Washington Township Public School District



Washington Township Public SchoolsOffice of Curriculum & InstructionCourse:Talented and Gifted – Grades 4 and 5Conflict - Sources and Solutions(US History 1585 – 1877)Written By:Theresa J. Boyajian, Patricia A. Crone, Deborah L. MongiardoUnder the Direction of:Barbara MarcianoDescription:The creation and development of the United States was a time of great conflict. Students will analyze primary and secondary source documents to draw conclusions about the sources and solutions of many of these foundational issues. Through this interdisciplinary unit, the New Jersey Core Content Curriculum Standards will be addressed, with an emphasis on Language Arts Literacy and Social Studies. Joseph A. Vandenberg: Assistant Superintendent for Curriculum & InstructionBarbara E. Marciano: Director of Elementary EducationSusan R. Reintzel:Director of Secondary EducationWritten: Summer 2006Revised:Summer 2012BOE Approval: DEMONSTRABLE PROFICIENCIESCourse Title:Talented and Gifted - Social Arts Grades 4 & 5Conflict - Sources and Solutions(US History 1754 – 1877)CLASSWORK REQUIREMENTSThrough critical thinking skill application, identified talented and gifted students will gain an understanding of key concepts of US History from Revolution to Reconstruction.ATTITUDE & BEHAVIORStudents will apply skills in creative problem solving and leadershipCOURSE OBJECTIVES/OVERVIEWA.COURSE CONTENTUsing a variety of primary and secondary sources, students will gain an understanding of action and reaction to conflict in the United States for 1754 - 1877B.SKILLSAll students will be expected to complete a minimum of 8 independent critical thinking, creative problem solving and research activities (applying skills from 1 each from Knowledge, comprehension; analysis, synthesis, application and evaluation; 2 additional choices from the analysis, application, synthesis and evaluation topics) per unit. Additionally, all students will apply learning through one research product presentation for each unit.C.APPRECIATION OF CONCEPTSStudents will develop lifelong research skills, determine credibility of sources and apply knowledge in creation of a new product that expresses learning.ATTENDANCEStudents are expected to attend class for one period of no less than 100 and no greater than 120 minutes per week. GRADING PROCEDURESStudents will receive intermittent evaluations through oral review, holistic rubrics, and narrativesMAJOR UNITS OF STUDYCourse Title:Talented and Gifted – Grades 4 and 5Conflict - Sources and Solutions(US History 1585 – 1877)Colonization and Settlement (1585 – 1754)Revolution and the New Nation (1754-1820)Expansion and Reform (1801-1861)Civil War and Reconstruction (1850-1877)Curriculum Unit PlanCourse Title/Grade:Talented and Gifted –: Conflict - Sources and Solutions (US History 1585 – 1877)/ Grades 4 & 5Core Content Standards & Cumulative Progress IndicatorsUnit Number/Title:Unit 2 of 4/ Revolution and the New Nation (1754-1820)1.4, A-12.2, B-14.5, B-3, D-2, D-46.1,A-2,A-3,A-8, A-10, A-11; 6.4, E-1, E-3, E-5, F-18.2, A-33.1, B-1, H-2, H-4,H-6; 3.2, A-10,A-13,D-4,G-10; 3.3, B-1,B-3,B-4, D-7; 3.5, A-1, A-2, B-4, C-35.1,A-1, A-2, A-4;5.4, B-1 7.2, B-29.2, A-1, A-2, A-4, B-3, C-2Appropriate Time Allocation:Week(s) 14 - 18Topics/Concepts(Appropriate Time Allocation)Critical Content (Students Will Know :)Skill Objectives(Students Will Be Able To :)Learning Activities & Instructional ResourcesEvaluation/ AssessmentKey Events Leading to the Revolution/ Conflict that contributed to Revolution/Identify turning Points (4 - 5 weeks)Role of the Declaration of Independence/ Conflict produces turning points of positive or negative consequence in creation of a Nation/ ( 3-4 weeks)Leaders of the Revolution/ Role of Conflict to shape Leadership in Government(3-4 weeks)Forming a New Nation – the Articles of Confederation, Constitution and Bill of Rights (2 – 3 weeks)*Author’s Note* – Ideally, this segment of the unit would be taught during the first 2 to three weeks of Grade 5, during Constitution Week, bridging the learning from grade 4 to five.Apply learning to a creative, independent project – Ongoing; presentations to be made on the final day of the unitMany factors served as catalysts of conflict for the American RevolutionSignificance of key events, such as acts, laws, documents, and battles Critical role of leadership in shaping our nationLaws are necessary to maintain a democracyHow to combine research into creating a synthesized productApply oral brainstorming and written skills to interpret multiple ideas and points of view(NJCCCS 3.2, B-1; 3.3, B-3; 5.1, A-1)Examine primary source objects and acts and make inferences about their effectiveness with which serve to unify a group (NJCCCS 3.5, A-1, A-2, B-4 ;6.1, B-3 ; 7.2, B-2)Compare and contrast the creative process across content themes (NJCCCS 3.2, G-10; 6. 1, A-8)Apply habits of inquiry while integrating knowledge (NJCCCS 3.3, B-1; 9.2, A-3)Write from a personal viewpoint (NJCCCS 3.2, D-4)Apply reasoning skills to interpret events, determine bias, and recognize point of view (4.5, D-4; 6.1, A-2) Interpret causes of the affect of the tax system (4.5, D-4; 6.1, A-2)Support a position while acknowledging opposing viewpoints (3.3, A-1)Connect use of technological innovation to problem solving (4.5, D-2; 8.2, A-3)Analyze and evaluate problem solving results (NJCCCS 3.2, A-13; 4.5, B-3; 5.1, A-4)Compare roles of leadership in democracy vs. monarchy (6.1, A-2; 6.4, E-1)Evaluate roles of historical leaders in shaping the US (6.4, E-3)Debate how personal attitudes and beliefs of founders affected the development of the Declaration of Independence (3.3, A-2; 9.2, A-2)Assess decision making skills of US leaders (2.2, B-1)Examine primary source objects and acts and make inferences about their effectiveness to unify a group (NJCCCS 3.5, A-1, A-2, B-4; 6.1, A-3; 7.2, B-2)Employ critical thinking strategies to interpret text (NJCCCS 3.3, B-4)Discuss and analyze the political and philosophical origins of the United States Constitution and its implementation and show how it reflects the heritage, traditions, attitudes, and beliefs of its authors. (NJCCCS , 3.1, H-2; 6.4, E-5)Create media presentations and written reports to apply learning, using multi-media resources such as an overhead projector, computer, and/or a tape recorder to communicate information (NJCCCS 3.5, C-3)Plan questions and research on a defined problem (3.1, H-2; 3.3, B-3; 5.1, A-1)Devise logical questions and hypothesis for investigative research (3.1, H-2; 5.1, B-1; 9.2, C-2)Create projects and reports using visuals, media and/or technology to apply learning (3.1, H-6; 5.1, A-2; 6.1, A-11)Produce in-depth written and oral work that applies research (3.1, H-1)Take intellectual and performance risks(9.2, A-4)Apply rubrics to improve and evaluate final products (3.2, A-15)Critically self-evaluate product applying analysis skills (3.3, 7;5.4,B-1)Develop and apply peer solutions for improvement of final product (1.4, A-2; 3.3, D-2; 4.5, B-3; 9.2, B-3)Apply research results to create additional investigations (3.1, H-4)Essential Question(s)-Why would a colonist remain loyal to Great Britain in the turbulent times up to and including 1776?What were the problems faced by Great Britain at this time? How did Parliament and the King respond to these problems?Introductory Activities- View - American Revolution - NGS PictureShow CD - Rom(Teachers wanting to get an overview of the American Revolution in a single text should read“The American Revolution for Kids” by Janis Herbert)Revolutionary War, Cause and Effect, Mailbox, Feb/Mar, 2006, pp. 43, 48Role Play- ‘Loyalty or Liberty?’ Lessons-Week 1 – An Overview of the Revolutionary Period’, ‘Welcome to the 1750’s’ – Have learners brainstorm what they know and gather facts for timelines and maps ROOTS OF FREEDOM: Growing the American Liberty Tree 1750–1800—Past Ports; Begin their Cause and Effect activity of the Domino effect, Hands-On History, American Revolution, ScholasticWeek 2 – ‘Seven Years of War’- Understand and evaluate the impact of the French and Indian War; French and Indian War”, from : American Revolution Primary Sources Kit, Teacher Created Materials ROOTS OF FREEDOM: Growing the American Liberty Tree 1750–1800—Past Ports; ‘French and Indian War Lockbook – Hands-On History, American Revolution, ScholasticWeek 3 - ‘Ruling from Across the Sea’ – Analyze the role of the monarchy and Parliament as catalysts. Constructing a Chart of Colonial Events and British Monarchs” ROOTS OF FREEDOM: Growing the American Liberty Tree 1750–1800—Past PortsWeek 5 - Tax Rebellion – Synthesize events leading up to the ‘Boston Massacre. Define ‘turning Point. Role Play the effect of taxes on the colonist through - The King’s M&M’s? (The Stamp Act), page 34, from American History Simulations- Teacher Created Materials. View ‘No More Kings’ from America Rock, American History. Have learners research events of colonial taxes timeline ’Q & A Flip Book About Taxes - Hands-On History, American Revolution, Scholastic ‘Tea, Taxes and Intolerable Acts’, ‘No Stamped Paper to be Had’ American Revolution Primary Sources Kit, Teacher Created Materials; Stage 2: In the Years Before the Revolution From : ROOTS OF FREEDOM: Growing the American Liberty Tree 1750–1800—Past Ports Suggested Internet Lessons- “The Patriot Attitude Toward Monarchy” “The Boston Tea Party: Costume Optional?”-What really happened at the Boston Tea Party? How can we "know" what happened at an historical event of the distant past? Play- ‘Loyalty or Liberty?’ ‘Brainduster' time for compare/contrast activities. making judgments (Mailbox Apr/May 2005, p. 18)Use ‘Fishbowl’ technique to debate why someone would want to be a Tory/loyalist, patriot/Whig, or neutral. Literature Links-Examine allegiance choices of colonists through literature - Compare and contrast choices represented in colonial loyalists (“Tories’) and rebels (‘Patriots’). Chose from the following suggested works and activities-Sleds on Boston Common by Esther Wood Brady (40 pp.) Margaret McElderry Books? 2000.Have students write their own historical fiction, identifying a historic event from the time and creating a story about the person or event. Follow-up with “Eyewitness Accounts of the ‘Boston Massacre.’” HistoryWiz Primary Source. <;. This site offers two first-hand accounts, one expressing the British point of view, and the other expressing the American point of view.Toliver’s Secret by Louise Borden (166 pp.) Random House Books for Young Readers ? 1993.Read aloud and have student create journal responses. Suggested Questions-Chap. 2 – Ellen dreads facing the bully, Dicey, at the pump every day. Why do you think some people choose to be bullies? What do they gain from it? What do they lose?Chap. 3– Grandfather says “We get over fear by doing things we think we cannot do.” Think of a time you were afraid but you did something anyway. How did you make yourself do it? How did you feel afterward?Chap. 7– Ellen finds an unexpected friend in the British soldier Higgins. How do think this will change her attitude?Chap. 13– Ellen faces her own fears and stands up to Dicey. What advice do you think she will now give to General Washington?Katie’s Trunk by Ann Turner Have students create a journal (see instructions in ‘Colonial Adventures, page 20) and create reader responses to the following- >Which you more likely have been- a Patriot or a Loyalist? Why?> How would you fight for the things you believe in? >Do you think the Revolutionary War could have been avoided?Additionally, students might wish to explore this theme through – Barbara’s Escape by Elizabeth MassieDivided Loyalties: A Revolutionary War Fifer’s StoryMy Brother Sam is Dead George Vs. George: The Revolutionary War as Seen by Both Sides by Rosalyn SchanzerThomas in Danger by Bonnie PryorEssential Question(s)-What was the importance of roles of individuals to create a new nation?Primary Source References- Examine artifact facsimiles of the Liberty Bell, ‘Betsy Ross’ flag and events, such as the Boston Tea Party and Paul Revere’s ride.Introductory Activities- Discuss turning points that lead the American colonists to revolution. “Linking Turning Points”- Library of Congress to the Revolution- online game Lessons-Week 1 – Identify and describe examples of tensions between belief systems and government policies and laws, how some icons are divisive and other unifying. Look closely at Boston, which had the strongest feelings in the 13 colonies. Focus on politics and political cartoons (pp.59 – 61) Examine the Ben Franklin political cartoon ‘Join or Die’ (page 56 – 58) cartoon and how it is mimicked in ‘Don’t Tread on Me’. (p. 65) Why was this published? How did this unify or divide the colonials? American Revolution Primary Sources Kit, Teacher Created Materials; Week 2-Boston Massacre – If available, share excerpts from ’The Fifth of March’ by Ann Rinaldi.18th Century Propaganda, American Revolution Primary Sources Kit, Teacher Created Materials; The Shot Heard Round the World ROOTS OF FREEDOM: Growing the American Liberty Tree 1750–1800—Past Ports ‘Liberty Bell – Proclaim Liberty throughout the Land’, pages 15-16 ‘Boston Massacre by Paul Revere’, pages 21-22‘Declaration of Independence’, pages 43 - 46From American Revolution Primary Sources Kit, Teacher Created MaterialsFollow-up-Research propaganda techniques (Mailbox, June/July 1998, p. 43)Literature Links-Give Me Liberty! By Russell Freedman (90 pp.) Holiday House? 2000.Use this book as a stepping off point for further research into the lives and events leading up to the Declaration of Independence.Samuel’s Choice by Richard BerlethHave students consider the diverse points of view of colonial Americans. Have students work in small groups to create a definition of freedom. Read text to page 24 – “Was this freedom?” Ask if Samuel’s definition matched their own. Continue reading until “Then I knew my choice”. List two positive and two negative consequences of his choice before concluding the story.Great Little Madison by Jean FritzTeachers can use activities from Above and Beyond, Issue 11, pages 17 – 22 OR U.S. Constitution Thematic Unit Teacher Created Resources, pages 41 - 60Essential Question(s)-How did the leadership of the American colonies during the American Revolution change or influence the American Revolution? How did the Revolution influence or change the leader(s)?Introductory Activities-Suggested Lessons-Week 1 – Leaders of the Revolutions - Researching heroes and Heroines of the Revolution, p.66, 69-74. from American Revolution, Teacher Created Materials ‘John Paul Jones, An American Hero’, pages 17 – 18; ‘George Washington-Character of a Leader and a People, pages19-20; Benjamin Franklin, Statesman, pages 23-24, from American Revolution Primary Sources Kit, Teacher Created Materials; Meet Famous Americans- Web Quest - bin/page.cgi/aaWeek 2 –Spies Among Us - the contribution of spies to the American Revolution. Begin with I Spy (Revolutionary War), page 40, from - American History Simulations, Teacher Created Materials. Lesson - ‘The War Involves Many People; Spying: A Sneaky Business from - Stage 3: The Fight for Independence ROOTS OF FREEDOM: Growing the American Liberty Tree 1750–1800—Past Ports The Patriot Spy - Students simulate being a spy delivering a message to Paul Revere to understand patriot motivation - ; George Washington's Secret Code- Online Activity 3, 4- Women in the Fight Have each learner research a women who participated in the American Revolution and create a ‘trading card’‘on a 5”x 8” index card to represent them. Lessons - .Revolutionary Women Portraits: Finding and Viewing New Perspectives” Handiwork Helped the War, from ROOTS OF FREEDOM: Growing the American Liberty Tree 1750–1800—Past Ports; Molly Pitcher(p. 71) and Abigail Adams Letter (page 73) fromAmerican Revolution Primary Sources Kit, Teacher Created Materials; Revolutionary Women – Kid’s Discover.Follow up: Use activities from ‘Spirit of 1776’ ‘Engin-uity’ cards to apply levels of Bloom’s Taxonomy to learning; Investigate the lives and important roles of women during the Revolution, using ‘Kids Discover’, Revolutionary Women’ in conjunction with Engin-uity’ Cards which specifically target the role of pare and contrast two American Revolution leaders, examine their character and draw conclusions of how this influenced our nation’s foundation.Research the use of spies, codes and the need for intelligence operations in conflict. (Mailbox Feb/Mar 2006, p. 45)‘Liberty Bell: From Obscurity to Icon”-Teaching with Historic Places - .National Park Services Links-If You Were There at the Time of the American Revolution by Kay Moore, Scholastic Books, ? 1997.Activity Suggestion: Have students visualize historic artifacts by creating a Picture Dictionary of the American Revolution Consider the following useful texts which note a different point of view of key leaders of the Revolution – >Ben and Me: The Astonishing Life of Benjamin Franklin by his Good Mouse, Amos by Robert Lawson>George Washington, Spymaster: How the Americans Out spied the British and Won the Revolutionary War by Thomas B. Allen> Traitor: The Case of Benedict Arnold (Unforgettable Americans)by Jean Fritz> Patience Wright: America’s First Sculptor and Revolutionary Spy by Pegi Deitz Shea. Possibly a good way to introduce topic (32 pp, ? 2007)Essential Question(s)-What was the first step necessary in creating a new nation? What was the cause to development of US laws? How do we still feel these effects today?Introductory Activities-Consensus (Articles of Confederation), page 43Compromise (Constitution), page 49From American History Simulations-Have students work in small groups to create a PowerPoint presentation compiling 10 key events to summarize events of the American Revolution leading to the creation of the Constitution (rubric-Appendix)Suggested Lessons-Week 1 - Forming a New Nation –‘Constitutional Convention (theme 12, page 36)’ – Take Five Minutes: American History Simulation ‘Free But Separate’ and ‘In Order to Create a More Perfect Union’, from :Stage 4-ROOTS OF FREEDOM: Growing the American Liberty Tree 1750–1800—Past PortsWeek 2 Of Writers and Rights- Creating a New Republic (theme 13, page 39)’ – Take Five Minutes: American History Simulation Teacher Created Materials-Primary Source Kit American Revolution; ‘Beyond the Eastern Shores to the Mighty Mississippi’; ‘Where Do We Go From Here?’ from :Stage 4-ROOTS OF FREEDOM: Growing the American Liberty Tree 1750–1800—Past PortsWeek 3 Primary Document Examination- The Federalist Era (theme 14, page 40)’ – Take Five Minutes: American History Simulation. Use lesson activities form the following: ‘Amending the Constitution from ‘The Meaning of the Constitution (Sept., 1991)’, Celebrating Our Constitution (Sept., 1987); Our Bill of Rights(Sept., 1991) Cobblestone magazine Teacher GuidesLiterature Links-Sh! We’re Writing the Constitution by Jean Fritz, Penguin Books for Young Readers, ? 1997.The Great Little Madison, by Jean FritzWe the People by Peter Spier, Doubleday, ?1987Have students create a ‘Playbill’ for the text, breaking it into Acts, casting major characters and writing a plot summary.Initial Activities for Research –Mailbox, Dec/Jan 1997-98, pp. 19, 23 24; ‘Tips for Report Writing-Student Research Outline-Repot Topics’ from Thematic Unit – US Constitution by Teacher Created MaterialsSuggested Topics for Research-Appendix of “The American Revolution for Kids by Janis Herbert offers a comprehensive list of people, websites of RW venuesPeople: Signers of the Constitution/ Representatives to the Continental Congress; Women of the Revolution; Foreign Military Leaders Contributing to Colonial Success; African Americans in the Continental ArmyPlaces: New Jersey’s Role in the Revolution; Battles of the RevolutionEconomy: Role of Economic Freedom in the RevolutionCulture: Colonial Music and Instruments; Colonial Writers – Phyllis Wheatley, Thomas Paine, Nathaniel Hawthorne; Artists – Benjamin West Religion: Quakers and the Revolution; The Great Awakening; MethodismBooks:A Little Maid of Old Philadelphia by Alice Turner CurtisAnd Then What Happened, Paul Revere? By Jean FritzApril Morning by Howard FastBarbara’s Escape by Elizabeth MassieBen and Me: The Astonishing Life of Benjamin Franklin by his Good Mouse, Amos by Robert LawsonCarry On. Mr. Bowditch by Jean Lee LathamDear Benjamin Banneker by Andrea Davis PinkneyDivided Loyalties: A Revolutionary War Fifer’s Story by Phyllis Hall HaslipFever by Laurie Halse AndersonFighting Ground by AviFive Smooth Stones: Hope’s Diary, Philadelphia, Pennsylvania, 1776 by Kristiana GregoryGeorge Vs. George: The Revolutionary War as Seen by Both Sides by Rosalyn SchanzerGeorge Washington, Spymaster: How the Americans Out Spied the British and Won the Revolutionary War by Thomas B. AllenGive Me Liberty! By Russell FreedmanGreat Little Madison by Jean FritzGuns for General Washington: A Story of the American Revolution by Seymour ReitHang a Thousand Trees with Ribbons: The Story of Phillis Wheatley by Ann RinaldiJohnny Tremain by Esther Forbes…If You Grew Up with George Washington, by Ruth Belov Gross…If You Lived in the Time of the American Revolution, by Kay MooreJohn, Paul, George and Ben by Lane SmithMy Brother Sam is Dead by James LincolnMr. Revere and I by Robert LawsonPatience Wright: America’s First Sculptor and Revolutionary Spy by Pegi Deitz SheaPaul Revere Boston Patriot by Augusta StevensonPatriots in Petticoats: Heroines of the American Revolution by Shirley Raye Redmond Sarah Bishop by Scott O’DellThe Boy Who Loved to Draw: Benjamin West by Barbara BrennerThe Fifth of March by Ann Rinaldi.The Great Little Madison, by Jean FritzThe Secret Solider: The Story of Deborah Sampson by Ann McGovernSarah Bishop, Scott O’DellSamuel’s Choice by Richard BerlethSh! We’re Writing the Constitution by Jean FritzSleds on Boston Common by Esther Wood BradyThe Winter of Red Snow: A Revolutionary War Diary of Abigail Jane Stewart by Kristiana GregoryThomas in Danger by Bonnie PryorToliver’s Secret by Louise BordenTraitor: The Case of Benedict Arnold (Unforgettable Americans)by Jean FritzWe Are Patriots: Hope’s Revolutionary Diary, Book Two by Kristiana GregoryWe the People by Peter SpierWhere Was Patrick Henry on the 29th of May? By Jean FritzWebsites: Author’s Note: Check websites before using in the classroom; All websites were current as of June 2007Listed below is an annotated compilation of Internet resources for this topic. Copyright restrictions may exist for the material on some Web sites. Please note and abide by any such restrictions.American Revolution-15 complete lessons to complement or supplement those mentioned here. Additionally, site offers online quizzes Revolution History. University of Houston. Primary Sources: The American Revolution. Public Broadcasting Service. in History: Living Vignettes of Notable Women from U.S. History portal- user name ‘tag5’ Revolution-Digital Learning Project- Play- ‘Loyalty or Liberty?’ History Place- Road to Revolution Game- War Music- Marching Tour of the American Revolution Events of the Revolutionary WarGood resource for research projects or activities War Cartoons Women- American Revolution: Maps and Charts of the American Revolution in New Jersey-, Theater and Dance – LOC Resources:American History Simulations- Teacher Created MaterialsAmerican Revolution Primary Sources Kit - Teacher Created MaterialsBoston Tea Party to the American Revolution - Jackdaws Hands-On History, American Revolution - ScholasticHistory’s Mysteries: American History - Teacher Created ResourcesProduct Pouches II - Engine-UityRevolutionary War Thematic Unit - Teacher Created ResourcesROOTS OF FREEDOM: Growing the American Liberty Tree 1750–1800—Past Ports SeriesSpirit of 1776, Engine-UityTake Five Minutes: American History Simulation - Teacher Created Resources, Inc. The American Revolution for Kids - Janis HerbertThematic Unit – US Constitution - Teacher Created Materials Magazines-Above and Beyond magazine for Gifted and TalentedCobblestone “Adams Family”; “Benjamin Franklin”; “Charles Carroll of Carrollton”; “Thomas Jefferson”; “James & Dolley Madison”;” George Washington”; “Our Bill of Rights”; “Celebrating Our Constitution”; “Young George Washington” (APP); “Patriotic Tale”; “Thomas Jefferson”; “Benjamin Franklin”; “Benjamin Franklin” (APP);”British Loyalists”;” U.S. Constitution: Meaning”; “U.S. Constitution: Constitutional Convention”, “Contest for Empire 1754-1763”; “Paul Revere”; “Battles of Lexington & Concord”; “USS Constitution”; “Spain & the American Revolution”; “Benedict Arnold”; “Francis Marion: The Swamp Fox”; “Growing Up in the American Revolution” Kids Discover – Revolutionary Women, George Washington, 1776Mailbox, Intermediate EditionAudio Visual Materials – America Rock from the Scholastic ‘School house Rock seriesColonial and Revolution Songs with Historic Narration by Keith and Rusty McNeil (CD’s)American Revolution - NGS PictureShow CD – RomPoster – ‘The American Revolution’, with black line masters on reverseAssessment Suggestions: Literature: Each learner will be responsible for completing one book with the group, as selected by instructor, and one independent, selected from suggested annotated bibliography or as suggested by instructor, pursuant to NJCCCS 3.1 Portfolios of written work: Havelearners keep portfolios throughout unit, including research, written and created responses for document based questions(‘DBQ’s) independent ‘Bloom’s’ task cards, maps, drawings, and diagrams. Be certain to havestudents date materials to note progress and growth over the course or the unit, pursuant to NJCCCS 3.2RubricsAnecdotal RecordsIndependent ChecklistsUse writing and speaking rubrics for assessment of final productsCurriculum Unit PlanCourse Title/Grade:Talented and Gifted /Conflict - Sources and Solutions (US History 1585 – 1877)/ Grades 4 & 5Core Content Standards & Cumulative Progress IndicatorsUnit Number/Title:3 of 4/Expansion and Reform(1801 – 1861)1.5, A-2, B-24.4, A-2;4.5, D-47.2, A-3, A-4, B-22.2, B-1. E-1, E-2, E-45.1,A-1,A-2, A-3, A-4, B-3; 5.4, B-1, C-1;8.1, B-7, B-8; 8.2, A-2, A-3, A-4Appropriate Time Allocation:Week(s) 14 - 183.1, A-1,G-1, G-3, G-4, H-2, H-3, H-4, H-6; 3.2, A-1, A-7, A-10, B-4, D-1, D-5, D-15, 3;.3, A-2, A-3, A-4;, C-2 3.4, A-2; 3.5, A-1, C-16.1, A-2, A-3, A-4,,A-7, A-8, A-9, A-10, A-11; 6.4, E-1, E-3, F-1, F-3,F-6, F-8, F-109.2, A-1, A-3, A-4, B-3, C-2, C-4, C-5, C-6Topics/Concepts(Appropriate Time Allocation)Critical Content (Students Will Know :)Skill Objectives(Students Will Be Able To :)Suggested Learning Activities & Instructional ResourcesEvaluation/ AssessmentRoots of the New Republic/ Our Beginnings in conflict which created our democracy produced both solutions and additional conflict(3 - 4 weeks)Manifest Destiny/ Solution to or Cause of Conflict?(2 – 4 weeks)Forging a new country, Changing Society(1 – 2 weeks)Tall Tales and Folk Heroes/ Conflict resolution through stories can define a culture’s values (2-4 weeks)Westward Expansion/ Diverse people sought acquisition of westward lands for many reasons2 – 4 weeksUnderground Railroad/ Response to conflict sometimes takes the role of civil disobedience/ 2 – 3 weeksApply learning to a creative, independent project – Ongoing; Presentations final week of unitSignificance of turning points, documents and battles as a response to conflictMultiple issues contributed to the expansion of the United StatesPeople settling the frontier needed characteristics of courage, task commitment and creativityThe geographic and economic factors that shaped our nation following the American RevolutionActions of real and fictional characters create myth to support the story of cultural valuesManifest Destiny contributed conflict to Native Americans while providing solution of population needs for settlers and territorial expansionRoutes and people were as diverse as their travel goalsThe origins and abolition of the institution of slavery in the United States New Jersey’s citizens had a role in the Underground RailroadHow to combine research into creating a synthesized productDetermine cause and effect relationships using primary and secondary sources (3.1, A-1, G-1; 6.1, A-3; 6.4, F-1; 7.2, A-3)Demonstrate respect and flexibility for varying ideas(2.2, E-1; 3.3, A-3)Apply historical research to create narrative and descriptive writing which incorporates background information, thoughts and feelings of characters (NJCCCS 3.2, D-5; 6.1, A-7, A-11)Scrutinize information to delineate accurateness and/or bias (3.3, A-2; 8.1, B-8)Rate original thoughts and ideas (9.2, A-1)Examine influences of cultural events on historic turning points (1.5, B-2; 6.1, A-10)Assess credibility of primary and secondary sources (3.5, C-1; 6.1, A-4) Model risk taking in classroom discussions(3.2, A-1; 3.3, C-2; 9.2, C-4)Analyze and apply understanding of historic perspective of work of literature(NJCCCS 3.1G-12,H-2;6.1, A-4)Compare events and analyze how they are related over time NJCCCS 3.2, G-14)Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding. (NJCCCS 3.1, G-5)Distinguish fact from fiction by comparing sources about figures and events with fictionalized characters and events. (NJCCCS 6.1, A-10)Explore culture through myths and stories (3.1, G-4, 3.5, A-1; 6.1, A-10, 7.2, B-2)Organize groups to produce a common creative product (9.1, B-3, 9.2, C-5)Create interpretive presentations to retell historic folktales (3.1, G-13, H-I; 3.3, D-3; 6.1, A-10; 7.2, A-4)Examine how technology changes affect cultural change(3.1, H-3, 5.4, C-1, 6.4, F-6; 7.2, A-4; 8.2, A-4) Draw conclusions about connections of growth to cultural stability(6.1, A-9)Analyze recurrent themes (1.5, A-2; 3.1, G-3; 3.3, D-2; 6.1, A-10)Develop and articulate group goals (2.2, E-4, 3.3, A-4, 9.2, C-6)Write to persuade and defend a viewpoint (3.2, B-4, 6.1, A-8; 9.2, A-4)Analyze the importance of transportation systems in the development of a society (6.4, F-5; 6.6, D-6)Apply reasoning skills to interpret events, determine bias, and recognize point of view (4.5, D-4; 6.1, A-2)Defend a position while acknowledging opposing viewpoints (3.1, A-1, 6.4, F-3, F-8, F-10)Debate to apply research theories about the cause of war (3.2, D-1; 3.4, A-2; 8.1, B-7)Summarize historic data to write an issue based essay (NJCCCS 3.2, B-4, 6.1, A-4, A-11)Compare events and analyze how they are related over time (3.1, G-14; 6.1, A-1)Select appropriate resources for research (3.1, H-4; 6.1, A-7)Create projects and reports using visuals, media and or technology as application of learning (3.1, H-6; 5.1, A-2; 6.1, A-11)Evaluate presentations through self and peer observations (3.2, A-7)Analyze critical reviews by peers and self to improve performance(2.2, E-2; 3.2, A-7)Apply rubrics to improve and evaluate final products(3.2, D-15)Critically self-evaluate product applying analysis skills (5.4, B-1)Essential Question(s)-How did the United States grow as a nation after the Revolution? How did they respond as a nation to conflict at home and abroad? How did these events reflect the US Constitution?Suggested Lesson(s): Week 1– Introduction View Westward Movement National Geographic Picture Show, Segment one. Using computer and projector view both show and Assessment 1 in whole group. Complete a K- W- L formatted sheet for what they want to know about specifics A of the west. Add new vocabulary to student glossaries. Complete Cyber Hunt Kids ‘Westward Ho! From Scholastic- ‘Everyday Life – The Frontier’ by Walter HazenWeek 2 - The New Nation is Tested – Pirates, Purchases and Power – Research significant events of America from Constitution to 1820. Add to classroom timeline. Explore the role of the Louisiana Purchase and the Lewis and Clark Expedition – “The Best Land Bargain in History”/ ’Lewis and Clark’, from Pirates, Explorers and Trailblazers (pages 87-91)Week 3 – Pirates and Power – the expansion of the US Navy - Lesson 1-Navy or Not?; Web Rangers- A Boy’s Life as a Power Monkey Lesson 6- To the Shores of Tripoli – from - ‘All Hands on Deck-Learning Adventures Aboard Old Ironsides’ Connections-Examine primary sources relating to the Lewis and Clark expedition. Take on the role of William Clark and create a new journal entry based on their findings.Schanzer, Rosalyn. How We Crossed the West: The Adventures of Lewis and Clark; Herbert, Janis. The Lewis & Clark Expedition: Join the Corps of Discovery to Explore Uncharted Territory; Alder, David C. A Picture Book of Lewis and Clark ; Blumberg, Rhonda The Incredible Journey of Lewis and Clark; Sullivan, George Lewis and Clark (In Their Own Words); Jackdaw – Lewis and ClarkEssential Question(s)-Why do people move? Why did early Americans move west? How did they adapt to landscape and hardships?Explore contributing events based on the concept of ‘manifest destiny’, leading to westward expansionSuggested Lesson(s):Week 1 – What was Western Expansion – the role of Lewis and Clark and Manifest Destiny? Begin by having students write to describe how they would change a historical event of their own selection. View Westward Movement National Geographic Picture Show, Segment 2. Using computer and projector view both show and Assessment 2 in whole group. Add new vocabulary to student glossaries. Hands Off! (The Monroe Doctrine), page 55 American History Simulations – or – Debate the impact on the US in five key territorial acquisitions Week 2 Explore the cause-effect relationship of the Northwest Ordinance and western settlement. Land Grab (Northwest Ordinance), page 45From - American History Simulations; Frontier Homes (chapter 2); Dangers and Hardships (chapter 5); from Everyday Life – The FrontierThe Northwest Ordinance – Setting the Stage for Western Migration’. Pages 31- 34From Teacher Created Materials-Primary Source Kit Week 3 – The Role of Inventions and Technology - Westward Expansion “The Ohio& Erie Canal: Catalyst of Economic Development for Ohio”, from Teaching With Historic Places Paul’s Journey on the Erie Canal ‘Journeys West’ – Activities:Westward Exploration – Explorers and Mountain Men Bloom’s ‘Tic-Tac-Toe’ activitiesGreeley Said ‘Go West, Young Man’, page 69; Pioneering, pages 43 – 46; Jim Bridger, Super Scout of the Western Trails, page 70; Oregon Trail Map, page 73 - From Teacher Created Materials-Primary Source Kit, Westward ExpansionLiterature Connections-Listen to and analyze the folk song “Sweet Betsy from Pike” using Gonna Sing My Head Off by Kathleen Krull and Songs of the Wild West by Metropolitan Museum of Art. Compose a song that details life for people on the trail.Essential Question(s)-How were lifestyles affected by changes in the United States? What events caused changes to take effect?Week 1 - Related changes, such as railroads west, industrial revolution, and the Missouri Compromise to the changes in society, such as speed of communication, broader access to goods and services, women in the workforce. Complete simulation ‘A Woman’s Place’ (pages 83-84) American History Simulations, Teacher Created Resources; reflective and critical thinking activities – ‘America in Transition (pages 54-55) Take Five Minutes: American History Teacher Created MaterialsWeek 2 – Henry David Thoreau (1817 – 1862) was a strong supporter of individual freedom. Venn Diagram: Identify, compare and contrast the goals and activities of utopian community leaders and social reform movement leaders in the 19th century. Share pictures books about his life. Have students reflect on his statement –“The only obligation which I have a right to assume is to do at anytime what I think is right.” (Civil Disobedience, 1849)Literature Connections-Examine quotes from Thoreau and have students paraphrase and /or translate them into modern English at Kid’s Philosophy Slam Houghton Mifflin, publisher of the ‘Henry’ books has an online guide for activities – Henry Climbs a Mountain by D.B. Johnson, Henry Hikes to Fitchburg by D.B. Johnson, Henry Builds a Cabin by D.B. Johnson, Henry Works by D.B. JohnsonIntroduce the Lowell Mills through The Bobbin Girl by Emily Arnold McCully; Compare to Lyddie by Katherine PatersonSCORE Guide for “Lyddie” Question(s)-Who were the heroes of early America and how did other Americans learn about them? What made David Crockett one of the most famous Americans during his lifetime? In what ways is he typical of the heroes of the tall tales that sprang up during the first half of the 19th century?Suggested Lesson(s):Week 1 – How did explorers of the American West display the Five Traits of Competent Kids? View Explorers of the World – The American Frontier (Schlessinger) and note which people and events display these characteristics. Heroes, Heroines and Others (Chapter 10), from Everyday Life: The Frontier Jim Bridger, Super Scout of the Western Trails, page 70 from Teacher Created Materials-Primary Source Kit, Westward ExpansionWeek 2 – Fact of Folktale – Stories of the West "Born on a Mountaintop?" Davy Crockett, Tall Tales, and History” ; Exploring American Tall Tales-How did tall tales build the spirit of American people? Folktales-“The Legend of Sleepy Hollow”-How does "The Legend of Sleepy Hollow" still capture the imagination of readers today? Analyze character traits through study of The Legend of Sleepy Hollow and Other Tales by Washington Irving; Character Traits writing activity and EdSitement lesson plan (in appendix) - Connections-Have students read excerpts from American Tall Tales, by Mary Pope Osborne or use the collection of Tall Tales by Steven Kellogg; locate each folktale region on the US map; create trading cards for each folktale hero, listing name, place of birth, special ability; retell the a tall tale from another perspective. Excellent lesson form EdSitement-‘Born on a Mountaintop? Davy Crockett, Tall Tales and History’ (lesson plan in appendix) - this to connect students to fable and trickster tales from the African American tradition using Uncle Remus: The Complete Tales by Julius Lester in connection with the available lesson from EdSitement-‘Fable and Trickster Tales’ - Resources-Paul Bunyan – Rabbit Ears ProductionsPecos Bill – Rabbit Ears ProductionsEssential Question(s)-How do social, cultural and economic issues work together to shape history? Begin idea of ‘expansion’ by exploring ‘wilderness’ in the east; draw conclusions about territory expansion Suggested Lesson(s):Week 1 - “The Trail of Tears and Forced Relocation of the Cherokee Nation”; Move Out! (Immigrants/Forced Removal of Indians), page 61 From American History SimulationsWeek 2 – Trails West – Introduce with with The Oregon Trail – Boettcher/ Trinklein Television. , (Teacher’s Guide available online at )Work on simulation activity The Heartbreak of Pioneering (Westward Settlement), page 58 From American History SimulationsWrite to persuade someone that travel west on one of the trails is worthwhile. “On the Oregon Trail”;; conduct research activities using “The Santa Fe Trail”, and the “The Oregon Trail” issues of Cobblestone Magazine. Week 3- Route and Road – How people interact with their environment to meet their needs. Conduct research activities using “The National Road”, and the “The Pony Express”” issues of Cobblestone Magazine. Application of learning- “The Mail Must Go Through” from Fourscore and Seven (pages 95 – 100)Week 4- Golden Dreams – Introduce the Gold rush, which began in 1848 at Sutter’s Mill, California with The Gold Rush – Boettcher/ Trinklein Television. Teacher’s Guide available online - Connections-Bound for Oregon by Jean VanLeewen – traces the travels of a family on the Oregon TrialDream West by David Nevin – biographical account of the life of John C. FreemontAramata’s Paintbox by Betsy Lewin - book for young readers follows the train of events for a paintbox.The ‘Orphan Train Quartet’ – A Family Apart, Caught in the Act, In the Face of Danger and A Place to Belong by Joan Lowry Nixon – This series deals with six brothers and sisters who leave the New York City area in 1869 to live with various families in MissouriCompare with -Worth by A. LaFaye, As an only son whose leg is crushed by a freak farming accident, 11-year-old Nathaniel is bitter, helpless, frustrated, and angry when his father brings John Worth, an Orphan Train boy, into their home to help with the chores Nate can no longer manageActivities/Applications-Have learners use primary sources (e.g., newspaper articles, journals, diaries, photographs, maps) to write the script for a news show on Western migration. Newscast should focus on particular elements of Western migration (e.g., the Oregon, Santa Fe, and Mormon Trails). The length of the newscast is up to the teacher, but as the length increases more planning and effort will be required on the part of the instructor and the class if students are to produce a coherent product.Have learners debate issue (historic or contemporary) in ‘fishbowl’ method“Orphan Trains” –‘Mapping the West’ Essential Question(s)-What was slavery? How did people work against it in New Jersey? Re-enact this experience using simulation activity.Suggested Lessons:Week 1 – Begin with defining abolitionist and antislavery movements from “Take Five Minutes: American History” (pages 52-53) “The Underground Railroad”, Above and Beyond, Issue 8, 2004, pp. 9 – 14.Follow with A History of the Still Family and Underground Railroad Sites in New Jersey 2 – Point of View –Slavery and the Old South from “Take Five Minutes: American History” (pages 56 - 57)“Slave Narratives: Constructing U.S. History Through Analyzing Primary Sources” 3 Have students use maps to identify routs of the Underground Railroad, using ‘A “Train” to Freedom’ from Fourscore and Seven (pages 87 – 93). Use simulation activity - “Sanctuary (Underground Railroad), page 71, American History Simulations; “Footsteps to Freedom” Virtual Field trip retracing the steps on the Underground Railroad Connections-Picture Books-Sweet Clara and the Freedom Quilt by Deborah Hopkinson, Follow the Drinking Gourd by Jeanette Winter, Trouble Don’t Last, by Shelley Pearsall, A School for Pompey Walker by Michael J. Rosen, Under the Quilt of Night by Deborah Hopkinson, The Secret to Freedom by Marcia K. VaughnNovels-Freedom River by Doreen Rappaport, Trouble Don’t Last, by Shelley Pearsall, Activities/Assessments-Write from a historic perspective to inform people of the issue of slavery using Cobblestone issues and Teacher Guides (in Appendix) ‘The Underground Railroad’ and ‘Anti-Slavery Movement’ ‘Would You Have Helped Out’ lesson from National Geographic(in Appendix) simulation activity for the Underground Railroad in “Above and Beyond”, issue 8, 2004, pages 9 - 14Complete a t-chart to compare information about underground railroad and quilts.Some Suggested Topics for Research:People: Immigrants-Chinese, Irish; Dred Scott; James Monroe; Jim Bridger; Zebulon Pike; Davy Crockett; Daniel Boone; Stephen DecaturPlaces: St. Louis: Gateway to the West; the West, new states; Barbary Coast; Routes of the Underground RailroadEconomy: Role of Economic Freedom in the Westward ExpansionCulture: Inventions and technological advances; Music and Instruments; Early American Writers – Emily Dickinson, Washington Irving, James Fennimore Cooper, Nathaniel Hawthorne; Artists – Benjamin West, Samuel Morse, Gilbert Stuart, John Singleton Copley, Thomas Cole, Fredric Church; Negro SpiritualsIdeology: Abolitionist Movement; Suffragist Movement; Manifest Destiny; Underground Railroad; Immigration; Rise of the Industrial AgeSuggested Books:Alder, David. A Picture Book of Lewis and Clark (Scholastic)Anderson, Laurie Halse. Fever 1793 (Aladdin, 2002)Arrington, Frances Bluestem Avi True Confessions of Charlotte Doyle Bebenroth, Charlotta. Merrriwether Lewis: Boy Explorer (Aladdin, 1997)Blos, Joan W. A Gathering of Days: A New England Girl’s Diary (Aladdin, 1990)Blumberg, Rhonda. The Incredible Journey of Lewis and ClarkBowen, Andy Russell. The Back of Beyond: A Story About Lewis and Clark (Creative Minds Series)Brink, Carol Ryrie. Caddie Woodlawn (Scholastic, 1991)Byars , Betsy. Trouble River Carlson, Laurie. Westward Ho! An Activity Guide to the Wild West Copeland, Peter F. Western Pioneers. (Dover Publications, 2002)Cushman, Karen. The Ballad of Lucy Whipple Fleischman, Sid. By the Great Horn Spoon (1988)Fox, Paula. The Slave Dancer Freeman, Russell. Children of the Wild West Fritz, Jean. The Cabin Faced West Gipson, Fred. Old Yeller Gregory, Kristiana. Jimmy Spoon and the Pony Express Harness, Cheryl. They’re Off! The Story of the Pony Express Hopkinson, Deborah. Sweet Clara and the Freedom Quilt (Alfred A. Knopf, 1993)Hopkinson, Deborah. Under the Quilt of Night (Atheneum, 2001)Irving, Washington The Legend of Sleepy Hollow and Other Tales Johnson, D.B. Henry Builds a CabinJohnson, D.B. Henry Climbs a MountainJohnson, D.B. Henry Hikes to FitchburgJohnson, D.B. Henry WorksKay Verla. Gold Fever Kellogg, Steven. Mike Fink: A Tall Tale Kellogg, Steven. Paul BunyanKellogg, Steven Pecos Bill: A Tall Tale Kellogg, Steven Sally Ann Thunder Ann Whirlwind Crockett: A Tall Tale LaFaye, A. Worth Lester, Julius John Henry Lester, Julius Uncle Remus: The Complete Tales Levine, Kay. If You Traveled West in a Covered Wagon (Scholastic)Levy, Jo Ann They Saw the Elephant: Women in the California Gold Rush MacLachlan, Patricia Sarah, Plain and Tall McCully, Emily Arnold The Bobbin Girl McDonald, Megan. All the Stars in the Sky: The Santa Fe Trail Diary of Florrie Mack (Dear America series)Morley, Jacqueline. You Wouldn’t Want to be an American Pioneer (Franklin Watts, 2004)Murphy, Jim. An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793 (Clarion, 2003)Nixon, Jean Lowery. The Orphan Train: A Family ApartNixon, Jean Lowery. The Orphan Train: A Place to BelongNixon, Jean Lowery. The Orphan Train: Caught in the ActNixon, Jean Lowery. The Orphan Train: In the Face of DangerOsborne, Mary Pope. American Tall TalesPaterson, Katherine. LyddiePearsall, Shelley. Trouble Don’t Last (Alfred A. Knopf, Inc. 2002)Rappaport, Doreen. Freedom RiverRosen, Michael J. A School for Pompey Walker. (Harcourt, 1995)Schanzer, Rosalyn Gold Fever! Tales from the California Gold Rush Schanzer, Rosalyn. How We Crossed the West : The Adventures of Lewis and Clark (National Geographic, 2002)Sullivan, George Lewis and Clark (In Their Own Words)Van Leewen, Jean Bound for Oregon (1996)Van Leewen, Jean Going West Vaughn, Marcia K. The Secret to FreedomWadsworth, Ginger Words West : Voices of Young Pioneers Weitzman, David. Old Ironsides (Houghton, 1997)Winter, Jeanette. Follow the Drinking Gourd. (Alfred A. Knopf, 1988)Classroom Resources:Johman, Carol A. Going West! : Journey on a Wagon Train to Settle a Frontier Town (Kaleidoscope Kids, 2000)King, David C. Pioneer Days: Discover the Past with Exciting Projects, Games, Activities, and Recipes (American Kids in History Series) (Jossey-Bass, 2001)King, David C. Wild West Days: Discover the Past with Exciting Projects, Games, Activities, and Recipes (American Kids in History Series) (Jossey-Bass, 2001)Krull, Kathleen. Gonna Sing My Head OffThe Lewis & Clark Expedition: Join the Corps of Discovery to Explore Uncharted Territory (Kaleidoscope Kids Book)Metropolitan Museum of Art, Songs of the Wild WestPrimary Document Analysis Worksheets from the National Archives- can learn more about the War of 1812 by completing NPS Web Ranger activity about the Star Spangled Banner: Author’s Note – Check websites before using in class. All websites were active as of June 2007West Point and the Making of America- up the Canvas: Rivers of Words: Exploring with Lewis and Clark Lewis and Clark- Navigation by Lewis and Clark- Resources for Lewis and Clark- of Nationalism/ A House Dividing Museum of Sutter’s Mill (Gold Rush)-, Theater and Dance – LOC Ho! From Scholastic- in the World is That? Ingenious Inventions Throughout History (LOC) in On Maps Resources:All Hands on Deck-Learning Adventures Aboard Old IronsidesEveryday Life – The Frontier by Walter HazenFourscore and SevenHistory’s Mysteries: American History, Teacher Created ResourcesLewis and Clark - Jackdaws Lewis and Clark for Kids: Their Journey of Discovery with 21 Activities- by Janis Herbert Mountain Men - Jackdaws Pirates, Explorers and Trailblazers, The Learning WorksProduct Pouches II, Engine-UitySix Trait Writing (Scholastic) Spotlight on America – Underground Railroad’ - Teacher Created ResourcesSpotlight on America – Westward Movement- Teacher Created ResourcesTake Five Minutes: American History Simulation - Teacher Created ResourcesTall Tales – Teacher Created ResourcesWestward Expansion Primary Sources Kit, Teacher Created MaterialsWestward, Ho - Engine-UityWestward Movement - poster seriesMagazines-Above and Beyond -magazine for Gifted and TalentedCobblestone “ “Thomas Jefferson”; “Monroe Presidency”;” Lewis and Clark” “Bill of Rights”; “Celebrating Our Constitution” , “Patriotic Tale”; “Thomas Jefferson”; U.S. Constitution: Meaning”; “U.S. Constitution: ConstitutionalConvention”Kids Discover – “Pioneers”, “Underground Railroad”Video/DVD/CD Rom-Paul Bunyan – Rabbit Ears Productions(VHS)Pecos Bill – Rabbit Ears Productions (VHS)The American Frontier – Schlesinger Productions (VHS)The Gold Rush – Boettcher/Trinklein Television (DVD)The Oregon Trail – Boettcher/Trinklein Television (DVD)The Oregon Trail –Westward Movement National Geographic Picture Show (CD Rom)Unit Assessment Suggestions:Literature: Each learner will be responsible for completing one book with the group, as selected by instructor, and one independent, selected from suggested annotated bibliography or as suggested by instructor, pursuant to NJCCCS 3.1 Portfolios:Havelearners keep portfolios of unit work, including written and created responses for DBQ’s, independent ‘Bloom’s’ task cards, maps, drawings, and diagrams. Be certain to havestudents date materials to noteprogress and growth over the course or the unit.RubricsAnecdotal RecordsIndependent ChecklistsCurriculum Unit PlanCourse Title/Grade:Talented and Gifted – Grades 4 & 5: Conflict - Sources and Solutions (US History 1585 – 1877)Core Content Standards & Cumulative Progress IndicatorsUnit Number/Title:Unit 4 of 4/ Civil War and Reconstruction2.2, B-1. E-1, E-24.4, A-2; 4.5, B-3, D-46.1, A-2, A-3, A-4,a-7, A-11; 6.4, E-1, E-3, F-18.2,A-2, A-33.1 ,H-1, H-2, H-6; 3.2,A-7, A-10,A-13, D-1; 3.3, B-3, B-4; 3.5, C-15.1, A-1, A-2, A-3, A-4, B-3; 5.4, B-1 7.2, A-4, B-29.2, A-3, A-4, C-2, C-4Appropriate Time Allocation:Week(s) 12 - 15Topics/Concepts(Appropriate Time AllocationCritical Content(Students Will Know :)Skill Objectives(Students WillBe Able To :)Suggested Learning Activities & Instructional ResourcesEvaluation/ AssessmentSeeds of Conflict – Compromises, Acts and other Ingredients of the American Civil War / 3 - 4 weeksWho’s in charge here? Role of Economic, Political, and Social Leadership- Source of conflict–or solution? 1820 – 1860/ 1 – 3 weeksResponse to Conflict – Secession and War/ 3 – 4 weeksRole of Protest in Conflict/ 2-4 weeksPhotographs as the Silent Weapon of the Civil War- Conflict Source or Solution? 1 – 2 weeksLife of the solider: Part of conflict by chance or choice1 – 3 weeksThe Aftermath of War – How the Conclusion to a Conflict can bring about addition conflict sources and solutions/ 1 – 3 weeksApply learning to a creative, independent project – Ongoing; presentations to be made on the final day of the unitEveryday life for everyone was impacted during the war Inventors and their inventions created both economic conflict and solutionsPeople exhibiting task commitment, caring, courage, above average ability and creativity serve as forces of cultural changePeople create songs and slogans to motivate involvement Point of view is relative to the wants and needs or the authorPeople are influenced by the mediaMotivation of the individuals who participated in conflict in the Civil War was diverse and not always willing.The aftermath of the American Civil War brought the assassination of our President, Constitutional changes and ReconstructionCombine research to create synthesized product(s)Debate to apply research theories about the cause of war (3.2, D-1)Apply multiple points of view to interpret ideas and points of view (3.3, B-3)Apply critical thinking skills to interpret influence and impact of events, recognize bias, point of view, and context on character behaviors NJCCCS 4.5, D-4; 6.1, A-2Create inquiry questions for group discussions NJCCCS 3.1, H-1)Analyze primary and secondary sources to determine accuracies (NJCCCS3.5, C-1; 6.1, A-4)Formulate arguments through interpretation of historical data (NJCCCS 4.4, A-2)Apply reasoning skills to interpret events, determine bias, and recognize points of view (NJCCCS4.5, D-4; 6.1, A-2)Distinguish bias and manipulation of information ( NJCCCS 9.2, A-4)Support a position while acknowledging opposing viewpoints(NJCCCS 6.1, A-2)Analyze and evaluate problem results (NJCCCS 3.2, A-13; 4.5, B-3; 5.1, A-4)Connect use of technological innovation to problem solving (4.5, D-2; 8.2, A-3)Draw conclusions and inferences from texts NJCCCS 3.1, G-8)Write from a personal viewpoint (NJCCCS 3.2, D-4)Employ critical thinking strategies to interpret text (NJCCCS 3.3, B-4)Apply multiple points of view to interpret ideas and points of view (3.3, B-3)Examine artifacts to make inferences (6.1, A-3)Demonstrate respect and flexibility for varying ideas (2.2, E-1; 9.2, C-4)Formulate arguments through interpretation of historical data(4.4, A-2)Apply problem solving skills and interpret data to a simulated learning experience (5.1, B-3)Examine artifacts to make inferences (6.1, A-3)Identify and explain how technology of today can be used to support historic research (7.2, A-4 )Apply critical thinking skills to interpret influence and impact of events, recognize bias, point of view, and context on character behaviors (NJCCCS 6.1, A-2; 9.2, A-4)Apply habits of inquiry while integrating knowledge (NJCCCS 3.3, B-1; 9.2, A-3)Develop original thoughts and ideas (NJCCCS 9.2, A-1)Formulate logical questions and hypothesis as a basis for investigative research (3.1, H-2; 5.1, B-1; 9.2, C-2)Produce independent study projects to apply learning (3.1, H-1)Create projects and reports using visuals, media and or technology as application of learning (3.1, H-6; 5.1, A-2; 6.1, A-11)Apply rubrics to improve and evaluate final products (3.2, A-15)Analyze how critical reviews by peers and self can improve performance ( 2.2, E-2, 3.2, A-7)Appraise habits of inquiry (9.2, A-3)Critically self-evaluate product applying analysis skills (3.3, D-7; 5.4, B-1)Take intellectual and performance risks(9.2, A-4)Develop and apply peer solutions for improvement of final product (1.4, A-2; 3.3, D-2; 4.5, B-3; 9.2, B-3)Apply research results to create additional investigations (3.1, H-4)Essential Question(s)-What were the cultural, economic, and constitutional issues that divided the nation? How did these events serve as turning points?Suggested Lesson(s): Week 1– Introduction ‘Antebellum Issues’ Place quotes from Civil War leaders around the room and ask students to express their point of view as they interpret these remarks. Give an overview, explaining that there will be many pieces of information presented, and their challenge is to see how each piece fits. Introduce the Civil War using a KWL (What I Know, What I Want to Know, What I Learned) chart. Review with students why artifacts are important as primary sources. Examine ‘Slaves for Sale’ and ask students to make connections – age to price, skill and price; Activate prior knowledge – have students complete a K-W-L chart for what they know about the Civil War. Primary Sources Teaching Kit: Civil War (Scholastic) “Antebellum Issues” (page 19)Take Five Minutes: American History Class Openers Week 2– ‘Everyday People’ - Examine life in the mid-19th century. Use “What’s the 4-1-1 for Life in Mid 19th Century America” (Appendix) to inventory and create research springboards. References – Am CW chart, Cobblestone, Kid’s Discover and classroom references. Refer to chart throughout the study of the Civil War. Primary Sources Teaching Kit: Civil War (Scholastic) Activity – Create a simulation to solve an imaginary dispute with an older brother.Week 3– Power of the Pen- Is the pen is mightier than the sword? Examine Harriet Beecher Stowe’s ‘Uncle Tom’s Cabin’ with that in mind. She hoped to persuade Americans in the North – and South of the wrongs of slavery. Uncle Tom’s Cabin and American Culture- . Distribute copies of the Civil War Map Identify Northern and Southern states Primary Sources Teaching Kit: Civil War (Scholastic) (p. 44) “Political Chart of the United States” (page 20) Research causes that led to the secession of the South from the Union (List available in Appendix). Create an illustrated timeline of the causes of the Civil War.Literature Connections-‘American Civil War- A Light in the Storm: The Civil War Diary of Amelia Martin, Fenwick Island, Delaware,1861 (Dear America)’ by Karen Hesse link- Lesson Overviews: Patterns of a Lighthouse - Students work in teams to design the Fenwick Island Lighthouse Historical Timeline - Students create a historical and important personal event timeline based on the novel and actual events. A Suitable Job for a Woman - Students identify model for character, Amelia Martin, by discovering information about four women: Abbie Burgess, Louisa May Alcott, Ida Lewis, and Clara Barton. Civil War Music - compare and contrast Civil War songs of North and SouthEssential Question(s) - How did changes in culture contribute to war? Week 1–What were the impact of inventions as contributing factors to war? Activity for research available in Appendix. Additionally, classroom activity can be found in Hands-On History – Civil WarWeek 2 –Who were the political and cultural leaders of the pre- war United States? Have each learner research one famous man and one famous women of the time period Hands-On History – Civil War (pages 11 – 14)Week 3 – Analysis/ Application – Have learners present information on leaders. Analyze how each exhibitsLiterature Connections-‘Charley Skedaddle” by Patricia BeattyActivities to parallel events in the novel could include learning and applying specific to that historic period, writing steps to describe and teaching an informational skill, and the role of ordinary people in extraordinary times. Several Suggested activities can be found in ‘The Civil War’ by John and Patty Carratello (Teacher Created Resources)Essential Question: We may say that words can never hurt me, but is this completely true? Do words ever help people?Suggested Lesson(s): Week 1– ‘Secession and War’ Take Five Minutes: American History Class Openers – Road to War (page 64) Primary Sources Teaching Kit: Civil War (Scholastic) – ‘Cornerstone of the Confederacy’ (page 21)Week 2– ‘Songs of the War’- Ask how does popular culture influence our attitudes? Examine the role of music to influence popular opinion. Take Five Minutes: American History Class Openers Road to War (page 65) Primary Sources: Civil War – ‘Songs of War (pages 22 – 23); John Brown’s Body Lies a-Moldering In the Grave- There was a very real John Brown who fought and died for the abolition of slavery. Was this the best way to right a wrong?‘John Brown’s Holy War’- 3– Battleground – Have each student independently research a significant battle (see ‘Battlegrounds’ in Appendix)Literature Connections-‘Bull Run’Essential Questions – Can information be without bias? How does an author’s point of view influence their writing? Can historic events be written without point of view?Suggested Lesson(s): Week 1– ‘From Lincoln’s Pen’ Take Five Minutes: American History Class Openers Civil War: Home Front (page 68); Primary Sources Teaching Kit: Civil War (Scholastic) “Political Chart of the United States” (page 20)Week 2– Role of Protest Take Five Minutes: American History Class Openers Civil War: Home Front (page 69) Assume the roles of northerners and southerners and try to reach compromises on issues that led to the Civil War. Examine protest issues of inequity, such as the draft riots in NYC or the concept of paying someone to serve your draft for you. Write a letter accusing either the North or the South of causing the Civil War, and then compose a rebuttal to another student’s letter.Week 3– ‘Perspectives’. To introduce this idea, start by writing the following titles for the war on the board:The War Between the StatesThe Second American RevolutionThe Second War for IndependenceThe War Against SlaveryThe Brother’s WarThe War of Northern Aggression.Explain to students that the war was not called “the Civil War” until the 1870s, after it was over. Ask students to consider the varying titles above, which were used to describe the conflict. How does each title define what the North and South were fighting for? Which side would use each title? Why? Remind students that the North did not recognize the constitutional right of the South to secede, while the people in the South viewed themselves as a separate country. American History Simulations “A Classroom Divided” (pages 71 – 76)Week 4– Discuss with students why artifacts are important as primary sources. Examine ‘Slaves for Sale’ and ask students to make connections – age to price, skill and price; complete a K-W-L chart for what they know about the Civil War. Primary Sources Teaching Kit: Civil War (Scholastic) “Antebellum Issues” (page 19)Literature Connections- Read Chapter 5 in ‘Across Five Aprils’. In it, the character Jethro sees a political cartoon depicting Abraham Lincoln demoting an incompetent general. Look at historic and current political cartoons. Activities are included in the both the TCM and Scholastic Primary Resources guides.Essential Question - How do photographers and journalists shape the public's attitude?Suggested Lessons:Week 1– ‘Attitude Adjustment?’ Discuss the importance of photography during the Civil War. Matthew Brady, Alexander Gardner, and others were trailblazers in photography. These photographers entered battlefields and recorded the horrors of war up close, providing civilians with their first real pictures of war (although sometimes they rearranged their subjects and used props to enhance their pictures). Activity - The Matthew Brady Bunch. Additional activity available in appendix.Week 2 – Analyze or Apply - Have students access use the LOC provided photographic analysis sheet to analyze. Selected Civil War Photographs- ; or use either of the above Web sites to create a themed or cross section set of photographs to generate a display in an electronic presentation (e.g., PowerPoint).Essential Question: What were the personal conflicts of Civil War soldiers? How are they like conflicts of today?Suggested Lesson(s): Week 1– ‘The North Takes Control’ Take Five Minutes: American History Class Openers To have students understand the role of the solider, go to the NPS Web Ranger- life of a Civil War soldier. Complete and send to become a ‘Web Ranger’ for Petersburg National Battlefield. Select three of five online activities#1 Outfit a Civil War Soldier for service.#2 Get Supplies to the Soldiers in the Field#3 Solve the mystery of the Disappearing Trees#4 Create your own Regimental Flag#5 Illustrate a Soldier's LetterWeek 2– ‘How Do I Feel? What do I See? 1. Have students create a “sensory figure” related to the Civil War, using what they have learned from the previous session. Students may choose to draw the figure from the perspective of their choice (e.g., an African American soldier, a woman left at home on the plantation, a slave, or a Confederate or Union soldier). Have students annotate figure, using the five senses (hearing, taste, touch, smell, and sight; may feeling/emotion).(i.e., a Union soldier would hearing bullets, taste hardtack, touch his rifle and dirt, smell gunpowder, see his comrades die, feel the terrible loss of a dead friend. Encourage originality, fluency and elaboration. Use these sensory notes to create a poem that portrays one or more senses of their chosen “sensory figure.” Additional activity available in Appendix. Week 3– Have Mine Eye’s Seen the Glory? Civil War Soldiers-Most Americans today think of the Civil War as a horrible fought to end slavery. Was slavery the motivation for the hundreds of thousands to fight? What reasons did men on both sides have to fight in the U.S. Civil War? A Civil War Soldier in the Wild Cat Regiment: Selections from the Tilton C. Reynolds Papers Connection - Civil War Letters From the Sundown Elementary. Katy, Texas, Independent School District- <;. This site contains an Internet treasure hunt on Civil War communication.Iowa Letters from Soldier in the Civil War <;. letters are part of a collection written by Newton Robert Scott, Private, Company A, of the 36th Infantry, Iowa Volunteers, most of which were written to Scott’s neighborhood friend, Hannah Cone.Massachusetts Letters of the Civil War. < A compilation of letters, stories, and diaries from the soldiers, sailors, marines, nurses, politicians, ministers, journalists, and citizens during the war of the rebellion, 1861–1865, taken from the newspapers.Literature Connections- Ghost Cadet by Elaine Marie Alphin; ‘You Wouldn’t Want to be a Civil War Soldier –A War You Really Rather Not Fight by Jacqueline Morley; ’ A Soldier’s Life in the Civil War’ by Peter F. Copeland; ‘A History of US, Book 7 – Reconstructing America, 1865 – 1890’ by Joy Hakim;Essential Question- Can a divided nation be reunited? Suggested Lesson(s): Week 1:‘Aftermath’ Discuss the harsh treatment of the states in the post war south. Take Five Minutes: American History Class Openers; ‘War and Peace’- LOC Lesson on American Civil and other wars 2 –“History’s Mysteries – The Lincoln AssassinationWeek 3– Interpret the Past – Examine the role of wealthy southern land owners, freed slaves (freedmen),northern whites (both businessmen and abolitionists) and poor white farmers in the south using the following questions – What obstacles did these groups face after the war?What effect did the war have on their lives (emotional, financial)?What was available to certain groups to help them overcome some of these obstacles?Take Five Minutes: American History Class Openers; Have students apply knowledge to create an original outcome to the aftermath of the American Civil War. What Do You See? Connections- ‘Lincoln: A Photo biography’ by Russell Freedman; ‘A History of US, Book 7 – Reconstructing America, 1865 – 1890’ by Joy Hakim;Some Suggested Topics for Research:People: Women of the War; Army Divisions, North and South; African Americans in Union and Confederate ArmiesPlaces: New Jersey’s Role in the Civil War; Battles of the Civil WarEconomy: Role of Economic Freedom in the North vs. South conflict; Railroads; IndustryCulture: influence of Music; Writers – Harriet Beecher Stowe, Julia Ward Howe, Louisa May Alcott, Walt Whitman, Edgar Allen Poe; Artists – Matthew Brady , Thomas Nast, Winslow HomerReligion: Quakers and the Underground RailroadElements of War: Spies, Codes and Ciphers; hospital and medical care; weapons; fate of plantations , draft riotsBooks:Alphin, Elaine Marie. Ghost Cadet Beatty, Patricia. Charley Skedaddle (Troll, 1996)Bolton, Norman. Civil War A to Z ( (Dulton, 2002)Copeland, Peter F. A Soldier’s Life in the Civil War. (Dover Publications, 2002)DK Publishing. Civil War Battles and Leaders Fleischman, Paul. Bull Run (Harper Trophy, 1995)Freedman, Russell. Lincoln: A Photobiography (Scholastic) Hakim, Joy. The History of USHarness, Cheryl. Abe Lincoln Goes to Washington 1837 – 1863 (National Geographic, 2002)Harness, Cheryl. Young Abe Lincoln: The Frontier Days, 1809 – 1837 (National Geographic, 2002)Hunt, Irene. Across Five Aprils (Berkeley, 2002)Keith, Harold. Rifles for Waite (Harper, 1987)Levine, Ellen. If You Traveled on the Underground Railroad (Scholastic)Moore, Kay. If You Lived at the Time of the Civil War (Scholastic)Morley, Jacqueline. You Wouldn’t Want to be a Civil War Soldier: A War You’d Rather Not Fight (Franklin Watts, 2004)Morrison, Taylor. Civil War Artist (Houghton Mifflin, 2004)Murphy, Jim. The Journal of James Edmund Pease (Scholastic, 2003)Paulsen, Gary. Soldier’s Heart: The Story of the Enlistment and Due Service of the Boy Charley Goddard in the First Minnesota Volunteers (Laurel Leaf, 2000)Quackenbush, Robert. Clara Barton and Her Victory Over FearRatliff, Thomas. You Wouldn’t Want to Be a Civil War Soldier Sanders, Scott Russell. A Place Called Freedom (Atheneum, 1997)Walker, Sally M. Secrets of a Civil War Submarine: Solving the Mysteries of the H. L. Hunley Wisler, G. Clifton. Mr. Lincoln’s DrummerResource Books:Baicker, Karen. Primary Sources Teaching Kit: Civil War (Scholastic)DK Publishing. Civil War Battles and Leaders Gravois, Michael. Hands-On History – Civil WarHerbert, Janis. The Civil War for Kids: A History with 21 ActivitiesKing, David C. Civil War Days: Discover the Past with Exciting Projects, Games, Activities, and Recipes (American Kids in History Series) (Jossey-Bass, 2001)Silber, Nina. Landmarks of the Civil War Stanchack, John. Eyewitness: Civil War Leaders (DK Publishing)Teacher Created Materials. Civil War Primary Sources Kit, Teacher Created Resources. American History SimulationsTeacher Created Resources. History’s Mysteries: American HistoryTeacher Created Resources. Take Five Minutes: American History Class Openers (Reflective and Critical Thinking Activities)Websites: Author’s Note: Check web sites before use; all websites were current as of June 2007Civil National Archives-, Theater and Dance – LOC Music From the Civil War Era- War Maps- War Treasures from NY Historic Society- Railroad – Connections to Freedom and Science (NASA) – (VHS, $16) During the Civil War: The Diary of Horatio Nelson Taft, 1861-1865-"We'll Sing to Abe Our Song": Sheet Music about Lincoln, Emancipation, and the Civil War in On Maps, Theater and Dance – LOC Print Resources:Product Pouches II, Engine-UityA House Divided, Engine-UityCobblestone:” Civil War Highlights”; “Civil War”; “Abraham Lincoln”; “Walt Whitman”; “Gettysburg”; “Anti-Slavery Movement”; “Frederick Douglas”; “Reconstruction“, “Robert E. Lee” “Black History Month”; “Battle of Manassas” ; “Clara Barton”; “Stonewall Jackson”; “Ulysses S. Grant”; “Battle of Vicksburg” ;”Jefferson Davis”; ”Battle of Vicksburg”; “Children of the Civil War”,APP “54th Massachusetts Regiment”; “Senegbe and the Amistad”, “Harriet Tubman”Kids DiscoverJackdawsScholasticAssessment Suggestions: Literature: Each learner will be responsible for completing one book with the group, as selected by instructor, and one independent, selected from suggested annotated bibliography or as suggested by instructor, pursuant to NJCCCS 3.1Portfolios: Havelearners keep portfolios of unit work, including written and created responses for independent ‘Bloom’s’ task cards, maps, drawings, and diagrams. Be certain to havestudents date materials to note progress and growth over the course of the unit.RubricsAnecdotal RecordsIndependent ChecklistsUse speech and writing rubric to assess final product and presentationCross-Content Standards AnalysisCourse Title:Talented and Gifted – Conflict - Sources and Solutions(US History 1754 – 1877)Grade:5Unit Title:Visual and Performing ArtsComp. Health & Physical Ed.Language Arts LiteracyMathematicsScienceSocial StudiesWorld LanguagesTech. LiteracyCareer Education and Life SkillsRevolution and the New Nation (1754-1820)2.2,, E-1, E-2 , E-43.1, H-1, H-2, H-4, H-6; 3.2, A-1, A-10; 3.3, A-1, A-2, C-2 D-74.5, D-45.1, A-2, B-1, B-2; 5.4, B-16.1, A-1, A-2, A-4, A-11; 6.4, E-1, E-38.1, 9.2, A-2, A-4, C-2Expansion and Reform (1801-1861)1.4, A-1, A-2, B-22.2,A-3, B-1, B-3, E-2, E-43.1, G-3, G-4, H-1, 3.2, A-1. A-7, D-15; 3.3 A-1, B-2, B-3, D-1, D-2, H-15.1, A-2, B-1; 5.4, B-1, C-16.1, A-2, A-3, A-4, A-9, A-10, A-11; 6.4 F-1, ; 6.6, D-107.2, A-4, B-28.2, A-3, A-49.2, A-1, A-2, B-3, C-4Civil War and Reconstruction (1850-1877)2.2,A-3, B-1, B-3, E-23.1, H-1, H-2, H-6; 3.2, A-7, A-10; 3.3, A-1, B-3, 4.4, A-2,; 4.5, D-45.1, A-2, A-4, B-1; 5.4, B-16.1, A-2, A-3, A-4, A-117.2, A-49.1, B-3; 9.2, A-2, A-3, A-4, C-2, C-4, C-5 ................
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