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

•Unit 5 will be covering the Revolutionary War. Students will be identifying key battles throughout the war. They will analyze . how locations, weather conditions, and strategic planning played a role in key victories for the Continental Army. Students will take an in depth look at the similarities and differences between the British Army and the Continental Army. Students will also analyze the roles in the different gender, race, and socioeconomic groups throughout the Revolutionary War. Finally, they will learn about the final events of the Revolutionary War that led to the colonists' victory over the British.

Essential Questions

•How did some key individuals and groups aide the colonists during the Revolutionary War? . •How did the Declaration of Independence send the message that the colonist's were ready to fight for freedom? . •How did Washington's leadership impact the colonist's success? . •How would you describe the roles of different genders, races, and socioeconomic groups during the Revolutionary War? . •What are some of the key battles and events that led to the colonist's victory in the Revolutionary War? .

Student Learning Objectives (Skills)

•Analyze how prominent individuals contributed to the causes, execution, and outcomes of the American Revolutionary War . •Analyze the extent that ideals in the Declaration of Independence were fulfilled for women, African Americans, and Native . Americans •Analyze the impact of George Washington as general of the American revolutionary forces . •Analzye the different perspectives on how the terms of the Treaty of Paris affected United States relations with Native . Americans and European powers with territories in North America •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 ideals found in the Declaration of Independence . •Examine the roles and perspectives of various socioeconomic groups, African Americans, Native Americans, and women during . the American Revolutionary War •Examine why New Jersey's location played an integral role in the American Revolutionary War . •Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of . American democracy •Relate key historical documents, such as the Declaration of Independence, to present day government and citizenship . •Use maps and other geographic tools to evaluate the impact of geography on the execution and outcome of the American . 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 turning points during the war and discuss what they meant for the Continental Army . •Anaylze the Declaraction of Independence using interactive media sources to further explore the message within the Declaration . of Independence •Anaylze the end events of the Revolutionary War and identify key points that led the colonists to victory . •Build background (journal prompt, interactive media, group activity) and begin to develop key vocabulary words for Chapter 9 . •Compare and contrast the British and colonial armies . •Compare and contrast the different roles of different races, genders, and socioeconomic groups throughout the Revolutionary . War •Create a diagram or presentation of a major battle from the Revolutionary War . •Discuss George Washington's role as a leader citing key events/actions from the Revolutionary War . •Identify key battles throughout the Revolutionary War with the use of interactive maps . •Use graphic organizers, reading anticipatory guides, interactive media, and group activities to aide the comprehension of each . lesson

Vocabulary

•Battle of Saratoga . •Benedict Arnold . •Bernardo de Galvez . •Charles Cornwallis . •Continental Army . •Deborah Sampson . •Declaration of Independence . •Ethan Allen . •Fort Ticoderoga . •Fort Vincennes . •Francis Marion . •Friedrich Von Steuben . •George Rogers Clark . •George Washington . •Green Mountain Boys . •Henry Knox . •James Armistead . •John Adams . •John Burgoyne . •John Hancock . •John Paul Jones . •Marquis de Lafayette . •Martha Washington . •Mary Ludwig Hays . •mercenary . •Nathan Hale . •Nathanael Greene . •Olive Branch Petition . •Peter Salem . •Philadelphia . •Phillis Wheatley . •Prince Hall . •Richard Henry Lee . •Saratoga . •Savannah . •Second Continental Congress . •Thaddeus Kosciusko . •Thomas Jefferson . •Thomas Paine . •traitor . •Treaty of Paris . •Trenton . •Valley Forge . •Yorktown .

Cross-Curricular Connections

•Language Arts- "Johnny Tremain" . •Language Arts- Graphic organizers, journal prompts, and reading anticipatory guides . •Language Arts- Revolutionary War figure presentation/report . •Language Arts- Vocabulary activities . LA.5.CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. LA.5.CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. LA.5.CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. LA.5.CCSS.ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 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 and 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 Learners

•Allow access to higher level texts on the material being covered . •Allow opportunity for an in depth research project on one of the major topics . •Create a webquest based on the Revolutionary War . •Skill based centers . •Small group instruction .

Assessments

Formative Assessments

•Classwork . •Discussion participation . •Exit slips . •Graphic organizers . •Group/partner activities . •Homework . •Interactive review activities . •journal prompts . •Quizzes . •Reader response activities . •Reading guides . •Skill based centers . •Think/pair/share . •Vocabulary activities .

Summative Assessments

•Chapter Tests . •Unit Projects . •Unit Tests .

Standards

SOC.5-8.6.1.8.2 The colonists adapted ideas from their European heritage and from Native American groups to develop new political and religious institutions and economic systems. The slave labor system and the loss of Native American lives had a lasting impact on the development of the United States and American culture. SOC.5-8.6.1.8.A.3.a Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period. SOC.5-8.6.1.8.B.3.c Use maps and other geographic tools to evaluate the impact of geography on the execution and outcome of the American Revolutionary War. SOC.5-8.6.1.8.B.3.d Explain why New Jersey's location played an integral role in the American Revolution. SOC.5-8.6.1.8.C.3.a 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. SOC.5-8.6.1.8.D.3.a Explain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution. SOC.5-8.6.1.8.D.3.b Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy. SOC.5-8.6.1.8.D.3.c Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States. SOC.5-8.6.1.8.D.3.d Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution. SOC.5-8.6.1.8.D.3.e Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war. SOC.5-8.6.1.8.D.3.f Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America.

21st Century Standards

WORK.5-8.9.1.8.1 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. WORK.5-8.9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills. WORK.5-8.9.1.8.1 Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. WORK.5-8.9.1.8.C.1 Determine an individual's responsibility for personal actions and contributions to group activities. WORK.5-8.9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. WORK.5-8.9.1.8.1 Digital media are 21st-century tools used for local and global communication. WORK.5-8.9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing individual or group work goals within or outside the classroom.

Resources & Technology

Core Resources

•Scott Foresman- Building a Nation .

Supplemental Resources

•http:///classroom.jc-schools.net/SS-units/his.htm . •http://www.eduplace.com/kids/socsci/ca/books/bke1/imaps/index.html . •Johnny Tremain . •Liberty Kids video series . •Scott Foresman Reading Street Leveled Readers . •www.brainpop.com . •www.history.com . •www.sfsocialstudies.com .

Intervention Resources

•Leveled Readers . •Reading Street: My Sidewalks . •TIME for Kids . •Wilson FUNdations .

Literature Connections

•Johnny Tremain . •The Road to Freedom: 1750-1783 by Kallen Stuart . •The Secret Soldier: The Story of Deborah Sampson by Ann McGovern .