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Adventure of the American Mind
Outline, Overview, Standards and Plans
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Adventure of the American Mind  

Outline And Overview

Who were these patriots? Where did they come from? How did they become involved in the fight for independence? What ever happened to them or their descendants? Why are they and the Tryon Resolves basically unknown when compared with the Declaration of Independence? What were the impact of these resolves on the quest for independence? What other counties, colonies and states also have resolves? What led up to the formation of the resolves? Where do the resolves fit in the overall puzzle of the American Revolution? And where in the world is Tryon?

I.     What are the Tryon Resolves

A.     How and Why were they significant to the creation of the DOI
          1. What is a resolve?
B.     What were the other resolves at the time?
          1. Mecklenberg
D.     Why did these resolves come about?
E.     What were the consequences for signing such resolve?
C.     The Declaration of Independence
1.     What is the significance of the Tryon Resolves to the DOI

II.     Who wrote the Tryon Resolves?
A.     List the names of the signers
          1. What do we know of them?
          2. Where do we find information about them?
                   Library of Congress Sites
                   National Archives
                   Genealogy Sites
                         Cindi's List
                         Family History Sites
                   DAR Library
                   History Books
B.     Who were the signers
1.     Patriots Vs Loyalists
2.     Ethan Allen vs Cornwallis
C.     What happened to the signers

III.     Possible Lesson Plans/Units (Cross Curriculum--Constructivist)

A.     Music
What songs were popular before and during the American Revolution?
1.     Yankee Doodle Dandy (British Spoof)
2.     The World Turned Upside Down... Myth or Fact

B.     Math
1.     Time Measurement & Navigation (e.g. glass, sundial, local time measured by sun directly overhead every town different.... What time is real?)
2.     Range Weapons... How far did the weapons fire
3.     Weapons... What kind of weapons were used?
4.     What kind of Math was needed during the American Revolution and Colonial Times?

C.     Language Arts
         1. Where are resolves used today?
         2. Can you prepare a resolve?
         3. Locate and interpret a Will of the era

D.     Dramatic Arts
          1. Role Play the reading of the resolves
          2. Role Play the night of Paul Revere's Ride
          3. Role Play the life of a Patriot
          4. Role Play the life of a Loyalist

E.     Geography
         1. Where in the world (US)  is Tryon?
         2. What happened to it?
         3. Where is it today?
         4. Compare Maps of North Carolinia
         5. Where is Rutherford County
         6. Where is Halifax?
         7. Where is Mecklenberg?
         8. Where is Lincoln County?

F.     Social Studies
         1. American History
         2. Colonial Life
         3. American Revolution
         4. Declaration of Independence
         5. Federalist Papers
         6. Constitutional Convention
         7. US Constitution and tie Bill of Rights

G.    Technology
         1. Basic Computer
         2. Using the Internet.
         3. Creating Web Pages
         4. Creating WebQuests
         5. Using WebCT
         6. Using Inspiration
         7. Using Powerpoint
         8. E-learning
         9. Digital Inclusion

IV.     More Posible Activities

A.     Group Activities
1.     Role Play
2.     Star Spangled Banner
3.     Rent a musket
4.     Online Scavenger Hunt

V.     Work Sheets

VI.     Visuals
                     1. Puppets
                     2. Costumes
                     3. Posters
                     4. Puzzles
                     5  Flags
                     6. Cartoons and Art  of the American Revolution
                               a. Evaluate Caroons from the LOC
                               b. Create Cartoons and Art about the American Revolution

VII.     The Learning Page: British and Colonial Resistance 1763-1783

VIII.     Flags of the revolution have a story

IX.       The Turtle

XI.     King George III
Reproduction #:LC-USZ62-96229

XII.     George Washington's Papers Selected patriots

XII.     Thomas Jefferson Papers

XIII.    James Madison Papers

Betsy Ross flag
US Constitution
Paul Revere
Gadsden flag

Standards and Plans

Through various applications of learning, students and facilitators demonstrate and deepen their understanding of basic knowledge and skills; Recognize and investigate problems; formulate and propose solutions supported by reason and evidence; Express and interpret information and ideas; Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results; Learn and contribute productively as individuals and as members of groups; Recognize and apply connections of important information and ideas within and among learning areas.


Students and facilitators will develop an American Revolution Webquest

Students and facilitators will participate in an American Revolution Scavenger Hunts

Students and facilitators will analyze events and documents leading up to the Declaration of Independence

Students and facilitators will locate and document facts about the various resolves that influenced the Declaration of Independence

Students and facilitators will demonstrate an understanding of the utilization of primary resources in their investigation

Students and facilitators will utilize various sources to find information on the signers of the Tryon Resolves, the Mecklenburg Resolves, the Halifax Resolves and others.

Students and facilitators will discover through analysis of maps and other documents the connections between the Tryon and Mecklenburg Resolves

Students and facilitators will analyze pictures and primary source documents to gain further understanding.

Students will analyze maps of the revolutionary period and determine Where in the World (US) is Tryon.

Students will contribute to the Tryon Resolves Signers database by researching various sources to find out information about the signers



!Teaching Tips for University and Other Levels

Exixting Online Lesson Plans About the American Revolution: Causes West and South Saratoga Valley Forge Declaration Victory

Another Sample Lesson Plan From the Web: The Road to the American Revolution:

Objectives: The students will
I. outline the major events that caused the colonists' break with Great Britain.
II. establish a cause and effect relationship between the actions of the King and Parliament and those of the Colonists.
III. Discuss the effectiveness of the colonial protests against Great Britain by comparing their protest with examples of modern protest.
1. Standard 5.3d
2. Standard 5.3e
3. Standard 5.3f 5.3 * the principal economic and political connections between the colonies and England;
* sources of dissatisfaction that led to the American Revolution;
* key individuals and events in the American Revolution including King George, Lord North, Lord Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Thomas Jefferson, Patrick Henry, and Thomas Paine;Warm Up Activity (Anticipatory Set): Forming Opinions on Current Issues
A) Brainstorm a list of current issues facing America during the 2000 Election. Place student responses on the overhead.
B) Display the following on the board, TV, or overhead:
Choose one of the issues we discussed and write a letter to a friend that tries to persuade your friends to agree with you. In a well-written paragraph, outline several reasons why your friend should come over to your side.
C) Choose several students to read their letter out loud. Discuss the importance of presenting both sides of an issue.
D) Have students list several issues that faced the Colonists during the American revolutionary period and identify both sides of the issues.
Main Activity (Instructional Input): Chart on "Steps Toward the American Revolution"
A) Students should have reviewed the events listed in Section 3 of Chapter 7 by creating a timeline of the major events of the period.
B) Display a skeleton of the chart on page 197 entitled "Steps Toward the American Revolution."
C) Distribute transparency squares of the causes and the colonial effects of British action.
D) Have students place correct square (cause or effect) on the overhead. Students should enter the information into their notes when they see it.
Accommodation: Outline of chart and answer squares will be printed and cut up before transparency is displayed. Students should be allowed to paste/tape the correct squares on their papers when they see the answer on the overhead screen as students enter their information manually.
Web Resources: The American Revolution Home Page:
The Road to Independence: ~usa/H/1994/ch3_p7.htm"
The North American Review: The Origins of The American Republic
Examples (Modeling): Classifying Types of Protest
A) Have students create a list in their notes entitled "Colonial Protests" as it is displayed on the overhead.
B) Have them create a second column called "Protests Today."
C) Have the students identify each response as violent or non-violent and identify each into types such as "destruction of property, boycott, etc.
D) Have students write a paragraph that discusses why Americans protest and how protest has changed through the years.
Accommodation: Students can form a group with inclusion teacher and brainstorm responses, which inclusion teacher can write into a "group essay." Students must initial concepts they supplied into the discussion. All students must have their names on the paper to get credit.
Wrap-Up Activity (Closure): Video: "A Force More Powerful:" Non-Violent Protest in the Modern World.
A) Show the section of the tape dealing with the Civil Rights Movement of Martin Luther King.
B) In oral discussion, have students compare the actions of Martin Luther King with those of the American Revolutionaries of Washington's time. Evaluation: The lesson will be evaluated by:
I. the accuracy of student's written responses; The following rubric can be used:
5 points: For clearly written statements that state the learning goal and give examples based on historical events.4 Points: Statements that communicate the main idea of the material being learned but that lack historical examples.
3 Points: The topic is discussed but the main idea is missed. Student attempts to supply examples.
1-2 Points: The main idea is missed and examples do not illustrate the idea but the question is attempted.
0- Writing sample not submitted.
II. student's scores on future tests and quizzes.

Scavenger Hunts
Curriculum: North Carolina                          famousamericans.ppt
Grade Level: 5th Grade

This lesson will allow students to progress as quickly as their skills allow.I would use this lesson in the computer lab or have two students work in the room while the rest of the class is involved in another activity.Students will research and present a Famous American.Students will be given a list of possible Famous Americans to research (none of which are included in the scavenger hunt).Students will learn through this how to use American Memory to research their project. The scavenger hunt will be an introduction to the Famous Americans unit.

Famous Americans Scavenger Hunt
Ashley Craig
Cliffside Elementary School - Cliffside, NC
Adventure of the American Mind - Montreat College
Integrated in Lesson Plan: Social Studies, Science, Technology
Intended Grade Level: Fifth
This lesson will allow students to progress as quickly as their skills allow. This lesson will be done in the computer lab or we will have two students work in the room while the rest of the class is involved in another activity. Students will research and present a Famous American.  Students will be given a list of possible Famous Americans to research (none of which are included in the scavenger hunt).  Students will learn through this how to use American Memory to research their project. The scavenger hunt will be an introduction to the Famous American unit.
NC Standard Course of Study Objectives Addressed:
English Language Arts
1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: examining reasons for a character's actions, taking into account the situation and basic motivation of the character, creating.
3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
5.01 Consistently use correct capitalization (e.g., names of magazines, newspapers, organizations) and punctuation (e.g., colon to introduce a list, commas in apposition, commas used in compound sentences).
5.08 Create readable documents through legible handwriting and word processing.
Information Skills
1.11 Explore primary secondary sources.
Social Studies
11.1 Identify and describe changes which have occurred in ways of living in the United States.
12.1 Identify people, symbols, and events associated with the heritage of the United States.
Detailed Timeline:
Day One: The teacher will explain the project and the expectations of the presentation. The students will be given a list of Famous Americans to choose from.
Day Two: Students will make their selection and be introduced to Famous Americans through the scavenger hunt.
Days Three - Nine: Students will do research in the computer lab, library, and classroom.  Students will prepare their projects.
Day Ten: Students will present their Famous American.
The teacher will have prepared: computer lab, scavenger hunt on disk or network, research materials. The students will have student answer sheets or notebook paper to answer questions and pencil.
Teacher Preparation:
The teacher will prepare computer lab for scavenger hunt and student answer sheets.
Prerequisite Student Skills:
Students will be instructed on how to use PowerPoint or Pack and Go. Students will be instructed on how to use Internet windows.  Students will be instructed how to flip back and forth between the PowerPoint window and the Internet window.
The teacher will explain the Famous American project and the expectations of the presentation.  The students will be given a list of Famous Americans to choose from. Students will make their selection and be introduced to Famous Americans through the scavenger hunt. Some of the Famous Americans they may be familiar with and others they may not. Students will do research in the computer lab, library, and classroom. Students will prepare their projects and present their Famous American.
The teacher will observe students as they are working on the scavenger hunt to make sure they are visiting the appropriate information for the corresponding slide. The teacher will grade students' answers from the scavenger hunt. For students who did not do well, the teacher will sit down with them at the computer and find where the mistakes were made. The research project will be graded on a rubric scale that evaluates: historical accuracy, language arts skills (spelling and grammar), and presentation.
Follow-up Activities:
Students will complete their Famous American project. They may choose to use a similar format as presented in the scavenger hunt. If they choose to use PowerPoint, the teacher will assist them.

More Lesson Plans

Gateways to State and National Standards


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