Standards SS.5.A.

5: American Revolution and Birth of a New Nation

SS.5.A.5.2: Identify significant individuals and groups who played a role in the
American Revolution.
Access Point #: SS.5.A.5.Su.b: Recognize a famous individual who contributed to
the American Revolution, such as George Washington, Thomas Jefferson, or Ben
Franklin.
Access Point #: SS.5.A.5.In.b: Recognize achievements of significant individuals
from the American Revolution, such as George Washington, Thomas Jefferson,
and Ben Franklin.
Objectives  Identify individuals who played a significant role in the American
Revolution.
 Understand who the significant individuals are and what they did.
 Understand important facts and achievements of significant individuals
during the American Revolution.
Duration 2 days – approximately 45 minutes each day
Materials https://drive.google.com/file/d/1dGUi_QFhIWUkizRrOYNcbUfbqVm4vj-f/view?
usp=sharing
Printer
Lamination paper
Laminator
Whiteboard
Whiteboard markers
Pencils
Paper
https://www.archives.gov/education/lessons/worksheets
Construction paper
Markers
https://drive.google.com/file/d/1iBWf8eFFzW6A5ckQT-OTsZ_CnN3jd44m/view?
usp=sharing

Procedures Day 1:
1. To prepare for the lesson, print out the “American Revolution Individuals”
document under materials. Each individual has 4 sources and a fact page
(https://drive.google.com/file/d/1dGUi_QFhIWUkizRrOYNcbUfbqVm4vj-
f/view?usp=sharing).
2. Place one individual’s fact sheet and sources on one of the 4 walls in the
classroom (every wall should have a different individual).
3. To begin the lesson, have students write down as many important
individuals they know from the American Revolution. Give them about 3
minutes.
4. Create a class list of people by asking the students to contribute based on
the names they have on their lists (use as an anchor chart).
5. Highlight and/or add George Washington, John Hancock, Samuel Adams,
and Paul revere on the list.
6. Explain to the students that they will become an expert on one of the
highlighted individuals from the class list and will teach the class about
that individual.
 7. Explain to the students that they will work in groups to visit one of the
individuals information in the classroom, read their fact sheet, access
their background knowledge, and analyze the sources provided using
analyzing worksheets
(https://www.archives.gov/education/lessons/worksheets).
8. Group students to create 4 groups.
9. Have students take their worksheets, pencils, and any other materials
needed to the wall where their individual’s information is.
10. Tell students they will have 20 minutes to read the information, use their
background knowledge, and analyze the sources.
11. Tell them to answer the following questions as a group:
 Why is this person important to the American Revolution?
 What connections did you make with the sources?
 What is the most important thing the individual did during the
American Revolution and why?
12. Once they have gathered information, tell the students they will be
presenting what they learned and answering the questions to the class
through a presentation that uses the arts.
13. Give them examples of ways they can create a presentation (i.e. a skit, a
song, a poem, a drawing that they can describe, a comic strip, a rap, etc.).
14. Allow the students the rest of class time to create their presentation.
15. For their informal assessment, the teacher will ask the groups why their
individual is important to the American Revolution and note their answer
as a group.
Day 2:
1. When class starts, allow students to meet with their groups and practice
their presentation for 15 minutes.
2. If the students have not done so yet, have them write down their answer
to the three questions above about their individual as a group.
3. After the 15 minutes is up, have the students prepare to take notes about
the other groups presentation and individual using the notes sheet
(https://drive.google.com/file/d/1iBWf8eFFzW6A5ckQT-
OTsZ_CnN3jd44m/view?usp=sharing)
4. Have all the groups present and perform on their individual.
5. Address additional information and facilitate conversation as needed with
the groups to get all the key information on the individual.
6. Once all the groups have presented, have the students write their favorite
thing they learned on the back of their notes sheet.
7. As a daily assessment, the students will turn their notes sheet in, and
their group answer sheets.
Assessment Day 1: The teacher will ask the groups why their individual is important to the
American Revolution and note their answer as a group.

Day 2: The students will turn their notes sheet in, and their group answer sheets.
ESOL Beginner:
Accommodations  Provide worksheets and individual information sheets in students native
language.
  Fill in key information on graphic organizer for student using both English
and their native language, leaving word blanks for the student.
 Allow the student to write in their native language.
 Partner the student with a classroom volunteer, ESOL specialist, or
another student who speaks their native language for the assignments.
 Allow the student to answer yes or no questions as an assessment.
 Allow the student to point to the individual as an answer to a question.
Intermediate:
 Provide worksheets and individual information sheets in the student’s
native language.
 Put the directions on the graphic organizer in the student’s native
language, as well as English.
 Allow the student to write in their native language.
 Partner the student with a classroom volunteer, ESOL specialist, or
another student who speaks their native language for the assignments.
 Allow the student to write in incomplete sentences for their assessment.
Advanced:
 Put the directions on the graphic organizer in the student’s native
language, as well as English.
 Partner the student with a classroom volunteer, ESOL specialist, or
another student who speaks their native language for the assignments.
Resources George Washington: http://theamericanrevolution.org/peopledetail.aspx?
people=1
John Hancock: http://theamericanrevolution.org/peopledetail.aspx?people=8
Samuel Adams: http://theamericanrevolution.org/peopledetail.aspx?people=7
Paul Revere: http://theamericanrevolution.org/peopledetail.aspx?people=11