Fifth Grade Revolution Unit

Fifth Grade Revolution Unit Essential Questions How did conflict in the colonies lead to change? How did the personal beliefs of the colonial people ...
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Fifth Grade Revolution Unit

Essential Questions How did conflict in the colonies lead to change? How did the personal beliefs of the colonial people influence government?

Enduring Understandings Conflict leads to change. Personal beliefs influence government. People’s actions impact history; past, present, and future.

When in conflict, how do resources, leadership, incentives, proximity, and experience influence the outcome?

GLCEs U3.1.1 Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy.

Key Terms & Vocabulary

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Required: Fifth Grade Revolution Unit Assessment

U3.2.4 Describe the significance of the Treaty of Paris (establishment of the United States and its boundaries). Formative: U3.1.8 Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken. U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre.

Boston Massacre Treaty of Paris Independence Rights Courage Beliefs Sam Adams Treaty Continental Army Militia Great Compromise Key provision Delegates Britain/England American Patirot Representation Grievances Declaration

District Assessments Resources

U3.1.4 Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence , drafting the Articles of Confederation). U3.3.2 Give examples of problems the country faced under the Articles of Confederation (e.g., lack of national army, competing currencies, reliance on state governments for money). U3.1.7 Describe how colonial experiences with self-government (e.g., Mayflower Compact, House of Burgesses and town meetings) and ideas about government (e.g., purposes of government such as protecting individual rights and promoting the common good, natural rights, limited government, representative

Human timeline

District:

Fifth Grade Revolution Unit Westward Expansion Colonial Loyalist Quartering Century Decade Proclamation Committee of Correspondence Recruit Minutemen Civil Revolution Taxation Without Representation Repealed Debits Act Protest Appalachian Mountains Resources Government Cause/effect

government) influenced the decision to declare independence. U3.1.5 Use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so. U3.2.2 Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution.

U3.2.1 Describe the advantages and disadvantages of each side during the American Revolution with respect to military leadership, geography, types of resources, and incentives. U3.1.6 Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine. U3.2.3 Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war. U3.1.3 Using an event from the Revolutionary Era (e.g., Boston Tea Party, quartering of soldiers, writs of assistance, closing of colonial legislatures), explain how British and colonial views on authority and the use of power without authority differed (views on representative government).

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Fifth Grade Colonization Unit Lessons Breakdown Unit 1

Title

GLCEs Included Resources

Needed Resources

Lesson 1

Introduction

U3.1.1

United Streaming video: a book about the revolution. Example: The Fighting Ground by Avi Field Trips to Yesterday: The Road to Revolution: Historical Boston OR Events Leading Up to War: The Revolutionary War Series

Lesson 2 (2 days)

French and Indian War

U3.1.1

Lesson 3

Proclamation of 1763

U3.1.1 U3.1.8

Background information, maps, picture, and PowerPoint on French and Indian War Information about the Proclamation of 1763 Image and text of the Proclamation of 1763

Lesson 4 (2 days)

Boston Massacre

U3.1.2

Background information on Boston Massacre

Suggested Resources

Dominoes Hands On History, American Revolution by Michael Gravois

United Streaming Video: Events Leading up to War: the Revolutionary War Series OR Field Trips to Yesterday: The Road to Revolution: Historical Boston Chart paper for creating timeline

Fact or Opinion sheet on Crispus Attucks from How Our Nation Was Born: The American Revolution by Carole Marsh

Reader’s Theater Paul Revere’s engraving of Boston Massacre

Template of a tombstone (from Hands on History) Online play

Explanation of engraving Calhoun ISD Social Studies Curriculum Design Project

Book of plays: Revolutionary War by

Dallas Murphy U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-156644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-635-02348-3 The Many Rides of Paul Revere. James Cross Giblin. (Scholastic)

Lessons 5

Lesson 6

Boston Tea Party

Intolerable Acts

U3.1.2 U3.1.8

Information on Boston Tea Party

U3.1.2 U3.1.8

Reader’s Theater script about the Boston Tea Party Information on the Intolerable Acts

United Streaming Video: Why Don't You Get a Horse, Sam Adams? or Disney video Johnny Tremaine.

Video segment from United Streaming about the Intolerable Acts

U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-156644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-635-02348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0590-37847-3

Lesson 7

First Continental Congress

U3.1.1

Biography of Paul Revere Poem: “Paul Revere’s

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Ride” Interactive map of the midnight ride

Lesson 8

Paul Revere

U3.1.6 U3.2.3

Information about Sybil Ludington Brief biography and portrait of Paul Revere

United Streaming Video: And Then What Happened, Paul Revere?

Poem: “Paul Revere’s Ride”

Lesson 9

Shot Heard Round the World

U3.1.6 U3.2.3

Information on Sybil Ludington Information on Lexington and Concord, including Photostory and eyewitness account

“Shot Heard 'Round the World” from Schoolhouse Rock - America Rock. Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5 History Comes Alive Teaching Unit: The American Revolution by Jacqueline B. Glasthal ISBN#0-59031500-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-156644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-635-02348-3 Primary Sources Teaching Kit Colonial

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America by Karen Baicker ISBN #0590-37847-3 The Complete Book of United States History by McGraw-Hill ISBN# 156189-679-9

Lesson 10, part I

Second Continental Congress

U3.1.4 U3.1.6

Information on the Second Continental Congress

Lesson 10, part II

Patriot or Loyalist

U3.1.3 U3.1.5 U3.1.8

Letters from a patriot and loyalist

United Streaming Video: American Heroes and Heroines: George Washington – Introduction and sections 1-3 only

“Patriot, Loyalist, or Neutral? You Decide” activity

Lesson 11

Bunker Hill

U3.1.8

Lesson 12

Declaration of Independence

U3.1.5 U3.1.7

Lesson 13

Crossing the Delaware

U3.1.6 U3.2.1

“Join or Die” political cartoon Background information on Battle of Bunker Hill Biographies of patriots

United Streaming video Six Revolutionary War Figures

Patriot Thumbnail Book activity

Will You Sign Here? John Hancock by Jean Fritz

Biography organizer Background information on the crossing of the Delaware, Patrick Henry and Thomas Paine

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“Shot Heard 'Round the World” from Schoolhouse Rock - America Rock. template from Hands-On-History American Revolution for the Declaration of Independence Quiz Panels

Play about crossing the U.S. History Document-Based Delaware (Read Aloud Plays Activities by Charlotte S. Jaffe and Revolutionary War by Michael Barbara T. Doherty, pages 17 and 19 Gravois) OR Web games on http://www.state.nj.us/hango

Lesson 14

Military Advantages & Disadvantages

U3.2.2

Copy of “Common Sense” Eyewitness accounts about Valley Forge and Yorktown

ut_nj/games_washington.html United Streaming Video: Portraits - The Americans: Deborah Sampson

T-chart template

Lesson 15

Lesson 16

Lesson 17

The Battle of Saratoga

U3.2.2

Valley Forge

U3.2.2

Yorktown

U3.2.2 U3.2.3

Matchbook template KWL chart Website on the Battle of Saratoga Information about Valley Forge Primary source material on Valley Forge Information on Yorktown Yorktown Victory Center Resource Packet

Lesson 18

Treaty of Paris

U3.2.4

PowerPoint newspaper template Information on the Treaty of Paris “Do the Research” template RAFT information

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United Streaming Video: Animated Hero Classics: General George Washington United Streaming Video: Dear America: The Winter of Red Snow: The Revolutionary War Story of Abigail Jane Stewart, Valley Forge, Pennsylvania, 1777

Matchbook template from Hands-OnHistory American Revolution

Fifth Grade Revolution Unit Lesson 1 Title: Introduction Grade Level: 5th Unit of Study: American Revolution Abstract: Students will be introduced to the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy. GLCE: U3.1.1 Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775 and colonial dissatisfaction with the new policy. Key Concepts: Conflict leads to change Sequence of Activities: Introduction: Show students either United Streaming video: Field Trips to Yesterday: the Road to Revolution: Historical Boston OR Events Leading Up to War: The Revolutionary War Series *From Hands on History, use the following suggested activity to introduce the major events that led up to the Revolutionary War. 1. In front of the class have a row of dominoes set up and explain that each of the dominoes represents the French and Indian War, the Proclamation of 1763, new taxes, the Boston Massacre, the Boston Tea Party, etc. Then, with the French and Indian War domino, let the rest fall. What led up to the American Revolution was like a series of dominoes. 2. Have the students create a folder for the unit. On the cover have them create a series of dominoes (or use those from the resource listed below). Formative Assessment: Have students write a paragraph about what they think the French and Indian War was about, and who fought against whom in the war.

Connections: English Language Arts

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Fifth Grade Revolution Unit Begin reading to class a book about the revolution. Example: The Fighting Ground by Avi Read a biography Mathematics Instructional Resources: Equipment/Manipulative

Student Resources

Teacher Resources Hands on History, American Revolution by Michael Gravois ISBN#0-439-07208-5 Thematic Unit—Revolutionary War, Teacher Created Materials, Inc. by John and Patty Carratello ISBN#1-55734-293-8 Liberty or Death—The American Revolution 1763-1783 by Betsy & Giulio Maestro (Scholastic).

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Fifth Grade Revolution Unit

Domino Cause and Effect Activity:

briefly meet and review the event they were assigned. On one index card, they should list the 2-3 most significant facts about the event. On the second card, they should design a colorful illustration to represent the event. 1. Students will attach one index card to each side of their “domino” templates. 2. Reconvene as a class. Each group should summarize the 1-3 most important points of their event (or perhaps they could read the index card.) 3. Ask the class to put the “event boxes” in chronological order. Discuss why this is important (cause and effect – one event leads logically to the next.) 4. MAKE SURE THAT THE BOXES ARE SET UP WITHIN DOMINO RANGE 5. Let a student tip over the first box and watch how when each “event box” falls, it causes the next event box to also fall. Ten events leading to Revolution 1-French and Indian War

2-Proclamation of 1763

3-Unfair Taxes (Stamp 4-Boston Act, taxes on tea, etc.) Massacre

5-Boston Tea Party

6-Intolerable Acts

7-First Continental Congress

8-Second Continental Congress

10-Declaration of Independence

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9-Battle of Bunker Hill

Fifth Grade Revolution Unit Lesson 2 Title: French and Indian War Grade Level: 5th Unit of Study: American Revolution Abstract: Students will be introduced to the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy. GLCE: U3.1.1 Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy. Key Concepts: Conflict leads to change. Sequence of Activities (estimated-2 days): 1. Lead a class discussion on the French and Indian War, using the resources included with this lesson: Information on the French and Indian War from Social Studies for Kids Background on the French and Indian War Timeline of the French and Indian War Pictures of the French and Indian War from the Library of Congress Map of America Before the French and Indian War Maps of America Before and After the French and Indian War from Allposters.com PowerPoint on the French and Indian War

Be sure students understand: • The reasons for the war • Who fought in the war • The results of the war 2. Have the students create a mini book on the French and Indian War (a template for the mini book can be found in Hands on History or use instructions at http://www.madison.k12.wi.us/tnl/langarts/techlit/minibook.htm#template. There is also an electronic template at http://www.readwritethink.org/materials/stapleless/. The book should include the following: *Map of territory held by British, French, and Spanish before and after the war

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Fifth Grade Revolution Unit *Reasons for the war *When and where the war took place *Who fought in the war *Results of the war Formative Assessment: French and Indian War mini book.

Connections: English Language Arts

Mathematics Instructional Resources: Equipment/Manipulative

Student Resources

Teacher Resources Hands On History, American Revolution by Michael Gravois ISBN#0-439-07208-5

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 3 Title: Proclamation of 1763 Grade Level: 5th Unit of Study: American Revolution Abstract: Students will understand why the Proclamation of 1763 was so unpopular with the colonists. GLCE: U3.1.1 Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy. U3.1.8 Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken. Key Concepts: Conflict leads to change Sequence of Activities: Introduction: Show students the United Streaming Video: Events Leading up to War: the Revolutionary War Series OR Field Trips to Yesterday: The Road to Revolution: Historical Boston. 1.

Read aloud to class additional historical facts about the Proclamation of 1763 from this or another source: Information about the Proclamation of 1763

2.

Divide students into cooperative groups with one facilitator and one recorder.

3.

The facilitator will ask the group the following questions while the recorder writes down the group’s answer to each question. • • • •

Why did King George III issue the Proclamation of 1763? Were the colonists upset about the Proclamation? Can you think of a better solution to the problem of the King restricting settlement west of the Appalachians? Should colonists that fought in the French and Indian War have the right to settle the lands they won?

4.

Recorder will report out for the group. Discuss answers as whole class.

5.

Provide students a copy of The Proclamation of 1763. Read document with students and explain wording as necessary.

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Fifth Grade Revolution Unit

Formative Assessment: Have students re-create a Proclamation (paragraph) that answers the question “Can you think of a better solution to the problem of the King restricting settlement west of the Appalachians?” Optional: curl the top and bottom edges of the final document or make it appear as authentic as possible.

Connections: English Language Arts

Mathematics Instructional Resources: Equipment/Manipulative

Student Resources

Teacher Resources Hands On History, American Revolution by Michael Gravois ISBN#0-439-07208-5

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 4 Title: Boston Massacre Grade Level: 5th Unit of Study: American Revolution Abstract: Students will study point of view and the effectiveness of propaganda on political events. GLCE: U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre. Key Concepts: Conflict leads to change people’s actions impact history; past, present, and future. Sequence of Activities (approximately 2 days): Introduction: Share these and/or other resources about the Boston Massacre with students and have them read about and discuss this historical event: Overview of the Boston Massacre Detailed description of the Boston Massacre Timeline of events leading to the Boston Massacre Paul Revere's Engraving of the Boston Massacre 1.

Have students participate in a reader’s theater (short play) about the Boston Massacre Reader's Theater script

2.

From resources (informational reading, Reader’s Theater play, videos) create a timeline of events with the students, using chart paper. Post in a visible spot.

3.

Assign one event to a small group of students and have them create a poster depicting that event. Once they finish, each group will present their event (in sequential order).

PART 2 (Can be done the next day) 1. Hand out a copy of Paul Revere's Engraving of the Boston Massacre (or see below). Students will work in small groups or with a partner to study the engraving. 2. Have them answer the following questions on a separate sheet of paper: *Who was the creator of the engraving? *What is happening in the picture? *Do you think this is an accurate portrayal of the Boston Massacre? *What do you believe was the creator’s purpose in drawing this event? *Do you think the engraving supported the colonists’ point of view or the British point of view?

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Fifth Grade Revolution Unit 3. 4.

Have students share their responses with whole class. Read to the students the explanation of the engraving (below). Discuss “findings” as whole class.

Connections: English Language Arts Fact or Opinion sheet on Crispus Attucks from How Our Nation Was Born: The American Revolution by Carole Marsh Mathematics Art Students may use template of a tombstone (from Hands on History) to create an epitaph for Crispus Attucks. Instructional Resources: Equipment/Manipulative

Student Resources

Teacher Resources: Hands On History, American Revolution by Michael Gravois ISBN#0-439-07208-5 Reader’s Theater play: http://www.thefreelibrary.com/_/print/PrintArticle.aspx?id=128671006 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 The Many Rides of Paul Revere. James Cross Giblin. (Scholastic)

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Fifth Grade Revolution Unit

Paul Revere's Engraving - Explained The presence of British troops in Boston had long been a sore point among Boston's radical politicians. Paul Revere wasted no time in capitalizing on the Massacre to highlight British tyranny and stir up anti-British sentiment among his fellow colonists. As you will see, Revere's historic engraving is long on political propaganda and short on accuracy or aesthetics.

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Fifth Grade Revolution Unit Notice how the British Grenadiers are shown standing in a straight line shooting their rifles in a regular volley, whereas when the disturbance actually erupted both sides were belligerent and riotous. Notice also that Revere's engraving shows a blue sky. Only a wisp of a moon suggests that the riot occurred after nine o'clock on a cold winter night. Notice too the absence of snow and ice on the street, while Crispus Attacks-- a black man lying on the ground closest to the British soldiers-- is shown to be white. As an aside, it should be noted that as a result of his death in the Boston Massacre, Crispus Attacks would emerge as the most famous of all the black men to fight in the cause of the Revolution, and become its first martyr. Documentation has come to light over the years indicating that Revere copied engraver Henry Pelham's drawings of the Massacre, produced his own engraving, and three weeks after the occurrence was advertising his prints for sale in Boston's newspapers. By the time Pelham's prints hit the street, Revere's print had flooded the market. A third engraving was executed by Jonathan Mulliken , who also issued prints depicting the event. Except for a number of minor differences, all three prints appear alike. In his rush to produce his engraving Revere employed the talents of Christian Remick to colorize the print. Remick's choice of colors is simple yet effective. Notice the use of red for the British uniforms and the blood. The other colors-- blue, green, brown and black-- all contribute to make this print what is arguably the most famous in America. Few historians would deny that the B.M. proved to be a milestone in America's road to independence. By popularizing the tragic event, Paul Revere's print became "the first powerful influence in forming an outspoken anti-British public opinion," one in which the revolutionary leaders had almost lost hope of achieving. When Paul Revere first began selling his color prints of "The Bloody Massacre perpetrated in King Street" in Boston, he was doing what any like-minded patriot with his talents in 1770 would have done. Only, Paul Revere did it faster and more expeditiously than anyone else, including two other artist-engravers who also issued prints of the Massacre that year.

Crispus Attucks Crispus Attucks, one of the first men to die for American freedom, was a fugitive slave who had escaped from his master and had worked for twenty years as a merchant seaman. When Samuel Adams, prominent leader of the struggle against British domination of the American colonies, called upon the dock workers and seamen in the port of Boston to demonstrate against the British troops guarding the customs commissioners, Crispus Attucks responded to the plea. Aroused by Adams' exhortations, a group of 40 to 50 patriots, armed with clubs, sticks and snowballs, approached the British soldiers. Attucks was apparently in the front of the line of the aroused citizens, urging them on. Suddenly there was a terse order--"Fire!" The British troops responded with a barrage of rifle fire.

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Fifth Grade Revolution Unit

Crispus Attucks was the first to fall in the celebrated "Boston Massacre" of 1770. Four other Americans died that night from the action. Samuel Adams used the incident to incite the colonists to further rebellion. Although only five people were killed, Adams termed it a "massacre" of innocent citizens by the tyrannical mother country. Paul Revere published a poem and a drawing of this famous incident in the Boston Gazette on March 12, 1770. Writers who omit Crispus Attucks' name from the accounts of the American revolution might as well dismiss the "Boston Massacre" as an irrelevant incident in the struggle for American independence.

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Fifth Grade Revolution Unit Lesson 5 Title: Boston Tea Party Grade Level: 5th Unit of Study: American Revolution Abstract: Students will study the effect of the choices made by the colonists GLCE: U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre. U3.1.8 Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken. Key Concepts: Conflict leads to change people’s actions impact history; past, present, and future. Sequence of Activities: Part One: 1. Show student the United Streaming Video: Why Don't You Get a Horse, Sam Adams? or the Disney video Johnny Tremaine. 2.

Read and discuss with students information on The Boston Tea Party from the included or other resources

3.

Recommended: have students participate in a reader’s theater about the Boston Tea Party.

4.

With a partner or small group, have students list causes and effects of the Boston Tea Party.

Formative Assessment: Have students write about the causes, effects, and repercussions of the Boston Tea Party from the point of view of a colonist.

English Language Arts Mathematics Instructional Resources:

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Equipment/Manipulative

Student Resources

Teacher Resources Reader’s Theater script: http://artsedge.kennedy-center.org/content/2237/2237_bostontea_script.pdf Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5

U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit

The Boston Tea Party, 1773 From Victory in the French and Indian War was costly for the British. At the war's conclusion in 1763, King George III and his government looked to taxing the American colonies as a way of recouping their war costs. They were also looking for ways to reestablish control over the colonial governments that had become increasingly independent while the Crown was distracted by the war. Royal ineptitude compounded the problem. A series of actions including the Stamp Act (1765), the Townsend Acts (1767) and the Boston Massacre (1770) agitated the colonists, straining relations with the mother country. But it was the Crown's attempt to tax tea that spurred the colonists to action and laid the groundwork for the American Revolution. The colonies refused to pay the levies required by the Townsend Acts claiming they had no obligation to pay taxes imposed by a Parliament in which they had no representation. In response, Parliament retracted the taxes with the exception of a duty on tea - a demonstration of Parliament's ability and right to tax the colonies. In May of 1773 Parliament concocted a clever plan. They gave the struggling East India Company a monopoly on the importation of tea to America. Additionally, Parliament reduced the duty the colonies would have to pay for the imported tea. The Americans would now get their tea at a cheaper price than ever before. However, if the colonies paid the duty tax on the imported tea they would be acknowledging Parliament's right to tax them. Tea was a staple of colonial life - it was assumed that the colonists would rather pay the tax than deny themselves the pleasure of a cup of tea. The colonists were not fooled by Parliament's ploy. When the East India Company sent shipments of tea to Philadelphia and New York the ships were not allowed to land. In Charleston the tea-laden ships were permitted to dock but their cargo was consigned to a warehouse where it remained for three years until it was sold by patriots in order to help finance the revolution. In Boston, the arrival of three tea ships ignited a furious reaction. The crisis came to a head on December 16, 1773 when as many as 7,000 agitated locals milled about the wharf where the ships were docked. A mass meeting at the Old South Meeting House that morning resolved that the tea ships should leave the harbor without payment of any duty. A committee was selected to take this message to the Customs House to force release of the ships out of the harbor. The Collector of Customs refused to allow the ships to leave without payment of the duty. Stalemate. The committee reported back to the mass meeting and a howl erupted from the meeting hall. It was now early evening and a group of about 200 men disguised as Indians assembled on a near-by hill. Whopping war chants, the crowd marched two-by-two to

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Fifth Grade Revolution Unit the wharf, descended upon the three ships and dumped their offending cargos of tea into the harbor waters. Most colonists applauded the action while the reaction in London was swift and vehement. In March 1774 Parliament passed the Intolerable Acts which among other measures closed the Port of Boston. The fuse that led directly to the explosion of American independence was lit.

Take your tea and shove it. George Hewes was a member of the band of "Indians" that boarded the tea ships that evening. His recollection of the event was published some years later. We join his story as the group makes its way to the tea-laden ships: "It was now evening, and I immediately dressed myself in the costume of an Indian, equipped with a small hatchet, which I and my associates denominated the tomahawk, with which, and a club, after having painted my face and hands with coal dust in the shop of a blacksmith, I repaired to Griffin's wharf, where the ships lay that contained the tea. When I first appeared in the street after being thus disguised, I fell in with many who were dressed, equipped and painted as I was, and who fell in with me and marched in order to the place of our destination. When we arrived at the wharf, there were three of our number who assumed an authority to direct our operations, to which we readily submitted. They divided us into three parties, for the purpose of boarding the three ships which contained the tea at the same time. The name of him who commanded the division to which I was assigned was Leonard Pitt. The names of the other commanders I never knew. We were immediately ordered by the respective commanders to board all the ships at the same time, which we promptly obeyed. The commander of the division to which I belonged, as soon as we were on board the ship, appointed me boatswain, and ordered me to go to the captain and demand of him the keys to the hatches and a dozen candles. I made the demand accordingly, and the captain promptly replied, and delivered the articles; but requested me at the same time to do no damage to the ship or rigging. We then were ordered by our commander to open the hatches and take out all the chests of tea and throw them overboard, and we immediately proceeded to execute his orders, first cutting and splitting the chests with our tomahawks, so as thoroughly to expose them to the effects of the water. In about three hours from the time we went on board, we had thus broken and thrown overboard every tea chest to be found in the ship, while those in the other ships were disposing of the tea in the same way, at the same time. We were surrounded by British armed ships, but no attempt was made to resist us. ...The next morning, after we had cleared the ships of the tea, it was discovered that very considerable quantities of it were floating upon the surface of the water; and to prevent the possibility of any of its being saved for use, a number of small boats were

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Fifth Grade Revolution Unit manned by sailors and citizens, who rowed them into those parts of the harbor wherever the tea was visible, and by beating it with oars and paddles so thoroughly drenched it as to render its entire destruction inevitable." References:

Hawkes, James A, Retrospect of the Boston Tea-Party, with a Memoir of George R. T. Hewes... (1834) reprinted in Commager, Henry Steele, Morris Richard B., The Spirit of 'Seventy-Six vol I (1958); Labaree, Benjamin Woods, The Boston Tea Party (1964). "The Boston Tea Party, 1773," EyeWitness to History, www.eyewitnesstohistory.com (2002).

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 6 Title: Intolerable Acts Grade Level: 5th Unit of Study: American Revolution Abstract: Students will study the effect of the choices made by the colonists GLCE: U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre. U3.1.8 Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken. Key Concepts: Conflict leads to change people’s actions impact history; past, present, and future. Sequence of Activities: 1. Show a video segment from United Streaming about the Intolerable Acts. 2. Read the included or other resources to learn more about the Intolerable Acts. 3. Discuss with students on whether this was a positive or negative outcome of the Boston Tea Party. Connections: English Language Arts Mathematics Instructional Resources: Equipment/Manipulative

Student Resources

Teacher Resources

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 7 Title: First Continental Congress Grade Level: 5th Unit of Study: American Revolution, Abstract: In this lesson students explore the First Continental Congress and the issues of colonial unity, independence and political action. After they examine the actions and ideas of the colonial leaders involved in the First Continental Congress, students engage in a simulation of Congress. GLCE: U3.1.1 Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy. Key Concepts: The cause and effects of the First Continental Congress, representative government, and the first self-government. Sequence of Activities: 1.

Begin this lesson with a brief review of the Intolerable Acts. Remind students that although the Intolerable Acts targeted the colonists of Massachusetts and of Boston in particular, people in all the colonies were angry and quick to come to the defense of Boston. Ask students to think of ways the colonists may have protested these acts based on what they learned about previous colonial reactions to British laws and actions. Possible answers include: *A boycott of British goods *Demonstrations *A petition to the King and/or Parliament *Destruction of British property similar to the Boston Tea Party, or *Circular letters (Committees of Correspondence) sent between colonists listing ideas of what to do

2.

Write “The First Continental Congress” on the board (or overhead). Ask students what they think this means. Record student responses. 3. Show a video segment from United Streaming about the First Continental Congress. 4. Return to the students’ list of responses. Have them add to their list and with all the reactions, discuss: *who was involved *reasons for the reaction *outcome of the reaction

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Formative Assessment: Students will write a brief position paper on whether or not to join the First Continental Congress. An explanation supporting their stand must include facts from video or other resource materials.

Connections: English Language Arts

Mathematics Instructional Resources: Equipment/Manipulative

Student Resources

Teacher Resources Hands on History, American Revolution by Michael Gravois ISBN#0-439-07208-5 Liberty or Death—The American Revolution 1763-1783. Betsy & Giulio Maestro (Scholastic)

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 8 Title: Paul Revere Grade Level: 5th Unit of Study: American Revolution Abstract: Students will understand how one person’s actions impact history. GLCE: U3.1.6 Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine. U3.2.3 Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war. Key Concepts: Conflict leads to change people’s actions impact history; past, present, and future. Sequence of Activities: Introduction: Show student the United Streaming Video: And Then What Happened, Paul Revere? 1. 2. 3. 4. 5. 6.

Read about and discuss Paul Revere’s life from the included or other resources. Read aloud to students the poem “Paul Revere’s Ride” by Henry Wadsworth Longfellow. Read the story of Sibyl Ludington’s ride to students. Compare the biography and background information with the poem. Optional: have students create a mini-book of Paul Revere’s ride with captions from the poem. Read the story of Sibyl Ludington’s ride to students.

Formative Assessment: Illustrated book of Paul Revere’s ride. Connections: English Language Arts Mathematics Resources: Equipment/Manipulative

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit

Student Resources

Teacher Resources http://player.discoveryeducation.com/index.cfm?guidAssetId=321B06A1-6C49-4395-BE7D3A90F7E160C1&blnFromSearch=1&productcode=US Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3 The Many Rides of Paul Revere. James Cross Giblin. (Scholastic)

Brief Biography of Paul Revere from http://www.paul-revere-heritage.com/briefbibliography.html Paul Revere was one of the key figures of the revolutionary movement in New England colonies. He was also a craftsman known for his works of silver. Born on December 22, 1734 in Boston Revere first became famous for his craftsmanship. His work was well known in Boston, especially silverware and tea sets. His other well-known specialty was the engraved printing plates. When revolutionary mood became growing in Boston, Revere became involved as an active member of the Boston’s Sons of Liberty chapter lead by Samuel Adams. He also used proceeds from the trade to finance revolutionary activities. One of his most publicized engraving works where his trade and his political views crossed, was the representation of the Boston Massacre. In 1773 Revere participated in the Boston Tea Party when members of the Sons of Liberty climbed three ships anchored in Boston Harbor and dumped tea chests into the ocean to protest British taxation. But it was the famous Midnight Ride of April 18, 1775 for which the Boston silversmith became known to anyone even vaguely familiar with the American

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Revolution history. The historic event occurred when Revere and two other couriers rode from Boston to Lexington to warn patriots about the arrival of the British troops. The battles of Lexington and Concord then became know as the first battles fought for American independence. During the Revolutionary war Revere participated as a soldier in the American army and also started a gunpowder mill. His other key contributions were the designs of Continental currency and the seals of 13 colonies, including the current seal of Massachusetts. After the war Revere came back to his silversmith business in Boston. He died on May 10, 1818 when he was 83 years of age.

Revere's Account of Events of April 18, 1775 The account below is the deposition of Paul Revere for the investigation conducted by the Massachusetts Provincial Congress. The purpose of the enquiry was to establish the proof that the British soldiers fired the first shot. Note that the text of the memo has been modernized for readability. The account with the original formatting can be found here. Another known account of the Ride left by Revere was his letter to a historian, Jeremy Belknap which was written in 1798. I, Paul Revere, of Boston, in the colony of the Massachusetts Bay in New England; of lawful age, do testify and say; that I was sent for by Dr. Joseph Warren, of said Boston, on the evening of the 18th of April, about 10 o'clock; when he desired me, ''to go to Lexington, and inform Mr. Samuel Adams, and the Hon. John Hancock Esq. that there was a number of soldiers, composed of light troops, and grenadiers, marching to the bottom of the common, where there was a number of boats to receive them; it was supposed that they were going to Lexington, by the way of Cambridge River, to take them, or go to Concord, to destroy the colony stores.'' I proceeded immediately, and was put across Charles River and landed near Charlestown Battery; went in town, and there got a horse. While in Charlestown, I was informed by Richard Devens Esq. that he met that evening, after sunset, nine officers of the ministerial army, mounted on good horses, and armed, going towards Concord. I set off, it was then about 11 o'clock, the moon shone bright. I had got almost over Charlestown Common, towards Cambridge, when I saw two officers on horse-back, standing under the shade of a tree, in a narrow part of the road. I was near enough to see their holsters and cockades. One of them started his horse towards me, the other up the road, as I supposed, to head me, should I escape the first. I turned my horse short about, and rode upon a full gallop for Mistick Road. He followed me about 300 yards, and finding he could not catch me, returned. I proceeded to Lexington, through Mistick, and alarmed Mr. Adams and Col. Hancock. After I had been there about half an hour Mr. Daws arrived, who came from Boston, over the Neck.

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Fifth Grade Revolution Unit We set off for Concord, and were overtaken by a young gentleman named Prescot, who belonged to Concord, and was going home. When we had got about half way from Lexington to Concord, the other two stopped at a house to awake the men, I kept along. When I had got about 200 yards ahead of them, I saw two officers as before. I called to my company to come up, saying here was two of them, (for I had told them what Mr. Devens told me, and of my being stopped). In an instant I saw four of them, who rode up to me with their pistols in their bands, said ''G---d d---n you, stop. If you go an inch further, you are a dead man.'' Immediately Mr. Prescot came up. We attempted to get through them, but they kept before us, and swore if we did not turn in to that pasture, they would blow our brains out, (they had placed themselves opposite to a pair of bars, and had taken the bars down). They forced us in. When we had got in, Mr. Prescot said ''Put on!'' He took to the left, I to the right towards a wood at the bottom of the pasture, intending, when I gained that, to jump my horse and run afoot. Just as I reached it, out started six officers, seized my bridle, put their pistols to my breast, ordered me to dismount, which I did. One of them, who appeared to have the command there, and much of a gentleman, asked me where I came from; I told him. He asked what time I left . I told him, he seemed surprised, said ''Sir, may I crave your name?'' I answered ''My name is Revere. ''What'' said he, ''Paul Revere''? I answered ''Yes.'' The others abused much; but he told me not to be afraid, no one should hurt me. I told him they would miss their aim. He said they should not, they were only waiting for some deserters they expected down the road. I told him I knew better, I knew what they were after; that I had alarmed the country all the way up, that their boats were caught aground, and I should have 500 men there soon. One of them said they had 1500 coming; he seemed surprised and rode off into the road, and informed them who took me, they came down immediately on a full gallop. One of them (whom I since learned was Major Mitchel of the 5th Reg.) clapped his pistol to my head, and said he was going to ask me some questions, and if I did not tell the truth, he would blow my brains out. I told him I esteemed myself a man of truth, that he had stopped me on the highway, and made me a prisoner, I knew not by what right; I would tell him the truth; I was not afraid. He then asked me the same questions that the other did, and many more, but was more particular; I gave him much the same answers. He then ordered me to mount my horse, they first searched me for pistols. When I was mounted, the Major took the reins out of my hand, and said ''By G---d Sir, you are not to ride with reins I assure you''; and gave them to an officer on my right, to lead me. He then ordered 4 men out of the bushes, and to mount their horses; they were country men which they had stopped who were going home; then ordered us to march. He said to me, ''We are now going towards your friends, and if you attempt to run, or we are insulted, we will blow your brains out.'' When we had got into the road they formed a circle, and ordered the prisoners in the center, and to lead me in the front. We rode towards Lexington at a quick pace; they very often insulted me calling me rebel, etc., etc. After we had got about a mile, I was given to the sergeant to lead, he was ordered to take out his pistol, (he rode with a hanger,) and if I ran, to execute the major's sentence. When we got within about half a mile of the Meeting House we heard a gun fired. The Major asked me what it was for, I told him to alarm the country; he ordered the four prisoners to dismount, they did, then one of the officers dismounted and cut the bridles and saddles off the horses, and drove them away, and told the men they might go about their business. I

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit asked the Major to dismiss me, he said he would carry me, let the consequence be what it will. He then ordered us to march. When we got within sight of the Meeting House, we heard a volley of guns fired, as I supposed at the tavern, as an alarm; the Major ordered us to halt, he asked me how far it was to Cambridge, and many more questions, which I answered. He then asked the sergeant, if his horse was tired, he said yes; he ordered him to take my horse. I dismounted, and the sergeant mounted my horse; they cut the bridle and saddle of the sergeant's horse, and rode off down the road. I then went to the house were I left Messrs. Adams and Hancock, and told them what had happened; their friends advised them to go out of the way; I went with them, about two miles across road. After resting myself, I set off with another man to go back to the tavern, to inquire the news; when we got there, we were told the troops were within two miles. We went into the tavern to get a trunk of papers belonging to Col. Hancock. Before we left the house, I saw the ministerial troops from the chamber window. We made haste, and had to pass through our militia, who were on a green behind the Meeting House, to the number as I supposed, about 50 or 60, I went through them; as I passed I heard the commanding officer speak to his men to this purpose; ''Let the troops pass by, and don't molest them, without they begin first.'' I had to go across road; but had not got half gunshot off, when the ministerial troops appeared in sight, behind the Meeting House. They made a short halt, when one gun was fired. I heard the report, turned my head, and saw the smoke in front of the troops. They immediately gave a great shout, ran a few paces, and then the whole fired. I could first distinguish irregular firing, which I supposed was the advance guard, and then platoons; at this time I could not see our militia, for they were covered from me by a house at the bottom of the street. Signed Paul Revere.

Paul Revere's Ride

Henry Wadsworth Longfellow     Listen my children and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-five; Hardly a man is now alive Who remembers that famous day and year. He said to his friend, "If the British march By land or sea from the town to-night, Hang a lantern aloft in the belfry arch Of the North Church tower as a signal light,-Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit One if by land, and two if by sea; And I on the opposite shore will be, Ready to ride and spread the alarm Through every Middlesex village and farm, For the country folk to be up and to arm." Then he said "Good-night!" and with muffled oar Silently rowed to the Charlestown shore, Just as the moon rose over the bay, Where swinging wide at her moorings lay The Somerset, British man-of-war; A phantom ship, with each mast and spar Across the moon like a prison bar, And a huge black hulk, that was magnified By its own reflection in the tide. Meanwhile, his friend through alley and street Wanders and watches, with eager ears, Till in the silence around him he hears The muster of men at the barrack door, The sound of arms, and the tramp of feet, And the measured tread of the grenadiers, Marching down to their boats on the shore. Then he climbed the tower of the Old North Church, By the wooden stairs, with stealthy tread, To the belfry chamber overhead, And startled the pigeons from their perch On the sombre rafters, that round him made Masses and moving shapes of shade,-By the trembling ladder, steep and tall, To the highest window in the wall, Where he paused to listen and look down A moment on the roofs of the town And the moonlight flowing over all. Beneath, in the churchyard, lay the dead, In their night encampment on the hill, Wrapped in silence so deep and still That he could hear, like a sentinel's tread, The watchful night-wind, as it went Creeping along from tent to tent, And seeming to whisper, "All is well!" A moment only he feels the spell Of the place and the hour, and the secret dread Of the lonely belfry and the dead;

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit For suddenly all his thoughts are bent On a shadowy something far away, Where the river widens to meet the bay,-A line of black that bends and floats On the rising tide like a bridge of boats. Meanwhile, impatient to mount and ride, Booted and spurred, with a heavy stride On the opposite shore walked Paul Revere. Now he patted his horse's side, Now he gazed at the landscape far and near, Then, impetuous, stamped the earth, And turned and tightened his saddle girth; But mostly he watched with eager search The belfry tower of the Old North Church, As it rose above the graves on the hill, Lonely and spectral and sombre and still. And lo! as he looks, on the belfry's height A glimmer, and then a gleam of light! He springs to the saddle, the bridle he turns, But lingers and gazes, till full on his sight A second lamp in the belfry burns. A hurry of hoofs in a village street, A shape in the moonlight, a bulk in the dark, And beneath, from the pebbles, in passing, a spark Struck out by a steed flying fearless and fleet; That was all! And yet, through the gloom and the light, The fate of a nation was riding that night; And the spark struck out by that steed, in his flight, Kindled the land into flame with its heat. He has left the village and mounted the steep, And beneath him, tranquil and broad and deep, Is the Mystic, meeting the ocean tides; And under the alders that skirt its edge, Now soft on the sand, now loud on the ledge, Is heard the tramp of his steed as he rides. It was twelve by the village clock When he crossed the bridge into Medford town. He heard the crowing of the cock, And the barking of the farmer's dog, And felt the damp of the river fog, That rises after the sun goes down. It was one by the village clock,

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit When he galloped into Lexington. He saw the gilded weathercock Swim in the moonlight as he passed, And the meeting-house windows, black and bare, Gaze at him with a spectral glare, As if they already stood aghast At the bloody work they would look upon. It was two by the village clock, When he came to the bridge in Concord town. He heard the bleating of the flock, And the twitter of birds among the trees, And felt the breath of the morning breeze Blowing over the meadow brown. And one was safe and asleep in his bed Who at the bridge would be first to fall, Who that day would be lying dead, Pierced by a British musket ball. You know the rest. In the books you have read How the British Regulars fired and fled,--How the farmers gave them ball for ball, >From behind each fence and farmyard wall, Chasing the redcoats down the lane, Then crossing the fields to emerge again Under the trees at the turn of the road, And only pausing to fire and load. So through the night rode Paul Revere; And so through the night went his cry of alarm To every Middlesex village and farm,--A cry of defiance, and not of fear, A voice in the darkness, a knock at the door, And a word that shall echo for evermore! For, borne on the night-wind of the Past, Through all our history, to the last, In the hour of darkness and peril and need, The people will waken and listen to hear The hurrying hoof-beats of that steed, And the midnight message of Paul Revere.

From http://www.geocities.com/Heartland/Plains/1789/sybil.html

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit

Sybil Ludington was a typical 16 year old girl in 1777. She was the eldest of 12 children and was often responsible for taking care of her younger siblings. She was putting the younger children to bed on the night of April 26, 1777, when word reached her house that the British were burning the town of Danbury, Connecticut, which was only 25 miles away. Her father was a colonel in the local militia. His men were scattered over a wide area around the Ludington house in Fredericksburg, New York (now Ludington). Sybil convinced her father to let her ride and summon the men. She rode on horseback over 40 miles on dark, unmarked roads to spread the alert. Her course took her down through Carmel, on to Mahopac, and around to Kent Cliffs and Farmers Mills and back home. She rode alone with only a stick to prod her horse Star and to knock on the doors spreading the alert in time. The men whom she helped to gather arrived just in time to help drive the British, under the command of General William Tyron (who was also colonial governor of New York), back to their ships in Long Island Sound. In this day and age a sixteen year old girl alone on a darkened street is not safe. One can only imagine what it was like being a 16 year old girl aiding the rebellion during war-time within such a short distance from the fighting and alone with no one for protection. Sybil Ludington was a true American Hero. Sybil's contribution to the war was not forgotten. Present day visitors to Putnam County New York can trace her path on that midnight ride by following markers placed along the route, and view a statue of her erected in 1961 on Route 52 beside Gleneida Lake in Carmel on the route. There is a smaller copy of the statue located in Washington, D.C. in Constitution Memorial Hall in DAR headquarters.

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 9 Title: Shot Heard Round the World Grade Level: 5th Unit of Study: American Revolution Abstract: Students will understand time line of Lexington and Concord. GLCE: U3.1.6 Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine. U3.2.3 Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war. Key Concepts: Conflict leads to change people’s actions impact history; past, present, and future. Sequence of Activities: 1. Have students read about and discuss Lexington and Concord, using the included or other resources, or or show “Shot Heard 'Round the World” from Schoolhouse Rock - America Rock (http://www.youtube.com/watch?v=7VQA5NDNkUM) 1. Have students create a horizontal puzzle of the timeline of events beginning with British troops leaving Boston on April 18 to arrest colonial leaders and ending with Minutemen and British troops meeting at Lexington on April 19. 2. Have students illustrate and write short captions on each piece of the timeline. Formative Assessment: completion of puzzle Connections: English Language Arts Biography on Paul Revere or Sibyl Ludington Mathematics Resources: Equipment/Manipulative

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Student Resources

Teacher Resources Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5 History Comes Alive Teaching Unit: The American Revolution by Jacqueline B. Glasthal ISBN#0-590-31500-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3 The Complete Book of United States History by McGraw-Hill ISBN# 1-56189-679-9

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 10, part I Title: Second Continental Congress Grade Level: 5th Unit of Study: American Revolution Abstract: Students will understand the significance of the Second Continental Congress. GLCE: U3.1.4 Describe the role of the First and Second Continental Congress in unifying the colonies. U3.1.6 Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine. Key Concepts: Conflict leads to change people’s actions impact history; past, present, and future. Sequence of Activities: 1. Show students the United Streaming Video: American Heroes and Heroines: George Washington – Introduction and sections 1-3 only. 2. RAFT writing: Instruct them to produce a piece of writing using the following format: • Role: John Adams • Audience: George Washington • Format: letter • Topics: o Why the Second Continental Congress was going to meet o Information about the Continental Army o The reasons why Washington would be the best Commander-in-Chief Formative Assessment: Letter to George Washington

Connections: English Language Arts Business letter writing Mathematics Resources: Equipment/Manipulative

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Student Resources

Teacher Resources Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3 The Complete Book of United States History by McGraw-Hill ISBN# 1-56189-679-9

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 10, part II Title: Patriot or Loyalist Grade Level: 5th Unit of Study: American Revolution, Abstract: Students will explore the differences between Patriots and Loyalists and the decision that colonists had to make. GLCE: U3.1.3 Using an event from the Revolutionary era, explain how British and colonial views on authority and the use of power without authority differed. U3.1.5 Use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so. U3.1.8 Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken. Key Concepts: Personal beliefs influence government. Sequence of Activities: 1. Read with the class a journal entry or letter (see below) from someone trying to explain to another their reasons for becoming a Patriot or remaining a Loyalist (or read from your district’s resources on patriots and loyalists). 2. In pairs or small groups, have students work through the “Patriot, Loyalist, or Neutral-You Decide” activity. 3. Show the students the “Join or Die” political cartoon. Have students discuss with a partner what they think it means in relation to the American Revolution. Report out to class, record and discuss answers. Formative Assessment: Write a letter to your brother pretending you are a Patriot and he has chosen to remain a Loyalist (or vice versa) Connections: English Language Arts Friendly letter writing Mathematics Resources:

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Equipment/Manipulative

Student Resources

Teacher Resources Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5

History Comes Alive Teaching Unit: The American Revolution by Jacqueline B. Glasthal ISBN#0-590-31500-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3 The Complete Book of United States History by McGraw-Hill ISBN# 1-56189-679-9

Excerpt from a “Letter from Catharine Van Cortlandt, 1777, to her husband Philip Van Cortlandt, dated Hanover, New Jersey, January 20, 1777.” Many of our female neighbours have been here, but I find their visits are only to gratify curiosity and to add insult to our unremitted distress. One of them who lives across the river, whose family we took so much pleasure in relieving when friendless…said that formerly she always respected you and loved the ground over which you walked, but now could with pleasure see your blood run down the road… The pious, devout and Reverend Mr. Green is very industrious in promoting your ruin by declaring you an enemy to their cause. The farmers are forbid to sell me provisions, and the millers to grind our grain. Our woods are cut down for the use of their army, and that which you bought and left corded near the river my servants are forbid to touch, though we are in the greatest distress for the want of it… Our dear children have been six weeks without any other covering to their tender feet but woolen rags sewed around them to keep them form freezing.

Calhoun ISD Social Studies Curriculum Design Project

Patriot, Loyalist, or Neutral? You Decide Historical Background: During the American Revolution, the American colonists had to decide to support the War for Independence or remain loyal to the British and King George III. Some Americans could not decide which side to choose and remained neutral during the war. Most American colonists, however, did choose sides. Those who supported independence from Britain were known as Patriots and colonists who opposed independence from Britain were known as Loyalists. Most Patriots supported independence because they felt that recent British laws on the American Colonies violated their rights as British citizens (e.g. taxing without consent, quartering soldiers in citizens’ homes, and denying colonists the right to a trial). Many Patriots live in the New England Colonies, especially Massachusetts. Most Loyalists who opposed independence tended to be wealthy landowners, Anglican clergymen, or people with close business or political ties to Britain. There was a high concentration of Loyalists in New York City and in the Southern Colonies. Many Loyalists agreed that the American colonists had suffered at the hands of the British but the Loyalist hoped that a peaceful reconciliation with British government was possible. During the Revolution taking a Loyalists stance was dangerous, especially in the Southern Colonies. Many Loyalists were brutally attacked and killed. Their property was destroyed or confiscated. Loyalists by thousands fled the American Colonies for their own safety. Some Loyalists moved to England and many more moved to nearby Canada. Those living in the American colonies had various reasons for choosing their side. The Iroquois Confederation, except the Seneca Tribe, had a working relationship with British officials and was angered by colonists encroaching into their territory, sided with British. Tenant farmers often choose their position on the Revolution based on which side their landowner supported. For example, if a Patriot landowner was cruel and always raised the rent, the tenant would be a Loyalist, but if the Patriot landowner was kind and collected a fair rent, the tenant would be a Patriot. Non-English speaking colonists, especially those living in the frontier, often kept to themselves and viewed the conflict between the British government and the Patriots as family quarrel among the English. They wanted to stay out of it and be left alone. Colonists who were in debt with British creditors often became Patriots since they hoped winning the Revolution could get them out of paying back their debt.

Directions: Read the following biographies of colonists during the American Revolution. Some of the biographies are of real individuals and other biographies are fictional individuals but their situations are similar to those of actual colonists. After reading each biography, circle whether the colonists would have been a Patriot, Loyalist or a neutral and explain why you made your decision. To help you with the following activity, use your classroom notes or textbook to define the following terms: Patriot: ___________________________________________________________________________ Loyalist: _________________________________________________________________________ Neutral: __________________________________________________________________________

From www.unyahea.org/lesson_plans/Patriot,%20Loyalist,%20or%20Neutral%20%20You%20Decid e.doc

Colonist A Colonist A is a poor farmer in the Hudson Valley of New York. Colonist A has paid no attention to the trouble brewing in the colonies. His day to day struggle to maintain his farm and family is what worries him. His problems have recently become worse; his landowner, a Loyalist, has had some financial troubles and to get himself out of his enormous debts, his landowner raised Colonist A’s rent three times in the last five months. Colonist A barely earns enough from selling his crops to pay the original rent amount and now with the raise in the rent, Colonist A will be evicted from his farm. He and his wife have six children and fear they will have no where to go if they are forced to leave the farm. Patriot

Loyalist

Neutral

Reason for decision:

Colonist B Colonist B is a wealthy woman from New York City. Her husband’s business earns tremendous wealth and honor for the family. She frequently claims to be related to several members of the House of Lords in the British Parliament. She worries about the amount of violence being committed by mobs of men called the Sons of Liberty. She and her husband fear that their wealth and their connections to Britain may cause them to be targets of the mob. Patriot

Loyalist

Neutral

Reason for decision:

Colonist C Colonist C is a wealthy tea merchant in Boston. Colonist C’s goal in life is to make money and he doesn’t care if he violates the law. Since the Townshend Acts placed a tax on tea, Colonist C has been illegally importing tea from the Dutch. His ships frequently have to hide from the British navy and British customs officials who can board his ships whenever they please. Recently he was caught smuggling in tea, but fortunately he was able to buy off the official with a large sum of money. Friends have informed Colonist C that the Royal Governor of Massachusetts has issued an arrest warrant for Colonist C, and friends advise him to go into hiding. Patriot

Loyalist

Neutral

Reason for decision:

From www.unyahea.org/lesson_plans/Patriot,%20Loyalist,%20or%20Neutral%20%20You%20Decid e.doc

Colonist D Colonist D is a merchant from rural Virginia. He follows the British laws and sells all of his goods, mainly tobacco to the British. Colonist D’s lifestyle is extravagant and spends large amounts of his money purchasing the finest clothes and furnishings from Europe. As a young boy, his father sent him to study in Britain and he hopes that next year, he too will send his son to Britain, the only place in his mind one can get a decent education. Due to his rich lifestyle, Colonist D is in heavy debt with several British banks. He fears that the people he owes money to will foreclose his property. Patriot

Loyalist

Neutral

Reason for decision:

Colonist E Colonist E is originally from Germany and lives on the Pennsylvania Frontier. Colonist E decided to move his family out of the Pennsylvania colony into the fertile Ohio Valley. He plans to move near a British fort in the Ohio Valley which can provide protection from Indians. As Colonist E and his family moved towards the Ohio Valley, British soldiers stopped him and informed him that the Proclamation of 1763 prohibits him from moving into the Ohio Valley. Patriot

Loyalist

Neutral

Reason for decision:

Colonist F Colonist F is a merchant in New York City. His business imports many products from Europe, especially Britain. Colonist F has secretly grown concerned over the recent talk of independence from Britain. He fears an independent America could not protect his ships at sea; the British navy escorts colonial ships as they cross the Atlantic to protect the ships from pirates or foreign ships wanting to steal goods. Since the Townshend Acts, the Sons of Liberty have been bullying storeowners into removing British goods from their shelves. A store owner friend of his was badly beaten up by a mob of Son’s of Liberty for selling British products. Since hearing of his friend’s attack, Colonist F has participated with the boycotts. Patriot

Loyalist

Neutral

From www.unyahea.org/lesson_plans/Patriot,%20Loyalist,%20or%20Neutral%20%20You%20Decid e.doc

Reason for decision:

Colonist G Colonist G lives close to Boston’s waterfront. He has very little money and cares little about politics. He works on docks loading and unloading the ships and at night he hangs out and plays cards in one of the many taverns along the waterfront. He has been known to spend a few nights in jail after fighting in the taverns. His toughness has caught the eye of the Sons of Liberty and for months they have been trying to recruit him. Colonist G accepted their rum and ale but refused to join the Sons of Liberty. Yesterday, Colonists G was informed that he was out of a job because the British passed a series of acts called the Intolerable Acts which closed Boston Harbor to trade. Patriot

Loyalist

Neutral

Reason for decision:

From www.unyahea.org/lesson_plans/Patriot,%20Loyalist,%20or%20Neutral%20%20You%20Decid e.doc

E. F. TO MRS. BARNES. Cambridge, April 17th. Now, my dearest Aunt, I take my pen with some spirit, for certainly it cannot be long before I shall not only have an opportunity of sending my letters, but also hearing of you. Such amazing overturnings have taken place since I wrote the above, that I am at a loss how to express my astonishment You will, no doubt, long before this reaches you, hear that the King's troops have [evacuated] the town. I have been twice there. Good God ! What a scene — deserted by almost all I ever loved or knew. Mrs. Inman still remains among us, a public blessing. From her faithful and friendly hands I received your watch, and guard it as the relick of my Saint. Indeed I needed nothing to recal your dear idea. Every new scene too fatally convinces me of the melancholy change one twelve month has produced, not only in my present situation, but further prospects, sad reverse, indeed ! When will Peace with all her smiling train descend and chase the savage passions from this wretched country ?

The wanton destruction that presents itself to my view wherever I turn my eyes show in the most lively colors of civil war ruin and desolation spread through the peaceful vales of industry, and such enmity planted between children of the same parents as can never be got the better of, and will not yield to time. You will see by the date of my letter where I am, but you can form no idea of my situation. Only imagine to yourself two unhappy females, from some high misdemeanor driven from the Society of the world and every social pleasure into a wilderness surrounded not by wild beasts, but savage men, and destitute of the conveniences of life. Do this, and it will fall short in many respects of showing our present situation, which is no more nor less than this, that Miss Murray and I are in Mr. Inman's house, just as it was left by the soldiery, without any one necessary about us, except a bed to lodge on & Patrick for a protector & servant, in constant fear that some outrage will be committed if it is once discovered that one of us is connected with Mr. Inman, to prevent which everything is done in my name, and as soon as it is convenient I am going to let the farm and take a family into one end of the house. You would really be diverted, could you give a peep when Mrs. Inman visits us (which is as often as she possibly can), to see Betsey & I resigning our broken chairs & teacups, and dipping the water out of an iron skellet into the pot as cheerfully

as if we were using a silver urn. I cannot tell what it is owing to, unless it is seeing Mrs. I. in such charming spirits that pre-vents our being truly miserable. Tell her friends in England not to lament her being in America at this period, for she is now in her proper element, having an opportunity of exerting her benevolence for those who have neither Spirits or ability to do for themselves. No (other) woman could do as she does with impunity, for she is above the little fears and weaknesses which are the inseparable companions of most of our sex. One would imagine seeing her that all was peace and harmony. God grant it may be. Tell Mrs. Powell (for we have fixed you at Norwich) if she was with us, we might put into execution that plan of life we projected together, and where it was wanting in reahty we could make up in imagination. Oh ! that magination could replace the wood lot, the willows round the pond, the locusttrees that so dehghtfully ornamented and shaded the roads leading to this farm. I say, could imagination supply the place of those to the former possessor, how happy — but in vain to wish it, every beauty of art or nature, every elegance which it cost years of care and toil in bringing to perfection, is laid low. It looks hke an unfrequented desert, and this farm is an epitome of all Cambridge, the loveliest village in America.

 

Fifth Grade Revolution Unit Lesson 11 Title: Bunker Hill Grade Level: 5th Unit of Study: American Revolution Abstract: Students will understand the Battle of Bunker Hill and the significance it played in the American Revolution. GLCE: U3.1.8 Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken. Key Concepts: Conflict leads to change. Sequence of Activities: 1. Have the students read about and discuss the Battle of Bunker Hill, using the included or other resources. 2. Have the students create a six panel guide book to Bunker Hill: Panel 1 – Cover Panel 2 – Answer questions: • About how many soldiers fought in the Battle of Bunker Hill in total? • How many more soldiers did the Americans have than the British? • How many Americans were killed or wounded? • How many British soldiers were killed or wounded? • What percentage of the British soldiers were killed or wounded? • How many Americans survived the Battle of Bunker Hill? Panel 3 – A graph of American troops, British troops, American troop losses, British troop losses Panel 4 – In paragraph form, write about the battle. Include an answer to the question: Why was Bunker Hill considered a strategic location? Panel 5 – In paragraph form, write about the significance of the Battle of Bunker Hill. Panel 6 – Directions or illustration Connections: English Language Arts Paragraph writing Mathematics

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Reading or creating graphs Resources: Equipment/Manipulative

Student Resources

Teacher Resources Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5 History Comes Alive Teaching Unit: The American Revolution by Jacqueline B. Glasthal ISBN#0-590-31500-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3 The Complete Book of United States History by McGraw-Hill ISBN# 1-56189-679-9

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 12 Title: Declaration of Independence Grade Level: 5th Unit of Study: American Revolution Abstract: Students will understand why the colonists wanted to separate from Great Britain and why they believed they had the right to do so. Students will be able to describe how colonial experiences with self-government and ideas about government influenced the decision to declare independence. GLCE: U3.1.5 Use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so. U3.1.7 Describe how colonial experiences with self-government and ideas about government influenced the decision to declare independence. Key Concepts: Personal beliefs influence government Sequence of Activities: Introduction: Show students the United Streaming video: Six Revolutionary War Figures 1. Read aloud the book Will You Sign Here? John Hancock by Jean Fritz to the class. 2. Break students into groups. Have the students examine a copy of the Declaration of Independence and write down any words or phrases they do not understand. Report out, discuss, and define group questions. 3. Have each student create a Patriot Thumbnail Book (see below for instructions) Formative Assessment If possible, use template from Hands-On-History American Revolution for the Declaration of Independence Quiz Panels. If not, have the students answer the following questions on paper: • • • • • •

Which delegate was chosen to write the Declaration of Independence? On what date did the Congress adopt the Declaration of Independence? Who was the first person to sign the Declaration of Independence? Why did he write his name so large? What unalienable rights does the Declaration say people have? How are the Mayflower Compact and the Declaration of Independence similar? How are they different?

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Connections: English Language Arts Analyzing text Mathematics Instructional Resources: Equipment/Manipulative

Student Resources

Teacher Resources Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5

U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3 The Complete Book of United States History by McGraw-Hill ISBN# 1-56189-679-9

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Activity -- Patriot Thumbnail Book Activity: Students will create books with short biographies of the following patriots: George Washington Thomas Jefferson Benjamin Franklin Patrick Henry Samuel Adams John Adams Thomas Paine Materials needed: • 7 circles cut from light colored construction paper. (You can use a cd for a template, or draw circles with a compass.) • Coloring materials (markers, colored pencils, etc.) • Copies of biographical information on each individual (included or other resources – textbooks, trade books, internet, etc.) Sequence of Events: 1. Students will use included or other resources to complete biography organizer for each patriot. 2. Students should carefully cut 7 circles from light colored construction paper. Each page will be used for notes about a different patriot. 3. Students will neatly copy information from each biography organizer to a separate circle. 4. Once all seven circles have been completed, students will fold each circle in half and glue the backs together.

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit

Biography Organizer Name of individual

Date /place of birth

Family life/occupation

Calhoun ISD Social Studies Curriculum Design Project

Role they played in leading colonists to revolution

Fifth Grade Revolution Unit Lesson 13 Title: Crossing the Delaware Grade Level: 5th Unit of Study: American Revolution Abstract: Students will be able to describe the advantages and disadvantages of each side during the American Revolution with respect to military leadership, geography, types of resources, and incentives. Students will be able to identify the role that George Washington, Patrick Henry, and Thomas Paine played in leading the colonists to revolution. GLCE: U3.1.6 Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine. U3.2.1 Describe the advantages and disadvantages of each side during the American Revolution with respect to military leadership, geography, types of resources, and incentives. Key Concepts: Personal beliefs influence government

Sequence of Activities: 1. Have students study and discuss the crossing of the Delaware, using included or other resources. 2. Choice of activities: • Have students participate in a play about crossing the Delaware (from the book Read Aloud Plays: Revolutionary War) • OR have students play the web games on http://www.state.nj.us/hangout_nj/games_washington.html. 3. Break students into groups. Choice of activities: • Use the resource U.S. History Document-Based Activities pages 17 and 19 • OR: Have half the students research Patrick Henry and his speech and the other half research Thomas Paine and Common Sense. Have groups answer the following questions: • Patrick Henry: • What reaction do you think Henry’s speech had on the other members present?

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit



• Patrick Henry was able to influence others with his speeches. Discuss two other speeches that influenced people. • Make a poster defining: extenuate, idle, brethren, clash, gale, endowed, unalienable. Thomas Paine: • Study the cover of “Common Sense.” What can you learn from it? • What subjects will be addressed in the book? • What do you think was the author’s purpose? • Why, do you think, has the first sentence become so famous? What does “the summer soldier and the sunshine patriot” mean? • Why do you think George Washington read this to his troops?

4. When complete, have groups present their answers to the class. Formative Assessment Writing: What did George Washington, Patrick Henry, and Thomas Paine do that helped lead the colonists to revolution?

Connections: English Language Arts Analyzing text Writing Mathematics Resources: Equipment/Manipulative

Student Resources

Teacher Resources Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit History Comes Alive Teaching Unit: The American Revolution by Jacqueline B. Glasthal ISBN#0-590-31500-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3 The Complete Book of United States History by McGraw-Hill ISBN# 1-56189-679-9

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 14 Title: Military Advantages & Disadvantages Grade Level: 5th Unit of Study: American Revolution Abstract: Students will be able to describe the advantages and disadvantages of each side during the American Revolution with respect to military leadership, geography, types of resources, and incentives. GLCE: U3.2.2 Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution. Key Concepts: Conflict leads to change Sequence of Activities: Introduction: Show students the United Streaming Video: Portraits - The Americans: Deborah Sampson 1. Have students read the included eyewitness accounts or other resources to learn about the lives of American Patriot soldiers and British soldiers. 2. Create two T-charts with students listing the advantages and disadvantages for the Americans and for the British. 3. Have students create and illustrate two matchbooks: one each on the advantages and the disadvantages of each side. Use template from Hands-On-History American Revolution, if available Formative Assessment Completion of matchbooks

Connections: English Language Arts Mathematics Resources: Equipment/Manipulative

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit

Student Resources

Teacher Resources Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5 History Comes Alive Teaching Unit: The American Revolution by Jacqueline B. Glasthal ISBN#0-590-31500-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3 The Complete Book of United States History by McGraw-Hill ISBN# 1-56189-679-9

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 15 Title: The Battle of Saratoga Grade Level: 5th Unit of Study: American Revolution Abstract: Students will be able to describe the Battle of Saratoga GLCE: U3.2.2 Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution. Key Concepts: Conflict leads to change Sequence of Activities: Introduction: Show students the United Streaming Video: Animated Hero Classics: General George Washington 1. Complete the first part of a KWL chart about the Battle of Saratoga 2.

Have students explore the website: http://www.saratoga.org/battle1777/ individually, in groups, or teacher led.

3.

Complete the L section of the chart.

Formative Assessment Write a paragraph to answer: Why was the Battle of Saratoga significant to the American Revolution?

Connections: English Language Arts Mathematics Instructional Resources: Equipment/Manipulative

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Student Resources

Teacher Resources Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5 History Comes Alive Teaching Unit: The American Revolution by Jacqueline B. Glasthal ISBN#0-590-31500-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3 The Complete Book of United States History by McGraw-Hill ISBN# 1-56189-679-9

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 16 Title: Valley Forge Grade Level: 5th Unit of Study: American Revolution Abstract: Students will be able to describe the hardships and training at Valley Forge and what was the significance of the troops surviving the winter. GLCE: U3.2.2 Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution. Key Concepts: People’s actions impact history; past, present, and future Sequence of Activities: Introduction: Show students the United Streaming Video: Dear America: The Winter of Red Snow: The Revolutionary War Story of Abigail Jane Stewart, Valley Forge, Pennsylvania, 1777 1. Have students read about and discuss Valley Forge, using the included or other resources. 2.

Have students examine a primary source letter or journal entry from a soldier who wintered at Valley Forge.

3. Questions for discussion: • • •

Why was Valley Forge a turning point in the Revolutionary War? What does the Valley Forge experience reveal to us about the character of those who lived it? How do people survive difficult experiences?

Formative Assessment Answer the following question in writing: Do you think the Americans could have won the Revolutionary War without foreign help?

Connections: English Language Arts

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Mathematics Resources: Equipment/Manipulative

Student Resources

Teacher Resources Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5

History Comes Alive Teaching Unit: The American Revolution by Jacqueline B. Glasthal ISBN#0-590-31500-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3 The Complete Book of United States History by McGraw-Hill ISBN# 1-56189-679-9

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 17 Title: Yorktown, part I Grade Level: 5th Unit of Study: American Revolution Abstract: Students will be able to describe the end of the Revolutionary War GLCE: U3.2.2 Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution. U3.2.3 Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war. Key Concepts: People’s actions impact history; past, present, and future Sequence of Activities: Introduction: 1. Have students read about and discuss the Battle of Yorktown, using the included and other resources. 2. With the class, develop and list the facts of Yorktown. 3. Have students complete the “Fighting for Freedom” perspectives activity (page 21 of the included Yorktown Victory Center Resource Packet). 4. Have students create a front page of a newspaper with the lead article recounting the Battle at Yorktown, using the included PowerPoint template.

Formative Assessment Writing of article

Connections: English Language Arts Mathematics Resources:

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Equipment/Manipulative

Student Resources

Teacher Resources Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5 History Comes Alive Teaching Unit: The American Revolution by Jacqueline B. Glasthal ISBN#0-590-31500-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3 The Complete Book of United States History by McGraw-Hill ISBN# 1-56189-679-9

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit Lesson 18 Title: Treaty of Paris Grade Level: 5th Unit of Study: American Revolution Abstract: Students will be able to describe the Treaty of Paris GLCE: U3.2.4 Describe the significance of the Treaty of Paris. Key Concepts: Conflict leads to change Sequence of Activities: 1. Have students read about and discuss the Treaty of Paris, using the included or other resources. 2. Have students use the “Do the Research” template to describe the Treaty of Paris. 3. Discuss what King George III, George Washington, Lord Cornwallis, A British Soldier, and An American Soldier would have felt on September 3, 1783. 4. Have students pick one of the above and write a letter to his or her family describing the end of the war and the terms of the treaty (RAFT writing: Role-person from #2, Audience-family member, Format-letter, Topic-the end of the war and terms of the treaty).

Formative Assessment Letter Writing

Connections: English Language Arts Mathematics Resources: Equipment/Manipulative

Calhoun ISD Social Studies Curriculum Design Project

Fifth Grade Revolution Unit

Student Resources

Teacher Resources Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5 Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5 History Comes Alive Teaching Unit: The American Revolution by Jacqueline B. Glasthal ISBN#0-590-31500-5 U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN# 978-1-56644-110-0 How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-63502348-3 Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3 The Complete Book of United States History by McGraw-Hill ISBN# 1-56189-679-9

Calhoun ISD Social Studies Curriculum Design Project

Unit 3 Resources  • • •

Historic Communities: Fort Life, by Bobbie Kalman and David Schimpky  ISBN  0‐86505‐516‐5  The Illustrated Voyageur, by Howard Sivertson  ISBN  1‐883953‐17‐0  The American Revolution edited by E. D. Hirsch, Jr.  ISBN  0‐7690‐5101‐4  (Chapter 5, pages 14‐16)  *Book stored in Unit 6 Box!  • Colonial Leaders: John Peter Zenger, Free Press Advocate by Karen T. Westermann  ISBN  0‐7910‐ 6123‐X  America in the Time of George Washington by Sally Senzell Isaacs  ISBN 157572934‐2  • • •

Will You Sign Here, John Hancock? By Jean Fritz  ISBN  0‐590‐41203‐5  I Can Read About July 4, 1776 by Ellen Schultz  Cornerstones of Freedom Series: The Story of Lexington and Concord by R. Conrad Stein  ISBN  0‐516‐ 04661‐6  • The Boston Tea Party by Steven Kroll  ISBN  0‐8234‐1557‐0  • Joining the Boston Tea Party: Jump Back in Time with the Time Traveling Twins by Diane Stanley   ISBN  0‐06‐027067‐5  • John Adams: Brave Patriot by Laurence Santrey  ISBN  0‐8167‐0560‐7  • The Signers of the Declaration of Independence by Robert G. Ferris and Richard E Morris  ISBN  0‐ 936478‐07‐1  • The Declaration of Independence: A True Book by Patricia Ryan Quiri ISBN  0‐516‐26430‐3  • Cornerstones oF Freedom: The Declaration of Independence by R. Conrad Stein  • Adventures in Colonial America: The Boston Tea Party, Rebellion in the Colonies by James E. Knight   ISBN  0‐8167‐4802‐0  • America’s Paul Revere by Esther Forbes  ISBN  0‐395‐24907‐4  • And Then What Happened Paul Revere? By Jean Fritz    • Paul Revere’s Ride by Henry Wadsworth Longfellow  ISBN  0‐14‐055612‐5  • America in the Time of George Washington by Sally Senzell Isaacs  ISBN  157572934‐2  • George Washington: A Picture Book Biography by James Cross Giblin  ISBN  0‐590‐48101‐0  • Thomas Jefferson: Author of Independence by Anne Colver    • The American Revolutionaries: A History in Their Own Words  1750‐1800 compiled by Milton Meltzer   ISBN  0‐06‐446145‐9  • Mr. Revere and I by Robert Lawson  ISBN 0‐316‐51729‐1  • Patrick Henry: Firebrand of the Revolution by Nardi Reeder Campion    • Paul Revere: Son of Liberty by Keith Brandt  ISBN  0‐89375‐767‐5  • Patrick Henry: Voice of the American Revolution  by Louis Sabin  ISBN  0‐89375‐765‐9  • Katie’s Trunk by Ann Turner  ISBN  0‐689‐81054‐7  • Hand in Hand: An American History Through Poetry collected by Lee Bennett Hopkins  ISBN  0‐671‐ 73315‐X  • Words That Built a Nation collected by Marilyn Miller  ISBN  0‐590‐30146‐2  We Were There, Too: Young People in U.S. History by Phillip Hoose  ISBN  0‐374‐38252‐2  • • • •

If You Lived at the Time of the American Revolution by Kay Moore  ISBN  0‐590‐67444‐7, pages 2‐31  An Eye for an Eye by Peter and Connie Roop  ISBN  0‐8092‐0628‐SE  The Story of Molly Pitcher by Joanne Mattern  ISBN  0‐02‐147709‐4  Black Heroes of the American Revolution by Burke Davis  ISBN  0‐15‐208561‐0 



The American Revolutionaries: A history in Their Own Words 1750‐1800 by Milton Meltzer  ISBN  0‐ 06‐446145‐9  • Cecil’s Story by George Ella Lyon  ISBN  0‐531‐07063‐8  • Phoebe the Spy by Judith Berry Griffin  ISBN  0‐590‐42432‐7  • The American Revolution edited by E.D. Hirsch, Jr.  ISBN  0‐7690‐5101‐4, pages 17‐37  • In The Path of War: Children of the Revolutionary War Tell Their Stories edited by Jeanne Winston  Adler  ISBN  0‐382443‐67‐5  • Heroines of the American Revolution by Jill Canon  ISBN  0‐88388‐173‐X  • The Heroines of History:  Heroines of the American Revolution: America’s Founding Mothers by Diane  Silcox‐Jarrett  ISBN  0‐439‐25947‐9  • Heroes of the American Revolution by David Brownell  ISBN  0‐88388‐050‐4  • Modern Curriculum Press: Field Trip Magazine, War for Independence  ISBN  8136‐6281‐8, pages 1‐7  • George Washington’s Breakfast by Jean Fritz  ISBN  0‐698‐11611‐9  • Adventures in Colonial America: The Winter at Valley Forge by James E. Knight  ISBN  0‐8167‐4975‐2  • Kids Discover: The American Revolution   • Sleds on Boston Common: A Story From the American Revolution by Louise Borden  ISBN  0‐689‐ 82812‐8  • Cornerstones of Freedom: The Story of Old Glory by Albert I. Mayer    • Voices From America’s Past: The Spirit of a New Nation by Kate Connell  ISBN  0‐7922‐8684‐7  • American Revolution 1700‐1800 by Joy Masoff  ISBN  0‐439‐05110‐X, pages 26‐29 (* stored in Unit 6)  • United States History: American Revolution by Jane Pofahl  ISBN  0‐513‐02223‐6   • Brown Paper School U. S. Kids History: Book of the American Revolution  by Howard Egger‐Bovet and  Marlene Smith‐Baranzini  ISBN  0‐316‐22204‐6  • Voices in American History: The American Revolution Modern Curriculum Press  ISBN  0‐8136‐4964‐1  • Field Trip: War For Independence Modern Curriculum Press ISBN  0‐8136‐6281‐8  • American Revolution: 1700‐1800 by Joy Mason ISBN  0‐439‐05110‐X  Pages 30‐46  (Stored in Unit 6)  • The American Revolution edited by E.D. Hirsch, Jr. ISBN  0‐7690‐5101‐4  pages 17‐55  (Stored in Unit  6)  If You Lived in the Time of the American Revolution by Kay Moore  ISBN  0‐590‐67444‐7  pages 32‐80   (Stored in Unit 6)