Unit of Study: Revolutionary War
[Pages:17]Unit of Study: Revolutionary War ?
The Journey Towards Freedom
Cypress-Fairbanks Independent School District Integrated Social Studies, Grade 5
Grade 5 ? Unit 4 Week at a Glance
Week
Instructional Focus
Reading Workshop
1 Founding Fathers & Patriotic Heroes (5.2B, Drama 5.19A, 5.21A)
2 Major Cause & Effects of the American Revolution (5.2A)
Results of the War (5.2C, 5.3A)
Traditional Literature
3 Framers of the Constitution (5.3B)
Framework of Government (5.16A, 5.16B, 5,16C)
4 Amendments to the U.S. Constitution (5.20B)
Summary
5 Technology Project ? in iXplore
Realistic Fiction
Writing Workshop
MOY DPM
MOY DPM, Immersion
Immersion Biography Writing
Biography Writing
GENERAL INFORMATION TEACHER NEEDS TO KNOW
Please see updated Year-at-a-Glance for adjustments made to this unit.
INSS objectives should be visible and lessons can be integrated into the reading/writing workshop schedule during the following times; poetry, read aloud with accountable talk, independent reading, group or share time. Government TEKS have been infused into this unit.
There are varieties of resources associated with this unit. Teachers may choose the resources that work best for their class and schedule.
BrainPop and BrainPop Jr. are paid sites, but there is free content on the site as well. The videos listed in this unit are free. There is a quiz that teachers can use as an assessment at the end of each video. The students can answer the questions in their ISN or the teacher can print out a copy of the quiz.
LIBRARY RESOURCES
Check your campus library page for online resources to use for social studies content lessons and read alouds.
Grade 5 - Integrated Social Studies Curriculum
Unit 4: American Revolution & Independence
Conceptual Lens:
Independence and Conflict
Unit Length: 4 Weeks
Social Studies TEKS:
Unit Overview: Literature Selections:
5.2(A) identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party
5.2(B) identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period
5.2(C) summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. military
5.3(A) identify the issues that led to the creation of the U.S. Constitution, including the weaknesses of the Articles of Confederation
5.3(B) identify the contributions of individuals, including James Madison, and others such as George Mason, Charles Pinckney, and Roger Sherman who helped create the U.S. Constitution
5.16(A) identify and explain the basic functions of the three branches of government 5.16(B) identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution 5.16(C) distinguish between national and state governments and compare their responsibilities in the U.S. federal system 5.19(A) explain the contributions of the Founding Fathers to the development of the national government 5.20(B) describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S.
citizens 5.21(A) identify significant examples of art, music, and literature from various periods in U.S. history such
"Yankee Doodle" and "Paul Revere's Ride" 5.24(A) differentiate between, locate, and use valid primary and secondary sources such as biographies; oral, print, and
visual material; documents; and artifacts to acquire information about the United States 5.24(B) analyze information by sequencing, identifying cause-and-effect relationships, comparing, contrasting, and
summarizing This unit will help students understand the cause and effect of historic events and how conflict between the American colonies and Great Britain led to independence and the creation of the United States. Teachers may choose a variety of literature for the read aloud selections to develop students' understanding of the social studies concepts. See Appendix A for suggested literature selections to use as read alouds for this unit.
Grade 5 Unit 4 Draft Oct. 2013
Page 1
Major Cause, Effects, & Results of the American Revolution Overview: Week 2
Enduring Understandings/Generalizations
Guiding/Essential Questions
The student understands how conflict between the
How did the French Indian Wars begin the march toward
American colonies and Great Britain led to American
Independence?
independence.
How did the colonists react to the demands of the British King?
How did the colonists react to the changes imposed upon them?
Why did the actions of the British lead the colonists to seek their
independence?
Why did the British believe that taxing American colonists was
justified? Do you agree? Explain your response.
Why were most American colonists so strongly opposed to the British
taxes? Were the colonists correct to feel that way? Explain your
response.
What effect did the documents created by the founding fathers
have on the outcome of the war?
How did independence change the order/structure of the
colonies?
What changes resulted from the conflict over independence?
Students will . . .
participate in discussions and express ideas in a written format about the unit's enduring understandings and guiding questions.
use primary and secondary sources to gain information.
understand key vocabulary concepts.
identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and
summarize the results of the American Revolution, including the establishment of the United States and the development of the
U.S. military.
Grade 5 Unit 4 Draft Oct. 2013
Page 2
Background Knowledge for Teacher
After the French and Indian War (1763), the British decided to tax the American colonies to help pay for the cost of the war and for maintaining order. American colonists reacted negatively to these actions in several specific ways. By 1774, people in many colonies were speaking out against British government policies. They often referred to "taxation without representation," because the American colonists were not directly represented in the British Parliament (British legislature). Many colonists wanted England to let the colonies have representatives in Parliament. In 1775 at Lexington and Concord in Massachusetts, British regular troops and colonial "minutemen" (i.e., regular citizens who were supposed to be ready to fight at a minute's notice) fired the first shots of the American Revolution. Because it was the immediate cause of subsequent conflicts, spend some time discussing the importance of the French and Indian War in American history. Remind students of the events leading to the Texas Revolution, and that the two sides reached a point at which they could no longer talk to one another. The Battles of Lexington and Concord represent that point in the chain of events leading to the American Revolution. There is a detailed, but not overwhelming timeline describing the events that led to the American Revolution at The History Place.
Central to any discussion/instruction about the writing of the Declaration of Independence is the role played by Thomas Jefferson. Contrary to what many people believe, he did not write the document by himself, but he did write the first draft. In that sense, Jefferson is the author of the Declaration of Independence. You can revisit information from Celebrate Freedom Week lessons and the student ISN about the Declaration of Independence.
The fighting ended in 1781 when British General Cornwallis surrendered to the Americans at Yorktown in Virginia. The Treaty of Paris in 1783 formally ended the war and the former colonies got the land west of the Appalachian Mountains that had been denied to them by the Proclamation of 1763. The most important effect was the establishment of the new United States of America as a free and independent country.
Attendant with its new status, the nation had new problems. All of the functions of government, functions which before had at least been supported if not performed by Great Britain, had to be fulfilled by the Americans.
Grade 5 Unit 4 Draft Oct. 2013
Page 3
Instructional Resources: Week 2
Teacher Materials
Teacher Notes
Assessments (%)
Technology
Journeys textbook, p. 306-You Can't Make See Appendix H for
Written response to
Key Events of the American
Them Behave George Horizon's Textbook:
pp. 268-278: French & Indian War (cause) pp. 276-277: Proclamation of 1763 (cause) p. 280: Sugar Act (cause) p. 281: Stamp Act (cause) p. 284: Boston Massacre (cause) p. 186: Boston Tea Party (cause) p. 289: Intolerable Acts (cause)
notes about the causes of the revolution. Students studied a similar conflict in 4th grade. Remind students that rising tensions between the Anglo colonists and the
Guiding/Essential
Revolution (there is music, so
questions
turn the volume down)
Appendix D-Road to Schoolhouse Rock videos:
Revolution note-taking No More Kings
page for ISN
Shot Heard `Round the World
(included in the SMART
Notebook file)
Give Me Liberty speech
p. 290: 1st Continental Congress (effect)
Mexican government
Liberty Kids Activities
pp. 303-306: Declaration of Independence
led to the Texas
PBS Liberty! The American
p. 307, 346-: Articles of Confederation
Revolution, and have
pp. 326-327: The Treaty of Paris
them apply that
pp. 328-329: Effects of the war
knowledge to this
SMART Notebook- American Revolution-
content.
Causes (iXplore) ? use as a teaching tool
for the week to introduce the major causes Due to time-the Articles
of the American Revolution, a pdf is also
of Confederation will be
included in iXplore
discussed next week a
Appendix D-Student note-taking page
as prelude to the
Appendix H-American Revolution Teacher
Constitution.
Revolution NEO K12: Videos, vocabulary,
activities for the American Revolution Timeline of events The History Place: timeline Voices of the American Revolution Boston Tea Party
Notes
Dec. 15th is Bill of Rights
French & Indian War
American Revolution Clipart
Day.
Newspaper Generator
Effects of the American
Revolution
Study Zone: Effects of the
Revolutionary War
Grade 5 Unit 4 Draft Oct. 2013
Page 4
Major Cause, Effects, & Results of the American Revolution Pacing Guide: Week 2
Monday
Tuesday
Wednesday
Thursday
Friday
Vocabulary
Read Aloud/Independent Reading
Read Aloud/Independent Reading
Vocabulary
Focus: Major Causes of the Revolutionary War
Focus: Major Results of the Revolutionary War
Concepts
Use Can't You Make Them Behave, King George as With the signing of the Treaty of Paris, the
Revolution
a read aloud with accountable talk for the next
Revolutionary War ended. The following results came
Independence
few days.
from that event:
Taxation
Focus on the Guiding/ Essential questions during
The 13 colonies joined together to become the
Representation
the RAWAT. Students can stop and jot their answers
United States.
Act (a law)
to the questions in their ISN. (%)
The colonies could trade goods with other
Repeal
During independent reading, students can choose
countries.
Treaty
from the pages listed for the Horizons textbook or a
Under George Washington, they established the
Compromise
book from Appendix A focusing on one of the
military to protect them.
Independence
major causes of the revolution.
They could form their own government and
Nation
Students can use Appendix D as a note-taking
make their own laws.
Declare
page during the read aloud and independent
Land that was reserved for Native Americans
Liberty
reading. Place is ISN. (%)
could now be settled. (western expansion)
Alliance
Teacher can extend learning by utilizing one of the Read Aloud with Accountable Talk using a book
links or viewing one of the videos in the Technology
from Appendix A that focuses on an important
section.
outcomes of the war.
Focus on the Guiding/ Essential questions. (%)
Reading Response: Significant historical events are
Teacher can extend learning by viewing one of
often called "turning points." What might be an
the videos in the Technology section.
example of a turning point in your life?
Reading Response: If you could stop a war between
two nations, what actions would you recommend
they take next toward each other? Why?
Grade 5 Unit 4 Draft Oct. 2013
Page 5
Topic
Suggested Literature for RAWAT or independent reading
Journeys Textbook
Dangerous Crossing, The Revolutionary Voyage of John Adams & John Quincy Adams (TB pp.278-290) historic fiction
(unit 3)
Can't You Make Them Behave, King George (TB pp.304-314) narrative NF They Called Her Molly Pitcher (TB pp.328-338) narrative NF, women in the war
A Spy for Freedom (TB pp. 340-342 ) play
James Forten (TB pp. 352-362) biography, African Americans in the war
Modern Day Minute Men (TB. pp.364-366) informational text
We Were There, Too! (TB pp. 376-388) biography, children during the war
Patriotic Poetry , The Midnight Ride of Paul Revere (TB p. 390-392)
Journeys Vocabulary
Readers
Ben Franklin Goes to Paris Redcoats in American The Battle of Monmouth
Battles at Sea
Paul Revere, Hero on Horseback
Journeys Leveled Readers
Fife & Drum Boys A Song Heard `Round the World Emily Geiger's Dangerous Mission
A Night to Remember Pamphleteers of the Revolution An Unsung American Hero
The Oneidas
The Extraordinary Life of Thomas Peters
Benedict Arnold
Phillis Wheatley
A Special Night
An Artist for the Revolution
Printed Words of the Revolution
A Home at Mount Vernon
Joseph Warren, An American Hero
George Washington's Invisible Enemy
Thomas Peters, A Remarkable Man
A Noble French Patriot
The Life of Phillis Wheatley
Abigail Adams
Journeys Write- p. 104-The Story of Bunker's Cove in Readers p. 114-No Tea for Me!
p. 124-Women of the American Revolution
p. 134-Nero Hawley's Dream
p. 144-The Carpenter and the Drummer Boy
TFK Readers John and Abigail Adams (Teacher's Edition, p. 37)
Victory at Yorktown (Teacher's Edition, p. 41)
Travels of the Declaration of Independence (Teacher's Edition, p. 45)
National
Declaring Independence by Lesley J. MacDonald
Geographic
Reading
Road to Revolution by Francis Downey
Expeditions Series
Grade 5 Unit 4 Draft Oct. 2012
Appendix A
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