Project Planning Form - leadingpbl.org Planning Form Name of Project: Revolutionary Newspaper...

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Project Planning Form Name of Project: Revolutionary Newspaper Duration: 4 weeks

Class(es): 8th

Grade Social Studies & 8th

Grade Language Arts Semester: First

Content/Curriculum

areas to partner with

Social Studies: American Revolution

Language Arts: Short story and peer editing

Project Idea (investigation,

scenario, problem,

challenge, issue, etc.)

Social Studies

Students will be exploring what it was like to live in the late 1700’s. Each group will create a newspaper

with articles about different aspects of life during the Revolutionary War. Articles will range from battles

to types of food. Groups will also be asked to video tape a short news broadcast highlighting some of their

favorite stories.

Language Arts

Students will peer edit and review the social studies news articles. L.A. students will be looking for errors

in grammar, sentence structure and if an article could be considered propaganda for the time period. L.A.

students will also act as the audience for the S.S. student’s news broad cast

Entry Event

(grabber) to launch

inquiry and spark

curiosity

“All of the King’s M&M’s”- an activity where students are given M &M’s to represent taxes. A group of

students are the colonist and have to repeatedly give up their candy as more taxes are passed on the

colonies. This will lead into a discussion on the many reasons why the colonist asked for independence.

The Driving

Question, Problem or

Challenge

Statement or Issue

Lobsterback or Yankee Doodle- what path would you have taken during the Revolutionary War?

Content and Skills

Standards addressed: Social Studies

F1.1 Describe the ideas, experiences, and interactions that influenced the colonists’

decisions to declare independence by analyzing • colonial ideas about government (e.g., limited government, republicanism, protecting individual rights and

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promoting the common good, representative government, natural rights) (C2) • experiences with self-government (e.g., House of Burgesses and town meetings) (C2) • changing interactions with the royal government of Great Britain after the French and Indian War (C2)

F1.2 Using the Declaration of Independence, including the grievances at the end of the

document, describe the role this document played in expressing • colonists’ views of government • their reasons for separating from Great Britain. (C2)

F1.3 Describe the consequences of the American Revolution by analyzing the • birth of an independent republican government (C2) • creation of Articles of Confederation (C2) • changing views on freedom and equality (C2) • and concerns over distribution of power within governments, between government and the governed, and among people

Language Arts R.CM.08.04 apply significant knowledge from grade-level science, social studies, and mathematics texts. W.GR.08.01 in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in compositions including infinitives, gerunds, participial phrases, and dashes or ellipses. L.CN.08.01 analyze main idea, significant details, fact and opinion, bias, propaganda, argumentation, or support when listening to or viewing a variety of speeches and presentations. L.CN.08.02 listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, and supportive); critically examine the verbal and non-verbal strategies during speeches and presentations.

T P T P

Partnership for P21

Skills to be taught (T)

and practiced (P):

Check all that apply

Critical Thinking/Problem Solving X Social Literacy and Cross/Multi-Cultural Literacy X

Communication (oral and written) X Productivity and Accountability X

ICT Literacy Leadership and Responsibility X X

Collaboration X X Financial, Economic and Entrepreneurial literacy

Information Literacy Civic Literacy

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Flexibility and Adaptability X Health Literacy

Initiative and Self-Direction X

Presentation

Audience

Student work

Major group

product(s): Each group will create a newspaper and a videotaped news broad cast Class

School

Community

Experts

Web

Other

Sc

ho

ol

Major individual

product(s):

Notebooks, lectures, quizzes, research , worksheets, response journal,

vocabulary, peer editing rubrics

Assessment &

Reflection

Rubric(s) I’ll use

(check all that apply)

Collaboration X Content Knowledge X Critical Thinking X CTE Competencies Oral Communication X Physical Education skills Written Communication X Physical Education skills Visual/Performing Arts X

Other assessments,

benchmarks &

checkpoints (check all

that apply)

Quizzes/tests X Practice presentations X Self-evaluations Notes X Peer evaluations X Checklists X On-line tests/exams Concept Maps

Reflections Survey Focus group

Discussion X Learning plan

Journal write/learning log X

Resources

On-site personnel:

Technical (equipment) Computers, classroom projector

Community resources

Material resources Text book, primary resources, videos

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P R O J E C T T E A C H I N G A N D L E A R N I N G G U I D E

Project: Revolutionary Newspaper Course/Semester: 1st Semester: American Revolution

Knowledge and Skills Needed by Students

to successfully complete culminating products and performances, and do well on summative assessments

Scaffolding / Materials / Lessons to be Provided

by the project teacher, other teachers, experts, mentors, community members

Knowledge of sentence structure, proper grammar

Students will be reviewing these ideas in language arts class

Reasons for the Revolutionary War

Notes on acts, taxes and events that took place in the late 1700’s

and colonial tied to Great Britain

Key events and people during the Revolutionary War

Notes, videos, primary sources, research

Computer Skills- Research specifically

Mini lessons on the different programs students can use to create

their newspapers and presentations. A focus on good research vs.

bad research.

Collaboration

Students will complete ice breakers to help them develop group

norms and then fill out a group contract

Familiar with a newspaper set-up and news broadcasts

Students will be reading current, local newspapers and discussing

what the format looks like. They will also be watching CNN

student news daily for ideas on how to create a news broadcast

Writing skills- focusing on journalism and persuasion

Primary resources, student examples

© 2008 Buck Institute for Education 6

P R O J E C T C A L E N D A R

Project: Revolutionary Newspaper Start Date: Fall

M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y

P R O J E C T W E E K O N E

I. All of the King’s M &

M’s intro activity

II. Notes on taxes & acts leading up to the

war

L.A. students review

basic grammar

(noun, verb,

pronoun, ect)

I. Notes on Boston

Massacre & Tea Party

II. Student tea party

III. Students draw

pictures of “Midnight

Ride”

L.A. students continue

with basic grammar

(punctuation)

I. Declaration of

Independence activities


with basic grammar (

run-ons & fragments)

I. Introduction of teams – ice breaker & group

norms

- contracts

II. Present different

programs students can

use to create

newspaper & how to best research

L.A. student continue

with basic grammar

I. Notes on the Ups and

Downs of the war

- colonist’s setbacks - Washington crosses

the DE

- Hessians

- Valley Forge

II. Chapter vocabulary

L.A. students are

quizzed on basic

grammar

P R O J E C T W E E K T W O

I. Culture during the

Am. Rev- food,

clothing, music, ect

II. Primary sources-

pictures, music, ect


parts of an essay

(introduction, body &

closing)

I. Students research

and write first article-

on culture (in the form

of advertisements)


with parts of an essay

I. Notes and lecture on

different fronts and

battles of the war


propaganda

I. Students write

second article on a

battle

L.A. students discuss

propaganda

I. Notes and lecture on

the end of the war

- Yorktown

-Treaty of Paris


voice

P R O J E C T W E E K T H R E E


PROJECT WEEK FOUR

I. Students choose one

story to present as a

part of a news broadcast and practice

I. Students tape news broadcast

I. Students share news broad casts with Lang.

Arts class and turn

newspapers in

LA students are graded

on audience behavior

I. Students create advertisements for their

newspaper


types of newspaper

writing and articles &

brainstorm, “what

makes a good article?”

I. Activity on people of the Rev. War


research citation

I. Students research and write third article

an on a person from

the war. (Can be a first

person narrative)

L.A. students review historical writing &

primary resources

I. Students meet with peers from a Lang Arts

class to peer edit

I. Students edit and revise newspapers with

Language Arts students


Lesson Design:

Careful construction of lessons to remove barriers and provide assess for all students.

Checkpoints:

Includes

Notes for the Revolutionary War unit will be delivered with the student’s multiple intelligences in mind. A written copy will be handed out, while we read out loud. This year there are many visual and kinesthetic learners in my classes, so I will also include graphic organizers and lots of movement throughout the hour

Multiple ways to represent information

Alternatives to text

Support provided for text comprehension

Flexible technology-based materials, strategies and tools

Multiple ways for students show what they know

Conspicuous supports for learning new strategies

Mechanism for rapid feedback to learners

Active student-centered methods

Choice, Challenge, Novelty

Connected, relevant learning

Students will be reading a variety of primary resources, with examples for all reading levels available. Very little reading from a text book will be done, but when necessary, students will work in groups to support each other. Reading guides will also be provided to aid with comprehension

Students will be able to show what they know through a variety of formative assessments. These include exit slips, starter questions, journaling, short quizzes, and discussion. Because there is lots of choice involved with the project, all students should feel comfortable in finding a way to show their research and understanding.

Students should receive quick feedback on their newspaper articles through peer editing.

Students will find relevance to the unit while watching and reading current events. Discussion can be held on how history effects who we are today and what decisions in history have shaped our society today. We can also link the Revolutionary War to the War in Iraq and students will can compare and contrast cultures

The project does offer different choices to the students, by allowing them to choose which topics to study. The challenge will be in the research and having to decide which side they would have fought with.

Revolutionary Newspaper

Over the next couple of days, your job is to report on the many events of the Revolutionary War. With

your group you are going to create a colonial newspaper complete with articles, advertisements, letters

and stories from the Revolutionary time period. Each group member is responsible for participating and

writing the following pieces for the paper:

3 news stories- 1 event, 1 battle & 1 person (1/2 page typed)

2 colonial advertisements

1 opinion letter (1/2 page typed) Directions:

1. Pick one topic from the list below to write a news article on. Use your book and the internet to make

sure your story is accurate and complete. I will be looking for dates, people, what happened, which side

did the event help and true details from the event for credit.

The Declaration of Independence Valley Forge The War in the South

Ups and Downs of War The War in the West Taxes

Treaty of Paris Women’s Contributions Northwest Ordinance

Washington Crosses the Delaware France Joins the Cause Cost of the War

Articles of Confederation Kentucky/Wilderness Road Paul Reveres Ride

2. Pick one battle from the list below to write a news article on. Use your book and the internet to make

sure your story is accurate and complete. I will be looking for dates, people, location, who won, deaths

and other true details from the battle for credit.

Brandywine Bunker Hill Charleston

Cowpens Fort Ticonderoga Germantown

Kaskaskia King’s Mountain Long Island

Monmouth Montreal Savannah

Vincennes White Plains

3. Pick one person from the list below to write a news article on. Use your book and the internet to

make sure your story is accurate and complete. I will be looking for details about this person’s personal

life and their job during the Revolutionary War for credit.

Lord Cornwallis George Washington Baron von Stueben

John Adams Benedict Arnold Benjamin Franklin

Mary Draper John Hancock Clara Barton

Patrick Henry Sybil Ludington Thomas Jefferson

Paul Revere Martha Washington Nathaniel Greene

Molly Pitcher Abigail Adams Thomas Paine

3. Pick 2 items from the list below to create an advertisement on. Use the internet to research true

prices, styles and details from the late 1700’s.

women’s clothing weapons food/ recipes

dances kitchen goods sewing bee

church activity livestock sale men’s clothing

toys slave sales barn rising

job openings bake sales town meetings

local restaurant openings tea music

4. Write an opinion letter as either a Patriot’s or a Loyalist’s point of view about your thoughts on the

war. Include reasons why you are staying loyal to England, or reasons why you are fighting to freedom.

** Each topic can only be covered by one person from each group.

*** Make sure your name is on the 5 products that you make. The newspaper will count as a project

grade so be neat and have fun!

**** As a team come up with a title for your newspaper and think about spacing before you glue items

down.

5. After your newspaper articles are completed, choose one to present during a news broadcast. As a

group, you will create a short news show on the events during the war. We will then present these

shows to Mrs. Willcox classes.

Have fun and be creative!!

Revolutionary Newspaper (modified version)

Over the next couple of days, your job is to report on the many events of the Revolutionary War. With

your group you are going to create a colonial newspaper complete with articles, advertisements, letters

and stories from the Revolutionary time period. Each group member is responsible for participating and

writing the following pieces for the paper:

2 news stories- choice of either: 1 event, 1 battle & 1 person

1 colonial advertisements

1 opinion letter (1/2 page typed) Directions:

1. Pick one topic from the list below to write a news article on. Use your book and the internet to make

sure your story is accurate and complete. I will be looking for dates, people, what happened, which side

did the event help and true details from the event for credit.

The Declaration of Independence Valley Forge The War in the South

Ups and Downs of War The War in the West Taxes

Treaty of Paris Women’s Contributions Northwest Ordinance

Washington Crosses the Delaware France Joins the Cause Cost of the War

Articles of Confederation Kentucky/Wilderness Road Paul Reveres Ride

2. Pick one battle from the list below to write a news article on. Use your book and the internet to make

sure your story is accurate and complete. I will be looking for dates, people, location, who won, deaths

and other true details from the battle for credit.

Brandywine Bunker Hill Charleston

Cowpens Fort Ticonderoga Germantown

Kaskaskia King’s Mountain Long Island

Monmouth Montreal Savannah

Vincennes White Plains

3. Pick one person from the list below to write a news article on. Use your book and the internet to

make sure your story is accurate and complete. I will be looking for details about this person’s personal

life and their job during the Revolutionary War for credit.

Lord Cornwallis George Washington Baron von Stueben

John Adams Benedict Arnold Benjamin Franklin

Mary Draper John Hancock Clara Barton

Patrick Henry Sybil Ludington Thomas Jefferson

Paul Revere Martha Washington Nathaniel Greene

Molly Pitcher Abigail Adams Thomas Paine

3. Pick 2 items from the list below to create an advertisement on. Use the internet to research true

prices, styles and details from the late 1700’s.

women’s clothing weapons food/ recipes

dances kitchen goods sewing bee

church activity livestock sale men’s clothing

toys slave sales barn rising

job openings bake sales town meetings

local restaurant openings tea music

4. Write an opinion letter as either a Patriot’s or a Loyalist’s point of view about your thoughts on the

war. Include reasons why you are staying loyal to England, or reasons why you are fighting to freedom.

** Each topic can only be covered by one person from each group.

*** Make sure your name is on the 4 products that you make. The newspaper will count as a project

grade so be neat and have fun!

**** As a team come up with a title for your newspaper and think about spacing before you glue items

down.

5. After your newspaper articles are completed, choose one to present during a news broadcast. As a

group, you will create a short news show on the events during the war. We will then present these

shows to Mrs. Willcox classes.

Have fun and be creative!!

Newspaper and Broadcast Rubric for Social Studies S

co

re

Le

ve

ls

Content Conventions Organization Presentation

4

The article is well thought out and provides a variety of information about each topic

The article uses a wide variety of sources

The article is accurate

No spelling, grammatical, or punctuation errors

Is adequate length and answers all of the checklist of questions

The newspaper is organized and well thought out

Articles are complete, typed and clean

The news broadcast shows high levels of practice and effort

Broadcast captures and informs the audience

3

The article is well thought out and provides good variety of information about each topic

The article uses a good variety of sources

The article is accurate

Few (1 to 3) spelling, grammatical, or punctuation errors

Is a good length and answers most of the checklist of questions

The newspaper is organized and well thought out

Articles are not complete, typed or clean

The news broadcast shows good levels of practice and effort

Broadcast captures audience and informs audience

2

The article provides some information on the topic

The article uses few sources

The article is somewhat accurate

Minimal (3 to 5) spelling, grammatical, or punctuation errors

Is an acceptable length and answers some of the checklist of questions

The newspaper is not organized or thought out

Articles are not complete, typed or clean

The news broadcast shows adequate effort or practice

Broadcast captures but does not inform the audience

1

The article provides very little information about the topic

The article does not include any sources

The article does not include any accurate details

More than 5 spelling, grammatical, or punctuation errors

Is an in-acceptable length and answers very few of the checklist of questions.

The newspaper is unfinished

The news broadcast shows little practice or effort

Broadcast does not capture or inform the audience

Peer Editing Rubric for Language Arts

For each item below, indicate strengths and weaknesses by placing a checkmark in the appropriate box.

Provide written evidence at least once within each shaded category section, for either strength or of weakness.

Area Strength Weakness Evidence

ORGANIZATION & DEVELOPMENT

Introduction Engaging title and introduction Clear thesis statement

Body Ideas or evidence presented

logically

Coherence in document throughout Conclusion

Conclusion is present FOCUS, CONTENT, & VOICE

Paper addresses assignment Tone is professional, informative, &

engaging

CLARITY IN VOCABULARY, WORD CHOICE, & USAGE

Word choice is clear and precise Little if any redundancy Precise use of pronouns Active voice

SENTENCE STRUCTURE

No run-ons or comma splices, or

fragments

Sentence variety present MECHANICS

Agreement between subjects and

verbs, pronouns, and antecedents

Consistent point of view, number,

and tense

Correct spelling and capitalization

& punctuation

DOCUMENTATION (if required)

Uses citation style correctly in

body of paper

Uses citation style correctly in

reference list

Additional comments (something the author does well or suggestions for additions to strengthen paper):

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