Standards SS.5.A.

5: American Revolution & Birth of a New Nation

SS.5.A.5.8: Evaluate the personal and political hardships resulting from the
American Revolution.
SS.5.A.5.4: Examine and explain the changing roles and impact of significant
women during the American Revolution.
Access Point #: SS.5.A.5.Pa.d: Recognize that women helped during the American
Revolution.
Access Point #: SS.5.A.5.Pa.h: Recognize that colonists need supplies
Access Point #: SS.5.A.5.Su.c: Recognize that the colonists supported the
Declaration of Independence.
Objectives  Students will recognize how colonists got their supplies
 Students will recognize the role women played during the American
Revolution.
 Students will recognize women went undercover as men to fight in the
war.
 Students will recognize important documents and how they were
presented to the colonists.
Duration 2 days – approximately 45 minutes each day
Materials https://bdqbookdrop.weebly.com/
Projector
SmartBoard
Computer with Internet access
“Katie’s Trunk” by Ann Turner
https://www.youtube.com/watch?v=KowDPn17WCo
https://www.archives.gov/education/lessons/worksheets
https://docs.google.com/document/d/1asxBNFHnH-
fpp8n9Vo9uSLDM3nwvNoeqLqZUg6WzuRc/edit
Paper
Pencils
Procedure Day 1:
 Teacher will pull up the BDQ/Book Backdrop on Weebly
(https://bdqbookdrop.weebly.com/). This will be projected for the
students to see.
 Teacher will explain to they students that they will be completing a
DBQ/Book backdrop about life during the American Revolution. The
teacher should have the “HOME” page on the website up and showing.
 The teacher will then move to the “DIRECTIONS” page and will read
everything on the page to the students, as well as the directions on the
bottom of the page.
 The teacher then moves to the “SUMMARY” page and read/has the
students read the information. Make sure to read the summaries on the
bottom of the page about life during the American Revolution and
“Katie’s Trunk”.
 Read the story “Katie’s Trunk” or watch the read aloud version
(https://www.youtube.com/watch?v=KowDPn17WCo).
 The teacher should move to the “SOURCES WORKSHEETS” page. Students
should be familiar with these, as they have been using them for the
 previous lessons. If they are not, show them the analysis worksheets
provided.
 Hand out analysis worksheets and the sources questions worksheet to
students before moving on
(https://docs.google.com/document/d/1asxBNFHnH-
fpp8n9Vo9uSLDM3nwvNoeqLqZUg6WzuRc/edit).
 The teacher moves onto the “SOURCES” page. Read the directions on the
top of the page. The teacher will have the students begin to analyze the
sources. NOTE: TEACHERS MAY OPT TO PRINT THESE SOURCES OUT IF
THEY WISH TO, OR HAVE STUDENTS USE THEIR SCHOOL DEVICES TO PULL
THE SOURCE UP ON THE WEBPAGE.
 Students should answer the questions with the sources on the sources
questions worksheet to help them think critically and make connections.
 For an informal assessment, the teacher will walk around observing the
students and ask them questions about what they are analyzing.
Day 2:
 The teacher will have the sources page pulled up and displayed, students
can take out any copies they have, or grab their school devices to pull up
the sources.
 The students will continue analyzing the sources based on where they left
off. Allow students to work together to finish analyzing the sources
 Once the students finish the sources, the teacher will move to the
“WRITING PROMPT” page.
 Explain the writing prompt and questions, which are found on the
“WRITING PROMPT” page. Review the rubric with the students BEFORE
they begin writing. Remind students to make connections to the sources
and to the information they have learned over the unit.
 Have the students begin answering the writing prompt question on a
sheet of paper.
 Once the student finish, they may turn their paper in.
 For a formal assessment, the teacher will collect the students writing
prompt from the DBQ/Book Backdrop.
Assessment Day 1: Informal assessment by observing and asking the students questions about
what they are analyzing.

Day 2: Formal assessment using the writing prompt essay.

ESOL Beginner:
Accommodations  Allow students more time to complete the assignment.
 Provide worksheets translated in their native language, as well as in
English.
 Have the student sit close to the teacher when reading.
 Use nonverbal gestures and read slow while reading the story.
 Partner the student with a classroom volunteer, ESOL specialist, or
another student who speaks the same native language to complete the
assignment.
 Allow student to point or answer yes and no to questions asked as an
assessment.
  Provide a notes sheet that is filled in, with leave in the blank words open.
 Re-read the story to the student if needed.
 Find a copy or video of the book in the student’s native language.
Intermediate:
 Allow students more time to complete the assignment.
 Provide worksheets translated in their native language, as well as in
English.
 Have the student sit close to the teacher when reading.
 Use nonverbal gestures and read slow while reading the story.
 Partner the student with a classroom volunteer, ESOL specialist, or
another student who speaks the same native language to complete the
assignment.
 Provide a notes sheet that is filled in, with leave in the blank words open.
 Re-read the story to the student if needed.
 Allow the student to answer the writing prompt using 1 to 2 paragraphs.
Advanced:
 Have the student sit close to the teacher when reading.
 Use nonverbal gestures and read slow while reading the story.
 Partner the student with a classroom volunteer, ESOL specialist, or
another student who speaks the same native language to complete the
assignment.
 Re-read the story to the student if needed.
Resources Additional resources:
https://www.dbqproject.com/
https://ocde.us/CharacterEd/Documents/katies-trunk.pdf
https://www.kidsdiscover.com/teacherresources/games-and-activities-on-the-
american-revolution/