The Following Table Shows the Order in Which the Revolutionary War Content Will Be Taught

EDU 263 Social Studies Foundations and Methods

In the age of the Internet there are many lesson plans readily available and I encourage you to find useful plans that you can incorporate into your unit rather than developing your own from scratch (although you can develop an original idea for a plan, if you wish). There are a number of ways you can modify a plan you have adopted for the unit. You can restructure it to make it more inquiry-based or provide more clarity on background information and instruction. The plan can be transformed from a teacher-centered lesson to a more constructivist approach. You can design and add performance assessment or multiple intelligence tasks. You might add ways to accommodate learners with special needs or English Language Learners. There are ample opportunities for you to adapt these plans with original ideas and original writing.

To make your original contributions stand-out. Please use a different font color (the original ideas in black and your contributions in blue would be great). Or, provide me with a copy of the original plan so I can compare it to your refinements. In either case, you must provide a citation indicating the exact source of the plans you adopt.

EDU 263Unit Rubric Criteria Outstanding Quality (4 points) Average Quality (3-2 points) Title and Abstract Creative and descriptive. Presents a Accurately reflects content focus and “snapshot” that grabs teacher’s tasks of unit. interest and makes them to decide to read further. Invitation to Students Contains essential question of unit. Is concrete and narrowly focused. It Written to get students excited about consists of student tasks rather than the unit. Essential question (or big an essential question. Written as a idea) is critical to the area being teacher-orientated question, reflecting studied., engages students, and unifies the challenge of the unit and the the instruction. overall objective Teacher Resources Three (or more) teacher text-based Two teacher text-based resources are resources are included.. included. Student Resources Five or more Websites are annotated. Less than five Websites are There is a variety of books reflecting annotated. A textbook and only a few textbooks, trade books, or literature other resources are included. selections. Standards and Objectives State content standards and State content standards and framework in the semester-long framework in the semester-long calendar are appropriate and clearly calendar are identified but not all of identified. The objectives for the unit them are appropriate. Objectives are are understandable, and consistent understandable but are not always with the ABCDs of objective consistent with the ABCDs of construction. objective construction Instructional Plans The unit contains the minimum three The unit contains the minimum three lessons and there is sufficient lessons but they may present explication of the instructional problems when used by others.. Not process, i.e. each step in the all the steps in the instructional instructional sequence is clearly sequence are clearly explained, e.g. described and the plan would be specific questions to elicit discussion clearly useful to others. are not included. Serving the Needs of All Learners Multiple intelligences are addressed Multiple intelligences are addressed daily (note: not all intelligences must but not daily (note: not all be addressed in each separate plan). intelligences must be addressed in Differentiation of instruction is each separate plan). Differentiation of provided for English learners, instruction is provided but provisions students with special needs, and for one of the following may be gifted and talented learners. insufficient: English learners, students with special needs, and gifted and talented learners. Student Tasks Emphasis is on collaboration, inquiry, Emphasis is on the student’s active investigation of authentic tasks, involvement in the subject being problem-solving, and activities studied. Minimal connection is made requiring evaluation or synthesis. between the Tasks and an underlying Flow from a broad concept/theme. concept/theme. Evidence of Supports student choice and instructional flexibility or encourages students to take accommodation of students’ interest. responsibility for their learning by Technology reinforces concept having at least one section that is studied and may be integrated into open-ended. Offers extensions for isolated activities or tasks. more motivated learners. Technology is an integral part of the unit and seen as a tool for authentic construction, communication, and problem-solving. Nature of Interactions Clearly states the experiences and Teacher acts as facilitator, but direct interactions of students and teachers. instruction is central to many tasks or Includes student to student, teacher to activities. Teams or pairs of students student, and student to outside work together during at least part of experts. Students work in teams or unit. Teacher’s role is implicit in task with partners for most of the unit. description. Teacher acts as facilitator or co- leader. Describes teachers’ specific activities and how these will support student learning. Formative and Summative The assessments are clearly reflected Not all the assessments are clearly Assessment in the objectives. A rationale for the reflected in the objectives. A rationale assessment model is included. There for the assessment model is included is at least one assessment for each of but it lacks justification. Assessment the following: selected response, for one of the following is not constructed response, performance included: selected response, assessment/rubric. constructed response, performance assessment/rubric. Classroom Organization A classroom organization and A classroom organization and management plan (with rationale) management plan is included but is specifies how parents, specialists and missing a rationale. One of the paraprofessionals will be integrated following are not specifically into the learning. included or integrated into the learning: parents, specialists and paraprofessionals Overall Quality (6 points) To a significant degree the students There is a definite improvement of ideas and contributions improved the the original plan but there are areas overall quality of the original plan which could still be strengthened This rubric is a combination of ideas from: Apple’s Unit of Practice Rubric; Wiggins and McTighe’s Understanding by Design; ED’s Oasis’ Lesson Plan Rubric - http://edsoasis.org/TGuild/MsRubric.html; and personal additions/modifications.

Total (50) possible): 30 Comments: I made comments throughout the unit.

Revolutionary War Unit Supplemented with Music

(*The highlighted activities of this unit are derived from sources other than my own. These activities include handouts that I feel effectively supplement my lessons for the American Revolution.)

California Social Studies Standards 5.4 – Students understand the political, religious, social, and economic institutions that evolved in the colonial era. 5.5 – Students explain the causes of the American Revolution. 5.6 – Students understand the course and consequences of the American Revolution.

Serving the Needs of All learners This Social Studies Curriculum Unit contains GLAD strategies and incorporates the multiple intelligences so that all students can be successful. The strategies of GLAD are designed to promote English language acquisition, academic achievement, and cross- cultural skills. The following are some of the methods I will use to guide this Unit about the American Revolution.

Focus and Motivation Observation Charts Input Charts Inquiry Charts (KWL) CCD (Cognitive Content Dictionary) – word, predict meaning, define, create a sentence.

Guided and Oral Practice Chants/Poetry

Reading and Writing Expert Groups Process Grid

Input Graphic Organizers Pictorial (minuteman Narrative Input (Causes of American Revolution) YOU DON’T INCLUDE AN ABSTRACT FOR THE TEACHER NOR INVITATION TO THE STUDENTS WHICH WERE CLEARLY CALLED FOR. WHAT IS THE ESSENTIAL QUESTION HERE??

The following is a list of important vocabulary relating to The American Revolution. I will create a Cognitive Content Dictionary with these terms. Students will look up the word, predict the meaning, define it, and then create a sentence of their own.

Vocabulary for Cognitive Content Dictionary The American Revolution 4th and 5th grades

1) independence 2) traitor 3) mercenary 4) loyalist 5) patriot 6) representation 7) colonist 8) freedom 9) musket 10) militia 11) treaty 12) trades 13) bayonet 14) liberty 15) redcoat 16) surrender 17) minutemen 18) gentleman 19) Yorktown 20) united 21) assembly 22) siege 23) assembly 24) delegate 25) rebel

TABLE OF WEEKLY PLAN

The following table shows the order in which the Revolutionary War content will be taught. The questions posed serve as guidelines for the objective of the day as well as the journal questions the students will answer at the end of each day. Each student will have a Revolutionary War folder where they will put all of their assignments and keep their journals. The * are on the table represents the songs that will be taught that day. The following activities are helpful in teaching the songs to the students as well as getting the most learning out of each song:

1) Listen to the song (with the words). 2) Have the students read over the words to themselves. 3) Talk about what the words mean. What is the meaning of the song? 4) Sing with the music.

Monday Tuesday Thursday Friday Who was King What were the How did the war Who was George George and why causes leading up to actually begin? Washington and were the American the Revolutionary what was his role in colonists frustrated War? the Revolutionary with him? War? *The Ride of Paul Revere

What was the What does “Yankee What was life like What was the role of Declaration of Doodle” mean? for a war soldier? the French in the Independence? What did the war? What was American and Valley Forge? British Flags look like?

*The Declaration of *You’re a Grand Independence Old Flag *Yankee Doodle Boy What happened at Who were 5 Where did our Assessment Yorktown? important people national anthem involved in the come from? American Revolution and what did they do?

*In America’s *Star-Spangled History Banner *We the People Day 1 Objective: The students will be able to tell 3 things about King George and 2 reasons why the colonists were frustrated with him. WHO WILL THEY “TELL”YOU DON’T REALLY TIE IT TO AN ASSESSMENT

Materials: Can’t You Make Them Behave, King George King George input chart

Lesson and Student Tasks: 1) Draw and teach about King George on the input chart. WHAT ARE YOU GOING TO DRAW AND TEACH. THIS IS NOT VERY SPECIFIC BUT SHOULD BE. 2) Read the book to the children – explain and question as you go along. IT MIGHT BE BETTER TO HAVE A COUPLE OF QUESTIONS LISTED? 3) Write in journal. HOW WILL YOU KNOW IF THE OBJECTIVE IS MET, IF THERE IS NO ASSESSMENT Day 2

Objective: The students will understand the causes leading up to the Revolutionary War.HOW WILL YOU KNOW IF THE UNDERSTAND AND TO WHAT DEGREE THEY DO?

Materials: Narrative Input about causes of the American Revolution Input chart about the causes of the American Revolution “Ride of Paul Revere” overhead and music

Lesson and Student Tasks: 1) Draw the input chart and explain the causes as each one is written on the chart.THIS SHOULD BE INCLUDED. IT IS HARD TO SAY IF THE CAUSES YOU HAVE IN MIND ARE ACCURATE HISTORICAL INTERPRETATIONS OF THE REVOLUTION 2) Learn the “Ride of Paul Revere.” DO YOU MEAN TO MEMORIZE? 3) Write in journal. WHAT WILL THEY WRITE ABOUT?????

Narrative Input My master teacher, Ms. Cori Wilson, and her colleagues at Westwood Elementary in Santa Clara created a Narrative Input GLAD (Guided Language Acquisition) strategy describing the causes that led to the American Revolution. This lesson incorporates Social Studies Standard 5.5. The story depicts a fictional silversmith living in Williamsburg, Virginia on May 15, 1776, the day the colony declared its independence from England. In this situation, the character is explaining to his apprentice how it had come to that point. The text should be attached to the back of each photo and hung in squares on a chart titled, “Causes of the American Revolution” as it is being read. The chart should then be visible throughout the unit for students to reference. Of course, you may choose other photos to depict each scene.

Prior to the narrative input, the students would have learned about life in colonial America, with an emphasis on Williamsburg. They would have learned and become experts on the roles of various groups of people living during this time, including soldiers, craftsmen, women, children, and African Americans. This would be done through the use of Expert Groups, another successful GLAD strategy.

As a follow-up activity from the Narrative Input on Day 2, I have created the following lesson to help the students reprocess the causes that led up to the American Revolution.

Objective: The students will reprocess the Narrative Input using Conversation/Statement Bubbles. Students will understand how the war begins. HOW WILL YOU KNOW THEY UNDERSTAND AND TO WHAT DEGREE?

Materials: Conversation/Statement Bubbles and Key

Lesson and Student Tasks: 1) Reprocess the Narrative Input using Conversation/Statement Bubbles. Make one or two bubbles with quotes or statements from each picture. Randomly hand them out to the students prior to reprocessing and have students place them on the appropriate picture when it is read. The following is the Conversation/Statement Key with examples: 2) Review the causes leading up to the war. 3) Write in journals.

Conversation/Statement Bubbles Key

Photo # Statement of Quotation 1 House of Burgess is voting if Virginia will declare its independence from England. 2 King George III begins to impose events that anger the colonists. 3 The French and Indian War was the first cause. 3 The French built forts to keep the colonists out. 3 Native Americans helped the French keep the colonists out. 4 Proclamation of 1763 kept colonists out of the lands they had fought to gain during the French and Indian War. 5 Stamp Act forced the colonists to pay a tax on newspapers, pamphlets, and legal documents. 6 The Sons of Liberty. 6 “NO TAXATION WITHOUT REPRESENTATION!” 6 The Stamp Act is repealed. 7 Townshend Acts forced the colonists to pay taxes on tea, paper, glass, lead, and paint imported from England. 7 Colonists boycotted British goods to protest. 8 March 5, 1770 – The Boston Massacre. 8 British soldiers fired into a crowd killing five colonists. 8 John Adams defended the soldiers. They were found not guilty. 9 December 16, 1773 – The Boston Tea Party. 9 “Sons of Liberty” dressed as Mohawk Indians boarded British ships and dumped thousands of pounds of tea into Boston Harbor. 10 King George III says Boston must be punished for destroying the tea. 10 The Intolerable Acts 10 No town meetings. 10 Colonists must feed and house British soldiers. 10 For many colonists, this was the last straw. 11 April 18, 1775 – The Midnight Ride of Paul Revere. 11 “The British are coming. The British are coming!” 11 Minutemen grabbed their muskets and headed to Lexington. 12 “The Shot Heard ‘Round The World.” 12 Minutemen met the British at the Old Bridge near Concord, and drove them back to Boston. 13 House of Burgesses agrees for independence.

Objective: The students will learn more about George Washington and his role in the Revolutionary War.SAME PROBLEM AS WITH OTHER OBJECTIVES. YOU HAVEN’T TIED IT TO YOUR ASSESSMENT. THERE IS NO DESCRIPTION OF THE CONDITIONS AND DEGREE TO WHICH THEY MUST “LEARN MORE ABOUT GEORGE WASHINGTON” Materials: George Washington Input Chart George Washington coloring page

Lesson and Student Tasks: 1) Draw and teach about George Washington using the input chart 2) Students color the picture of George Washington. 3) Write in journal.

Objective: The students will know the “who, what, where, when and why” of the Declaration of Independence. They will also be able to explain what certain parts of the document means. TO WHOM WILL THEY EXPLAIN AND WHAT PARTS DO YOU HAVE IN MIND

Materials: “The Declaration of Independence” music A copy of the Declaration of Independence. Invitation

Invitation Who: YOU What: the signing of the Declaration of Independence When: July 4, 1776 Where: Philadelphia, Pennsylvania Why: To declare independence from England

Lesson and Student Tasks: 1. Hand out the invitations to the signing of the Declaration of Independence. 2. Explain what the invitation is and then have the students chorally read over the words to the song. Discuss as reading. Listen to the song and then have the students learn it. 3. Pass out the words to the Declaration of Independence and discuss what certain parts mean. 4. Have the students draw a picture of what the words mean to them.

Day 6:

Objective: Students will be able to explain the term “Yankee Doodle.” They will also be able to distinguish between the American and the British Flags. SAME PROBLEMS AS OTHERS

Materials: Yankee Doodle and the Secret Society Pictures of the American and the British flags. “You’re a Grand Old Flag” and “Yankee Doodle Boy” music.

Lesson and Student Tasks: 1. Read the story 2. Learn the songs. 3. Color each of the flags. 4. Write in journal.

Day 7: Objective: Students will understand what it’s like being a soldier during the Revolution. SAME PROBLEMS AS OTHERS

Materials: Paper Dolls Figurines Bullet/Other metal objects Pictures

Lesson and Student Tasks: 1. Let the students look at the different objects and have them make observations.YOU WILL NEED TO GUIDE THEM IN MAKING OBSERVATIONS WITH QUESTIONS? 2. Talk about each thing and its use in relation to the war soldiers. 3. Write in journal.

Day 8:

Objective: Students will be able to explain the role of the French in the war. They will also be able to explain what happened at Valley Forge. SAME PROBLEMS AS OTHERS

Materials: “Valley Forge: Turning Point of the Revolution” Play Nametags for characters Lesson and Student Tasks: 1. Divide the class into groups 2. Have the groups assign parts and read over the play. 3. Choose one group to read the play in front of the class. 4. Write in journals.

Days 9-10:

Objective: Students will understand what took place in Yorktown. They will also be able to explain the major events of the war using their folders and the information posted around the classroom. SAME PROBLEMS AS OTHERS

Materials: Yorktown pictures Yorktown coloring picture Expert group packets Process Grid “In America’s History” music

Lesson and Student Tasks: 1. Show my pictures of Yorktown and tell about my experiences there. 2. Color the picture. 3. Explain to the students what Expert Groups are. 4. Divide class into Expert Groups. 5. Expert Groups will read over their parts and draw pictures in the boxes provided. They will need to be ready to explain and teach their groups. 6. After becoming experts in their areas, students will be re-divided into their new groups to teach their classmates about what they learned/reviewed. 7. As a class, fill out the process grid on the different important people involved in the American Revolution. Student will be tested on these people and what they did. 8. Learn the song, “In America’s History.”

Day 11:

Objective: Students will learn the history of our national anthem. They will also be able to explain the major events of the war using their folders and the information around the room. SAME PROBLEMS AS OTHERS Materials: “The Star-Spangled Banner” and “We the People” music. Process Grid Information on the “The Star-Spangled Banner.”

Lesson and Student Tasks: 1. Teach the students about the history of our National Anthem. 2. Learn the “Star-Spangled Banner” and “We the People.” 3. Review the Process Grid. 4. Give the children the test which will focus on the information on the process grid as well as the content of the songs we’ve learned over the course of the unit.

Formative and Summative Assessment:

 Have students write a short paragraph describing how the various causes (Proclamation of 1763, the Stamp Act, The Townshend Acts, the Boston Massacre, the Boston Tea Party, and the Intolerable Acts) led to the American Revolution.  After reading “Why Can’t You Make Them Behave King George?, by Jean Fritz, have students write a letter to King George III pretending it is 1775 and express why they felt they had to go to war. They must explain why the various causes were mistakes and what he could have done instead.  Have students debate the causes with one-half of the class as Loyalists and the other half as Patriots.  Discuss propaganda, as in Paul Revere’s painting of the Boston Massacre. Have students draw or paint the Boston Massacre from the British soldier’s point of view.  Give a student/teacher generated test using multiple choice questions, short answer questions, or both.

YOU DON’T REALLY HAVE A RATIONALE HERE AND YOU SHOULD HAVE DEVELOPED THE TEST HERE. THERE ARE SOME REAL HOLES IN THE ASSESSMENT COMPONENT IN TERMS OF CRITERIA FOR DETERMINING IF ANYTHING WAS LEARNED.

Teacher and Student Resources: Books: Burgan, Michael. The Time to Choose. McGraw Hill. Edwards, Pamela Duncan. Boston Tea Party. G.P. Putnam’s Sons. Eyewitness Books. American Revolution. Freedman, Russell. Give Me Liberty: The Story of the Declaration of Independence. Scholastic. Fritz, Jean. And Then What Happened, Paul Revere? G.P. Putnam’s Sons. Fritz, Jean. What’s The Big Idea, Ben Franklin? G.P. Putnam’s Sons. Fritz, Jean. Why don’t You Get a Horse, Sam Adams? G.P. Putnam’s Sons. Fritz, Jean. Why Can’t You Make Them Behave King George? G.P. Putnam’s Sons. Herbert, Janis. The American Revolution for Kids. Chicago Review Press. Krensky, Stephen. George Washington – The Man Who Would Not Be King. Scholastic. Krizner, L. J.; Sita, Lisa. The Library of American Lives and Times – Nathan Hale. Rosen Publishing Group’s PowerPlus Books. Kroll, Steven. The Boston Tea Party. Holiday House/New York. Kukla, Amy; Kukla, Jon. The Library of American Lives and Times – Patrick Henry. Rosen Publishing Group’s PowerPlus Books. McMartin, Brian. The Library of American Lives and Times – Thomas Paine. Rosen Publishing Group’s PowerPlus Books. Moore, Kay. If You Lived in the Time of the American Revolution. Scholastic. Penner, Lucille Recht. LIBERTY! How the Revolutionary War Began. Landmark Books Random House. Randolph, Ryan P. The Library of American Lives and Times – Paul Revere. Rosen Publishing Group’s PowerPlus Books. Stark, Allison. Headlines from History – Lexington and Concord. Rosen Publishing Group. Stark, Allison. Headlines from History – The Boston Massacre. Rosen Publishing Group. Stark, Allison. Headlines from History – The Boston Tea Party. Rosen Publishing Group. Sullivan, George. In Their Own Words – Paul Revere. Scholastic.

Websites: www.ourdocuments.gov www.americanjourneys.org www.lib.washing.edu/subject/History/RUSA http://xroads.virginia.edu/~MAP/map_hp.html www.dohistory.com www.loc.gov (Library of Congress) www.nara.gov (National Archives) http://history.hanover.edu/texts/htm http://earlyamerican.com

Classroom Organization and Management Plan: My classroom organization and management plan for this Unit will encompass all serve the needs of all learners. The lessons comprise of interactive activities in which students are engaged and able to the quality of the lessons. The songs, pictures, and process grids are supplementary to the American Revolution content, capturing the students’ interest and developing their auditory, kinesthetic and visual skills. I created this lesson in such a way that students will enjoy learning about the American Revolution and become intrinsically motivated to learn. Students will have the opportunity to work together in groups and to collaborate on their ideas and thoughts. There will be posters, pictures and timelines pertaining to the Revolutionary War posted around the classroom during this Unit. Students’ desks will be arranged in groups of 4-5 each. There will be an area of the classroom where the teacher and students will come together as a class to have mini- lessons and debriefing discussions. Materials for this Unit will be located in the supply cabinet. GOOD WORK ON THIS PORTION