Standards
Social Studies:
SS4H3 The student will explain the factors that shaped British colonial America.
a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.
b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.
SS4H4 The student will explain the causes, events, and results of the
American Revolution.
a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan "no taxation without representation," the activities
of the Sons of Liberty, and the Boston Tea Party.
b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.
English/Language Arts:
ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELACC4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
ELACC4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELACC4W7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
ELACC4SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
ELACC4SL4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SS4H3 The student will explain the factors that shaped British colonial America.
a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.
b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.
SS4H4 The student will explain the causes, events, and results of the
American Revolution.
a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan "no taxation without representation," the activities
of the Sons of Liberty, and the Boston Tea Party.
b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.
English/Language Arts:
ELACC4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELACC4RI5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
ELACC4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELACC4W7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
ELACC4SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
ELACC4SL4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Technology Standards
1.Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a.Apply existing knowledge to generate new ideas, products, or processes
b.Create original works as a means of personal or group expression
2.Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a.Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b.Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.
a.Plan strategies to guide inquiry
b.Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c.Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d.Process data and report results
a.Apply existing knowledge to generate new ideas, products, or processes
b.Create original works as a means of personal or group expression
2.Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a.Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b.Communicate information and ideas effectively to multiple audiences using a variety of media and formats
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.
a.Plan strategies to guide inquiry
b.Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c.Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d.Process data and report results
Lesson implementation
Before you begin:
1. Divide the students into groups and assign each group to the New England Colonies, Middle Colonies, or Southern Colonies. Students could also do part 1 of the webquest independently if you prefer.
*** The student groups will switch halfway through the project as they jigsaw to meet with colonists from other regions to form their Continental Congress groups. Keep this in mind when determining groups for the project.***
2. Materials you will need:
Copies of handouts:
A Letter Home
Guided Notes
Imperial Policy graphic organizer
Video memo to King George handout
Any of these assignments can be modified as needed.
Students who struggle with writing can complete audio recordings of letters.
During the webquest:
3. The guided notes and graphic organizer activities are designed to guide student learning and to be used as completion grades/comprehension checks only.
4. Rubrics for the letter assignment and the video memo are included in the assignment handout.
5. Students will switch groups to meet with the Continental Congress. The new groups will create the video memos.
After the webquest:
6. Have students read the original Declaration of Independence.
7. Have students watch each group's video, noting common themes.
8. As a class, compare and contrast the student declarations and the original version.
1. Divide the students into groups and assign each group to the New England Colonies, Middle Colonies, or Southern Colonies. Students could also do part 1 of the webquest independently if you prefer.
*** The student groups will switch halfway through the project as they jigsaw to meet with colonists from other regions to form their Continental Congress groups. Keep this in mind when determining groups for the project.***
2. Materials you will need:
Copies of handouts:
A Letter Home
Guided Notes
Imperial Policy graphic organizer
Video memo to King George handout
Any of these assignments can be modified as needed.
Students who struggle with writing can complete audio recordings of letters.
During the webquest:
3. The guided notes and graphic organizer activities are designed to guide student learning and to be used as completion grades/comprehension checks only.
4. Rubrics for the letter assignment and the video memo are included in the assignment handout.
5. Students will switch groups to meet with the Continental Congress. The new groups will create the video memos.
After the webquest:
6. Have students read the original Declaration of Independence.
7. Have students watch each group's video, noting common themes.
8. As a class, compare and contrast the student declarations and the original version.
Webquest created by Emily Davis, Media & Instructional Technology Educator at Ocee Elementary School in Fulton County, GA, and student in the Kennesaw State University Ed.S. program in Instructional Technology.
All clipart for this website can be found at the Microsoft Clipart Gallery.