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Unit of Study: Revolutionary War ‒ 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.
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