American
Revolution
Characters

Introduction

Who were the people and what did they do? Why did they do the things that made an impact on the Revolution? These are questions we may ask about the people we read about in our history books. Many were ordinary people like you or me. Some were Patriots and some were Loyalists. What would they tell us if they were interviewed today?

Task

Pretend that you are a reporter and interviewing the person that you have chosen. This person could be a Patriot or Loyalist. After you have researched and created your replica, you will conduct an interview with your character.

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Process

Follow these guidelines:

Choose a Revolution character

Research Guidelines

1. Research this person using the Internet and library.

2. Find out who was the person.

3. Why is the person historically special?

4. Delve into his/her personal life, family, habits, etc.

5. Find at least twelve important and interesting facts.

6. Find pictures of your character.

Prepare your Replica

1. Have someone trace around your body while you lie down on a large piece of butcher paper. Cut out the outline. Glue or tape a metal hanger to the back of your replica’s shoulders so it does not show the front.

2. Using the picture of your person, draw, as best you can, detailed features.

a. Include facial features, clothing, hat, shoes,etc.

b. Be as neat and as accurate as you can.

c. Use color for authenticity.

3. Write down in outline form at least twelve important and interesting facts you have discovered in your research.

Interview your character

1. Your specific responsibilities are:

a. Introduce your character

b. Make a presentation about your character

c. Be prepared to answer questions from the audience

2. Suggestions for a successful interview:

a. Dress your part

b. Distribute at least ten questions to members of the audience who

will participate in the interview.

3. Conclusion of the interview:

a. Summarize the session.

b. Thank all participants.

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Here is a list of Characters:

1. King George III

2. Edward Rutledge

3. Benjamin Edes

4. Sarah Haggar Wheaten Osborn

5. Marquis De Lafayette

6. Francis Marion

7. Horatio Gates

8. Haym Salomon

9. Peter Salem

10. Joseph Galloway

11. Silas Deane

12. John Jeffries

13. Dr. Benjamin Rush

14. Lydia Darragh

15. Abigail Adams

16. Joseph Plumb Martin

17. Thomas Hutchinson

18. George Rogers Clark

19. John Hancock

20. Nathanael Greene

21. Molly Hays McCalley

22. Sybil Ludington

23. Nathan Hale

24. Lord Cornwallis

25. Ethan Allen

26. General John Burgoyne

27. Daniel Morgan

28. Benedict Arnold

29. Capt. David Bushnell

30. William Billings

31. John Dickerson

32. Benjamin Franklin

33. Thomas Jefferson

34. Paul Revere

35. James Otis

36. Thomas Paine

37. Robert Morris

38. Samuel Adams

39. Baron von Steuben

40. John Singleton Copley

41. John Adams

42. Patience Wright

43. James Armistead

44. Edward Hector

45. Patrick Henry

46. Betsy Ross

47. Comte de Rochambeau

48. Count Casimir Pulaski

You may use these links to find some information. Remember these are not the only ones out there on the web.

http://www.history.org/Almanack/almanack.cfm

http://militaryhistory.about.com/cs/personalities/

http://www.lawbuzz.com/movies/the_patriot/the_patriot.htm

http://odur.let.rug.nl/~usa/B/index.htm

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Evaluation

Oral Presentation Rubric : American Rev. Character Interview

Teacher name: Carolyn Eubanks

Student Name ___________________

CATEGORY	4	3	2	1
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Attire	Business attire, very professional look.	Casual business attire.	Casual business attire, but wore sneakers or seemed somewhat wrinkled.	General attire not appropriate for audience (jeans, t-shirt, shorts).
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Time-Limit	Presentation is 5-6 minutes long.	Presention is 4 minutes long.	Presentation is 3 minutes long.	Presentation is less than 3 minutes OR more than 6 minutes.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.

Date Created: 2002-06-11

Historical Role Play: American Rev. Character

Teacher name: Eubanks

Student Name ___________________

CATEGORY	4	3	2	1
Historical Accuracy	All historical information appeared to be accurate and in chronological order.	Almost all historical information appeared to be accurate and in chronological order.	Most of the historical information was accurate and in chronological order.	Very little of the historical information was accurate and/or in chronological order.
Knowledge Gained	Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.	Can clearly explain several ways in which his character "saw" things differently than other characters.	Can clearly explain one way in which his character "saw" things differently than other characters.	Cannot explain one way in which his character "saw" things differently than other characters.
Required Elements	Student included more information than was required.	Student included all information that was required.	Student included most information that was required.	Student included less information than was required.
Props/Costume	Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.	Student uses 1-2 props that accurately fit the period, and make the presentation better.	Student uses 1-2 props which make the presentation better.	The student uses no props OR the props chosen detract from the presentation.

Date Created: 2002-06-11

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Conclusion

Who were these people? Now you have a good idea just who they were. Every individual is important in the past and in today’s world.

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Teacher Notes

Materials needed to complete this quest:

1. Butcher paper(at least 3’ x 6’) – one length for each student

2. Colored pencils, highlighter pens, colored markers,etc.

3. You will need to decide if you want the students to work on replica in class or do as an outside project.

4. During the presentation a stage with back drops could be set up for this time period. Let your imagination go, or have your students design the stage.

5. A research paper could also be a part of this project.

Illinois Learning Standards for this quest:

English Language Arts

3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions.

3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.

3.C.3a Compose narrative, informative, and persuasive writings for a specified audience.

4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.

5.C.3b Prepare and orally present original work supported by research.

5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.

Social Science

16.A.3c Identify the differences between historical fact and interpretation.

16.B.3a Describe how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national period.

16.D.3a Describe characteristics of different kinds of communities in various sections of America during the colonial/frontier periods and the 19^th century.

Fine Arts

26.B.3d Demonstrate knowledge and skills to create 2-and3-dimensional works and time arts that are realistic, abstract, functional and decorative.

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