Title Introduction Task Process Evaluation Conclusion Credits Designed by: Leann Bailey Justin Morris Dan Gardner Christina Pistone Based on a template from The WebQuest Page The WebQuest Page The American Revolution

Title Introduction Task Process Evaluation Conclusion Credits Introduction This webquest asks students to explore and venture into the world of the Revolutionary War. Through this quest, students will explore military strategies and important figures from both the American and British sides. The importance of group interaction and researching skills is emphasized here as students will thoroughly explore the opposing sides of the Revolutionary War and engage in group presentations and performances. The Revolutionary War is a great part of our history and we grow up learning about the great venture the colonists took towards freedom. However, how much do we really know about what life was truly like for both sides? Or how each side gained victories or suffered losses through their military strategies? How about the important figures that fought for the country they loved so much? By the end of this quest you will be a Revolutionary War expert, not only being able to recite facts, but to be in a place of understanding of just what it was like to live through the Revolutionary War.

Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Teacher Page The class will be divided into two groups based on the side of the war they choose to research, the British or the Americans. Each group will then be assigned two tasks: delve into what military life was like and the impact it had on both countries and explore the figureheads that helped shape the course of the war. When research is completed, each group will work together to create a presentation of their choosing to demonstrate to the class what they have learned. The final presentation can include but is not limited to a skit, a powerpoint presentation, or a speech. All group members must be involved in the creative process and participate in the final presentation. Title The Task

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Teacher Page Your Phase One mission is to take a walk through a journey to get to know the important figures that were fighting for the Americans... *First, working with your team you should decide how you will present the information you gather whether you choose to role play as the figures you learn about or put on a play about the Americans’ way of life and military strategies. *Second, follow through these websites and videos to gather information to answer the listed questions. *Third, prepare with your team and formulate a group presentation, of your choosing, to demonstrate your knowledge gained. *Explore 1. Who was Thomas Paine? (Give three basic facts about his upbringing) 2. What are the four main pieces Paine wrote? 3. Give a brief summary of Paine’s, Common Sense, and describe the people’s reaction to this piece. *Explore 4. What was George Washington’s role in the Revolutionary War? 5. Pick one battle he fought in and briefly describe his actions there. For a better understanding and more ideas for your presentation, utilize these videos: The Process Phase One For the American Side

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Teacher Page Your group’s task is to research what life was like for the American rebels fighting the war. You will look at different aspects of their lives and gain a better understanding of the life of a soldier in the Revolutionary War in the process. This will be a part of the powerpoint presentation your group will be showing to the class. You may want to start by answering the questions provided and using the links given to conduct your research. Remember proper citation and grammar as you complete this phase. Questions to Consider: 1. What kinds of people fought for the Americans? (Remember militia as well as the Continental army) 2. What training and equipment did American soldiers receive? 3. What strategies did the Americans use throughout the war? How did they differ from the British? Links: THE PrOCESS PhasE TWO: AMERICAN MILITARY

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Teacher Page Your Phase Three mission is to take a walk through a journey to get to know the important figures that were fighting for the British.. *First, working with your team you should decide how you will present the information you gather whether you choose to role play as the figures you learn about or put on a play about these famous British figures. *Second, follow through the websites provided to learn about these important figures and answer the questions. *Third, prepare with your team and formulate a group presentation, of your choosing, to demonstrate your knowledge gained Who was Thomas Hutchinson 2. What was his importance in the war? 3. Talk about Hutchinson’s life and impact on the war. yalists.php independence/famous-loyalists/ 4. Name another famous loyalist. 5. Why were the loyalist important to the war? 6. What did the loyalist think about the war? The Process Phase 3: The British Side

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Teacher Page Phase 4: Your phase four mission is to explore the different strategies that were used by the british military. In doing so you will gain insight into their tactics and objectives. By the end of this phase you will be able so see what the everyday life was like for a soldier in the british army. First - This phase will require an powerpoint presentation. Your group members should research and answer the questions listed below. You will find all the answers and more through the websites that are provided. No other websites are to be used for this phase. Upon completing your research collaborate with your group and make a 3-5 slide presentation including pictures, video clips, and factual information. 1.. What type of people were in the British Military? 2. How were the soldiers trained? 3. What type of weaponry was used and available to the soldiers? 4. What were the goals of the British in engaging in this war? Second - Students must create a two minute skit including all of their group members.. This reenactment should be tailored to how the British Military engaged in war. While performing this skit you should answer these questions which must be answered only from the websites listed below. 1.. How did they march? 2. How were they commanded? 3. Did they follow orders? The Process Phase 4: Military Strategies for the British

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Teacher Page Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Students will examine the military of the Americans. Includes 2 military strategies used in the war. Includes3 military strategies used in the war and weapons that were used. Includes 4 military strategies used in the war, weapons that were used, and the process of making/using weapons. Includes 4 or more military strategies used in the war, weapons that were used, the process of making/using weapons and an example of one or more. Students will examine the military of the British. Includes 2 military strategies used in the war. Includes 3 military strategies used in the war and weapons that were used. Includes 4 military strategies used in the war, weapons that were used, and the process of making/using weapons. Includes 4 or more military strategies used in the war, weapons that were used, the process of making/using weapons and an example of one or more. Students will research important American figures. Information for 1 important American figure before/during/or after the war. Information about 2 important American figures before/during/or after the war. Information about 3 important American figures before/during/or after the war and explanation why. Information about 4 or more important American figures before/during/or after the war and explanation why. Students will research important British figures. Information for 1 important British figure before/during/or after the war/ Information about 2 important British figures before/during/or after the war. Information about 3 important British figures before/during/or after the war and explanation. Information about 4 or more important British figures before/during/or after the war and explanation why. Students will debate the two sides. Argument deciding what side you take. Argument deciding what side you take, with 2 facts to back it up. Argument deciding what side you take, with 3 or more facts to back it up and other extra facts. Argument deciding what side you take, 3 or more facts to back it up, and who really won the war? Evaluation

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Teacher Page Hopefully you have begun to see what life was like during the Revolutionary war. Upon completion of this WebQuest each student should write a one page reflection based on their views of which side should have won the Revolutionary War. In this reflection please include facts that were presented by each group. While writing your reflection ask yourself these questions: - How did organization play a role in the war? - How persuasive were each sides dominant figures? - How effective were their strategies? - How would organize your military? - What type of figures would you want to represent your side? This reflection is due the day after all the groups have presented. Remember to include your own thoughts and opinions in your reflection. Conclusion

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Teacher Page Credits & References Include a link back to The WebQuest Page and The WebQuest Slideshare Group The WebQuest Page The WebQuest Slideshare Group American and British Strengths and Weaknesses. (n.d.). U.S. History. Retrieved October 15, 2013, from Ayres, E. (n.d.). Militia in the Revolutionary War. Official Jamestown Settlement & Yorktown Victory Center Visitor's Site. Retrieved October 15, 2013, from Before Presidents Timelines. (n.d.).Teachers.Henrico Webserver. Retrieved October 15, 2013, from Digital History. (n.d.). UH - Digital History. Retrieved October 15, 2013, from Revolutionary War Artwork. (n.d.).American Revolutionary Stories. Retrieved October 15, 2013, from Thomas Paine. (n.d.). U.S. History. Retrieved October 10, 2013, from Glogster EDU: A complete educational solution for digital and mobile teaching and learning.. (n.d.). Glogster EDU: A complete educational solution for digital and mobile teaching and learning.. Retrieved October 10, 2013, from printers, w. c., & Bayou., t. t. (n.d.). Somewhere in Texas. Somewhere in Texas. Retrieved October 10, 2013, from October., 1781., & were, t. c. (n.d.). American Revolution: George Washington. ThinkQuest : Library. Retrieved October 10, 2013, from George Washington - Mini Biography - YouTube. (n.d.). YouTube. Retrieved October 10, 2013, from Thomas Paine - Common Sense - YouTube. (n.d.). YouTube. Retrieved October 10, 2013, from Google Image Result for (n.d.). Google. Retrieved October 10, 2013, from Totally History. (n.d). Red coats. Retrieved October 10, 2013, from Digital History. (n.d.). Retrieved October 14, 2013, from Revolutionary war soldiers. (2012). Retrieved from Durham, J. L. (n.d.). Retrieved from British military advantage - reporting the revolutionary war (book) [Web]. (2012). Retrieved from