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Unit 4 Content Area: Social Studies Course(S): Generic Course Time Period: Generic Time Period Length: Grade 5 Status: Published Unit Overview (Content)

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Unit 4 Content Area: Social Studies Course(S): Generic Course Time Period: Generic Time Period Length: Grade 5 Status: Published Unit Overview (Content) Unit 4 Content Area: Social Studies Course(s): Generic Course Time Period: Generic Time Period Length: Grade 5 Status: Published Unit Overview (Content) • In Unit 4, students will explore the events that led up to the start of the Revolutionary War. They will analyze how the French . and Indian War outcome played a role in rising tensions between the British and the colonists. Students will identify key events and actions that caused tension to rise with the British. They will also explore how different groups, genders, and races worked together to aide the resistance to British taxation and policies. Finally, students will analyze how the rising tensions boiled over into the start of the Revolutionary War. They will discuss the events of April 18th-19th, 1775 and use a map to identify key locations/events during those two days. They will then explore how these two days resulted in further fighting between the British and colonists. Essential Questions •Based on what you know, how did the colonists work together throughout the period leading up to the Revolutionary War? . •How did certain groups and individuals resist actions taken against the colonists by the British? . •What are the major events that led to the start of the Revolutionary War? . •Why did some colonists choose to remain loyal to the king? . Student Learning Objectives (Skills) •Analyze how prominent individuals contributed to the causes of the American Revolutionary War . •Analyze the impact of the power struggle between European countries on people living in Europe and the Americas . •Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas . •Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, Alexander . Hamilton, and Benjamin Franklin toward the development of the United States government •Examine the geography of the American colonies and analyze how locations of different colonies affected the movement against . British policies •Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations . between Britain and its North American colonies •Explain how the consequences of the Seven Years War, changes in British policies towards the colonists, and responses by . individuals and groups in the colonies led to the American Revolution •Identify the key events that caused tensions between the colonists and Great Britain that led to the Revolutionary War . •Identify the key events that caused tensions between the colonsts and Great Britain that led to the Revolutionary War . •Use maps and other geographic tools to evaluate the impact of geography on the execution and outcomes of the Revolutionary . War Lessons/Activities • Fill out a graphic organizer that compares and contrasts what we have learned in our textbook and episodes of "Liberty's Kids" . •Analyze the effects of the end of the French and Indian War, and discuss how colonists responded to these effects . •Anaylze the role that Boston played in the events leading up to the Revolutionary War . •Build background (use of interactive media, journal writings, and/or group activities) and develop an understanding of key . vocabulary in Chapter 8 •Create a timeline identifying the major causes of the Revolutionary War . •Discuss the roles that key individuals and groups (Sons of Liberty, Paul Revere, Samuel Adams, etc.) played in the Thirteen . Colonies' resistance to taxation •Identify the major events that took place on April 18th-19th, 1775 . •Use of graphic orgnaizers, reading anticipatory guides, reader response activities, and interactive media to aide understanding . through each lesson in Chapter 8 •Write a persuasive essay to from the point of view of a Patriot or Loyalist colonist using details to support your side . Vocabulary •American Revolution . •Battle of Bunker Hill . •Boston . •Boston Massacre . •Boston Tea Party . •Boston, Massachusetts . •boycott . •Charlestown . •Committee of Correspondence . •Concord . •Crispus Attucks . •Daughters of Liberty . •First Continental Congress . •George Washington . •Intolerable Acts . •John Adams . •John Hancock . •John Parker . •King George III . •Lexington . •Loyalists . •Mercy Otis Warren . •milita . •minutemen . •Parliament . •Patrick Henry . •Patriots . •Paul Revere . •Philadelphia . •repeal . •Richmond . •Samuel Adams . •Samuel Prescott . •Sons of Liberty . •Stamp Act . •tariff . •Tea Act . •Townshend Acts . •William Dawes . •William Prescott . Cross-Curricular Connections •Language Arts- "Midnight Ride of Paul Revere" . •Language Arts- graphic organizers . •Language Arts- Patriot or Loyalist persuasive essay . •Language Arts- vocabulary strategies . •Language Arts- websites, videos, webquests . •Language Arts: "Johnny Tremain" . •Language Arts: Use journal prompts to build background or review concepts. LA.5.CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. LA.5.CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. LA.5.CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. LA.5.CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). LA.5.CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. LA.5.CCSS.ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. Extended Learning Opportunities Students with Disabilities •• All teachers working with special needs must review the IEP. Teachers must then select the appropriate modifications and/or . accommodations necessary to enable the student to appropriately progress in the general curriculum •• allow for extra time on timed quizzes and tests . •• allow students to type their writing on a computer . •• allow students to use adaptive devices such as pencil grips, special pens for motivational use, or special paper with color coded . lines •• allow students to use an electronic spelling aid/dictionary/glossary . •• allow students to use concrete materials, real life situations, and objects to learn about social studies concepts (manulpatives) . •• allow students to work in cooperative partners to solve social studies problems . •• allow students use a thesaurus to find an alternative word to use . •• assign fewer problems . •• assign students a reading buddy to read aloud text and other reading material when needed . •• differentiated center- based small group instruction with focus on learning objective or skill . •• give copies of notes and posters to add to students’ notebooks . •• graphic organizer/study guide to follow when they must read by themselves . •• highlight important ideas and tell students to read them before the mini lessons are taught . •• highlight or underline key words . •• if a manipulative or graphic organizer is used during instruction, allow it on a test . •• pre-teach social studies skills and vocabulary before the general education students are introduced to the topic . •• provide a copy of class notes, outines, and examples for social studies notebooks . •• provide a map or timeline with word bank and/or picture cards . •• provide basic concept instruction before higher level instruction occurs . •• provide books on tape . •• provide clear and simplified directives . •• provide partially completed map . •• provide repetition of directions and instructions as well as written if needed . •• provide several ways to answer a problem if possible . •• provide students with partially completed graphic organizer with scaffolds (ie. charts for observations, data collection, KWL . chart, venn diagram, timeline) •• provide tests/quizzes with multiple choice, sorting, word bank, matching, as well as any visuals used during instruction . •• provide visual vocabulary words or picture cards for key terms . •• provide visuals to reinforce taught concepts (ie. brainpop video) . •• tiered lessons . •• tiered lessons . •• use a book that is written on student’s appropriate reading level when reading independently . •• use lined paper with larger spaced lines . •• use of motivational writing tools (colored pens, pens with different textures) . •• use of visual aides such as graphic organizers, word banks, highlighters, cellophane frames, finger frames and pointers . •• use pencil grips and bigger pencils or pens for writing . English Language Learners •Build background and activate prior knowledge on topics . •Develop the use of text features to aide comprehension . •Highlight key points in vocabulary defintions . •Provide graphic organizers to assist with written pieces (reports, summaries, essays) . •Repeat or rephrase directions . •Skill based centers . •Small group instruction . •Text preview/pre-reading activities to guide comprehension . •Use of Scott Foresman ELL resources . •Use of video and interactive materials to supplement texts . Advanced
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