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Visual Literacy Unit on the American Revolution 1
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Visual Literacy Unit on the American Revolution
By
Andrea Fossum
July 25, 2012
Language and Literacy Development/ EDCI509
With Dr. Pratt
The University of Mary Washington
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Table of Contents
Virginia SOL's Covered in Unit…………………………………………………….…...…..3
Rationale for Unit………………………………………………………………………...….3
Teaching Goals………………………………………………………………………....……4
Student Outcomes……………………………………………………………………..….…5
Essential Questions………………………………………………………………….…..…..6
Essential Unit Vocabulary…………………………………………………………..……….7
Meta-Cognitive Strategies Embedded in Unit……………………………….……….…........7
Pre-Assessment with Rubric…………………………………………………………..……..8
Texts Used for the Unit………………………………………………………………….…...11
Lesson One (Events Leading Up to the Revolution)…………………………………….…..13
Lesson Two (Compare and Contrast the Viewpoints of the British and Colonists)…………16
Lesson Three (Paul Revere and 'The Shot Heard Round the World')………………………..18
Lesson Four (The Declaration of Independence)…………………………………….………21
Lesson Five (Printing the Declaration of Independence)……………………………….……23
Lesson Six (Thomas Jefferson)………………………………………………………..……..26
Lesson Seven (The Main Events of the Revolutionary War)………………………….……..28
Lesson Eight (Phillis Wheatley)………………………………………………….….………..31
Lesson Nine (Contributions of Benjamin Franklin and George Washington)……………..…33
Lesson Ten (Role Playing Key Players of the Revolutionary War)…………………………..36
Summative Assessment with Rubric………………………………………………………….39
Unit Calendar…………………………………………………………………………………43
References………………………………………………………………………………….…44
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Virginia SOL's Covered in Unit
Revolution and the New Nation: 1770s to the Early 1800s
USI.6 The student will demonstrate knowledge of the causes and results of the American
Revolution by:
a) Identifying the issues of dissatisfaction that led to the American Revolution;
b) Identifying how political ideas shaped the revolutionary movement in America and led to
the Declaration of Independence;
c) Describing key events and the roles of key individuals in the American Revolution, with
emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick
Henry;
d) Explaining reasons why the colonies were able to defeat Great Britain.
Rationale for Unit
The purpose of the Visual Literacy Unit on the American Revolution is to introduce
students to the American Revolution while strengthening their literacy skills and meta-cognitive
abilities. The students will be able to identify the events that led to the Revolution as well as
rationalize why the events took place. The children will look at the Sugar Act, the Stamp Act,
the Townshend Acts, the Tea Act and the Intolerable Acts from both loyalist and patriot
viewpoints. The students will become familiar with the significant events of the Revolution and
understand the aspects that make the events important. They will also look at the contributions
of George Washington, Thomas Jefferson, Benjamin Franklin, Paul Revere and Phillis Wheatley
towards gaining American independence. The students will also study the Declaration of
Independence, its authors and the freedoms that it guarantees. It is imperative for students to
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learn about the history of their country's independence and the principles on which the United
Sates was founded.
While teaching the students about the Revolutionary War, they will be engaged in
multiple literacy activities to strengthen their reading, writing, speaking, viewing and listening
skills. The students will employ higher level thought while working through the lessons,
assignments and assessments. In addition, they will develop their meta-cognitive abilities to
predict what will happen in a text by looking at the title, pictures and time period in which it was
written; check for understanding while they are reading by questioning themselves; and check
for understanding after reading by summarizing key events from the text.
Teaching Goals
Teach the SOLs
Use role playing and compare/contrast activities to help students to look at life events
from different viewpoints, which will help them to be more tolerant, understanding and
compassionate.
Increase the students' working vocabulary by introducing them to new words and giving
them multiple exposures and opportunities to use the words.
Help the students to become better readers by giving them tools for increasing their
comprehension before, during and after reading.
Help the students to become better writers by giving them multiple, varied and authentic
opportunities to write.
Help the students become better speakers by giving them formal and informal speaking
opportunities.
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Help the students become better listeners by explicitly teaching them how to actively
listen to people as they speak or read aloud.
Help the students become better viewers by showing them how to set a purpose for
watching a film and by using viewing guides. In addition, teach students how to interpret
pictures, painting and cartoons using symbolism and other visual cues.
Teach students to monitor their own understanding through predicting what a text will be
about before reading, self-questioning, checking back if they don't understand, and
summarizing after reading.
Teach the students the importance of the printing press during the Revolution. Show
them how media has evolved.
Student Outcomes
The student will understand the frustration of the colonists who were controlled by a
country that was an ocean away.
The students will understand why the British had tightened the reins on the colonies prior
to the Revolutionary War.
The students will learn the events leading up to the Revolutionary War, including the
Sugar Act, the Stamp Act, the Townshend Acts, the Tea Act and the Intolerable Acts.
The students will be able to indentify, explain and sequence the key events of the
Revolutionary War. The key events include:
o The Boston Massacre
o The Boston Tea Party
o The First Continental Congress
o The battles of Lexington and Concord
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o The approval of the Declaration of Independence
o The battle of Saratoga
o The battle and surrender at Yorktown
o The signing of the Treaty of Paris
The students will be able to identify key individuals of the Revolutionary War including,
George Washington, Thomas Jefferson, Benjamin Franklin, Paul Revere and Phillis
Wheatley. They will also be able to explain how these individuals contributed to the
independence of the United States.
The students will learn to differentiate between primary source and secondary source
documents.
They will learn that even non-fiction texts can be biased.
Students will learn to look at events from multiple viewpoints as well as evaluate non-
fiction texts.
They will learn strategies for organizing and understanding non-fiction texts before,
during and after reading.
Students will learn how to interpret and understand paintings, pictures and cartoons by
looking at the setting, mood, characters, authors' viewpoints, time period in which it was
created and embedded symbolism.
Essential Questions
What events led up to the Revolutionary War?
What government philosophies were represented in the Declaration of Independence?
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What role did George Washington, Thomas Jefferson, Ben Franklin, Paul Revere and
Phillis Wheatley play in the Revolutionary war? Who were some other key players, and
what did they do?
What were the key events of the Revolutionary War? Why were they important?
How were the revolutionaries able to win the war against the more powerful British?
Essential Unit Vocabulary
1. Democracy
2. Tariff
3. Loyalist
4. Treason
5. Boycott
6. Patriot
7. Minuteman
8. Revolution
9. Allegiance
10. Declaration
11. Encroach
12. Regiment
13. Treaty
14. Liberty
Meta-cognitive Strategies Embedded in Unit
1. Predicting
2. Questioning or Checking Back
3. Summarizing
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Pre-Assessment
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Category 3 2 1 0
Question 1 The student
accurately
determined what
the people in the
painting are doing
and gave 2 or more
supporting details.
The student
accurately
determined what
the people in the
painting are doing
and gave 1 or more
supporting details.
The student
accurately
determined what the
people in the
painting are doing
but gave no
supporting details.
The student did not
determine what the
people in the painting
are doing.
Question 2 The student
correctly named 3
or more people in
the painting.
The student
correctly named 2
or more people in
the painting.
The student
correctly named 1 or
more people in the
painting
The student could not
name any of the
people in the
painting.
Question 3 The student
identified 3 or
more specific
details they would
like to learn about
the painting.
The student
identified 2 specific
details they would
like to learn about
the painting.
The student
identified 1 specific
detail they would
like to learn about
the painting.
The student did not
identify any details
they would like to
learn about the
painting.
Question 4 The student
identified 5 precise
events that led up
to the Revolution.
The student
identified 3-4
precise events that
led up to the
Revolution.
The student
identified 1-2
precise events that
led up to the
Revolution.
The student identified
none of the events
that led up to the
Revolution.
Question 5 The student
identified 3 or
more things they
want to learn about
with regard to the
origin of the
Revolution.
The student
identified 2 things
they want to learn
about with regard
to the origin of the
Revolution.
The student
identified 1thing
they want to learn
about with regard to
the origin of the
Revolution.
The student did not
identify anything
that they want to
learn about with
regard to the origin of
the Revolution.
Question 6 The student
identified and
explained 5-8
significant events
of the Revolution.
The student
identified and
explained 3-7
significant events
of the Revolution.
The student
identified and
explained 1-2
significant events of
the Revolution.
The student could not
identify any of the
significant events of
the Revolution.
Question 7 The student
identified 3 or
more things they
want to learn about
the primary events
of the Revolution.
The student
identified 2 things
they want to learn
about the primary
events of the
Revolution.
The student
identified 1 thing
they want to learn
about the primary
events of the
Revolution.
The student did not
identify anything
they want to learn
about the primary
events of the
Revolution.
Vocabulary
Use
The student used10
or more unit
vocabulary words.
The student used 4-
9 vocabulary
words.
The student used 1-3
vocabulary words.
The student did not
use any of the unit
vocabulary words.
Visual Literacy Unit on the American Revolution 11
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Texts used for the Unit
Comic
Parisi, M.. George Washington Comic. Retrieved on July 28, 2012 from
http://www.offthemark.com/cartoons/george+washington/pg/2/.
Political Cartoons
Darley, Matthew. (1777). Poor old England endeavoring to reclaim his wicked American
children. Darley. London, England. Retrieved on July 25, 2012 from
http://www.loc.gov/pictures/resource/cph.3a35347/.
The Providential Detection. Retrieved on July 28, 2012 from
http://www.people.vcu.edu/~djbromle/portrait04/steve/portraitpropaganda.htm
http://www.flickr.com/photos/57052320@N05/5265242910/.
Graphic Novels
Benjamin Franklin Graphic Biography. (2008). Saddleback Educational Publishing, Inc. Irvine
CA. Retrieved on July 25, 2012 from
http://www.wowio.com/users/product.asp?BookId=4847.
George Washington Graphic Biography. (2008). Saddleback Educational Publishing, Inc. Irvine,
CA. Retrieved on July 25, 2012 from
http://www.wowio.com/users/product.asp?BookId=4852.
Mack, S. (1994). Taxes, the Tea Party, and Those Revolting Rebels: A History in Comics
of the American Revolution. NBM Publishing. New York, NY.
Thomas Jefferson Graphic Biography. (2008). Saddleback Educational Publishing, Inc. Irvine,
CA. Retrieved on July 25, 2012 from
http://www.wowio.com/users/product.asp?BookId=4855.
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Films
Camello, Jeffery. (2010). Liberty! The American Revolution. Retrieved on July 25, 2012 from
http://www.teachertube.com/viewVideo.php?title=American_Revolutionary_War&video
_id=18 6349.
Shields, Robin. 2005. Publishing the Declaration of Independence (Library of Congress)
Retrieved July 25, 2012. http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=3709.
Picture Book
Lasky, Kathryn. (2005). A Voice of Her Own: A Story of Phillis Wheatley, Slave Poet.
Candlewick Press. Somerville, Massachusetts.
Longfellow, H. W. (1996). Paul Revere's Ride. Puffins Books. London, England.
Primary Source Documents
Declaration of Independence. (July 4, 1776).
http://www.loc.gov/teachers/classroommaterials/lessons/declaration/pdf/final.pdf
Eyewitness Accounts of the 'Boston Massacre'. A History Wiz Primary Source. Retrieved on
July 28, 2012 from http://www.historywiz.com/primarysources/eyewit-boston.htm.
Wheatley, Phillis (1773). On Virtue, On being brought from Africa to America, & On
Imagination. Anthology of American Literature. 9th
ed. Vol. 1. George McMichael,
James S. Leonard, Shelley Fisher Fishkin, David Bradley, Dana D. Nelson, and Joseph
Csicsila eds. New Jersey: Pearson Education, Inc., 2007. 526-532. Print.
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Lesson One- Events Leading Up to the Revolution
Literacy Focus: Viewing
Video: Liberty! The American Revolution
Objective: The students will be able to identify and define the key events leading up to the
American Revolution and become familiar with the vocabulary for the unit.
Vocabulary Focus: Introduce unit vocabulary words.
Materials:
1. Computer with internet access hooked to a projector.
2. Viewing guide for each child.
3. Frayer vocabulary poster for each pair of students.
4. American Revolution Word Wall in classroom.
5. Access to the cartoon 'The Reconciliation'.
6. For each child, a graphic organizer for the events leading up to the Revolution assessment.
Lesson Overview:
The teacher will begin by asking the students if the know how the United States became a
free country. After a brief discussion, the teacher will introduce the unit. Then, she will read the
unit vocabulary words to the class. The class will define each word with the teacher's help.
Next, the students will be paired randomly,
and each pair will choose a vocabulary word
from a bucket. They will create a Frayer
poster for their word, which is shown here.
They can use books on the Revolutionary
War provided by the teacher if they need
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help. Once they have created their poster, they will present it to the class and hang it on the
American Revolution word wall. Those students who finish early can read one of the books that
the teacher has provided on the Revolutionary War.
Next, the teacher will ask the students how Americans gained independence and freedom
from Great Britain. She will then show the children the cartoon, 'The Reconciliation.' After
giving the students a few moments to study the picture, she will ask them what the cartoon
means. She will point out symbols and words that give clues to the cartoon's meaning. Next, the
class will watch the short video 'Liberty! The American Revolution'. Before the video begins,
the teacher will pass out a viewing guide to each student. The viewing guide will include the
following questions:
1. What is the title of the video?
2. What were the key events that caused the Revolutionary War?
3. What is a minuteman?
4. What is a commander in chief?
5. What is a patriot?
6. What is a loyalist?
After viewing the video, the students will share their answers with their neighbor. Then,
the students will find new partners and share their answers again. The teacher will ensure that all
of the students have answers to all of their questions. The class will come together and have a
short discussion about the events leading up to the Revolutionary War.
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Assessment:
The students will complete a graphic organizer about the five most important events
leading up to the American Revolution. The graphic organizer, which is adapted from one found
in the Virginia SOL Curriculum framework will look like the one below:
Act
Description of
Act
Reason for
Act
Patriot
Response
Loyalist
Response
Sugar Act
(1764)
Stamp Act
(1765)
Townshend Acts
(1767)
Tea Act
(1773)
Intolerable Acts
(1774)
Reflection:
This lesson gives students multiple opportunities to perform at the higher level of
Bloom's Taxonomy. First, they are engaged in analyzing and interpreting a political cartoon by
looking at the symbolism, setting, characters and word choice. The students are also checking
back to make sure that they understood the video and the questions on the viewing guide by
meeting with classmates to discuss answers. The students are also beginning to see the different
views held by the colonists and those held by the British. They are looking at this important
event through different lenses.
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Lesson Two- Compare and Contrast the Viewpoints of the British and Colonists
Literacy focus: Speaking
Primary Source Doc.: Eyewitness Accounts of the Boston Massacre & Political Cartoon: 'Poor
old England endeavoring to reclaim his wicked American children,' by M. Darley.
Objective: The students will understand the differing viewpoints of the British and the colonists
surrounding the Boston Massacre.
Vocabulary Focus: Patriot & Loyalist
Materials:
1. A computer with internet access for each pair of students.
2. Eyewitness accounts from the Boston Massacre from:
http://www.historywiz.com/primarysources/eyewit-boston.htm
Lesson Overview:
The teacher will begin by showing the students the political cartoon, 'Poor old England
endeavoring to reclaim his wicked American children,' by M. Darley. She will give the students
a few minutes to look at the cartoon, and then ask them "Who do you think is represented in this
cartoon?" She will teach the children how to look at the symbolism, characters, setting, time
period and word choice in order to predict what is happening in a picture. She will explain that
pictures are to be read and interpreted just like text. Together, they will identify the main idea
of the picture to be the struggle between England and the Colonies. Then, the teacher will give
the students some background information about the Boston Massacre.
Next, the teacher will have the students draw numbers from a bowl. Their number will
either be a 1, which means that they will be defending the loyalists or a 2, which means they will
be defending the patriots. The loyalists will read Captain Thomas Preston's review of the Boston
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Massacre, and the patriots will read the review from an anonymous author. Before they begin
reading, the teacher will explain that they will be participating in an informal debate about who
was at fault for the Boston Massacre. The advocates of the loyalists are the "supporters" and the
advocates for the patriots will be the "opposers."
After reading, the groups will meet and select a spokesperson. Then, for fifteen minutes
the groups will write down four or five arguments that support their view. The teacher will
closely monitor to ensure all students are participating in the discussion. Next, the teacher will
ask the "supporters" to make an opening statement. Then, the "opposers" make a statement and
the volley continues until all points have been covered. The teacher will debrief the students by
reviewing the major components of the debate and viewpoints of the patriots and loyalists. She
will also reassure the students that this exercise was a mock debate and that the arguments that
were made did not come from the students but from the primary source documents they had read.
Assessment:
The students will complete a Venn diagram, where one circle represents the views of the
patriots and the other circle represents the views of the loyalists. They will also write a sentence
using the word patriot and one using the word loyalist in their vocabulary notebook.
Reflection:
The students are gaining a deeper understanding of the words 'patriot' and 'loyalist' by
defending their positions. They are also learning to look at events from different perspectives.
In order to participate in the debate, the students had to use the meta-cognitive ability to question
their understanding of the material so their defense would be sound.
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Lesson 3: Paul Revere and 'The Shot Heard Round the World'
Literacy Focus: Listening and predicting
Picture Book: Paul Revere's Ride by Longfellow
Objectives: The students will understand the contributions of Paul Revere to the American
Revolution and be able to identify the beginning point in the Revolutionary War.
Vocabulary Focus: Revolution, boycott & tariff
Materials:
1. The book Paul Revere's Ride by Longfellow
2. 'The Bloody Massacre' by Paul Revere
3. A graphic organizer for each child
Lesson Overview:
The teacher will open by asking the children what events led up to the Revolutionary
War. After their prior knowledge has been activated, she will show the students the painting,
'The Bloody Massacre' by Paul Revere and ask them to infer what is happening in the painting.
She will record their predictions on the board. Then, she will confirm that this is a painting of
the Bloody Massacre painted by Paul Revere. She will give the students a little background
knowledge on Paul Revere. Next, she will show the children the cover to the picture book, Paul
Revere's Ride by Longfellow. She will ask the children to predict what will happen in the story.
She will have the children record their predictions on a graphic organizer or listening guide.
Next, the teacher will review how to use a reading guide to check for understanding while
they are reading. The reading guide asks general questions about the main idea of the text, the
author's purpose for writing, the intended audience and the important terms. By taking time to
ask questions, the reader will increase his or her comprehension of text. The teacher will
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encourage the children to fill out their graphic organizers as she reads, specifically looking for
information that confirms or denies their predictions about the book and inferences about the
painting. The teacher will pause and model when necessary to scaffold the students' initial
attempt at using a reading guide. The reading guide will include the following questions:
1. What is the title of the book?
2. What is the genre of the book?
3. What is a minuteman?
4. What is treason?
5. Define a revolution.
6. What was Paul Revere's mission?
7. Was he successful? Why or why not?
8. What was the author's purpose for writing this book?
After giving the students a few minutes to complete their listening guide, the teacher will
have the children share their answers with two friends. Then the class will come together and
discuss their answers.
Assessment:
The children will write a paragraph about the single most important event leading up to
the American Revolution. They must defend their response with factual information. In their
vocabulary notebooks, each student will use the words revolution, tariff and boycott in a
sentence that they have created.
Reflection:
The students are continuing to develop the skills they need to analyze a piece of art. In
this case, the picture is 'The Bloody Massacre' by Paul Revere. The students can tell by the
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depiction of the individuals in the painting that Paul Revere was a patriot. The painting shows
the patriots appearing mauled and unarmed while the British attack relentlessly. In addition, the
students are sharpening their meta-cognitive ability to predict what will happen in a book by
looking at the front cover, the title and the first page of the book. They are also learning to check
for understanding while listening and reading by using a reading guide. The assessment engages
them in evaluating which event was the single most important event leading up to the
Revolution. They also must formulate a defense to support their opinion.
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Lesson 4: The Declaration of Independence
Literacy Focus: Reading
Primary Source Document: The Declaration of Independence
Objectives: The students will learn the key components of the Declaration of Independence and
explore how it relates to them today.
Vocabulary Focus: Liberty & treason
Materials:
1. A computer with internet access hooked to a projector.
2. 'Declaration of Independence: July 4th 1776,' painted by N. Currier.
1. The Declaration of Independence from http://lcweb2.loc.gov/cgi-
bin/ampage?collId=rbc3&fileName=rbc00012004pe76546page.db&recNum=0.
3. A print copy of the Declaration of Independence for each child.
4. A reading guide for each child.
Lesson Overview:
The teacher will begin by asking the children about the freedoms we enjoy in the United
States. She will then ask the students if they know where their freedoms originated. After a
brief brainstorming discussion, the teacher will show the children the painting, 'Declaration of
Independence: July 4th 1776,' by Currier. She will ask the students to infer what is happening in
the picture based on their prior knowledge. Next, she will show them the original document of
the Declaration of Independence on the overhead projector. She will explain that this is the
document that first outlined our independence in America. She will then read them the
Declaration of Independence and model how to check for understanding while reading a difficult
text. Next, she will pass out a reading guide for each child. Then, the children will read the
Visual Literacy Unit on the American Revolution 22
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Declaration on their own and fill out the reading guide as they read. The reading guide will
consist of the following questions:
1. What is the title of the document?
2. Who wrote the document?
3. Who is the document written for?
4. What are the key points covered?
5. What is this document guaranteeing?
After reading and filling out the reading guide, the children will share their answers with
two friends. Then the class will come together and discuss the answers. The teacher will outline
the key points, or liberties, that the document covers. Then, she will lead the class in an informal
discussion about liberty and democracy.
Assessment:
Each student will write a paragraph that pinpoints three liberties that the founding fathers
recorded that are especially important to them. The students will write sentences using the words
liberty and treaty in their vocabulary notebooks.
Reflection:
The students are continuing to develop their ability to interpret pictures by looking at the
characters and setting. They are also learning to pick apart difficult texts using strategies like
reading guides. They are developing the meta-cognitive ability to check for understanding as
they read and question what they don't understand.
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Lesson 5: Printing the Declaration of Independence
Literacy Focus: Viewing
Video: 'Publishing the Declaration of Independence' by Robin Shields
Objectives: The students will review the concepts presented in the Declaration of Independence
and learn about the importance of the printing press for the colonists.
Vocabulary Focus: Declaration & allegiance
Materials:
1. A computer with internet access linked to a projector.
2. The video 'Publishing the Declaration of Independence' by Robin Shields.
3. A viewing guide for each child.
Lesson Overview:
The teacher will ask the children how information is transferred in our society. She will
record the answers on the board. She will then ask the children how information was transmitted
in the late 1700s during the time of the Revolutionary War. Next, she will ask the students if
they know how the Declaration of Independence was distributed. After a brief discussion, she
will introduce the viewing guide and show the video, 'Publishing the Declaration of
Independence.' The viewing guide will set a purpose for watching, and help the students to stay
on task. The questions on the viewing guide will include:
1. What is the title of the video?
2. What challenges did the Colonists face at the beginning of the Revolutionary War?
3. Who wrote the Declaration of Independence?
4. Why did they write the Declaration of Independence?
5. How was the Declaration of Independence distributed?
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6. How many newspapers published the Declaration of Independence?
7. What questions do you have after watching this video?
After watching the video, the teacher will give the students a few minutes to complete
their viewing guides. Then, she will have the students get into groups of three or four to discuss
their answers to the questions. Each group will select one pertinent question that they will pose
to the class. Their question will need to be a question that engages the class in higher level
thinking. Therefore, it cannot be a recall question. Once the groups are finished, the class will
come together to discuss the pertinent question that they created. Each group will have the
opportunity to lead the discussion by asking their question. The other students and teacher will
participate in a discussion about their question.
Assessment:
Each student will create a "Declaration of Independence" for the classroom or for their
home. They must include at least three elements from America's Declaration of Independence.
In addition, they must ensure that their freedoms do not infringe on others' freedoms. They will
also need to create a masthead to place at the top of their Declaration. It must in some way
symbolize their document. They also need to write sentences using the words declaration and
allegiance in their vocabulary notebook.
Reflection:
The students are continuing to develop self monitoring skills for comprehension. They
are learning to set a purpose for watching, and check for understanding while they watch. These
important meta-cognitive abilities will ensure that they take away the intended meanings of the
video. The students are also continuing to develop the meta-cognitive ability to question things
they do not understand effectively by creating and refining their questions in a small group
Visual Literacy Unit on the American Revolution 25
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setting. They are also applying what they are learning about the Declaration by creating their
own Declaration of Independence for the classroom or for home. They are also given the
opportunity to apply the knowledge they have been acquiring throughout the unit on symbolism
within pictures by creating their own masthead for their Declaration of Independence.
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Lesson 6: Thomas Jefferson
Literacy Focus: Writing
Political Cartoon: 'The Providential Detection'
Objectives: The students will explore democracy. They will also learn about Thomas Jefferson
and his vision for the United States.
Vocabulary Focus: Democracy
Materials:
1. A computer with internet access linked to a projector.
2. 'The Providential Detection.'
3. Thomas Jefferson Graphic Biography (one copy for each child).
Lesson Overview:
The teacher will begin by asking the students what they know about democracy. Then,
the teacher will lead the students in filling out a semantic map for the word democracy. The
children will be encouraged to come up with the categories for the semantic map. However, if
they are unsuccessful, the teacher can use the following categories: examples, opposites,
attributes, synonyms & forms. Then, the students will fill in the categories as a class. The
children will copy down the semantic map for democracy into their vocabulary notebooks.
Next, the teacher will introduce Thomas Jefferson as a founding father who embraced
democracy. After giving the students some background knowledge about Thomas Jefferson, the
teacher will distribute a Thomas Jefferson Graphic Biography to each child. She will give the
students a few minutes to look at the cover and flip through the pages. Then, she will ask the
children to predict what will happen in the story. She will record their predictions on the board.
Then, the teacher will model how to read a graphic novel. She will show them that the pictures
Visual Literacy Unit on the American Revolution 27
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are just as important as the words. She will explain that they can use the same strategies that
they used to analyze and interpret the other pictures, cartoons and paintings introduced in
previous lessons for the pictures in the graphic novel. After modeling how to read the first few
pages, the students will read the rest of the book silently. After reading, they will write a five
sentence summary of the book. Then, the teacher will lead a short discussion regarding the
initial predictions.
Assessment:
The teacher will show the students 'The Providential Detection.' After a brief discussion
surrounding the symbolism within the cartoon, the teacher will tell the students that the character
in the cartoon is Thomas Jefferson. Then, she will direct the students to get out a piece of paper
and pencil for a quick-write. The students will write why they believe Thomas Jefferson is
depicted this way in the cartoon. They will be assessed on their creativity as well as their
appropriate integration of facts from the graphic novel into their writing.
Reflection:
During this lesson, the students engaged in higher level thinking when they made
connections to democracy by creating a semantic map. In addition, they are building their
comprehension skills by predicting what will happen in a book by looking at the cover and
flipping through the pictures. They are also learning to check their comprehension by
summarizing what they have read. In this way, they are learning to recall and pick out the most
important details. The students are also learning to independently analyze and interpret pictures
as well as write their opinions of why the author chose to portray Thomas Jefferson the way he
did.
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Lesson 7: The Main Events of the Revolutionary War
Literacy Focus: Reading
Graphic Novel: Taxes, the Tea Party, and Those Revolting Rebels: A History in Comics of the
American Revolution, by Sam Mack.
Objectives: The students will know and be able to sequence the main events of the
Revolutionary War.
Vocabulary Focus: Regiment, encroach, minuteman & treaty
Materials:
1. A computer with internet access linked to a projector.
2. A copy of Taxes, the Tea Party, and Those Revolting Rebels: A History in Comics of
the American Revolution for each child.
1. Colored pencils.
2. Large construction paper.
Lesson Overview:
The teacher will review the main events of the Revolutionary War, adding the Battles of
Lexington and Concord, the Battle of Saratoga, the Battle and Surrender at Yorktown and the
signing of the Treaty of Paris. She will show the students on the map where each of the battles
occurred and present some details about each battle. She will also explain the vocabulary words,
regiment, encroach, minuteman and treaty.
After giving the students some background knowledge, she will pass out the graphic
novel. She will ask the students to look at the cover, the title and flip through the book to look at
the pictures. Then she will ask them to predict what the book will be about. Next, she will tell
them to list the important events together with a brief description of the event as they read.
Visual Literacy Unit on the American Revolution 29
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While the students read, the teacher will circulate to ensure that each child is successfully
determining which events to write down.
When the students are finished they will meet in small groups of three or four to discuss
what events they listed. After meeting, each group will share which events they chose. As the
students share, the teacher will list the events on the board that she wants them to include on
their time order chart. The teacher will explain that a time order chart consists of a series of
boxes linked together with arrows. The events they should include are:
1. The Boston Massacre
2. The Boston Tea Party
3. The First Continental Congress
4. The Battles of Lexington and Concord
5. The approval of the Declaration of Independence
6. The Battle of Saratoga
7. The Battle and surrender at Yorktown
8. Signing of the Treaty of Paris
Assessment:
The students will place the events listed on the board into a time order chart. They will
also write a brief description of each event. They can use the list on the board but not their
books or notes. They should use colored pencils to illustrate their time order chart. They will
also write sentences using the words regiment, encroach, minuteman and treaty in a sentence.
Visual Literacy Unit on the American Revolution 30
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Reflection:
Again, the students are practicing their predicting skills before they engage in reading. In
addition, they are practicing their summarizing skills by recording the most important events
from the graphic novel. They are engaging in higher level thought by selecting the most
important events instead of just listing them all.
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Lesson 8: Phillis Wheatley
Literacy Focus: Writing
Picture Book: A Voice of Her Own: A Story of Phillis Wheatley, Slave Poet by Kathryn Lasky.
Objectives: The students will be able to identify Phillis Wheatley, recognize her poetry and
understand her contributions to the American Revolution.
Vocabulary Focus: The students will incorporate unit vocabulary into their poems.
Materials:
1. A computer with internet access linked to a projector.
2. The book A Voice of Her Own: A Story of Phillis Wheatley, Slave Poet by Kathryn
Lasky.
3. Copies of Phillis Wheatley's poems, On Virtue, On Being Brought From Africa To
America, and On Imagination.
4. Computer's for the children to type their final poems.
Lesson Overview:
The teacher will begin by showing the students the cover of the book, A Voice of Her
Own: A Story of Phillis Wheatley, Slave Poet. She will ask the students to predict what the book
will be about. Then, the teacher will show them some of the pictures inside of the book and see
if they have additional predictions. Next, she will set a purpose for reading by asking the
children to identify the author's main purpose for writing. Then, she will read the book aloud to
the children. She will pause to ask questions as she reads to increase the students'
comprehension and to keep them engaged. After they read, the teacher will ask the students to
tell her what the author's main purpose for writing was. Next, she will ask the students what they
think Phillis Wheatley's main purpose for writing was.
Visual Literacy Unit on the American Revolution 32
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The teacher will then read Wheatley's poem, On Virtue, aloud. The teacher will model
how to understand the poem. She will emphasize the symbolism. She will explain that reading
poetry is a lot like reading a picture because you have to look deeply to find the true meaning.
After modeling, the teacher will break the students into four small groups. Three small groups
will read On Being Brought From Africa To America, and the other three will read On
Imagination. Then, they will discuss the symbolism within the poem and try to establish the
meaning of the poem. The teacher will move around the class ensuring that the students are on
the right track. When they are done discussing, each group will explain to the class what they
think the poem is saying.
Assessment:
The students can choose to work in pairs or individually to construct a poem about the
Revolutionary War. They need to include at least two of the unit vocabulary words in the poem.
They will be graded on their creativity, their ability to paint a picture with words and their
accuracy of the information surrounding the American Revolution.
Reflection:
The students are developing their meta-cognitive ability to predict what will happen in a
story and set a purpose for reading. The students are thinking at the higher levels of Bloom's
Taxonomy when they interpret Phillis Wheatley's poetry by making personal and historic
connections. They also will be engaged in higher level thought when they create a poem about
the Revolutionary War. In addition, the children have the option to work in pairs if they are not
comfortable writing poetry on their own.
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Lesson 9: Contributions of Benjamin Franklin & George Washington
Literacy Focus: Listening
Graphic Novel: Benjamin Franklin Graphic Biography & George Washington Graphic
Biography
Objectives: The students will learn about the contributions of George Washington and Benjamin
Franklin while working on their active listening skills.
Vocabulary Focus: The students will incorporate unit vocabulary into their assessment
assignment.
Materials:
1. One graphic novel for each child.
2. Paper and pencil for each child.
Lesson Overview:
The teacher will begin by modeling how to actively listen. A pre-selected student will
read a short passage from the history text book to the teacher. The teacher will think aloud as
she actively listens to the student read, by making mental notes of important information
presented in the text. After the student reads, the teacher will model how to paraphrase the
passage by telling the students what she remembers. All of the students will write down the
points that the teacher recalls. When the teacher is done, the class will discuss points that the
teacher left out and decide why they were left out. Possibly, the omitted details were forgotten,
or maybe they just were not important. Next, the teacher will show the students how she
assesses her own listening skills by using a listening check list.
After modeling, the teacher will randomly pair the students and assign each student in the
pair one of the graphic novels. So one student will be reading the Benjamin Franklin Graphic
Visual Literacy Unit on the American Revolution 34
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Biography and the other will read George Washington Graphic Biography. The students will be
given the remainder of the class to read their graphic novel. They will finish what they do not
complete at home.
On the second day of the lesson, the students will get into their pairs. First, the students
who read Benjamin Franklin Graphic Biography will retell or summarize the book for their
partner, while the partner listens. After reading, the listener will retell the story back to the
reader, and the reader will write down the listener's summary. Next, they will discuss what
elements were omitted and the reasons they were left out. Then, the listener and the reader will
fill out a listening checklist for the listener. The written summary and both check lists will be
turned into the teacher. Finally, the partners will switch roles and cover George Washington
Graphic Biography in the same fashion. As the children work, the teacher will carefully monitor
their progress and assure that everyone has read and is on task.
Assessment:
In order to ensure that the children have learned about the important events surrounding
the lives of George Washington and Benjamin Franklin, the teacher will have the students list the
three most important things that they feel each of the individuals accomplished in their lifetimes
with a rationale. The students will record the information within a pre-made graphic organizer.
Reflection:
While the students are engaged in the lesson, they are working on their meta-cognitive
ability to summarize what they have read and what they hear. They are also learning how to
monitor their understanding of text that they are presented with. The students are engaged in
higher level thought by teaching their partner about either Ben Franklin or George Washington.
They are also analyzing the text when they summarize the information, including important
Visual Literacy Unit on the American Revolution 35
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events and leaving out more trivial ones. They are also required to evaluate which events in
Franklin and Washington's lives were most important. This will assess their knowledge of the
topic as well as allow them to think for themselves tapping into their prior knowledge and
cultural background.
Visual Literacy Unit on the American Revolution 36
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Lesson 10: Role Playing Key Players in the Revolutionary War
Literacy Focus: Speaking
Cartoon: 'George Washington Comic.'
Objectives: The students will more deeply understand the roles that Thomas Jefferson, George
Washington, Phillis Wheatley and Benjamin Franklin played in the United States fight for
independence.
Vocabulary Focus: The students will incorporate vocabulary into their interviews.
Materials:
1. A computer with internet access linked to a projector.
2. 'The George Washington Comic.'
3. Slips of paper with the names George Washington, Thomas Jefferson, Phillis Wheatley
and Benjamin Franklin written on them.
4. A bowl to put the papers in.
Lesson Overview:
The teacher will show the students 'The George Washington Comic.' After giving the
students a few moments to view the cartoon, she will ask them to interpret the comic's meaning.
After a short class discussion, the teacher will explain that people will always remember George
Washington for his famous line, "I can never tell a lie." The teacher will explain that they are
going to become one of the key players in the Revolutionary War. The students will try to think
like their historical figure thought, just like the cartoonist tried to think like George Washington.
Each student will draw a name from the bowl that will tell them which person they will
play. They will choose Paul Revere, George Washington, Thomas Jefferson, Phillis Wheatley or
Benjamin Franklin. Next, they will take some time to review the materials related to their
Visual Literacy Unit on the American Revolution 37
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characters. The teacher will set up a station for each individual including the books, cartoons
and pictures that they had used in previous lessons as well as a few extra resources. Then, each
student will think like their character and come up with two questions that their character would
want to ask the other four individuals. In total, they will compose eight different questions, two
per individual. They will write their final questions on the following graphic organizer provided
by the teacher. Then, they will circulate around the room and find the other characters to
interview. They will record the answers to the questions on the graphic organizer. They will be
encouraged to incorporate the unit vocabulary words into their questions and answers.
Assessment:
Each student will write four paragraphs summarizing the interviews that they conducted.
Each paragraph will paraphrase the questions and answers given by a character. The paragraphs
will be written from the perspective of the interviewer's character. So if a student chose to be
Paul Revere, their writing should mimic the writing of Paul Revere. The teacher will model how
to write a paragraph from another's perspective before the students begin.
Reflection:
The students continue to develop their meta-cognitive ability to write summaries. They
are also working on their communication skills by conducting multiple interviews. By role
playing their characters and engaging in dialogue with historical figures, the students are using
higher level thinking according to Bloom's Taxonomy.
Visual Literacy Unit on the American Revolution 38
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Visual Literacy Unit on the American Revolution 39
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Summative Assessment
The student will create a historic newspaper set in 1783 when the Treaty of Paris was
signed. The newspaper must include an article about the five major events leading up to the
Revolution, which include:
1. The Sugar Act
2. The Stamp Act
3. The Townshend Acts
4. The Tea Act
5. The Intolerable Acts
Each event must be described and a rationale must be written explaining how it led to the
Revolution. The paper must also contain an article explaining the major events of the battle,
which include:
1. The Boston Massacre
2. The Boston Tea Party
3. The First Continental Congress
4. The Battles of Lexington and Concord
5. The approval of the Declaration of Independence
6. The Battle of Saratoga
7. The Battle and Surrender at Yorktown
8. The signing of the Treaty of Paris
The events must appear in proper sequence. The students also must explain why the event was
critical in the war. George Washington, Benjamin Franklin, Thomas Jefferson and Patrick Henry
must be included in the first two articles. The students must write two additional articles about
two individuals who greatly impacted the United States' fight for independence. The student
Visual Literacy Unit on the American Revolution 40
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will include the individuals' major accomplishments and their contribution to the Revolution.
They can write about two of the following individuals:
1. Paul Revere
2. George Washington
3. Thomas Jefferson
4. Ben Franklin
5. Patrick Henry
6. Phillis Wheatley
7. Abigail Adams
8. Betsy Ross
9. James Armistead
10. Benedict Arnold
Throughout the newspaper articles the student must include the following unit vocabulary words:
1. Democracy
2. Tariff
3. Loyalist
4. Treason
5. Boycott
6. Patriot
7. Minuteman
8. Revolution
9. Allegiance
10. Declaration
11. Encroach
12. Regiment
13. Treaty
14. Liberty
The student must include at least two pictures. In addition, he or she will create a masthead for
their newspaper that exemplifies the symbolism of the time. The document must be created
using Microsoft Word. The students will be graded on their inclusion of all the information
listed above, creativity, organization, grammar and spelling.
Grading Scale:
47-48 = 98%-100%= A+
45-46 = 94%- 97% = A
44 = 90%-93% = A-
42-43 = 88%-89% = B+
41= 84%-87%= B
39-40 = 80%-83%= B-
38 = 78%-79% = C+
35-37 = 74%-77% = C
34 = 70%-73%= C-
33 = 68%-69%= D+
31-32 = 64%-67%= D
29-30 = 60%-63%= D-
˂28= ˂59%=F
Visual Literacy Unit on the American Revolution 41
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Revolutionary War Newspaper Rubric
Category 4 3 2 1 0
Article 1? Included all 5
significant
events leading
up to the
Revolution
with good
detail and a
rationale for
their
importance.
Included 4-5
significant
events leading
up to the
Revolution
with moderate
detail and
rationale for
their
importance.
Included 2-3
significant
events leading
up to the
Revolution
with moderate
detail and
rationale for
their
importance.
Included1-3
significant events
leading up to the
Revolution with
minimal detail
and rationale for
their importance.
Did not
include any
significant
events leading
up to the
Revolution.
Article 2 Included all 8
significant
events of the
Revolution
with good
detail and
rationales for
the events'
importance.
Included all 6-8
significant
events of the
Revolution
with moderate
detail and
rationales for
the events'
importance.
Included all 3-
5 significant
events of the
Revolution
with moderate
detail and
rationales for
the events'
importance.
Included all 1-3
significant events
of the Revolution
with minimal
detail and
rationales for the
events'
importance.
Did not
include any
significant
events of the
Revolution.
Including key
individuals
Included all 4
key individuals
in the first two
articles.
Included 3 key
individuals in
the first two
articles.
Included 2 key
individuals in
the first two
articles.
Included 1 key
individual in the
first two articles.
Did not
include any of
the key
individuals in
the first two
articles.
Article 3 The student
wrote about 4
or more
contributions
that the
individual
made to
society and
clearly stated
how they
influenced the
Revolution.
The student
wrote about 3-
4 contributions
that the
individual
made to society
and stated how
they influenced
the Revolution.
The student
wrote about1-
2 contributions
that the
individual
made to society
and stated how
they influenced
the Revolution.
The student
wrote about how
the individual
influenced the
Revolution but
left out any other
contributions.
The student
did not write
an article
about a key
individual in
the
Revolution.
Article 4 The student
wrote about 4
or more
contributions
that the
individual
made to
society and
clearly stated
how they
The student
wrote about 3-
4 contributions
that the
individual
made to society
and stated how
they influenced
the Revolution.
The student
wrote about1-
2 contributions
that the
individual
made to society
and stated how
they influenced
the Revolution.
The student
wrote about how
the individual
influenced the
Revolution but
left out any other
contributions.
The student
did not write
an article
about a key
individual in
the
Revolution.
Visual Literacy Unit on the American Revolution 42
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influenced the
Revolution.
Unit
Vocabulary
The student
included all 14
unit vocabulary
words and used
them
accurately.
The student
included 10-14
unit vocabulary
words and used
most of them
accurately.
The student
included 5-10
unit vocabulary
words and used
some of them
accurately.
The student
included 1-5 unit
vocabulary
words and used a
few of them
accurately.
The student
did not include
any of the unit
vocabulary
words.
Masthead The student
created an
appropriate
masthead that
reflects the
times and used
multiple
symbolic
pictures.
The student
created an
appropriate
masthead that
reflects the
times and used
at least one
symbolic
picture.
The student
created an
appropriate
masthead but
did not use
symbolism.
The student
created a
masthead but it
does not use
symbolism or
make sense for
the time period.
The student
did not create a
masthead for
their
newspaper.
Pictures Included 4 or
more relevant
pictures.
Included 2-3
relevant
pictures.
Included 1-2
relevant picture
and some
irrelevant
pictures.
Included1-4
irrelevant
pictures.
Did not
include
pictures.
Organization The
assignment
showed
exceptional
organization.
The assignment
showed good
organization.
The assignment
showed some
organization.
The assignment
showed little
organization.
The
assignment
was
incomplete.
Creativity The
assignment
showed
exceptional
effort and
creativity.
The assignment
showed good
effort and
creativity.
The assignment
showed some
effort and
creativity.
The assignment
showed little
effort and
creativity.
The
assignment
was
incomplete.
Capitalization,
punctuation
and spelling
There were 0-
2
capitalization,
punctuation
and spelling
errors.
There were 3 to
5 capitalization,
punctuation and
spelling errors.
There were 6 to
10
capitalization,
punctuation
and spelling
errors.
There were more
than 10
capitalization,
punctuation and
spelling errors.
The
assignment
was
incomplete.
Sentence
structure and
grammar
There were 0-2
sentence
structure or
grammar
errors.
There were 3-5
sentence
structure or
grammar errors.
There were 6-
10 sentence
structure or
grammar
errors.
There were more
than 10 sentence
structure or
grammar errors.
The
assignment
was
incomplete.
Visual Literacy Unit on the American Revolution 43
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Unit Calendar (October 2012)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT SUN
1 2 3 4 5 6 7
Give American Revolution Pre-Assessment.
Watch, 'George Washington American Revolutionary'.
8 9 10 11 12 13 14
Columbus Day
Lesson One (Events Leading Up to the Revolution)
Lesson Two (Differing Views of the Colonists and the British)
Lesson Three (Paul Revere and 'The Shot Heard Round the World')
Lesson Four (The Declaration of Independence)
15 16 17 18 19 20 21
Lesson 5 (Printing the Declaration of Independence)
The students will finish up their Declarations of Independence.
Lesson 6 (Thomas Jefferson)
Lesson 7 (The Main Events of the Revolutionary War)
Play Revolutionary War Jeopardy on Smart Board
22 23 24 25 26 27 28
Lesson 8 (Phillis Wheatley)
The students will complete poems and share them with class.
Lesson 9 (Benjamin Franklin & George Washington)
Lesson 10 (Role Playing Key Players of the Revolution)
Introduce final project, which they will work on over the weekend.
29 30 31
Students will work on final project.
Students will complete final project, which will be uploaded to class website.
Field trip to George Washington's birthplace.
Visual Literacy Unit on the American Revolution 44
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Resource
Benjamin Franklin Graphic Biography. (2008). Saddleback Educational Publishing, Inc. Irvine
CA. Retrieved on July 25, 2012 from
http://www.wowio.com/users/product.asp?BookId=4847.
Brenner, B. (1994). If you were there in 1776. Macmillan Books for Young Readers. New York.
NY.
Camello, Jeffery. (2010). Liberty! The American Revolution. Retrieved on July 25, 2012 from
http://www.teachertube.com/viewVideo.php?title=American_Revolutionary_War&video
_id=18 6349.
Coffin, I. (2012). George Washington Cartoon: Has to be a better way. Copyright IcoLogic, Inc.
Retrieved on July 28, 2012 from http://ira-coffin.wrytestuff.com/swa564851-George-
Washington-Cartoon-Has-To-Be-A-Better-Way.htm.
Colley, Thomas. (1782). The reconciliation between Britania and her daughter America. W.
Richardson. London, England. Retrieved on July 25, 2012 from
http://www.loc.gov/pictures/item/97515382/.
Currier, N. (between 1835 and 1856) Declaration of Independence: July 4th 1776. Retrieved on
July 25, 2012 from http://www.loc.gov/pictures/item/91795009/.
Darley, Matthew. (1777). Poor old England endeavoring to reclaim his wicked American
children. Darley. London, England. Retrieved on July 25, 2012 from
http://www.loc.gov/pictures/resource/cph.3a35347/.
Davis, B. (1976). Black heroes of the American Revolution. Harcourt Brace Jovanovisch,
Publishers. New York, NY.
Visual Literacy Unit on the American Revolution 45
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Declaration of Independence. (July 4, 1776).
http://www.loc.gov/teachers/classroommaterials/lessons/declaration/pdf/final.pdf.
Eyewitness Accounts of the 'Boston Massacre'. A History Wiz Primary Source. Retrieved on
July 28, 2012 from http://www.historywiz.com/primarysources/eyewit-boston.htm.
George Washington Graphic Biography. (2008). Saddleback Educational Publishing, Inc. Irvine,
CA. Retrieved on July 25, 2012 from
http://www.wowio.com/users/product.asp?BookId=4852.
Lasky, Kathryn. (2005). A Voice of Her Own: A Story of Phillis Wheatley, Slave Poet.
Candlewick Press. Somerville, Massachusetts.
Longfellow, H. W. (1996). Paul Revere's Ride. Puffins Books. London, England.
Mack, S. (1994). Taxes, the Tea Party, and Those Revolting Rebels: A History in Comics
of the American Revolution. NBM Publishing. New York, NY.
Parisi, M.. George Washington Cartoon. Retrieved on July 28, 2012 from
http://www.offthemark.com/cartoons/george+washington/pg/2/.
Revere, Paul. (1770). The bloody massacre perpetrated in King Street Boston on March 5th 1770
by a party of the 29th Regt. Retrieved on July 25, 2012 from
http://www.loc.gov/pictures/resource/ppmsca.01657/.
Shields, Robin. 2005. Publishing the Declaration of Independence (Library of Congress)
Retrieved July 25, 2012. http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=3709.
The Providential Detection. Retrieved on July 28, 2012 from
http://www.people.vcu.edu/~djbromle/portrait04/steve/portraitpropaganda.htm
http://www.flickr.com/photos/57052320@N05/5265242910/.
Visual Literacy Unit on the American Revolution 46
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Thomas Jefferson Graphic Biography. (2008). Saddleback Educational Publishing, Inc. Irvine,
CA. Retrieved on July 25, 2012 from
http://www.wowio.com/users/product.asp?BookId=4855.
Wheatley, Phillis (1773). On Virtue, On being brought from Africa to America, & On
Imagination. Anthology of American Literature. 9th
ed. Vol. 1. George McMichael,
James S. Leonard, Shelley Fisher Fishkin, David Bradley, Dana D. Nelson, and Joseph
Csicsila eds. New Jersey: Pearson Education, Inc., 2007. 526-532. Print.