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The Boston Massacre
The Boston Massacre
In this lesson, students will be asked to learn the disputed and agreed upon facts of the Boston Massacre in small groups and then discuss them and propose a website definition of the Massacre as a class. This lesson should not only provide students with an opportunity to look at disparate representations of so-called history facts surrounding a very famous event that preceded the American Revolution, but will also teach them to deliberate with their classmates in a cordial fashion.
#US History I#lesson plan#K-4 curriculum
·gilderlehrman.org·
The Boston Massacre
Animated Revolutionary War Battles
Animated Revolutionary War Battles
Several battle campaigns are illustrated with unique map animations, showing troops dispositions. These maps show step by step what happened and who moved where. The Lexington and Concord map sequence as well as the Battle of Trenton stand out as useful in giving students a grasp of what happened.
#US History I#military#maps#5th Grade Unit 3 - American Revolution#US I Unit 2 - Revolutionary America#3rd Grade Unit 2 - Colonial New Jersey & The American Revolution
·revolutionarywaranimated.com·
Animated Revolutionary War Battles
How Betsy Ross Became Famous
How Betsy Ross Became Famous
Laurel Thatcher Ulrich looks at America's most enduring seamstress and her many historical incarnations in Common-Place, the web journal of the American Antiquarian Society. Ulrich argues that more than a century ago, the retellings of the Ross narrative "broke down boundaries between the supposedly male world of war and politics and the supposedly domestic worlds of women." Ross was no rabble-rousing suffragette, but her story did much for the political prospects of women "by elevating their devotion to the state."
#US History I#5th Grade Unit 3 - American Revolution#US I Unit 2 - Revolutionary America#3rd Grade Unit 2 - Colonial New Jersey & The American Revolution
·common-place.org·
How Betsy Ross Became Famous
Voices of the American Revolution | EDSITEment
Voices of the American Revolution | EDSITEment
In this lesson, students are taught how to make informed analyses of primary documents illustrating the diversity of religious, political, social, and economic motives behind competing perspectives on questions of independence and rebellion. Making use of a variety of primary texts, the activities below help students to "hear" some of the colonial voices that, in the course of time and under the pressure of novel ideas and events, contributed to the American Revolution.
#lesson plan#US History I#US I Unit 2 - Revolutionary America#primary source
·edsitement.neh.gov·
Voices of the American Revolution | EDSITEment
Letter to H. Niles by John Adams
Letter to H. Niles by John Adams
This letter includes the famous John Adams quote :"The Revolution was effected before the war commenced. The Revolution was in the minds and hearts of the people".  Great primary document insight into the meaning of the Revolution according to one founding father 32 years after the Declaration of Independence
#US History I#US I Unit 2 - Revolutionary America#primary source#WS Unit 5: Atlantic & Industrial Revolutions
·teachingamericanhistory.org·
Letter to H. Niles by John Adams
New Revolutionary War books by Nathaniel Philbrick and Joseph Ellis ignore modern historical research. - Slate Magazine
New Revolutionary War books by Nathaniel Philbrick and Joseph Ellis ignore modern historical research. - Slate Magazine
What better way to illustrate the faults of a content-based curriculum than a book review that shows how popular histories of the American Revolution ignore the war in the South and refuse to see it in a global context.  How much of our teaching reflects the same bias?
#US History I#US I Unit 2 - Revolutionary America
·slate.com·
New Revolutionary War books by Nathaniel Philbrick and Joseph Ellis ignore modern historical research. - Slate Magazine
Battle of Bunker Hill Animation
Battle of Bunker Hill Animation
Though the Battle of Bunker Hill doesn't seem to capture the sort of attention is used to, this animation could be paired with some of the guazy disney films of the 50s to have students compare and contrast different interpretations of the battle. Better yet, show the animation first - ask if this is a victory or defeat - then use primary documents and military history to show how this was a victory also. But don't teach until you see the white of their eyes.
#US History I#5th Grade Unit 3 - American Revolution#US I Unit 2 - Revolutionary America
·i.imgur.com·
Battle of Bunker Hill Animation
Boston 1775 Blog
Boston 1775 Blog

This blog is a miscellany of information about New England just before, during, and after the Revolutionary War, and about how that history has been studied, taught, preserved, politicized, mythologized, lost, recovered, discussed, described, distorted, and now digitized.

Great source for information.

#US History I#US I Unit 2 - Revolutionary America
·boston1775.blogspot.com·
Boston 1775 Blog
Heroes, Villains, and People Like Us: Teaching the History of the American Revolution Today – The Panorama
Heroes, Villains, and People Like Us: Teaching the History of the American Revolution Today – The Panorama
A college professor explains the choices in made in including historical figures and their actions in his narrative of the American Revolution while teaching a survey course in American history. College professors may be more aware of their discretion than high school teachers - but both can tell students that the history they are learning is a designed understanding of the past - not the past itself
As every teacher knows, one of the central challenges with any survey is negotiating the gap between how professional historians understand historical events and how those events are perceived in the media and popular press
In an age of fake news and alternative facts, the history that we convey to our students will, in more cases than we may care to admit, be the sum total of the history that they know.
More than anything else, though, I ask students to accept that despite the vast differences between then and now, early Americans, regardless of their race, gender or creed, were in one very important respect just like Americans today: They were complicated, multifaceted human beings, who routinely thought and behaved in inconsistent, often contradictory ways.
#secondary sources#teaching history#US History I#US I Unit 2 - Revolutionary America
·thepanorama.shear.org·
Heroes, Villains, and People Like Us: Teaching the History of the American Revolution Today – The Panorama
Evaluating Evidence: Primary Materials and the Lifelong Value of the Humanities (A Conversation with Professor Joanne B. Freeman) | Readex
Evaluating Evidence: Primary Materials and the Lifelong Value of the Humanities (A Conversation with Professor Joanne B. Freeman) | Readex
5 minutes of Yale professor Joanne Freeman explains why she feels that primary document research is at the heart of the historical discipline. Although this is an advertisement for a commercial product, it provides a real historian's view of primary sources. If students know the human side of what they are doing, they may be better situated to see the value in it
#primary source#US History I#US I Unit 2 - Revolutionary America
·youtube.com·
Evaluating Evidence: Primary Materials and the Lifelong Value of the Humanities (A Conversation with Professor Joanne B. Freeman) | Readex