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Multiage Room Grades 4-6

Eileen Englund

Harcourt Brace Text

Bookmarks-use these to find the correct place in the document.

Introduction to Unit Four

Lesson 1

Lesson 2

Lesson 3

Students will:

1. relate factors of colonial America that led to the founding of the colonies, emphasizing the reasons for settling in the colonies, including escape from religious persecution, release from prison, economic opportunity, and adventure; and contrasts of the colonial regions (New England, mid-Atlantic, and South) in regard to geography, economy, and culture.

2. describe the political and economic relationship between the colonies and England; and conflicts between the colonies and England that led to the American Revolution.

3. compare influential people and events in the American Revolution, such as King George, Lord Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Thomas Jefferson, and Patrick Henry.

4. describe military strategies which resulted in the defeat of the British.

5. identify the steps in the formation of the new government in terms of British and Colonial belief in representative government as demonstrated in the Magna Carta, English Bill of Rights, the Mayflower Compact, and the Articles of Confederation; the philosophy of government expressed in the Declaration of Independence; the U.S. Constitution and Bill of Rights; and the separation of powers in the federal government and the powers reserved for states.

6. weigh the challenges faced by the new United States government in regard to ratification of the Constitution, major issues facing the first four presidents in establishing a strong cohesive government, conflicts that resulted in the emergence of two political parties, and conflicts involved with the War of 1812.

7. summarize the growth and change in America from the Revolution to 1861 with emphasis on territorial exploration, expansion, and settlement of the Louisiana Purchase; acquisition of Florida, Texas, Oregon, and California; the influence of geographic, economic, and climatic factors on the movement of people, goods, and services (voluntarily and involuntarily as in the Trail of Tears); the effect of American relationships with other countries on our westward expansion; and the impact of inventions such as the steamboat, cotton gin, and locomotives on life in America.

THE STUDENT WILL:

1. respond courteously and respectfully to the ideas and thoughts of others.

2. listen and share responses in group learning activities.

3. ask questions to determine the intended meaning and purpose of the speaker’s message.

4. observe and assess various non-verbal cues. (example: gestures, body language, facial expressions)

5. distinguish between facts and opinions.

6. determine ways of assessing information for accuracy. (example: research, investigation)

7. connect prior experiences, insights, and ideas to what is heard or seen.

8. record information while listening.

9. paraphrase what others have said for clarification.

10. use various references or sources to determine if information is valuable. (example: encyclopedia, periodicals)

THE STUDENT WILL:

1. make narrative and informative presentations that provide facts, details, examples, and descriptions.

2. present effective introductions and conclusions that guide and inform the listener.

3. use appropriate structures for conveying information. (example: cause and effect, similarity and differences, posing and answering questions)

4. give precise oral directions/instructions.

5. determine the use of formal or informal language appropriate to the situation.

6. present knowledge, ideas, and requests clearly using appropriate vocabulary and sentence structure.











Day One

The American Revolution page 256

Use Personal Response ideas on page 256

Use Introduction questions

“Why do you think the colonists in the 13 British colonies wanted to break away from their homeland?

“Why might the British rulers not have understood life in the colonies?

Use map on pages 258-259

“Why do you think most of the settlements are on the Atlantic coast or near major rivers?”

Time Line

“What can you till about each event by looking at the time line?”

“For how many years did the American Revolution last?”

****Look at

Use key words Revolutionary War

There are several great video clips to introduce concept.

Day Two

Read the Lit Selection on 260-261 as a large group.

Discuss how you find word meanings.

Have a selection of library books on the Revolutionary War in a display in the classroom.

Assign a biography book project due on a Revolutionary War period person. Due in 3 weeks.

Give time today to work on digital curriculum.

Day Three

Chapter 7 page 262

Lesson 1

Discuss the quote, flag, FOCUS, Main Idea and Vocabulary on pg 262-263.

Read pages 263-267 as a large group taking time to discuss all the picture captions and questions.

Government in the Colonies

Lesson 1

Name ____________________________________

1. Parliament

2. self-government

3. democracy

4. legislature

5. ally

6. tax

7. authority

Answer the following questions in complete sentences.

1. How were laws made for governing the British colonies?

2. How did the lives of the British colonists change after the French and Indian War?

3. What were the causes of the French and Indian War?

4. Why did the colonists become unhappy with British rule?

5. Why do you think only wealthy male property owners were allowed to serve in the colonial legislatures?

Day Four

Review yesterday’s concepts and correct worksheet. Put in binder.

Do the Historical Events sheet 44 but use the enlarged version ( to be found in ss worksheet folder) and do as a group activity. Have each group make a large timeline out of construction paper then use the enlarged sheet 44 to lay out and glue the time line together.

[pic]

Day Five

Check over and discuss yesterday’s timeline activity.

Go on the historical map –pages 268-269. Define hatch lines.

worksheet 45 If kids have trouble differentiating between lines have them color them in.

Comparing Viewpoints---review Primary Sources

Have 5 kids read these and discuss why each character may have felt that way.

Write a letters as on page 271—Reteach

Day Six

Lesson 2

pages 272-278

Discuss Focus Questions 272

Read these pages in pairs. Do vocabulary and questions.

Quarrels and Conflicts

Lesson 2

Name ____________________________________________

1. tariff

2. Loyalist

3. representation

4. treason

5. public opinion

6. petition

7. liberty

8. boycott

9. congress

10. repeal

11. massacre

1. Why did the colonists put a skull and crossbones on their cartoon stamp?

2. What did the colonist think of the new taxes on sugar and other goods?

3. In what different ways did colonists act against the new taxes?

4. What was the purpose of the Stamp Act Congress?

5. How did the colonists work to make changes in the British government?

6. How do you think people would feel today if they were taxed with representation?

7. Why did the British want to make new tax laws for the colonies? What happened when they did?

Day Seven

Review from yesterday.

Give time to work on sheets if needed.

Worksheet 46

Correct and put in binder.

Day Eight

Lesson 3 Pages 279-284

Read and discuss in pairs, groups, or as a class.

Do vocabulary and questions.

Other worksheet to use 46-47-48-49

Colonist Unite

Lesson 3

Name _____________________________________________

1. Committee of Correspondence

2. consequence

3. blockade

4. quarter

5. Continental Congress

6. right

7. Minuteman

8. Patriot

1. Why were the Committees of Correspondence set up?

2. Why did colonists hold the Boston and Edenton tea parties?

3. Why did the Continental Congress meet?

4. Why did the British go to Lexington and Concord?

5. What brought the colonists together as they protested British rule?

Day Nine

Go over yesterday’s work and worksheets.

Page 287 1-17

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