Teacher's Guide for COBBLESTONE ® Road to Yorktown
Teacher's Guide prepared by: Mary B. Lawson, a teacher at Michigan Avenue Elementary School, Saint Cloud, Florida and Florida Geographic Teacher Consultant.
October 2006 COBBLESTONE ® issue: ROAD TO YORKTOWN; markers; blank transparencies; construction paper, writing paper, crayons or colored pencils; transparency of map on page 36-37; yarn; large index cards; overhead; computer; Internet access
Have the students recreate the timeline (p.4-7) on large index cards and hang them from yarn around the room. Use one color for the line (such as black). Pick another color for yarn to attach the cards holding information about the British (such as red), a color for the Americans (such as blue0, and a color for the French and Spanish (either one color or two).
Go to the website http://members.aol.com/spursfan50/davidallen/yorkmap.htm and make a transparency or copy it for the students to use to study the area. Find the places that are mentioned in the map on pages 36 and 37.
Have each group plan a trip to Yorktown from where they live or from a chosen place so that they will be different. Decide what their route will be, where will they stay when they get there. Plan their tour of Yorktown. Have them use the Internet to research these items. Have them then write out an itinerary.
Divide students into small groups to read the articles:
Partisans Spring into Action p8-11
France: America""'s Foreign Friend p12-16 and Allies to Rescue p. 17
Under Siege p.18-22
World Turned Upside Down p.26-28 and Top Ten Reasons Cornwallis Lost p. 29
Peace at Last p. 32-33 and Who Played a Part p.24-25
Yorktown: Yesterday and Today p. 36-39
A Man for Others p.47 and the Last Man Standing p.40-41
Vocabulary: Have students create a vocabulary quilt of the terms in their articles. Put the word, definition and illustration on the square. Post around the room.
Read, discuss, and plan presentation: Read the article, discuss the information learned. Write down the important information. Decide how the group will present the information to the rest of the class. Do they need to add anything to the timeline? Will they do a rap, a poem, a chant, be an on-the-spot reporter? What will their visual be of their presentation? During the presentation, they need to incorporate the timeline.
Research information on one of the people who was involved in the Yorktown battle. See pages 24-25 for a list of names. Using the information found, create an acrostic poem about their selected person. For example:
Rode throughout the swamp
And low-country providing the
Cover for the
Draw a picture of the selected person to go along with the poem and make a class book or post on the wall in the classroom for a walking gallery.
Write an expository paper explaining the importance of the Battle of Yorktown for the Americans. Use information learned for the presentations and the readings in the Cobblestone issue ROAD TO YORKTOWN.