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 Writing Workshop Workshop

1 Founding Fathers & Patriotic Heroes (5.2B, Drama MOY DPM 5.19A, 5.21A)

2 Major Cause & Effects of the American Traditional MOY DPM, Revolution (5.2A) Literature Immersion Results of the War (5.2C, 5.3A)

3 Framers of the Constitution (5.3B) Immersion Framework of Government (5.16A, 5.16B, Biography Writing 5,16C)

4 Amendments to the U.S. Constitution Summary Biography Writing (5.20B)

5 Technology Project – in iXplore Realistic Fiction

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 http://www.cfisd.net/dept2/library/library_el.htm

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 Unit Length: 4 Weeks Conceptual Lens: Independence and Conflict Social Studies TEKS: 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 Unit Overview: 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. Literature Selections: 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 notes about the causes Guiding/Essential Revolution (there is music, so  Horizon’s Textbook: of the revolution. questions turn the volume down) pp. 268-278: French & Indian War (cause)  Students studied a  Appendix D-Road to  Schoolhouse Rock videos: pp. 276-277: Proclamation of 1763 (cause) similar conflict in 4th Revolution note-taking  No More Kings p. 280: Sugar Act (cause) grade. Remind students page for ISN  Shot Heard ‘Round the World p. 281: Stamp Act (cause) p. 284: Boston Massacre (cause) that rising tensions (included in the SMART

p. 186: Boston Tea Party (cause) between the Anglo Notebook file)

p. 289: Intolerable Acts (cause) colonists and the  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 Revolution pp. 326-327: The Treaty of Paris them apply that  NEO K12: Videos, vocabulary, pp. 328-329: Effects of the war knowledge to this activities for the American  SMART Notebook- American Revolution- content. Revolution Causes (iXplore) – use as a teaching tool  Due to time-the Articles  Timeline of events for the week to introduce the major causes of the American Revolution, a pdf is also of Confederation will be  The History Place: timeline included in iXplore discussed next week a  Voices of the American  Appendix D-Student note-taking page as prelude to the Revolution  Appendix H-American Revolution Teacher Constitution.  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  Dangerous Crossing, The Revolutionary Voyage of John Adams & John Quincy Adams Textbook (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  Ben Franklin Goes to Paris Vocabulary  Redcoats in American Readers  The Battle of Monmouth  Battles at Sea  Paul Revere, Hero on Horseback Journeys  Fife & Drum Boys  A Night to Remember Leveled  A Song Heard ‘Round the World  Pamphleteers of the Revolution Readers  Emily Geiger’s Dangerous Mission  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  Road to Revolution by Francis Downey Reading

Expeditions Series

Grade 5 Unit 4 Draft Oct. 2012 Appendix A

Cause & Effect  Boston Tea Party by Pamela Duncan Edwards  Boston Tea Party by Carol M Elliot (reader’s theater)  The Story of the Boston Tea Party by R. Conrad Stein  The Boston Tea Party by Steven Kroll  The Boston Massacre by Michael Burgan  The Boston Massacre by Allison Stark Draper (Headlines From History series) Founding  George Washington’s Breakfast by Jean Fritz Fathers and  George Washington: A Picture Book Biography by James Cross Giblin Patriotic Heroes  Take the Lead, George Washington by Judith St. George  George Washington’s Teeth by Deborah Chandra & Madeleine Comora  Patrick Henry: Liberty or Death by Jason Glaser  Patrick Henry: Voice of the American Revolution by Louis Sabin  Heroes of the Revolution by David Adler  John, Paul, George & Ben by Lane Smith  Why Don’t You Get a Horse, Sam Adams? by Jean Fritz  What’s the Big Idea, Ben Franklin by Jean Fritz  The Amazing Life of Benjamin Franklin by James Gross Giblin American  American Revolution : A Nonfiction Companion to Revolutionary War on Wednesday by Revolution Mary Pope Osborne  American Revolution: 1700 – 1800 by Joy Masoff  If You Lived at the Time of the American Revolution by Kay Moore  Revolutionary War by Rebecca Stefoff  USKids History: Book of the American Revolution by Howard Egger-Bovet  Everybody’s Revolution by Thomas Flemming  The Revolutionary Home Front by Diane Smolinski  Journeys For Freedom by Susan Buckley & Elspeth Leacock  Dear America: The Revolutionary War (online book) Realistic Fiction Woodsrunner , Gary Paulsen Link to a booklist of realistic fiction books set in the revolutionary war period http://www.cincinnatilibrary.org/booklists/?id=revolutionarywarfictiongrade4

Government &  The Declaration of Independence: July 4, 1776 by Brian Williams Historic  Understanding the Articles of Confederation by Sally Senzell Issacs Documents  Understanding the U.S. Constitution by Sally Senzell Issacs (has information about the revolution)  The Journey of the one and only Declaration of Independence by Judith St. George  Shh! We’re Writing the Constitution, Jean Fritz (video)

Grade 5 Unit 4 Draft Oct. 2012 Appendix A

 If You Were There When They Signed the Constitution by Elizabeth Levy  A More Perfect Union: The Story of Our Constitution by Betsy Maestro  We the Kids: The Preamble to the Constitution of the United States by David Catrow  We the People: The Story of our Constitution by Lynne Cheney  What is the US Constitution? By Joanne Randolph  We the People: The U.S. Constitution by Jean Kinney Williams  Understanding the U.S. Constitution by Sally Senzell Isaacs  Understanding the Bill of Rights by Sally Senzell Isaacs  A Kids' Guide to America's Bill of Rights by Kathleen Krull  The True Book series by Christin Ditchfield KidBiz Articles  Honoring Early American Leaders  Checks & Balances – writing activity Login to Kidbiz before clicking  American Revolution: A Puzzle From the Past on the links.  Birth of Nation, Constitution: Found-- Ben Franklin's Letters  Freedom: How We Got It  Age of Revolution: Where Heroes Walked  Happy Birthday, "Yankee Doodle"?  American Revolution: First Ladies Will Be Golden in New Coins

Grade 5 Unit 4 Draft Oct. 2012 Appendix A

Paper Plate Time Line – Commemorative Medals or Coins

To visually represent the information taught in this unit, the following time line activity can be used for each part of the unit, at the end of the unit or throughout the unit.

Materials:

White Paper Plates Markers, colored pencils, crayons Decorating materials (construction paper, glue, yarn, printed images, etc.)

1. Assign students into pairs. (This can be done individually as well) 2. Give each pair of students an event, document or person associated with the American Revolution unit. 3. Each pair will prepare a representation on a paper plate of the event as if it were being made into a commemorative medal or coin. Each medal or coin must include the name of the event, a symbol that represents the event, and a motto or slogan representing the event. 4. On the back of the paper place, students can attach a short summary of the event, document or person on an index card. (%) 5. When the medals are complete, students can present their product to the class or display them on the wall in order.

Extension Activity: At the conclusion of the unit, take the paper plates down and mix them up. The class must come to consensus as to the true order or sequence. Students must give reasons as to why an event should be placed before or after another, or at the beginning or end of the sequence.

Example of an illustrated Timeline: http://www2.lhric.org/pocantico/revolution/1763.htm

Grade 5 Unit 4 Draft Oct. 2012 Appendix B

It’s Too Late to Apologize – A Declaration

Make a prediction about the historic figures that are portrayed in the video.

______ ______

______

 ______

 ______

King George III Thomas Jefferson John Hancock Samuel Adams Ben Franklin Patrick Henry John Adams

Write a short summary of the video.

Grade 5 Unit 4 Draft Oct. 2013 Appendix C

Answer Key for video activity

Grade 5 Unit 4 Draft Oct. 2013 Appendix C

Road to Revolution

Event Notes: What it a cause or an effect? *French & Indian War Effect:

Proclamation of 1763

Sugar Act

Quartering Act

*Stamp Act

Boston Massacre

*The Tea Act

*Boston Tea Party

Intolerable (Coercive) Acts

First Continental Congress

Name: ______

Grade 5 Unit 4 Draft Oct. 2013 Appendix D

 Taxation Without Representation: Examples:

Stamp Act- The new tax; passed by British Parliament; required the American colonists to pay a tax on every piece of printed paper they used… like newspaper. The actual cost was relatively small but the American colonists viewed the act as a direct attempt by England to raise money in the colonies without the approval of the colonial assemblies. Virginia protested this act and refused to pay the tax. England responded by dissolving (closing) the House of Burgesses.

The Boston Tea Party (Townshend Acts and Tea Act) - The British Parliament passed a new group of laws called the Townshend Acts. These laws placed a tax on common products such as tea. Britain also passed the Tea Act that benefited a British tea supplying company. Once again the colonists said England could NOT tax them without their consent, or agreement. Enraged, a group of men calling themselves the “Son of Liberty” went to Boston Harbor. The men dressed as Mohawk Indians, boarded the British ships and dumped 45 tons of tea into Boston Harbor.

 Restriction of Trade: Example:

Navigation Acts (and Mercantilism) - Mercantilism is an economic policy in which nations seek to increase their wealth and power. The mercantilist theory behind the Navigation Acts assumed that world trade was fixed and that colonies existed for the benefit of the parent country. When the Navigation Acts were passed they restricted colonial trade in the following ways: a. Only British ships could transport imported and exported goods from the colonies. b. The only people who were allowed to trade with the colonies had to be British citizens. c. Good such as sugar, tobacco, and cotton wool which were produced in the colonies could be exported only to British ports (the colonist could only sell their goods to England). These restrictions on trade affected the colonists economically- they lost money by only being able to trade with England.

Grade 5 Unit 4 Draft Oct. 2013 Appendix H

 Quartering of Soldiers Example:

Quartering Act- In an effort to protect the colonies from the French and Indians, the British Parliament passed the Quartering Act in 1765. Under the terms of this legislation, each colonial assembly was directed to provide for the basic needs of soldiers stationed within its borders. This meant the American colonists had to provide…

a. bedding b. cooking utensils c. firewood d. cider or alcohol e. candles f. and later housing for soldiers.

By forcing the American colonists to pay for this protection, England was spared a heavy tax burden. This angered the colonists.

 Suspension of Legislature Examples:

Stamp Act: When colonists settled in the America’s they brought with them traditional expectations. This was the belief that they would participate in the government as they had in England. So upon their arrival and the creation of Jamestown, Virginia established a general assembly- the House of Burgesses. As a legislative body they protested the Stamp Act imposed upon them by England. They declared that Americans possessed the same rights as the English, especially the right to be taxed only by their own representatives. Therefore they should not be required to pay a tax unless it was voted on by the House of Burgesses. They decided not to enforce the Stamp Act in Virginia and declared anyone who supported Parliament an enemy of the colony. England responded by dissolving (closing) the House of Burgesses (preventing them from being able to gather and conduct government).

Coercive Acts: Under this law all council members, judges, and sheriffs were appointed by the colony’s governor (who was appointed by England) instead of being elected. They also allowed governors to transfer trials of British soldiers and officials to England to protect them from American juries.

Declaratory Act: This law asserted that the colonists were subordinate (beneath them) to the British Parliament, and that Parliament had the power to make laws for the colonies.

Grade 5 Unit 4 Draft Oct. 2013 Appendix H

 Denial of Rights Example:

Right to a Trial by Jury (Coercive Acts): The Magna Carta of 1215 guaranteed English subjects the right to a trial by a jury of their peers and due process under the law. However, by 1776 American colonists were being denied this basic right. Many were forced to return to England to face charges for crimes they believed were justified (such as protesting the Townshend Acts). Others faced unfair imprisonment and seizer of property.

Grade 5 Unit 4 Draft Oct. 2013 Appendix H