integrate and evaluate multiple

sources of information presented in diverse formats and media (e.g.
visually, quantitatively, as well as in words, in order to address a
question of solve a problem.
CCSS.ELALiteracy.RH11-12.8: Evaluate an authors premises,
claims, and evidence by corroborating or challenging them with other
informatio.
CCSS.ELALiteracy.RH11-12.9: Integrate information from diverse
sources, both primary and secondary, into a coherent understanding of an
idea or event, noting discrepancies among sources.

Outcomes
Students will be able to:

1. Explain the reason for and the significance of the secret support
provided by Spain during the American Revolution.

Jose de Galvez, Bernardo de Galvez, George Rogers Clark, George

Washington, Captain Francisco Saavedra, the Comt de Grasse,
Charles III of Spain, and Louis XVI of France during the American
Revolution.

2. Analyze the efforts of and connections between Gabriel de Bourbon,

the Comt de Vergennes, John Paul Jones, Diego de Gardoqu,

Resources

Materials

1. Handout #1: Time Traveling Facebook Instructions

1. Access to the Internet

2. Handout #2: Founding Padres Grading Rubric

2. Page layout program [PowerPont/Word/Publisher, etc.] or

3. If needed: The Enemy of my Enemy background reading

3. Fakebook:

4. If needed: Founding Padres: Cloak & Dagger background reading

4. Posters and art materials if assignment is technology free

U.S. Department of State,

http://www.classtools.net/FB/home-page or

Office of the Historian

Procedures

Activator:
Post this question:
How many of you use Facebook? Let students respond.
Then post this question: How do you think historians may view Facebook 200 years from now?
Finally, post this question: How do you think historical figures would use Facebook if it was available in their time?
Discuss.
Explain to students that they will create a Historical Facebook page. Show the following examples:

John F. Kennedy: http://caatechnology.blogspot.com/2012/11/historical-facebook-page-research.html

Abraham Lincoln: http://www.indyweek.com/pdf/020409/LincolnFacebook.jpg

Instructional Activities:

( Activity can be done by individuals, in pairs, or by groups; divide the class as needed.
( Distribute Handout #1: Tim Traveling Facebook Instructions and explain. Assign each student or team one of the following
historical figures:

Don Gabriel de Bourbon

Charles Gravier, the Comt de Vergennes
John Paul Jones
Don Diego de Gardoqui
Jose de Galvez
Bernard de Galvez
Louis XVI of France

George Rogers Clark

George Washington
Captain Francisco Saavedra
Franois-Joseph Paul, the Comt de Grasse
Charles III of Spain
George III of England

( Allow students to research and work on their Facebook page. Remember, they cannot actually use Facebook for this
activity.

Closing
Have students write two to three sentences on why their historical figure is important to the American Revolution.

Suggested Assessment
Exit Card/Exit Ticket:
1. Use the rubric to grade students on their understanding.
2. Writing prompt [2-3 paragraphs]:
How did connections between different agents of Spain, France, and the American colonies help the American
cause? How does this show that Spain was an important player in the conflict?

Extension Activity
- Develop a proposal to create a holiday honoring Spains involvement in the American Revolution.

U.S. Department of State,

Office of the Historian