The Role of Philadelphia in the American Revolution

Focus:

This WebQuest focuses on Philadelphia's role in shaping the birth of our country, from pre-Revolutionary War through post-war Philadelphia. The goal of this WebQuest is to provide several opportunities for students to share what they have learned through their research. The BookArt timeline will appeal to students who are more visual learners, while a traditional research paper provides opportunites for all students to present the information in a logical, sequential mannner. If time is an issue, either the timeline or research paper can be eliminated. The amount of teacher support will vary depending on the students' prior experience with internet research. This WebQuest could easily be modified for students working in small groups, particularly for the timeline.
This WebQuest is intended for intermediate grade students, grades 4-6.

 

Resources:

Prerequisite skills: Comfort level with the internet and word processing program.

Time required: 3 - 5 class periods

Technology & Material Needs: Students will need access to a computer and the internet, as well as this WebQuest and various websites for research. Students will also need construction paper and crayons/markers for the timeline BookArt.

 

Objectives & Pennsylvania Standards:

We would recommend using this WebQuest in conjunction with a unit on the American Revolution. This was originally designed with a culminating trip to Independence Hall and the Constitution Center in Philadelphia in mind. This WebQuest will provide them with immense background knowledge they can draw upon while visiting these historically significant locations.

 

Pennsylvania Standards:

 

8.1.6- Historical Analysis and Skill Development

A. Understand chronological thinking and distinguish between past, present, and future time.
~Calendar time
~Time lines
~People and events in time
~Patterns of continuity and change
~Sequential order
~Context for events

C. Explain the fundamentals of historical interpretation.
~Difference between fact and opinion
~Multiple points of view
~Illustration in historical stories
~Causes and results
~Author or source of historical narratives

D. Describe and explain historical research.
~Historical events (time and place)
~Facts, folklore and fiction
~Historical questions
~Primary sources
~Secondary sources
~Conclusion (e.g. simulations, group project, skits and plays)

8.2.6- Pennsylvania History

A. Identify and explain the political and cultural contributions of individuals and groups to Pennsylvania history from Beginnings to 1824.
~Inhabitants (e.g. Native Americans, Europeans, African)
~Military Leaders (e.g. Anthony Wayne, Oliver H. Perry, John Muhlenberg)
~Political Leaders (e.g. William Penn, Hannah Penn, Benjamin Franklin)
~Cultural and Commercial Leaders (e.g. Robert Morris, John Bartram, Albert Gallatin)
~Innovators and Reformers (e.g. Society of Friends, Richard Allen, Sybilla Masters)

B. Identify and explain primary documents, material artifacts and historic sites important in Pennsylvania history from Beginning to 1824.
~Documents, Writing and Oral Traditions (e.g. Charter of Privileges, The Gradual Abolition of Slavery Act of 1780, Letters from a Pennsylvania Farmer)
~Artifacts, Architecture and Historic Places (e.g. Conestoga Wagon, Pennsylvania rifle, Brig Niagara)

C. Identify and explain how continuity and change have influenced Pennsylvania history from Beginning to 1824.
~Belief Systems and Religions (e.g. Native Americans, Quakers)
~Commerce and Industry (e.g. iron production, sailing fur trade)
~Politics (e.g. The Mason-Dixon Line, Pennsylvania’s acquisition and detachment of the “lower three countries,” movements of State capital)
~Settlement Patterns (e.g. native settlements, Westward expansion, development of towns)
~Social Organizations (e.g. trade and development of cash economy, African Methodist Episcopal Church founded, schools in the colony)
~Transportation (e.g. trade routes, turnpikes, post roads)
~Woman’s Movement (e.g. voting qualifications, role models)

D. Identify and explain conflict and cooperation among social groups and organizations in Pennsylvania history from Beginning to 1824.
~Domestic Instability (e.g. religious diversity, toleration and conflicts, incursion of the Iroquois)
~Ethnic and Racial Relations (e.g. Penn’s Treaties with Indians, the Underground Railroad, the abolition of slavery)
~Labor Relations (e.g. indentured servants, working conditions)
~Immigration (e.g. Germans, Irish)
~Military Conflicts (e.g. Dutch, Sqedish and English struggle for control of land, Wyoming Massacre, The Whiskey Rebellion)

8.3.6- United States History

A. Identify and explain the political and cultural contributions of individuals and groups to United States history from Beginning to 1824.
~Native Americans, Africans and Europeans
~Political Leaders (e.g. John Adams, Thomas Jefferson, John Marshall)
~Military Leaders (e.g. George Washington, Meriwether Lewis, Henry Knox)
~Cultural and Commercial Leaders (e.g. Paul Revere, Phyllis Wheatley, John Rolfe)
~Innovators and Reformers (e.g. Ann Hutchinson, Roger Williams, Junipero Serra)

B. Identify and explain primary documents, material artifacts and historic sites important in United States history from Beginning to 1824.
~Documents (e.g. Mayflower Compact, Northwest Ordinance, Washington's Farewell Address)
~18th Century Writings and Communication (e.g. Paine’s Common Sense, Franklin’s “Join or die,” Henry’s “Give me liberty or give me death)
~Historic Places (e.g. Cahokia Mounds, Spanish Missions, Jamestown)

C. Explain how continuity and change has influenced United States history from Beginning to 1824.
~Belief Systems and Religions (e.g. impact on daily life, colonial government established religions, communal seats)
~Commerce and Industry (e.g. fur trade, development of cash crops)
~Innovations (e.g. cotton gin, Whitney: wooden clock, Banneker; stove; Franklin)
~Politics (e.g. Hamilton’s defense of John Peter Zenger, The Great Compromise, Marbury v. Madison)
~Settlement Patterns (e.g. frontier settlements, slave plantation society,
growth of cities)
~Social Organization (e.g. community structure on the frontier, cultural and language barriers)
~Transportation and Trade (e.g. methods of overland travel, water transportation, National Road)
~Women’s Movement (e.g. roles and changing status of women, Margaret Brent’s vote, soldier Deborah Sampson)

D. Identify and explain conflict and cooperation among social groups and organizations in United States history from Beginning to 1824.
~Domestic Instability (e.g. Salem Witch Trials, Shay’s Rebellion, religious persecution)
~Ethnic and Racial Relations (e.g. cooperation between and among Native American and European settlers, slave, uprising)
~Labor Relations (e.g. early union efforts, 10-hour day, women’s role)
~Immigration and Migration (e.g. western settlements, Louisiana Purchase, Europeans immigration)
~Military Conflicts (e.g. French and Indian War, American Revolutionary War, War of 1812)

 

 

Credits:

The resources and web links included on this website are external websites. Thank you for creating such useful web pages. The graphics are from various websites.