THE AMERICAN 
REVOLUTION: 
A Unit About Perspectives 
Ms. Thomas’ 5th Grade Class
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Part I
1. Overview of Unit
My focus for this unit plan is the American Revolution as experienced from different points of
view. Because the American Revolution happened so long ago, it can be hard for students to comprehend
all that happened, and how it relates to life today. My goal for the unit is to make it more practical by
breaking it down into smaller pieces and experiencing its importance. The unit is geared towards fifth
grade, but can be adjusted to meet the standards for fourth or sixth grade.
I find it both a blessing and a curse that there is so much information on the American
Revolution. It’s wonderful because there are so many resources to pick from, and a wide variety of topics
to catch student’s interests. It’s a bit of a challenge because there is such a wide variety of topics that it
can be hard to know if you should focus more in depth on a few topics, or cover as many topics as
possible. I’m hoping to find the balance by covering specific topics with the whole class, but then
allowing them the freedom to dive into a topic that interests them.
This topic fits in with the California Content Standards because it is a vital piece of American
history. 5th grade social studies focuses on American History up until the 1850s, and the American
Revolution is a major chunk of that time. I’ve chosen to focus on the standards 5.5, 5.6 and 5.7 because it
gives the unit some depth with the subject, but I don’t feel like it will be too much information to try to
cover.
My main learning outcome is for students to process what happened leading up to, during and
after the American Revolution. One of the major ways they are going to do this is examining a variety of
perspectives of the Revolution and then working in small groups, research a person of their choosing and
write a piece from that person's perspective. I want students to understand the value of different
perspectives on the same event. Hopefully, they will carry that tool with them throughout the rest of their
education career and remember to look at varying perspectives on every historical event.
This unit makes me excited for a few reasons. One, it will engage students in history and will
make the history become an experience. Students will be able to add in their own emotion which will help
them remember the lessons better. Two, students will be invested in the lessons because they will be
working toward researching a person of their choosing. I love offering students freedom in units because
it helps them stay motivated with the project. And third, this unit will be able to reach a variety of
learners. I will include photographs, textbook readings, songs, videos and creativity into the lessons to
help all students engage with the material.
2. Content
a. How does the American Revolution relate to events going on today?
b. What were the major events that led to the American Revolution?
c. Who were the most important people during the American Revolution?
d. What were the major battles in the American Revolution?
e. Who was Alexander Hamilton and how does his soundtrack relate to the American
Revolution?
3. Values and Outcomes
a. State Standards: 5.5: explain causes of American Revolution; 5.6 course and consequence
of American Revolution; 5.7 US Constitution
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b. My main value for this unit is for students to walk away valuing and understanding how
to look at a historical situation from multiple perspectives. This value will be worked on
throughout the unit as students evaluate the Hamilton soundtrack and then write their own
perspectives piece.
4. Key Academic Vocabulary
a. Patriots/Colonists: colonists who wanted independence
b. Loyalist/Red Coats: called loyalists because they are loyal to the King
c. King George III: leader of Britain
d. George Washington
e. Alexander Hamilton
f. John Hancock
g. Samuel Adams
h. Thomas Jefferson
i. William Howe
j. Cornwallis
k. Stamp Act
l. Sugar Act
m. Boston Tea Party
n. Boston Massacre
o. Paul Revere
p. Second Continental Congress
q. Lexington and Concord
r. Thomas Paine
s. Declaration of Independence
t. Benjamin Franklin
u. John Adams
v. Battle of Saratoga
w. Yorktown Battle
x. Treaty of Paris
y. Students can review these terms by referring back to their journal. I will assess their
mastery of the terms by assigning a multiple choice/matching quiz at the end of each
week as formative assessment to see how they are learning the material. These terms will
also be incorporated into their final project. See part 16 for more information.
5. Room Environment
a. Separate students desks so that half of the desks are on one side of the room, half of the
desks are on the other side and the desks are facing each other. This represents the two
sides of the war. See drawing in Appendix I.
b. A bulletin board will be created that has an enlarged red coat and an enlarged blue coat
figure outline. One represents Britain, the other represents the colonies. As we learn
about people, and adjectives to describe both sides, students will write on an index card
the name of the person or adjectives and stick it next to the appropriate coat. This will
serve as a way to see all we’ve learned at the end of the unit. See Appendix III.
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c. A KWL chart will be done on the first day of the unit. It will also be posted somewhere in
the room for students to refer back to/add more information to. See Appendix IV.
d. A timeline will be posted along one wall of the classroom. See Part 2: 2.G.i of the
processing activity and Appendix II for more information.
6. Collection of Realia
a. Stamps from the Stamp Act
b. King George Crown
c. Wig like what founding fathers wore- made out of cotton balls?
d. Chest of supplies that soldiers used to survive: tin plate (eat off of), tin pot (keep liquids
semi-warm), glass bottle with cork (stores water), kettles (to heat water/cook), etc.
e. Tea bags
f. As explained in the parent letter, parents will hopefully send in some objects.
g. Sugar jar
7. Introductory Activities
a. KWL chart to discover what students already know about the Revolutionary war and
what they want to know. Will complete their KWL chart at the end of the unit so students
can see all that they’ve learned. Students will each get a copy of the graphic organizer
and will individually fill it out. Then we will come together as a class and create a big one
on chart paper. Reference Appendix IV and part 1, number 5 for more information.
8. Related Literature
a. The Split History of the American Revolution​ by Michael Burgan. This is an awesome
flipbook that students will love. Pictures provide context clues for the EL students. The
first half of the book is about the Patriots perspective of the war. Then you have to
literally flip the book over to read about the Loyalists perspective of the war. In the very
middle is a timeline displaying the events. This will be really helpful because students
can see the differing Point of Views by flipping the book. It’s a good kinesthetic way to
look at the content.
b. Textbook- ​Reflections: The US: Making a New Nation​ by Harcourt School Publishers.
This textbook is full of images and maps helping students visualize the content. The
vocabulary is explained and there are opportunities for students to reflect on what they’ve
learned/put themselves in the shoes of colonists
c. King George, What Was His Problem?​ By Steve Sheinkin. This is a book from the
perspective of King George III. The book will be used to help students see the war from
an English perspective. This is one of the major goals and values of the unit.
d. George Vs. George: The American Revolution As Seen From Both Sides​ by Rosalyn
Schanzer. This book has wonderful illustrations and is laid out so that students can
simultaneously look at the two different perspectives of the war. The book was created to
examine King George versus George Washington and how they won/lost the war.
Students will have the opportunity to read it during free time, and it will be used as a read
aloud during reading time.
9. Developing Skills in Geography/Economics/Government
a. Looking at Google Earth periodically to visually see the distance between the colonists
and Britain. This increases students geographical awareness.
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b. Students will be filling out a map every few classes as we learn about battles/activities
that happened in a specific location. See the class outline in part 2 for more information.
Appendix V is a sample map.
c. Economics: Stamp Act and taking Thomas-bucks “money.” Students will have a
connection to their hard earned Thomas-bucks so the taxation without representation
activity on day 4 is when their money will be taken away.
10. Use of Technology
a. Hamilton video...? This resource doesn’t exist right now, but I’m hoping in the future
there will be a video of Hamilton that I can show students. This will help them visualize
the characters and events more, as well as see the songs in action.
b. Google Earth. See class outlines for how it will be used.
c. The textbook’s website: ​http://harcourtschool.com/hss/05/index.html​ See the ** after the
class outlines for description of the website.
11. Guest Speakers/Field Trips
a. Ideally, the Santa Barbara Historical Museum or the Santa Barbara Museum of Natural
History would have resources available for the topic of the American Revolution.
However, after doing some research, in Philadelphia, there is the Museum of the
American Revolution. They might be able to do a virtual tour/send costumes/realia for
the unit. This brings to life the content and adds extra support for English Learners.
Depending on the resources available, content ideas 2.b, c and d will be referenced.
12. Support for English Learners
a. Most of the activities have props that support English Learners. The props involve the
activity being done that day: crown that represents Britain, stamps for the Stamp Act, a
jar of sugar for the Sugar Act, images for “what do you see” activity, etc.
b. The historical biography graphic organizer is perfect for EL’s because it outlines
important research aspects and helps them organize their findings.
c. The unit has a consistent formative assessment. STudents have the opportunity to process
content through their journals and map activities. They will learn the vocabulary and then
process through it in their journals. The formative assessment is meant to be low stakes,
and hopefully keeps their affective filter low. (Cary chapter 1)
d. The teacher will be modeling many of the activities. The teacher will also be doing think
alouds, journal writing, etc. to consistently scaffold the material and demonstrate the
expectations.
13. Interdisciplinary Learning in the Core Subjects
a. Relation to Language Arts: the final project of their performance from a historical
perspective is highly dependent upon language arts. Students will also be analyzing the
music, using a graphic organizer to organize their research, and using their journal to
process the vocabulary.
b. Relation to Math: Thomas-bucks used during the Stamp Act activity, how many bucks
are needed during each tax. This subtly introduces simple math concepts like adding and
subtracting with a fun activity.
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14. Support for (and through) the Visual/Performing Arts

a. Music: Hamilton soundtrack- refer to the class outlines for when each song will be
listened to
b. Art: Postcard Home- make-and-take activity (section 15)
c. Theater: Artistic representation of their historical figure: costumes, art work, props, etc.
d. Dance: If the class is very wiggly/likes to move around, ask students to create dance for
the most popular Hamilton song.
15. “Make and Take”
a. Postcard home written from the perspective of a soldier fighting in the war.
b. Give them freedom in what to write about, and if they are writing from the perspective of
a loyalist or a patriot. Let them draw a picture on the other side of the writing that
represents their writing.
c. See Appendix VI for a sample of this artwork and the blank template
16. Independent, small-group, or whole-class project
a. Research project on one important person in the war. Students get have some choice in
the person they will be researching. Will do research in small groups, but will be asked to
write a perspective piece on their own. Will look at Hamilton soundtrack as an example
of how to write from someone’s perspective (King George’s songs vs Hamilton’s)
b. Will lead up to performing/reading/acting out for class the piece they wrote. Could record
themselves and show the video, could perform live, must have something to present in
front of parents/community/classmates. Encouraged to dress up, get into character.
c. Every final piece must reference at least three vocabulary words, up to the student's
choosing. They must also use a prop- either a costume piece, an object, a video/music,
etc.
d. Have Revolutionary War Night at the end of the unit where the community, principal,
fellow teachers, and parents are invited to learn about the Revolutionary War. See if a
parent or two can volunteer to take pictures of student’s performances and make a video
of all the performances afterwards.
e. More explanation on the project on Day 12 of the class outline and also on the letter
home (appendix VIII)
17. Finished Product for Permanent Classroom Display
a. Make and take activity: postcard home can be displayed on a bulletin board/sent home to
parents.
b. As mentioned in section 16, pictures will be taken at the Revolutionary War Night and
posted around the classroom as a reference to what students have learned. If parent wants
to volunteer, could also record the performances and create a video. Teacher wouldn’t
have time to do it herself.
18. Culminating Experience
a. Students will reflect on the Revolutionary War night, and write a journal entry on how
they thought they did, what they learned about the person, etc.
b. Finish the KWL chart, first students filling out their own, then coming together as a class
to fill out the class one.
c. Review of the bulletin board about all the people we’ve learned about, events, etc.
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d. Revolutionary War Night will be the culmination of the projects, students will walk away
feeling proud of their projects, and all of the information they’ve learned.
19. Assessment
a. KWL chart is a diagnostic assessment at the beginning of the unit and an informal
summative assessment at the end of the unit.
b. Review journal they have been writing in throughout the unit. Teacher collects it
randomly as formative assessment to discover what they’ve been learning. Will inform
future instruction. Teacher will be looking for the terms, definitions, pictures, and
personal investment in the content.
c. At the end of each week there will be a quick formative assessment to see how well
students have learned the terms from the week. It will be a short assessment. Outlined on
days 5, 10, 15 and 20.
d. Simple end of unit test: students will given a very short test about the unit as a whole. See
appendix VII for the test.
20. Parent Letter
a. Include parent realia contributions
b. See Appendix VIII for the letter.
21. Public Relations
a. Refer to section 16, part c on how public will be involved in students learning.
b. In the letter home, the teacher will request any realia that parents want to temporarily
donate for the unit. They will be on display in the classroom library and will be returned
at the end of the unit. Refer to the parent letter to get a better idea of things to be
submitted.
22. Personal Passions-Personal Re-Charging
a. Listening to the Hamilton Music and thinking about my experience seeing the play and
how it inspired me to dig into the history. Want students to feel that way throughout the
unit.
b. The postcards home are a mid-unit pick-me-up to reassure the teacher that the students
are actually learning the content. See part 1, number 15.
23. Kinesthetic Activity
a. Students can create a dance to Hamilton if the students are interested.
b. The tug-of-war activity on day 18.
c. Movement within the classroom of acting out the battles/sitting on loyalist/patriot sides of
the room, etc.
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Part II
1. Outline for 25 classes. This unit is a 5-6 week unit where content is ideally taught Monday
through Thursday, and a short formative assessment is given on Friday.

Week 1
● Day 1
○ KWL chart on American Revolution; see appendix IV
○ Show image of American Revolution: “what do you see?” exploration. See appendix IX
for images.
■ http://c7.nrostatic.com/sites/default/files/styles/original_image_with_cropping/pu
blic/uploaded/american-revolution-museum-fourth-july-independence-day-violen
t-history.jpg?itok=1czPJGaI
○ Hand out Thomas-bucks (ideally they will have been collecting Thomas-bucks for a few
days before day 1 of the unit) great anticipatory set for the unit
○ Listen to Alexander Hamilton song to set the stage for the unit: play ​My Shot ​because it
sets the stage for what Hamilton is going for, part of his personal history and some
history of the colonists. Using the lyrics page, either show the lyrics of the song or print
them out so that all students can see the lyrics. Providing this copy of the lyrics will help
the EL’s understand the vocabulary.
○ Show students the ​Split History of the American Revolution ​book and encourage them to
look at it during free reading time. Encourage EL’s who are struggling with the textbook
look at the book and the variety of perspectives.
● Day 2
○ Study bulletin board, explain that there are two sides to the war: the Patriots versus the
Loyalists. See Appendix III for the bulletin board.
○ Introduce leaders: King George III vs George Washington and their respective sides
○ Hand out Thomas-bucks
○ Students will be keeping a journal throughout the unit. This journal will be in a
composition notebook or spiral notebook, and should be very simple. They will be
reflecting in their journal on feelings, terms, pictures from that day’s content.
● Day 3
○ Look at Google Earth to see the distance between England and the US- talk about
difficulties for King George to run a country from across the ocean.
○ Hand out Thomas-bucks
○ Set up timeline, discuss that we will be adding to it every week, tracking major events
that happened. See Appendix II.
○ First event of the war: Sugar Act. Parliament (Britain) needed more money to pay off
their debts from the French and Indian War so they decided to tax the Colonists more
because they fought in the war. Started with the ​Sugar Act passed in 1764 ​(plot on
timeline).
○ Write in journal about the Sugar Act.
○ Have a jar of sugar for ELs
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● Day 4
○ Talk about the Stamp Act: taxation without representation; show stamps from the realia
collection
○ Do Aly’s peer lesson: two students will be tax collectors, one student will be the King,
and the teacher will have created 5 or 6 laws that now apply to the rest of the class. The
students in class are now colonists, and will be taxed and forced to give some of their
hard-earned Thomas-bucks.
○ Add Stamp Act to timeline 1765
○ Discuss how colonists felt versus how loyalists felt.
○ Record thoughts/reactions in journal
● Day 5
○ Quick (15 min) formative assessment on the terms we’ve learned this week: King George
III, George Washington, Patriots, loyalists, Sugar Act, Stamp Act. This assessment (and
all the formative assessments that follow) will be matching, true/false, multiple choice or
writing the definition to assess the students understanding of the terms.
Week 2
● Day 6: textbook pages 328-330
○ Colonists boycotted Britain and its Acts: discuss what it means to boycott something and
write reactions in journal
○ Boycotts on British tea: discuss what would it be like to boycott something today that you
really liked; compare/contrast to boycotts back then (venn diagram)
○ Look at google Earth for where Boston is located
○ During read aloud time this day read ​King George, What Was His Problem?​ by Steve
Sheinkin; provide students time to process the reading by talking about the different
leaders in England: William Howe, Charles Cornwallis, etc.
○ Students will have their own blank map that we will be plotting the major battles/acts on.
This is the first day that the map will be used. See appendix V.
○ Write in journals
○ Closure for the lesson should involve the anticipation of the Boston Massacre we will be
studying next class.
● Day 7: textbook pages 331-332
○ Boston Massacre, March 5th, 1770: what happened, who was involved, what are the
effects
○ Add the Boston Massacre to the timeline and to the map.
○ Paul Revere: his painting as a depiction of what happened at the Boston Massacre. See
Appendix IX.
■ 1024px-Boston_Massacre_high-res.jpg
○ Write in journal
○ Listen to ​My Shot​ by Alexander Hamilton
● Day 8: textbook page 337
○ Boston Tea Party: Dec 16, 1773
○ Plot on the timeline and the map
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○ Bring in box of tea bags/cups of tea

○ Colonists dumped tea out of British boats into ocean in protest of the taxes. Samuel
Adams led the protest.
○ Class will discuss the Tea Party, it’s significance and how the colonists were feeling
compared to the Loyalists.
○ Students will write in their journal to record their thoughts/feelings/reactions
○ Listen to Hamilton song: ​The Schuyler Sisters
● Day 9: textbook pages 340, and 342-343
○ American Revolution begins: shots at Lexington and Concord, April 1775 in
Massachusetts; plot on timeline and map
○ The Second Continental Congress: Continental Army formed (1775); George Washington
named the commander in Chief, John Adams named Washington as leader
○ Reflections in journal
○ Listen to Hamilton song: The Story of Tonight and debrief the message.
● Day 10
○ Quick formative assessment on the terms learned during the week: Boston Massacre, Paul
Revere, Boston Tea Party, Samuel Adams, Lexington and Concord, 2nd Continental
Congress
Week 3
● Day 11: textbook pages 348-351
○ Look back at KWL chart from day 1. Discuss what we’ve learned, what questions we still
have, etc.: more formative assessment
○ Thomas Paine: Common Sense writing
○ Declaration of Independence drafted and re-written by the committee: included Benjamin
Franklin, John Adams, Thomas Jefferson. Jefferson wrote and rewrote most of it because
of his experience with law
○ Plot on the timeline
○ Journals
● Day 12
○ Introduce research project: students will pick an important person related to the war and
will do research in small groups. Have each student rank their top 3 choices and teacher
will organize the groups. After research, each student will write a poem, song, letter from
perspective of that person. Their final project must include two events/act from their
perspective.
○ Hand out graphic organizer to organize their thoughts. (see Appendix X)
○ Brainstorm possible people they can research and write choices on the board.
○ Share book about King George's perspective; Hamilton's song: ​You’ll Be Back​, wear
British crown to represent it’s from King George’s perspective
● Day 13
○ Do Make and Take activity: postcard home as a soldier fighting in the war. Formative
assessment- are they able to retell some event from pre-war?
○ Provide an outline for what a postcard looks like and includes. Appendix VI has a
template and sample of the postcard.
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○ While students are working, play the Hamilton soundtrack in the background as
inspiration and motivation.
● Day 14: textbook page 369
○ Women in the war: women stepped up and took over roles that their husbands/other men
did while those men were out fighting-- Martha Washington, Deborah Sampson, Mercy
Otis Warren, Abigail Adams
○ Discuss the Schuyler sisters from Hamilton; why are they important? How are they
contributing to the Revolution?
○ Research groups
○ Journals
● Day 15
○ Quick formative assessment on terms learned that week: Thomas Paine, Declaration of
Independence, Benjamin Franklin, John Adams, Thomas Jefferson, women’s role in the
war
Week 4
● Day 16: textbook pages 380-381
○ Battle of Saratoga- 1777: Britain wanted to control New York to separate colonies and
control the NY harbor; led by British General John Burgoyne; Colonists won, led by
Benedict Arnold; turning point of the war for the colonists
○ Plot on timeline and map.
○ Tableau or VTS of image
■ http://cdn.history.com/sites/2/2014/01/BE023015-P.jpeg
○ Research groups
○ Journals
● Day 17: textbook page 383
○ Benjamin Franklin in France negotiating to get the French to help colonists out in 1778;
colonists want more supplies and soldiers, French joined them when they realized that
colonists were going to win
○ Plot on timeline
○ Use Google Earth to show where Paris is
○ Research groups
○ Journals
● Day 18: textbook page 392
○ Victory at Yorktown; 1781
○ Maria’s peer lesson: tug-of-war between colonists/French and British
○ After the tug-of-war simulation plot the event on the timeline and the map
○ Listen to ​Yorktown​ Hamilton song
○ Journals
● Day 19: textbook pages 394-395
○ Treaty of Paris: Sept. 3, 1783, formal end of the war in writing
○ Reflect in their journals after they write it on their timeline and map
○ Research: Hot Seat- have students sit in front of the class in their research groups, they
will be given a time limit (maybe 4 minutes?) and classmates/teacher will fire questions
 11

at them regarding their researched person. They will answer questions from the
perspective of their person.
● Day 20
○ Quick formative assessment on terms covered during the week: Battle of Saratoga, role of
France in the war, Yorktown Battle, Treaty of Paris
Week 5
● Day 21
○ Research groups/writing point of view piece
● Day 22
○ Research groups/writing point of view piece
● Day 23
○ Research groups/writing point of view piece
● Day 24
○ Preparation for the celebratory Revolutionary War Night and performing at the
Revolutionary War Night
○ Students presentations will be summative assessment of what they’ve learned from the
unit
● Day 25
○ Revisit the KWL chart, fill in the learned column.
○ Have students reflect in their journals about the unit and all they’ve learned.
○ Students will share their reflections as informal summative assessment for the whole unit.
○ Students will also complete the end of the unit test. See appendix VII for the test.
Week 6
● Students may need extra time for their researching and writing, if flexible in time, provide a few
more days/extra week for students to complete their projects; will be able to monitor this in the
beginning of the unit to know when to plan the point-of-view night

* Play Hamilton songs as anticipatory sets before we begin that day's social studies lesson, or when there
are an extra few minutes. This will continue to add excitement for the unit and get them prepared for the
piece they are going to write on the historical figure.

** Anytime students finish early and need an activity to do, have them go to the textbook’s website
(​http://harcourtschool.com/hss/05/index.html​) and browse the addition resources posted online. There are
activities involving maps, personal biographies and primary sources. Encourage students to take notes in
their journal of the helpful resources they are finding.

2. Applying ​Social Studies Alive

a. Visual Discovery
i. There will be a few visual discovery parts of lessons. The first is on Day 1 when
the teacher shows an image of the Patriots and the Loyalists fighting. The second
is on Day 16 showing a famous image of George Washington standing proud on
a boat with his soldiers on the boat. Both of these images represent different
aspects of the war. The teacher will ask “what do you see” both times,
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welcoming student perspectives. After the images are shown and verbally
processed, the content for that class will reflect the image.
ii. Day 7 will also have an image. See appendix IX.
b. Skill-Builder
i. Students will be consistently plotting events and actions onto a timeline and a
map. The goal of these activities is to build their idea of time and space.
c. Experimental Activity
i. Taxation without Representation: Day 4. This activity is an experimental activity
because it allows students to experience being taxed unfairly just like the
colonists felt. Their reflections in their journal will be critical to helping students
process the activity and relate it back to the war.
d. Pre-Writing/Writing Activity
i. On day 13 is the make-and-take activity where students create a postcard to send
home. This will be both a pre-writing and writing activity as students receive an
outline of what a postcard should contain and its structure and then write the
postcard home. They will be writing from the perspective of a soldier which will
help them understand what it’s like to write a piece from the perspective of
another person, much like they will be doing for their big project.
e. Small-Group Project
i. Students will be grouped into small groups for their research project. They will
be collaborating on the research to come up with the information on the historical
figure. Even though their perspective piece will be done on their own, they will
be working in small groups to research together.
f. Pre-Reading Activity
i. The KWL chart is a great pre-reading activity because it gets students in the
mindset of what they will be learning. It is a space to introduce key vocabulary,
which is especially helpful for English Learners. The frequent reference to the
KWL chart throughout the unit tracks the students learning and can be easily
adapted to match the reading for the day.
g. Three Active Processing Activities
i. Almost every class, students will be actively processing the dates and times of
significant battles/events. We will be contributing to a class timeline that will be
hung around the room. As students learn about an event, we will discuss it, and
display it on the timeline. Students can refer back to the timeline to see all that
we’ve learned.
ii. The postcard activity is the second active processing activity because students are
actively applying what they have learned about the soldiers to their project. See
section 15, and Day 13 for more description.
iii. The final activity of performing a piece students wrote from the perspective of
the historical figure is the third active processing activity. This time, however, it
will be an activity that lasts for many weeks. They will be reflecting back on all
the content they’ve learned, and applying it to their figure. The research they do
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will also contribute to their knowledge and working in groups on the research
allows space for processing with peers.
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Appendix 9: images
Day 1: American Revolution

Day 7: Boston Massacre

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Day 16: George Washington and crew

Arrangement