Title: Lesson 1 the Second Continental Congress (SS050601)

Lesson Accommodations

Title: Lesson 1 – The Second Continental Congress (SS050601)

Subject Area: Social Studies

Grade Level and Course Title: Fifth Grade/American History

Unit of Study: The American Revolution

Corresponding Word Cards: #1 - #11

Step Accommodations

1 Use Word Card #1 to review the term ‘revolution’ which was introduced in the previous unit.

Most students should be familiar with the K-W-L chart since it was used in previous lessons in other units. However, you will still need to explain the meaning of the three letters and the purpose of the strategy as described in the step.

2 Keep in mind that students who have little prior knowledge of the American Revolution and wrote very little in step one are likely to struggle with listing what they would like to know. Therefore, try to match them with a student who does have good prior knowledge for this paired activity.

3 You may find it useful to use the Word Cards, Big Idea Cards and graphic organizers from the accommodations for Unit 5 on the Road to Revolution as you guide students in reviewing important events.

4 Use Word Cards #3 and #4 to review the terms ‘primary and ‘secondary’ sources. Give examples as needed.

Highlight important words and phrases on the two pieces of text that will serve as clues that the two primary sources are epitaphs. These include ‘died’, ‘1775’ , ‘fatally’, ‘interred’. Define words as necessary but don’t forget to encourage students to use context clues in understanding the text. Use Word Card #2 as you explain the term ‘epitaph.’

SCoPE SS050600 Lesson Accommodations Page 1 of 27 6 Assign the student(s) to a partner with strong math skills. Review the concept of percent as needed.

8 Many students will immediately say they cannot read anything of this primary source. Therefore, it is very important to explain that historians deal with the same problem. Many sources such as this one have deteriorated over time. Remind students that historians have to work like detectives to try and decipher, or decode, the text of the source.

Next, point out the word ‘Woburn’ and the date at the top of the text. Guide students toward understanding that this is a letter.

9 Even though the text may be unreadable it should be clear that some of the text is darker than others. This is because invisible ink had been originally used to hide a message within other text. Ask students if they have ever used invisible ink. If so, how did they make the writing ‘visible?’ … a heat source? A liquid?

10 As you guide students in getting the ‘gist’ of the transcribed letter make sure you encourage them to compare the text of the ‘visible’ and ‘invisible’ letters.

12 Use Word Card #5 to review the term ‘loyalist’ and then share the information about the author of the letter.

14 Use Word Card #6 to review the term ‘congress’ and then briefly review what students learned in the previous unit about the First Continental Congress.

15 Guide students in using clues to try and determine what the painting used in this step shows For example, encourage students to look at expressions on the faces of the people, encourage them to look at what is happening in the background, etc

17 Use Word Card #7 to review the term ‘perspective.’ Remind students that this is the essentially the same as the term ‘point of view’, a term students often find easier to remember.

Use Word Card #8 to review the term ‘independence.’

SCoPE SS050600 Lesson Accommodations Page 2 of 27 18 Use Word Card #9 to explain the term ‘militia.’

19 You may find it useful for struggling readers to make a printed copy of the text pages on Bunker Hill so that they can highlight information relating to the five questions they are trying to answer. Remind students to make use of text features such as highlighted words, headings, etc.

For students with serious reading deficits you may want to assign them a ‘reading buddy’ for this step.

20 Keep in mind that there is a lot of information on this map. Begin by pointing out relevant pieces of information such as the location of Bunker Hill, the location of Boston, etc.

22 Remind students that understand the gist of a primary source such as this one they need to begin by finding all the important words that they know.

23 Use Word Card #10 to review the term ‘petition.’ Remind students that in the previous unit on the Road to Revolution they learned how the colonists had previously petitioned the King.

24 Use Word Card #11 to explain the term ‘mercenary.’ Point out Germany in relation to Britain on a world map.

Guide students in understanding that the events and actions of the King described in this step show that by this point armed conflict was almost inevitable.

26 Since the text of this primary source is quite challenging, you may find it best, and less time-consuming, to do this activity as a large group rather than in small groups.

29 It is important to remind students that in making their prediction they have to first review what they learned in the lesson so their prediction is based on information and is not just a ‘wild guess.’

SCoPE SS050600 Lesson Accommodations Page 3 of 27 Assessment Accommodations:

The chronology activity assessment as described will work providing you assist the student in reading the text on the cards. Following the assessment give students a copy of the 1775 Timeline to keep for reference.

Additional Information:

 This lesson has a variety of primary sources. Make sure to model strategies for analyzing primary sources such as looking for dates, highlighting words you already know, using context clues, etc.

SCoPE SS050600 Lesson Accommodations Page 4 of 27 Lesson Accommodations

Title: Lesson 2 – Declaring Independence (SS050602)

Corresponding Word Cards: #8, #12-#15

Step Accommodations

1 Begin by defining the term ‘absurd’ and ‘perpetually’. Then, highlight the word ‘continent’ and the word ‘island.’ Ask students what these two terms refer to.

3 Use Word Card #8 to review the term ‘independence.’ It might be useful at this time to ask students to think of different ways this term is used. For example, teenagers often talk about wanting to be independent, what do they mean by this.

Keep in mind that the bulleted text is all review information from Lesson 1. You may want to post it on an overhead if you find students struggling with remembering the information.

4 If you use groups of four, give each group member a copy of the Artifact Sheet. In this way, you insure that all group members have an opportunity to view the artifacts.

5 Because there are a lot of facts and figures in the bulleted information, an overhead has been included here to use with this step. In that way you do not have to depend solely on the auditory skills of students. This text is a good example of how numbers are often including in social studies text. As you read over the bullets highlight each of the numbers.

6 Use Word Card #12 to discuss the term ‘public opinion.’ Try to find a newspaper article that you could use to describe public opinion on a current issue.

Use Word Card #13 to review the term ‘patriot.’

SCoPE SS050600 Lesson Accommodations Page 5 of 27 7 Begin by reviewing the reading strategy of using context clues. Consider doing this activity on the text from Common Sense with the whole group instead of small groups. In that way you can model the skill. Or, as an alternative, begin the activity together with modeling and then have students complete the activity in small groups.

10 Remind students that as they read they are looking for information on specific events. This will help focus their reading.

For students with serious reading deficits you may want to assign them a ‘reading buddy’ for this step.

12 As you share the list of committee members with students ask them to raise their hand when they hear a familiar name. Note that students should remember Adams, Franklin and Jefferson from the previous unit.

13 Make sure to have students compare the Jefferson’s writing desk as shown in the photo with a modern laptop. How are they the same? How are they different?

14 Make sure you connect this step, which involves looking at a fragment of the first draft of the Declaration of Independence, to what students know about the writing process they use in language arts. Discuss the purpose of a draft.

16 Use Word Card #14 to review the term ‘slavery.’ Make sure to ask students why they think Jefferson’s attacks on slavery were taken out of the Declaration. This is an important point to make because students will find that slavery continued to be a point of disagreement throughout the Revolution and in the period of creating a national government.

17 As you go over the timeline, highlight critical words to help students see why each event was important.

19 Use Word Card #15 to discuss the term ‘consequences.’ To help students think about long-term and short-term consequences review a previous historical event such as the voyage of Columbus. Short-term consequences of the voyage included changes for the Taino Native Americans he met. Long-term consequences included changes for Native Americans living in North and South America.

SCoPE SS050600 Lesson Accommodations Page 6 of 27 You may also want to use a very concrete, student-friendly example to talk about consequences also. You could list short and long term consequences of moving to a new school, for example.

Assessment Accommodations:

The assessment in which students write a short newspaper article can be used. Make sure to make an overhead of the Writing Plan and go over it with students. Also, you may find it useful to take a current news article and highlight the who, what, where, etc. with students.

 This lesson has some nice connections to language arts in that it has students analyze a draft of the Declaration of Independence. This allows you to review the writing process and connect it to Jefferson’s own writing process.

SCoPE SS050600 Lesson Accommodations Page 7 of 27 Information Relating to the Artifacts Overhead for Lesson 2

 In January of 1775 George Washington assigned Henry Knox to be in command of the Continental Army’s artillery.

 His first task was to move the 59 cannons from Fort Ticonderoga in New York to the Boston area. This was a distance of nearly 300 miles.

 It took 80 yoke of oxen dragging 42 huge sleds to move the cannons which weighed nearly 60 tons.

 The mission took three months and ended on march 4, 1776 when 2,000 men and 400 oxen hauled the cannons up Dorchester Heights overlooking Boston.

 Intimidated by the artillery, the British withdrew from Boston on March 17, 1776.

Title: Lesson 3 – The Declaration of Independence (SS050603)

Corresponding Word Cards: #16-#20

Step Accommodations

1 It is important to continually review the chronology of important events with students. This helps them see cause/effect relationships as well as the flow of history. To do this, begin by using the Overhead included here which summarizes the events of the first two lessons.

Use Word Card #16 to review the term ‘document.’ Note that a Homework Assignment Sheet has been included here to send home with students. Make sure to stress the importance of sending in a copy of the family document not the actual document. Also, note that there is a place on the assignment sheet for parents to describe a document rather than sending in a copy. This is helpful for families that may for some reason be unable to obtain a copy.

4 Note that students may be unfamiliar with many of the other documents on the list on the Overhead. If time permits, you may want to briefly explain a few of the documents.

5 Use Word Card #17 to review the term ‘natural rights.’ Remind students that John Locke used life, liberty and property as natural rights. Later as students explore the Declaration in this lesson they will discover that Jefferson used the term ‘unalienable rights’ instead of natural rights. He also used life, liberty and the pursuit of happiness to describe those rights.

6 Note that political ideas are often difficult for students to comprehend. Although they learned about all the ideas listed on Overhead #2 in the previous unit many students are still likely to be unsure of them. Therefore, you may find it necessary to go back to the Word Cards and Big Idea cards for that unit.

SCoPE SS050600 Lesson Accommodations Page 9 of 27 7 Make sure to assign the student(s) to a supportive group that will include all members in the thinking and writing of the group’s Declaration. Note that the four sections required in the Declaration are also the four sections included in the real Declaration.

10 Use Word Cards #18 and #19 to review the terms ‘equality’ and introduce the term ‘unalienable rights’. Help students understand that unalienable means the rights should not be taken away and that these are natural rights all people deserve.

11 Use Word Card #20 to discuss the term ‘grievances.’ Then ask students what grievances the colonists had against the King.

12 Keep in mind that the text of this section of the Declaration is quite challenging. Remind students of the necessity of getting the ‘gist’ of a primary source such as this.

17 This book is a great supplement to the lesson and helps students understand how important the Declaration of Independence has been over time.

The assessments described from the lesson will be fine. In addition, the poster project will serve as a good independent assessment.

 This lesson has several sections so make sure to go over it ahead of time and make yourself a pacing guide.

SCoPE SS050600 Lesson Accommodations Page 10 of 27 Review of Events Overhead for Lesson 3

 The Second Continental Congress meets. An army is formed with Washington as its leader.

 The Battle of Bunker Hill is fought.

 Congress sends the Olive Branch petition to the King but he refuses to read it.

 The King declares the Colonies to be in a state of rebellion and closes them to all trade.

 Cannons are moved from Fort Ticonderoga to Boston. The British decide to leave Boston.

 Thomas Paine writes Common Sense encouraging the Colonies to declare independence.

 The Congress appoints a committee to draft a statement declaring independence. Thomas Jefferson ends up writing most of the draft.

 On July 4, 1776 the Declaration of Independence is adopted and printed.

SCoPE SS050600 Lesson Accommodations Page 11 of 27 Homework Assignment

Dear Parents, We are studying the Declaration of Independence in social studies. As part of our lesson we want to look at other examples of important documents. Please send in a copy of an important family document. This could be a birth certificate, a marriage certificate, a deed, an award certificate, etc. Please describe the document by answering the questions below with your child. Thank you for your help on this project!

What is the document?

Why is it important to your family?

If you cannot send a copy of a family document to school, please describe a family document below.

What is the document?

What does the document look like?

Why is it important to your family?

Title: Lesson 4 – Comparing Armies (SS050604)

Corresponding Word Cards: #3, #7, #21-22

Step Accommodations

1 Artifact activities tend to be a good way to engage students in a lesson so make sure you don’t skip this step.

3 Use Word Card #3 to review the term ‘primary source.’ Remember to discuss that it is not only trying to figure what an artifact was that is important but also what the artifact tells you about the past. For example, the tools that are artifact #3 were identified by historians as being surgical tools. This tells historians that during the Revolution doctors performed surgery.

4 Use Word Cards #21 and #22 to review the terms ‘advantages’ and ‘disadvantages.’ For a real-life comparison, have students list the advantages and disadvantages of a current sports team.

6 It may be useful to assign a ‘reading buddy’ to struggling readers for this step. Also, remind students of the importance of using an index with this step as they look up information about George Washington.

8 This step provides a great chance to integrate social studies and language arts. Although the four books are different in approach they are all high-interest and informative and make for a good activity on comparing texts.

10 Give students a paper copy of Overheads #1 and #2 which compare the British and Continental Army. This will be useful for them to use as reference in later lessons in the unit. It will also help them focus on information as you go over it.

SCoPE SS050600 Lesson Accommodations Page 13 of 27 After using Overhead #1 encourage students to place a star next to the factor that they think was the biggest disadvantage of the British and one next to the factor that they think was the biggest disadvantage of the Americans. This helps them evaluate factors. Repeat the process as you use Overhead #2.

12 Use Word Card #7 to review the term ‘perspective.’ Note that this activity offers a nice ‘human touch’ to the Revolution. Remind students how important it is to always look at the perspectives of individuals when learning about a historical period.

The Assessment will work but consider having the student(s) choose 4 out of the 6 categories to complete instead of all six. This will still give you an accurate measurement of their understanding of the lesson. Note that a Reference Sheet has been included here to give students after they complete the assessment. This will be useful in the subsequent lessons.

 This lesson compares the British and American armies. If possible, add visual content to the lesson by showing students illustrations of uniforms, etc.

SCoPE SS050600 Lesson Accommodations Page 14 of 27 Comparing the British and the Americans Reference Sheet

Americans British Disadvantage: Disadvantage: Hard Inexperienced at first time adjusting to different ways of fighting

Advantage: Good Military Advantage: Experienced marksmen and well-trained

Disadvantage: Fighting Disadvantage: Fighting took place over a large in a large territory they territory did not know

Advantage: Fighting on Geography Advantage: When their own land so they battles took place at sea knew the swamps, etc. they had the naval advantage Disadvantage: A Disadvantage: Supplies shortage of food and had to come all the way other supplies from Britain

Advantage: Countries Supplies Advantage: Britain had like France helped with money for supplies supplies

Disadvantage: Had to Disadvantage: Difficulty train a group of new in getting information officers from leaders in Britain

Advantage: George Leadership Advantage: Came with Washington many trained officers

Disadvantage: States Disadvantage: Soldiers often did not contribute were fighting far from money for the war home

Advantage: Got help Other Advantage: Hired from soldiers from other mercenaries to help them countries like France

Title: Lesson 5 – People: Perspectives on the Revolution (SS050605)

Corresponding Word Cards: #5, #7, #23-#24

Step Accommodations

1 Use Word Cards #7 and #23 with this step. Remember that the concepts are more important than the terminology. Students may forget the term ‘historical empathy’ but hopefully they will remember the importance of trying to understand the thoughts and feelings of people form the past.

2 Make sure to assign the student(s) to a group that will encourage active participation by all members.

4 Use Word Card #5 to review the term ‘loyalist.’ Then, give students an overview of the book Samuel’s Choice before you read it to them. Show them an overhead of the Chart used in Step 6 so they will listen to the book with the questions from the chart in mind. As you read model comprehension strategies such as predicting and connecting to text.

6 You may want to begin by having the whole group discuss the first question on the chart and then having them complete the chart independently.

8 Summarize the bulleted text for students by explaining that it was difficult for many African Americans, especially those who were enslaved, to make a choice about what side to be on during the Revolution.

9 This is a good time to re-read the book “Katie’s Trunk” about the loyalist family from Unit 5. It’s a short book and well worth the time in helping students think

SCoPE SS050600 Lesson Accommodations Page 16 of 27 about loyalist perspectives for this step.

11 As an alternative, have students find just two additional people from their text for this step. Then, use the Textbook Search chart included in the lesson to make a group list of people.

13 Use Word Card #24 to discuss the term ‘neutral.’

14 Note that a Writing Plan has been included here for students to use in drafting their diary entry for this step.

Use the Assessment included in the lesson but provide reading assistance for the student(s). Also allow them to use the lesson graphic organizer as a reference sheet.

 This lesson has several events. Help students keep them straight by showing how the events are connected. For example, the Tea Act and the Boston Tea Party are connected.

SCoPE SS050600 Lesson Accommodations Page 17 of 27 Diary Entry Writing Plan

Choose one of the following people for your diary entry. Place an X next to your choice:

_____a patriot woman _____a loyalist woman _____an enslaved African in the South _____a free black person living in New England _____a Native American _____a settler on the Frontier _____a Quaker

Describe some of his/her feelings about the American Revolution:

______

Describe an action or actions he/she took during the American Revolution:

______

Title: Lesson 6 – War in the North (SS050606)

Corresponding Word Cards: #25-#28

Step Accommodations

1 Note that many textbooks include descriptions of battle after battle in their units on the American Revolution. Students seldom remember battle details or names. Therefore, this unit takes a different approach in that it emphasizes just a few major battles and divides the war into the Battle in the North and the Battle in the South.

As an alternative technique for the Word Splash, have students cut out the people, places and events from the Word Splash sheet and paste them on the chart instead of having to write them. This also allows students to rearrange the people, places and events easier. If you do it this way note that you will have to repeat the same process at the end of the lesson.

2 Use the Reference Sheet on “Comparing the British and Americans” included with the accommodations for Lesson 4 for this step.

3 In sharing this information, stress the main idea: Things did not go well for Washington and his troops in the beginning.

4 Use Word Card #25 to review the term ‘victory.’ Ask students to think of ways it is commonly used such as a win in a football game.

6 A reference sheet of the questions students need to consider when analyzing the painting has been included here.

SCoPE SS050600 Lesson Accommodations Page 19 of 27 8 This step provides a good opportunity for students to review the language arts skill of ‘determining an author’s purpose.’

10 Make sure to use a map as you discuss Britain’s strategy of trying to cut off New England from the rest of the area.

12 This map won’t be of much use unless you can reproduce it as a color overhead. Otherwise it will be too difficult to distinguish the British troops from the American troops. Make sure to emphasize the change in position of the British in the October 7 map. This shows the British turning back.

Use Word Card #26 to review the term ‘defeat’ as you describe the British surrender at Saratoga. Remind students that up until Saratoga it often looked impossible for the Americans to win the Revolutionary War.

15 Use Word Card #27 to introduce the term ‘turning point.’ Describe how some people refer to a turning point in their lives. Explain that many historians consider the Battle of Saratoga to be the major turning point in the Revolution. It was the time when the Revolution began to turn in favor of the Americans.

18 Guide students in understanding that the questions used to analyze this painting are very similar to those used to analyze the previous painting in this lesson. Explain that questions like these are useful in analyzing almost any painting of a historical event.

19 Make sure to assign the student(s) to a partner with strong reading skills. Encourage pairs to use a highlighter to mark important descriptive words in each of the primary sources.

Note that if you have several struggling readers you may want to do this activity as a large group instead of in pairs.

22 Use Word Card #28 to discuss the term ‘treaty.’ Keep in mind that often students think the word treaty only applies to an agreement to end a conflict. As this step shows sometimes a treaty is an agreement by two countries to help each other.

Make sure students understand that the decision by the French to offer significant help to the Americans was a major advantage for the Continental army.

SCoPE SS050600 Lesson Accommodations Page 20 of 27 24 Make sure you provide an opportunity for students to re-do their pairings of the Word Splash terms in this step.

Note that a Reference sheet of important events in this lesson has been included here to give students. Make sure to give it to them after they complete the lesson assessment.

The chronology assessment will work providing you provide reading assistance as needed.

 This lesson includes the final events on the ‘The American Revolution.’ Therefore, it presents a good time for review the Events Charts and People Charts students have been creating throughout the unit.

SCoPE SS050600 Lesson Accommodations Page 21 of 27 Questions to Consider Reference Sheet

1. What seems to be happening?

2. What time of year is it? How do you know?

3. Who are the people in the picture?

4. Where are they going? Why?

5. Who do you think painted the picture?

6. What might have been his/her purpose for painting the picture?

SCoPE SS050600 Lesson Accommodations Page 22 of 27 Important Events in the War in the North Reference Sheet

Washington and his army retreated west from the New York City area.

Washington and his troops retreated west from the New York City area.

Washington and his troops crossed the Delaware River at night and made a surprise attack in the Battle of Trenton.

The British decided to try and cut off New England from the rest of the former colonies.

The Americans had an important victory at the Battle of Saratoga. It was a turning point in the American Revolution.

Washington and his troops began a harsh winter at Valley Forge.

Title: Lesson 7 – War in the South (SS050607)

Corresponding Word Cards: #5, #29-#30

Step Accommodations

2 Make sure to have students refer to a map of the U.S. as they try to identify the states shown on the map used in this step.

Use Word Card #5 to review the term ‘loyalist.’

3 As you go over the timeline information use a highlighter to mark places.

4 Before you show the letter used in this step remind students of the letter they previously saw which used invisible ink to hide text.

5 Use Word Card #29 to discuss the term ‘traitor.’ Remember to stress the importance of getting the ‘gist’ of a primary source. The gist of this letter is that Benedict Arnold was offering to give up the fort at West Point to the British in exchange for money.

7 Use a highlighter again to mark important developments as shown in the timeline information.

8 Here is another example of map that really needs to be seen in color.

9 Remind students of important questions to ask when analyzing a letter: Who wrote the letter? When was it written?

SCoPE SS050600 Lesson Accommodations Page 24 of 27 Use Word Card #30 as you explain that the two letters were part of a series of letters between General Washington and General Cornwallis as the British surrender details were worked out.

10 This step offers a good opportunity to integrate art into the lesson as you guide students in exploring how two different artists painted the same historical event.

Make sure that students understand that the Battle of Yorktown and the surrender of Cornwallis as depicted in the paintings were the two major final events in the American Revolution.

11 Some students may find the song used here difficult to understand at first. Explain that it describes things that seem wrong or upside down like men riding ponies and grassing eating cows. The fact that the Americans with all their disadvantages in taking on one of the most powerful countries in the world at the time seemed to the British something that couldn’t have happened and was ‘upside down.’

15 If possible, have some completed timelines to show students as examples.

16 You may find it necessary to allow the student to work with a partner in choosing the 8 events for their timeline. As an alternative you may want to make an overhead of the timeline chart and decide on the 8 events as a whole class.

The assessment of choosing the four most important events will work as long as you provide students with a list of the 8 events the class chose if you used the alternative strategy for Step 16. Also, the individual timelines can be used as an assessment.

 This lesson covers the events in the Revolution as the war shifted to the South. Make sure students don’t get lost in the details. Keep stressing major people, places and events.

Title: Lesson 8 – The Treaty of Paris (SS050608)

Corresponding Word Cards: #3, #5, #15, #28

Step Accommodations

2 Use Word Card #3 to review the term ‘primary source.’ Then, ask students to identify the types of primary sources they have already encountered in this unit. List their answers on an overhead or chalkboard. Note that these include artifacts such as a uniform, paintings, letters, historical maps and diaries. Ask them what kind of a source this is. Guide them in identifying the primary source as a cartoon.

3 Use a highlighter to mark the items described in the bulleted text of this step on the Overhead.

Use Word Card #28 to review the word ‘treaty.’

4 Try to connect this step to a current issue where people are either negotiating a peace treaty or where negotiations are needed.

5 Use Word Card #5 to review the term ‘loyalists.’ Explain that the loyalists who remained in the newly created United States were an issue that needed to be worked out in the treaty.

7 This is a good simulation in that there is a role for everybody in the group. Make sure to monitor the groups closely to check that group members are allowing everyone to participate in their role.

SCoPE SS050600 Lesson Accommodations Page 26 of 27 10 If possible make an overhead of each treaty developed in the small groups. This will make it easier to compare and contrast the treaties.

12 Use a highlighter to mark important points of the treaty. For example, in the first bullet, highlight “United States” and “independent country.” In the second, highlight “boundaries of U.S.”

14 Use Word Card #15 to review the term ‘consequences.’ Remind students that in an earlier lesson they explored short-term and long-term consequences of the decision to declare independence.

16. Allow students to use Word Cards, Big Idea cards and Reference sheets from previous lessons in order to complete this activity.

The assessments as described will work and will give you both small group and independent assessment data.

 This lesson can be enriched by connecting it to current events and issues in which countries are trying to solve conflict situations.

SCoPE SS050600 Lesson Accommodations Page 27 of 27