History is Fun!
Book I: Early America
Unit 3: American Revolution
Lesson 1: American Revolution Tour
Topic Overview:
The revolt of American colonists from mother England was rooted in years-old problems that began to escalate. For example, after a costly war against the French, the English Crown decided to tax the colonies in the form of the Sugar and Stamp Acts, to pay for it. Certain rights enjoyed by subjects in England were denied the colonists, such as trial by jury. As a result, protests became widespread and the British response became more oppressive, as evidenced by the Quartering and Tea acts. Eventually the colonists’ protests boiled over as the “shots heard ‘round the world” were fired at Lexington and Concord.
Activity Overview:
In this recreation simulation, students will journey back in time to witness and recreate the major events that led to the American Revolution. Students will be divided into groups and will be given a picture to follow in creating paper clothing and props. Students will travel on the “magic tour bus” and will witness the major events of Revolution as they occur. Students who are recreating certain roles and events will act at the front of the room and the “tourists” will be able to see the events come to life.
Objectives:
1. Students will be able to identify the major events that led to the American Revolution.
2. Students will be able to describe how the problems between the Colonies and mother England escalated.
3. Students will be able to evaluate whether England could have avoided losing the Colonies through revolution.
Setup:
1. Arrange desks into traditional rows.
2. Prepare all props at least one day prior to this activity. Contain them in a large trash bag with a picture of the event on the outside with the props.
3. Perfection is not necessary in making props. For example, the British soldier uniform can simply be a large sheet of red paper cut to resemble a shirt. A rolled piece of black paper can be a rifle, a yellow piece a horse, and a hat a black triangle, etc.
4. Create a teacher bag with the following props inside: Ice in a cup, five paper balls, white paper cut into shreds in a plastic bag or a cup.
5. Make a sign for the pole that says: ”English Folly & American Pain”
6. Draw feathers on the white coat and hat both.
Materials:
American Revolution Tour, Page 10
Teacher Lesson Plan Warehouse©
History is Fun!
1. Various Coats: 3 red, 5 blue, 3 black, and 1 yellow
2. 7 black hats
3. 5 American Indian headdresses
4. 3 boxes
5. 1 knife
6. 1 machete
7. 1 white horse
8. 1 hat
9. 3 maps following the picture of Proclamation of 1763:
a. “Reserved for Indians”
b. “Proclamation of 1763”
c. “Settler Areas”
10. 1 pole
11. 1 white coat and white hat
12. 1 cup
13. 1 torch
14. Ice
15. 5 paper balls
16. Tape
17. Paper clips
18. Feathers (or white paper cut into feathers)
19. Trash bags
20. Plastic grocery bags
21. Digital camera
22. American Revolution Tour Worksheet Key (p.10, 11)
23. American Revolution Tour Worksheet (p.12, 13)
American Revolution Tour, Page 10
Teacher Lesson Plan Warehouse©
History is Fun!
Activity in Detail:
1. Announce that today the class will be traveling back in time on the “magic tour bus” to understand the causes of the American Revolution by acting out revolutionary events.
2. Students will work in groups. Each group will receive a bag with a picture on it. Inside the bag will be props and costumes. Each group will act out the event on the picture. They will have five minutes to rehearse the event.
3. Place students in groups. Group sizes are: 4 groups of 5, 1 group of 4, and 1 group of 3. If there is not enough students, transfer some from the larger groups.
4. Assign each group member a number (1-3,4, or 5, accordingly) before distributing bags in order to avoid conflict over roles.
5. Distribute the bags and have students tape or paper clip on their costumes.
6. While the students are practicing, wear a costume to create the mood.
7. After rehearsal time, have the students be seated in the traditional way, with their group.
8. Handout the American Revolution Tour Worksheet.
9. Sit at the front of the room and act as the bus driver. Say to students:
a. “Today I will be your tour guide on the magic tour bus. On this magic voyage you will be able to see some of the major events of the American Revolution and you may even be able to take a few pictures.”
b. “For the ‘magic tour bus’ to work, you must act like the bus. For example, if the bus goes back in time, you must lean back in your chair.”
c. “Since I am in the front of the bus, everything will happen to me first. All you have to do is to repeat it.”
10. Say to students:
a. “Welcome to the American Revolution Tour. The purpose of this tour is to go back in time to see why the Colonies decided to break away from their mother country and declare independence.”
b. “Before we begin our tour, I want to give you a little background information. In the 1740’s, the French realized that they could connect their land in what you know as Canada with their territory in Louisiana by using the Ohio river located in western Pennsylvania. However, both the British and France claimed this area. So, after the French seized a British fort to gain the upper hand, the British dispatched a young, twenty-two-year-old soldier from the Virginia militia named George Washington to expel the French. In the ensuing Battle of Fort Necessity, in 1754, Washington was outmaneuvered, out manned, and had to surrender. In 1755, the new British Commander, General Braddock, used a larger force to remove the French. General Braddock deployed over 2,000 soldiers and asked George Washington to be his aide.”
c. “Now let’s go back in time. Remember, we all have to do it for the bus to work. Lean back in your chair and feel the “g” forces, then lurch forward like we’ve come to an abrupt stop.”
11. Say to students: “Our first stop on the American Revolution Tour is in western Pennsylvania where we’ll see a battle between France and its Indian allies and Great Britain. We are traveling on a road created by General Braddock to carry his cannons, but the road is very rough with lots of downed trees.”
12. Bounce up and down as if driving on a bumpy road. Remind students to join in.
a. “Oh no! Something is going on here! It looks like General Braddock, George Washington, and the troops have been ambushed by the French and their Indian allies!”
13. Throw some paper balls wildly around the room from the teacher bag.
14. Tell Group 1 to setup, get in position, and freeze. Once they have done so, walk to the picture and describe what is happening by saying: “Look! General Braddock has been shot! George Washington has taken command on his horse. He is pulling the troops back to avoid a massacre. Four bullet holes are later found in Washington’s clothes and hat, but he is unscathed. News of his bravery will spread through the colonies. This battle builds more animosity between the French and the British and will eventually lead to the French and Indian War.”
15. Before moving on, take a still-life picture of students, acting like a tourist.
16. Have students fill in the information for Stop 1 on the American Revolution Tour Worksheet.
17. After the students have finished the notes, say: “Let’s start the tour again. Even though General Braddock and the British lost the first battles of the French and Indian War, they were able to come back and win. In defeat, France gave up most of its claims in North America. The British colonies expanded all the way to the Mississippi River. Now for Stop 2.”
18. Lean back in the chair as if launching an aircraft. Start swaying left and right as if driving on a crooked road and say: “I don’t know where we are going, but it’s very twisty. Wait-I know what we are on. It must be a line. It is a line created by the British to avoid conflicts between Indians and the colonists called the ‘Proclamation of 1763.’”
19. Have Group 2 setup. When they are ready, stand up with the students acting as the map and say: “In 1763, England’s King George wanted to avoid another costly war and was concerned about conflicts between American colonists and Native Americans. To limit conflict the King ordered a Proclamation that stated any colonist who wanted to live in the Indian preserve needed permission from the Crown.”
20. Push through the line and the Indian Reserve and hold out a hand as if to say “stop.” Tell students: “This angered the colonists in the west because they wanted the land for homes and farming.”
21. Allow students to take pictures and fill out Stop 2 on the Worksheet.
22. Say to students: “In order to pay for the French and Indian War, the British government decided to tax the colonists. British Prime Minister George Grenville introduced the Sugar Act in 1764 that taxed sugar, silk, and other products. In 1765, the British parliament passed the Stamp Act that required a stamp to be on most printed materials. Not only were the colonists being taxed, but some of the rights given to British citizens were being denied to the colonists. Colonists lost the right to a trial by jury, a speedy trial, and due process. Furthermore, under the Quartering Act of 1765, the British could force colonists to house British soldiers.”
23. Have Group 3 setup and then say: “Groups such as the Sons of Liberty began to protest. In on instance, nine colonies came together to protest the Stamp Act with the Stamp Act Congress. When the Stamp took effect most colonists ignored it.”
24. Allow students to take a picture with Group 3 and complete Stop 3 on the Worksheet.
25. Say to students: “Lets speed forward to 1767.”
26. Lean back in the chair, stop dramatically, and say: “In 1767 the British repealed the Stamp Act, but a British leader named Charles Townshend began passing new taxes that became known as the Townshend Acts. These acts put taxes on items such as glass, lead, paper, paint, and tea. The Townshend Acts also allowed British officers to enter colonists’ homes at will.”
27. Have Group 4 setup. From Teacher’s bag throw white paper or feathers around the room. Say: “Watch out! There are feathers everywhere! It looks like the colonists have had too much of the Townshend Acts and are taking out their frustration on a British official by tarring and feathering him and forcing him to drink tea!”
28. Allow students to take a picture with Group 4 and complete Stop 4 on the Worksheet.
29. Say to students: “After the Townshend Acts were passed, the Massachusetts assembly began organizing resistance against the British government. In order to enforce their laws, the British sent 1,000 troops in response to maintain order.”
30. Have Group 5 setup and then say: “Let’s drive ahead to Boston on March 5, 1770.”
31. Move up and down as if traveling on a cobblestone road. Throw crushed ice around the room and say: “Be careful! It looks as though we have arrived in the middle of a fight. I guess the colonists have had too much of the British soldiers living in their town and taking their jobs. British soldiers were not paid much, so they had to work second jobs. A fight is breaking out between Bostonians and the British. They are calling the soldiers “lobsterbacks” and are throwing snow balls at them. BANG! BANG! BANG! The British are firing into the crowd!”
32. Stand up, point out the picture, and say: “Five colonists were killed and six wounded. One of the ones killed was a mix of African-American and American Indian blood named Crispus Attucks. The attack became known as the Boston Massacre and it infuriated colonists nearly everywhere. The British had to do something to prevent a revolution, so they repealed the Townshend Acts.”
33. Allow students to snap a picture with Group 5 and complete Stop 5 on the Worksheet.
34. Say to students: “For two years the colonists simmered in anger. They boiled over in 1773 when Parliament passed the Tea Act. The Tea Act was designed to enrich a British tea company at the expense of American merchants. Colonists protested to stop the tea from being sold. Let’s see how Boston reacted to the Tea Act.”
35. Have Group 6 setup. When they are ready, turn off the lights and say: “Shhh! We have to be quiet. It looks like Bostonians have dressed up as American Indians and are destroying the tea and throwing it into Boston Harbor! This raid would later be called the Boston Tea Party.”
36. Allow students to take a picture with Group 6 and complete Stop 6 on the Worksheet. Say to students: