United States History - The Road to Independence
Have students read the speech excerpt from Patrick Henry's "Give Me Liberty of Give Me Death." Without providing the students with the name or meaning of the excerpt, ask them to highlight and discuss key words that can help them decipher what this piece of history might explain.
No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do opinions of a character very opposite to theirs, I shall speak forth my sentiments freely and without reserve. This is no time for ceremony. The question before the House is one of awful moment to this country. For my own part, I consider it as nothing less than a question of freedom or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country. Should I keep back my opinions at such a time, through fear of giving offense, I should consider myself as guilty of treason towards my country, and of an act of disloyalty toward the Majesty of Heaven, which I revere above all earthly kings.
Speech Delivered by Patrick Henry
March 23, 1775
2 DIrect Instruction
Have students watch "American Revolution" on BrainPOP.
- Watch the BrainPop movie American Revolution
- Make sure to take the quiz at the end of the movie, do the “try the activity” and explore the information under “’FYI” at the bottom of the webpage.
3 Guided Practice
Divide students into small groups, called Tribes. Each tribe will work together to move through an adventure of historical times, people, and events. Groups should take at least six screenshots of important discoveries and events during their game.
Working with your tribe, discover historical characters, events, and civilizations. Each group should screenshot at least six screenshots of important discoveries and events during your game.
4 Independent Practice
Students will use a free interactive adventure game to explore the different eras of U.S. History. This assignment can be completed in a computer lab, at home, or as an individual assignment. Students should be directed to take screenshots of important events they discover during the game. The screenshots will be used to create and present the final presentation.
You will be playing an interactive adventure game in the shoes of Nat Wheeler, a 14-year-old printer's apprentice in 1770 Boston. As Nat navigates the city and completes tasks, he encounters a spectrum of people living and working there when tensions mount before the Boston Massacre. Ultimately, the player determines Nat's fate by deciding where his loyalties lie. You should take at least 6 screenshots of important events during the game. You will use these screenshots to create your final presentation.
5 Wrap Up
Students will retell their story of United States history through the use of Animoto. Students will create a slideshow/photo presentation including their 12 screenshots and include titles and descriptions.
Open the website or app Animoto. Using the free app, each student will create a 12 slideshow/photo presentation of what they learned about United States History. Each presentation should include 12 screenshots and include titles and descriptions.
Key Standards Supported
Reading History/Social Studies
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Describe how a text presents information (e.g., sequentially, comparatively, causally).
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Analyze the relationship between a primary and secondary source on the same topic.
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Reading Informational Text
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.