rubric for this project is below. Before the letters are graded the
class will participate in a peer review and correct each others rough
drafts. This rubric is for the final draft. It is out of 200 points.
Both group members will be graded together on both of their letters.
This will be 184 of the 200 points. Each student will then be graded
individually for the presentation of the letter, which is the last 16
completion of this project you and your partner should have learned
what it was like to live and fight in the Revolutionary War.
Specifically you should have learned about some specific battles,
generals who led the Revolutionary War, living conditions for those
fighting in the war and living at home during the war, the clothes
worn, food ate, and weapons used. You also should be skilled at writing
a letter using proper letter writing format.
This lesson was developed as part of the West Chester University Educational Technology Web Quest Project.
This lesson is anchored in a fourth grade Social Studies and involves
language arts to a lesser extent. The lesson can easily be extended to
additional grades by either adding help by the teachers to younger
grades or adding more information needed for older grade levels.
PA Correlated Sets
||> Use early forms of writing, dictation, or illustrations to inform (e.g., lists, letters, labels).
and interpret historical research; Historical event (time and place);
Facts, folklore and fiction; Historical questions; Primary sources;
Secondary sources; Conclusions (e. g., History Day projects, mock
trials, speeches); Credibility of evidence; Author or source of
historical narratives' points of view; Central issue
and explain primary documents, material artifacts and historic sites
important in Pennsylvania history from Beginnings to 1824; Documents,
Writings 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)
and explain conflict and cooperation among social groups and
organizations in United States history from Beginnings to 1824;
Domestic Instability (e. g., Salem Witch Trials, Shays Rebellion,
religious persecution); Ethnic and Racial Relations (e. g., cooperation
between and among Native Americans and European settlers, slave
uprisings, 'Colored troops in the Revolution); Labor Relations (e. g.,
early union efforts, 10- hour day, women's role); Immigration and
Migration (e. g., western settlements, Louisiana Purchase, European
immigration); Military Conflicts (e. g., American Revolutionary War,
War of 1812, Native American opposition to American expansion)
the end of the webquest the students will master letter writing using
the correct letter writing format and they will master understanding
what life was like during the Revolutionary War. They will master these
tasks by researching how to write a letter and what life was like
during the Revolutionary War and then using the information to actually
write a letter. They are also meeting the NET*S standard 1b which
states that students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using
technology; they will create original works as a means of personal or
There are few materials needed to implement this lesson. Materials include:
*Paper for the students to write their letters on
*Computers for the students to research information on
*Pens to write their letters with
*Internet Resources: online resources for teachers and web addresses (URLs) needed for implementation of lesson
This lesson should not require additional teachers.
The teachers should only be needed for help with the computers if
students are confused with finding information on websites. Aides and
parents could help with this part of the project. If the school has to
go to a computer lab to do research then the teacher needs to
coordinate with a teacher in charge of the computer lab.
You as the teacher will know that this lesson was successful if the end
project results in two synchronized letters that contain information on
what life was like during the revolutionary war. When it comes time to
grading you will be looking at two written letters for information,
synchronization, correct letter writing format, and their presentations
to the class. You will be sure that each member of the group has
contributed equally because each student is in charge of their own
letter. You will be able to see that each individual has a satisfactory
understanding of the content and is competent in the skills learned by
reading their letters for correct information and the amount of