Project Planning Form
Name of Project:
Class(es):
Content/Curriculum
areas to partner with
Project Idea
(investigation,
scenario, problem,
challenge, issue, etc.)
Entry Event
(grabber) to launch
inquiry and spark
curiosity
The Driving
Question, Problem or
Challenge
Statement or Issue
Content and Skills
Standards addressed:
Revolutionary Newspaper
Duration: 4 weeks
th
th
8 Grade Social Studies & 8 Grade Language Arts
Semester: First
Social Studies: American Revolution
Language Arts: Short story and peer editing
Social Studies
Students will be exploring what it was like to live in the late 1700’s. Each group will create a newspaper
with articles about different aspects of life during the Revolutionary War. Articles will range from battles
to types of food. Groups will also be asked to video tape a short news broadcast highlighting some of their
favorite stories.
Language Arts
Students will peer edit and review the social studies news articles. L.A. students will be looking for errors
in grammar, sentence structure and if an article could be considered propaganda for the time period. L.A.
students will also act as the audience for the S.S. student’s news broad cast
“All of the King’s M&M’s”- an activity where students are given M &M’s to represent taxes. A group of
students are the colonist and have to repeatedly give up their candy as more taxes are passed on the
colonies. This will lead into a discussion on the many reasons why the colonist asked for independence.
Lobsterback or Yankee Doodle- what path would you have taken during the Revolutionary War?
Social Studies
F1.1 Describe the ideas, experiences, and interactions that influenced the colonists’
decisions to declare independence by analyzing
• colonial ideas about government (e.g., limited government, republicanism, protecting individual rights
and
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promoting the common good, representative government, natural rights) (C2)
• experiences with self-government (e.g., House of Burgesses and town meetings) (C2)
• changing interactions with the royal government of Great Britain after the French and Indian War
(C2)
F1.2 Using the Declaration of Independence, including the grievances at the end of the
document, describe the role this document played in expressing
• colonists’ views of government
• their reasons for separating from Great Britain. (C2)
F1.3 Describe the consequences of the American Revolution by analyzing the
• birth of an independent republican government (C2)
• creation of Articles of Confederation (C2)
• changing views on freedom and equality (C2)
• and concerns over distribution of power within governments, between government and the
governed, and among people
Language Arts
R.CM.08.04 apply significant knowledge from grade-level science, social studies, and mathematics
texts.
W.GR.08.01 in the context of writing, correctly use style conventions (e.g., Modern Language
Association Handbook) and a variety of grammatical structures in compositions including infinitives,
gerunds, participial phrases, and dashes or ellipses.
L.CN.08.01 analyze main idea, significant details, fact and opinion, bias, propaganda, argumentation,
or support when listening to or viewing a variety of speeches and presentations.
L.CN.08.02 listen to or view critically while demonstrating appropriate social skills of audience
behaviors (e.g., eye contact, attentive, and supportive); critically examine the verbal and non-verbal
strategies during speeches and presentations.
Partnership for P21
Skills to be taught (T)
and practiced (P):
Check all that apply
Critical Thinking/Problem Solving
Communication (oral and written)
ICT Literacy
Collaboration
Information Literacy
T



X

P
X
X

X
Social Literacy and Cross/Multi-Cultural Literacy
Productivity and Accountability
Leadership and Responsibility
Financial, Economic and Entrepreneurial literacy
Civic Literacy
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T


X


P
X
X
X




Flexibility and Adaptability
Initiative and Self-Direction
Student work
Major group
product(s):
Major individual
product(s):
X
X
Health Literacy
Each group will create a newspaper and a videotaped news broad cast
Notebooks, lectures, quizzes, research , worksheets, response journal,
vocabulary, peer editing rubrics
 
 
Presentation
Audience
Class

School
Sc
Community
ho
Experts
ol
Web

Other


Rubric(s) I’ll use
(check all that apply)
Collaboration
Critical Thinking
X
X
Content Knowledge
CTE Competencies
Oral Communication
X
Physical Education skills
Written Communication
X
Physical Education skills
Visual/Performing Arts
X
Other assessments,
benchmarks &
checkpoints (check all
that apply)
Quizzes/tests
Self-evaluations
Peer evaluations
On-line tests/exams
X
Reflections
Survey
Discussion
Journal write/learning log

X
X
Assessment
&
Reflection
Resources
On-site personnel:
Technical (equipment)
Community resources
Material resources
Computers, classroom projector
Text book, primary resources, videos
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
X

X




Practice presentations
Notes
Checklists
Concept Maps
X
X
X

Focus group
Learning plan



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PROJECT TEACHING AND LEARNING GUIDE
Project: Revolutionary Newspaper
Course/Semester: 1st Semester: American Revolution
Knowledge and Skills Needed by Students
to successfully complete culminating products and
performances, and do well on summative assessments
Knowledge of sentence structure, proper grammar
Reasons for the Revolutionary War
Scaffolding / Materials / Lessons to be Provided
by the project teacher, other teachers, experts,
mentors, community members


Key events and people during the Revolutionary War
Students will be reviewing these ideas in language arts class
Notes on acts, taxes and events that took place in the late 1700’s
and colonial tied to Great Britain
Notes, videos, primary sources, research

Computer Skills- Research specifically

Mini lessons on the different programs students can use to create
their newspapers and presentations. A focus on good research vs.
bad research.

Students will complete ice breakers to help them develop group
norms and then fill out a group contract

Students will be reading current, local newspapers and discussing
what the format looks like. They will also be watching CNN
student news daily for ideas on how to create a news broadcast
Collaboration
Familiar with a newspaper set-up and news broadcasts
Writing skills- focusing on journalism and persuasion
Primary resources, student examples

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P R O J E C T
Project: Revolutionary Newspaper
M O N D A Y
C A L E N D A R
Start Date: Fall
T U E S D A Y
W E D N E S D A Y
T H U R S D A Y
F R I D A Y
I. Introduction of teams
– ice breaker & group
norms
- contracts
II. Present different
programs students can
use to create
newspaper & how to
best research
I. Notes on the Ups and
Downs of the war
- colonist’s setbacks
- Washington crosses
the DE
- Hessians
- Valley Forge
II. Chapter vocabulary
L.A. student continue
with basic grammar
L.A. students are
quizzed on basic
grammar
PROJECT WEEK ONE
I. All of the King’s M &
M’s intro activity
II. Notes on taxes &
acts leading up to the
war
I. Notes on Boston
Massacre & Tea Party
I. Declaration of
Independence activities
II. Student tea party
III. Students draw
pictures of “Midnight
Ride”
L.A. students review
basic grammar
(noun, verb,
pronoun, ect)
L.A. students continue
with basic grammar
(punctuation)
L.A. students continue
with basic grammar (
run-ons & fragments)
PROJECT WEEK TWO
I. Culture during the
Am. Rev- food,
clothing, music, ect
II. Primary sourcespictures, music, ect
I. Students research
and write first articleon culture (in the form
of advertisements)
I. Notes and lecture on
different fronts and
battles of the war
I. Students write
second article on a
battle
I. Notes and lecture on
the end of the war
- Yorktown
-Treaty of Paris
L.A. students review
parts of an essay
(introduction, body &
closing)
L.A. students continue
with parts of an essay
L.A. students review
propaganda
L.A. students discuss
propaganda
L.A. students discuss
voice
PROJECT WEEK THREE
© 2008 Buck Institute for Education
6
I. Students create
advertisements for their
newspaper
I. Activity on people of
the Rev. War
L.A. students discuss
types of newspaper
writing and articles &
brainstorm, “what
makes a good article?”
L.A. students review
research citation
I. Students research
and write third article
an on a person from
the war. (Can be a first
person narrative)
I. Students meet with
peers from a Lang Arts
class to peer edit
I. Students edit and
revise newspapers with
Language Arts students
L.A. students review
historical writing &
primary resources
PROJECT WEEK FOUR
I. Students choose one
story to present as a
part of a news
broadcast and practice
I. Students tape news
broadcast
I. Students share news
broad casts with Lang.
Arts class and turn
newspapers in
LA students are graded
on audience behavior
© 2008 Buck Institute for Education
7
Lesson Design:
Checkpoints:
Careful construction of lessons to remove barriers and provide assess for all students.
Includes
Notes for the Revolutionary War unit will be delivered with the student’s multiple intelligences in
mind. A written copy will be handed out, while we read out loud. This year there are many visual
and kinesthetic learners in my classes, so I will also include graphic organizers and lots of
movement throughout the hour
Students will be reading a variety of primary resources, with examples for all reading levels
available. Very little reading from a text book will be done, but when necessary, students will work
in groups to support each other. Reading guides will also be provided to aid with comprehension
Students will be able to show what they know through a variety of formative assessments. These
include exit slips, starter questions, journaling, short quizzes, and discussion. Because there is lots
of choice involved with the project, all students should feel comfortable in finding a way to show
their research and understanding.
Students should receive quick feedback on their newspaper articles through peer editing.
Students will find relevance to the unit while watching and reading current events. Discussion can
be held on how history effects who we are today and what decisions in history have shaped our
society today. We can also link the Revolutionary War to the War in Iraq and students will can
compare and contrast cultures
The project does offer different choices to the students, by allowing them to choose which topics
to study. The challenge will be in the research and having to decide which side they would have
fought with.
 Multiple ways to
represent information
 Alternatives to text
 Support provided for
text comprehension
 Flexible technologybased materials,
strategies and tools
 Multiple ways for
students show what
they know
 Conspicuous supports
for learning new
strategies
 Mechanism for rapid
feedback to learners
 Active student-centered
methods
 Choice, Challenge,
Novelty
 Connected, relevant
learning
© 2008 Buck Institute for Education
1
Revolutionary Newspaper
Over the next couple of days, your job is to report on the many events of the Revolutionary War. With
your group you are going to create a colonial newspaper complete with articles, advertisements, letters
and stories from the Revolutionary time period. Each group member is responsible for participating and
writing the following pieces for the paper:
3 news stories- 1 event, 1 battle & 1 person (1/2 page typed)
2 colonial advertisements
1 opinion letter (1/2 page typed)
Directions:
1. Pick one topic from the list below to write a news article on. Use your book and the internet to make
sure your story is accurate and complete. I will be looking for dates, people, what happened, which side
did the event help and true details from the event for credit.
The Declaration of Independence
Valley Forge
The War in the South
Ups and Downs of War
The War in the West
Taxes
Treaty of Paris
Women’s Contributions
Northwest Ordinance
Washington Crosses the Delaware
France Joins the Cause
Cost of the War
Articles of Confederation
Kentucky/Wilderness Road Paul Reveres Ride
2. Pick one battle from the list below to write a news article on. Use your book and the internet to make
sure your story is accurate and complete. I will be looking for dates, people, location, who won, deaths
and other true details from the battle for credit.
Brandywine
Bunker Hill
Charleston
Cowpens
Fort Ticonderoga
Germantown
Kaskaskia
King’s Mountain
Long Island
Monmouth
Montreal
Savannah
Vincennes
White Plains
3. Pick one person from the list below to write a news article on. Use your book and the internet to
make sure your story is accurate and complete. I will be looking for details about this person’s personal
life and their job during the Revolutionary War for credit.
Lord Cornwallis
George Washington
Baron von Stueben
John Adams
Benedict Arnold
Benjamin Franklin
Mary Draper
John Hancock
Clara Barton
Patrick Henry
Sybil Ludington
Thomas Jefferson
Paul Revere
Martha Washington
Nathaniel Greene
Molly Pitcher
Abigail Adams
Thomas Paine
3. Pick 2 items from the list below to create an advertisement on. Use the internet to research true
prices, styles and details from the late 1700’s.
women’s clothing
weapons
food/ recipes
dances
kitchen goods
sewing bee
church activity
livestock sale
men’s clothing
toys
slave sales
barn rising
job openings
bake sales
town meetings
local restaurant openings
tea
music
4. Write an opinion letter as either a Patriot’s or a Loyalist’s point of view about your thoughts on the
war. Include reasons why you are staying loyal to England, or reasons why you are fighting to freedom.
** Each topic can only be covered by one person from each group.
*** Make sure your name is on the 5 products that you make. The newspaper will count as a project
grade so be neat and have fun!
**** As a team come up with a title for your newspaper and think about spacing before you glue items
down.
5. After your newspaper articles are completed, choose one to present during a news broadcast. As a
group, you will create a short news show on the events during the war. We will then present these
shows to Mrs. Willcox classes.
Have fun and be creative!!
Revolutionary Newspaper (modified version)
Over the next couple of days, your job is to report on the many events of the Revolutionary War. With
your group you are going to create a colonial newspaper complete with articles, advertisements, letters
and stories from the Revolutionary time period. Each group member is responsible for participating and
writing the following pieces for the paper:
2 news stories- choice of either: 1 event, 1 battle & 1 person
1 colonial advertisements
1 opinion letter (1/2 page typed)
Directions:
1. Pick one topic from the list below to write a news article on. Use your book and the internet to make
sure your story is accurate and complete. I will be looking for dates, people, what happened, which side
did the event help and true details from the event for credit.
The Declaration of Independence
Valley Forge
The War in the South
Ups and Downs of War
The War in the West
Taxes
Treaty of Paris
Women’s Contributions
Northwest Ordinance
Washington Crosses the Delaware
France Joins the Cause
Cost of the War
Articles of Confederation
Kentucky/Wilderness Road Paul Reveres Ride
2. Pick one battle from the list below to write a news article on. Use your book and the internet to make
sure your story is accurate and complete. I will be looking for dates, people, location, who won, deaths
and other true details from the battle for credit.
Brandywine
Bunker Hill
Charleston
Cowpens
Fort Ticonderoga
Germantown
Kaskaskia
King’s Mountain
Long Island
Monmouth
Montreal
Savannah
Vincennes
White Plains
3. Pick one person from the list below to write a news article on. Use your book and the internet to
make sure your story is accurate and complete. I will be looking for details about this person’s personal
life and their job during the Revolutionary War for credit.
Lord Cornwallis
George Washington
Baron von Stueben
John Adams
Benedict Arnold
Benjamin Franklin
Mary Draper
John Hancock
Clara Barton
Patrick Henry
Sybil Ludington
Thomas Jefferson
Paul Revere
Martha Washington
Nathaniel Greene
Molly Pitcher
Abigail Adams
Thomas Paine
3. Pick 2 items from the list below to create an advertisement on. Use the internet to research true
prices, styles and details from the late 1700’s.
women’s clothing
weapons
food/ recipes
dances
kitchen goods
sewing bee
church activity
livestock sale
men’s clothing
toys
slave sales
barn rising
job openings
bake sales
town meetings
local restaurant openings
tea
music
4. Write an opinion letter as either a Patriot’s or a Loyalist’s point of view about your thoughts on the
war. Include reasons why you are staying loyal to England, or reasons why you are fighting to freedom.
** Each topic can only be covered by one person from each group.
*** Make sure your name is on the 4 products that you make. The newspaper will count as a project
grade so be neat and have fun!
**** As a team come up with a title for your newspaper and think about spacing before you glue items
down.
5. After your newspaper articles are completed, choose one to present during a news broadcast. As a
group, you will create a short news show on the events during the war. We will then present these
shows to Mrs. Willcox classes.
Have fun and be creative!!
Score
Levels
Newspaper and Broadcast Rubric for Social Studies
4
Content
Conventions
Organization
The article is well thought
out and provides a
variety of information
about each topic
No spelling, grammatical,
or punctuation errors
The newspaper is organized and
well thought out
Is adequate length and
answers all of the
checklist of questions
Articles are complete, typed and
clean
Few (1 to 3) spelling,
grammatical, or
punctuation errors
The newspaper is organized and
well thought out
The article uses a wide
variety of sources
Presentation
The news broadcast shows
high levels of practice and
effort
Broadcast captures and
informs the audience
The article is accurate
The article is well thought
out and provides good
variety of information
about each topic
3
The article uses a good
variety of sources
Is a good length and
answers most of the
checklist of questions
Articles are not complete, typed
or clean
The news broadcast shows
good levels of practice and
effort
Broadcast captures audience
and informs audience
The article is accurate
The article provides some
information on the topic
2
1
The article uses few
sources
Minimal (3 to 5) spelling,
grammatical, or
punctuation errors
The article is somewhat
accurate
Is an acceptable length
and answers some of
the checklist of
questions
The article provides very
little information about
the topic
More than 5 spelling,
grammatical, or
punctuation errors
The article does not
include any sources
Is an in-acceptable length
and answers very few of
the checklist of
questions.
The article does not
include any accurate
details
The newspaper is not organized
or thought out
Articles are not complete, typed
or clean
The newspaper is unfinished
The news broadcast shows
adequate effort or practice
Broadcast captures but does
not inform the audience
The news broadcast shows
little practice or effort
Broadcast does not capture or
inform the audience
Peer Editing Rubric for Language Arts
For each item below, indicate strengths and weaknesses by placing a checkmark in the appropriate box.
Provide written evidence at least once within each shaded category section, for either strength or of weakness.
Area
Strength
ORGANIZATION & DEVELOPMENT
Introduction
Weakness
Evidence
Engaging title and introduction
Clear thesis statement
Body
Ideas or evidence presented
logically
Coherence in document throughout
Conclusion
Conclusion is present
FOCUS, CONTENT, & VOICE
Paper addresses assignment
Tone is professional, informative, &
engaging
CLARITY IN VOCABULARY, WORD CHOICE, & USAGE
Word choice is clear and precise
Little if any redundancy
Precise use of pronouns
Active voice
SENTENCE STRUCTURE
No run-ons or comma splices, or
fragments
Sentence variety present
MECHANICS
Agreement between subjects and
verbs, pronouns, and antecedents
Consistent point of view, number,
and tense
Correct spelling and capitalization
& punctuation
DOCUMENTATION (if required)
Uses citation style correctly in
body of paper
Uses citation style correctly in
reference list
Additional comments (something the author does well or suggestions for additions to strengthen paper):