Lesson+8

Lesson 8: Revolutionary Stories

Overview:

This lesson will be based on the multiple different stories from the Revolution. As a class we will examine several different events, people, documents, battles, and colonies. To do this each student will be given a separate “story” to create and tell. These “stories” will be very specific and will require students to do detailed research on their subject. Students will be required to present their “story” to the class and be able to answer questions about their story. The idea behind this lesson is to make sure all major events, people, and significant subjects of the Revolutionary War are covered and examined. As the teacher I will coordinate each presentation to align with the class discussion on the same topic. For example, when we discuss the Founding Fathers, those students whose story is on one of these men will be required to present their “story” on the same day. To present their “stories” students will use the Web 2.0 tool of StoryBoard. Each student will use this tool to present to the class. Students will be given plenty of research time to prepare for their “story”, and will have in-class opportunities to work on it.

Presentation:

Each student will need to create a StoryBoard presentation to present their “story”. This presentation will be made up of pictures and text the student feels will help tell their “story”. Students will be asked to use class time to do this and will receive instruction on creating a StoryBoard presentation in class. All students will be asked to create their own interpretation on their event, and must use their presentation to express creativity. Below I have included an example.

Resources:

For this lesson students will be asked to use StoryBoard for their presentations. Along with this tool, students will also be using the internet, text media, and any other sources they find to do their research. Below I have created an example of a StoryBoard presentation on the original 13 colonies ratification of the Constitution.

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