staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American...

32
1 Fifth Grade History: U3.2 The American Revolution and Its Consequences Unit/Vocabulary Planning Guide Stacey Miller SST 309-05 Fall, 2013 Unit/Vocabulary Plan SST309 Miller, Section 05

Transcript of staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American...

Page 1: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

1

Fifth Grade History: U3.2 The American Revolution and Its Consequences Unit/Vocabulary Planning Guide

Stacey MillerSST 309-05Fall, 2013

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 2: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

2

Table of Contents:Page 3……………….Overview//Rationale/IntroductionPages 4-9…………….KUDs and I Can StatementsPage 10……………….Assessment IdeasPages 11-14 ………….Sequence of Instruction, Including Vocabulary

Resource Attachments:Page 15 ………………………...Resource A Script for Vocabulary Development Page 16…………………………Resource B Table of People Groups in Revolutionary WarPages 17-18…………………......Resource C Foldable Example for People Groups During the War Page 18………………………….Resource D Mini Strengths/Weaknesses Matching Quiz Page 19………………………….Resource E Advantages and Disadvantages Chart Page 20………………………….Resource F Battles Note-Taking Chart Page 21…………………………. Citation Page

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 3: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

3

2. Overview/Rationale/Introduction

Overview:In this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages and disadvantages to both the British and Americans and how this helped and hurt their respective sides throughout the war eventually leading to victory in America. The students will learn about different battles that occurred such as Battle of Valley Forge, Saratoga, and Yorktown. They will learn that each of these had specific roles such as a place to obtain more strength, turning points, and the place where the British finally surrendered. They will be taught the roles of various women, African Americans, American Indians, and France throughout the Revolution. These individuals all played into different aspects such as the homefront, the battle grounds, allies, etc. Lastly, students will learn about the Treaty of Paris which helped form the United States and it’s boundaries after the war was completed. Rationale This unit is important for students to learn because the American Revolution is vital to the beginning of our nation. They will know that both sides, Americans and British, had advantages and disadvantages in the war leading to the American victory of freedom.Teaching students about the specific battles are important because they will learn that these times were full of struggles for our country, France came into help fight again Britain, and that these battles aided in times for us to gain strength to continue fighting. It was through these battles that America fought for freedom gaining more power leading to the British surrendering. The roles of different individuals were vital in the war. Students may be able to relate better to the American Revolution if they have more knowledge of people involved to relate to. The girls of the class can relate to the women, the boys can relate to the soldiers, and there may be some students with French or American Indian or African American decent. They will learn that women stayed home to help keep up the home and raise children. They also were nurses and teachers. Males went to war to fight, including a large number of African Americans and American Indians. France played a role as an ally to the Americans for money and troops to fight against the British. Without aid from all of these groups, America wouldn’t have had such a promising fight.The Treaty of Paris is important for students to understand it would take a lot of time, debating, and compromising for the United States to establish borders as well as to be recognized as an independent country from Britain. It was through forming and signing this document that the United States was finally believed to be an independent nation which is why we are still a great country. much consideration and compromise for the United Introduction The entire unit teaches students about the American Revolution. The students will engage in discussion, working through worksheets and foldables, doing research, working with partners and group discussions all about the beginning of the United States through winning the Revolution. Students will show they understand the material by completely projects incorporating some vocabulary through their unit.

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 4: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

4

3. KUDs: The road map:GLCE (coding and wording) and Verb underlined

5 – U3.2.2 Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution.

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Students will need to know the Battle of Valley Forge occurred in Pennsylvania at the American Continental Congress military camp. They camped here in winter 1777. There was no battle fought there, influential in the Revolutionary war. Many men died there and sacrificed themselves for the war. After three months of suffering, three months of abundance came where there were big changes in the fighting abilities of the continental army. France entered the war here for the New Nation which offered new soldiers.The Battle of Saratoga is seen as a turning point in the war occurring two years into the war. It

I understand that these battles were important in the Revolutionary War.

Students will create a timeline of these battles within the Revolutionary War with mini descriptions of the battle, where it took place, and who won noting the importance of each battle.

BattleSurrender

I can describe each of these battles of the War.

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 5: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

5

took place in New York. At first the British had won a battle, but ultimately the Americans pulled through and won giving them more strength and a revived spirit to fight. After this war, the French joined in with the Continental Army as they saw this time as a chance to win.The Battle of Yorktown took place in Yorktown, Virginia and was the last major battle in the war. This battle lasted three weeks leading to a negotiation which ended in the British surrendering to General Washington. This surrender ended the war all together for the battle of independence.

GLCE (coding and wording) and Verb underlined

5 – 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. (National Geography Standard 4, p. 150, E)

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Revolutionary War was between the British and

Students will understand in any war each side as

Students will create a RAFT. They will pick a

RevolutionResource

I can explain each side of the American

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 6: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

6

the Americans. Students will need to understand military rankings, location of battles in the United States and resources within that location. Also why each side went to war. The Americans went to war because we felt we were being taxed without representation as well as having no voice in the government. From all the understanding advantages and disadvantages to each side.Americans had many advantages including homeland fighting. This made it so our troops knew the land better than the British and a quicker access to supplies. Americans had a stronger motivation to be in the war- fighting for the freedom and rights separate from the British. They had a leader they trusted and supported: George Washington. However, Americans didn’t have

advantages and disadvantages.

role of someone during the war, convince the audience of their opinion(that their individual has the better advantages or worse disadvantages), use a letter or advertisement formatting with the topic being advantages or disadvantages to their person (American or British- military person, a woman, business man, etc)

IncentiveRanksTreaty

Revolution

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 7: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

7

as many supplies and troops available like the British did. This changed after the Battle in Saratoga when the French allied with America. The British had advantages such as more powerful leading to a stronger chance of winning which led to more nations supporting them. They had the largest military with more supplies and men readily available.

GLCE and Verb 5 – U3.2.4 Describe the significance of the Treaty of Paris (establishment of the United States and its boundaries). (National Geography Standard 13, p. 169, C)

Knowledge (K) Understand (U) DOL:Demonstration of Learning (DO)

Vocabulary I Can

Students will need to know that the treaty ended the Revolutionary War and was signed in February 1783. This came to be after the Continental Congress appointed 5 men to help negotiate a treaty. It made the British leave America. The Americans received their own independence and freedom, fishermen rights, and Britain giving back all land in America

Students will understand that treaties help end disputes.

Students will write an essay describing why the Treaty of Paris was necessary and what were the affects because of this treaty.

TreatyContinental-CongressIndependence

I can describe the Treaty of Paris.

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 8: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

8

they occupied. The United States agreed to end persecution to loyalists, and restore property taken during the war. Both sides agreed to not stand in the way of paying back debts with other countries. The British knew they needed to get out because they were weakening and didn’t want further problems with France. The treaty itself is made of up 12 articles together declaring the freedom of America over Britain. This treaty set the boundaries for America including opening westward expansion.

GLCE and Verb 5 – U3.2.3 Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war.

Knowledge (K) Understand (U) DOL:Demonstration of Learning (DO)

Vocabulary I Can

Students need to know women had little to no rights before the revolution. They were looked upon to take care of homes, have children, not work, or vote. African Americans had little to no right as well.

I understand that the outcome of a war is dependent on many different roles/factors

Create a foldable (of choice) to compare the roles of women, African Americans, American Indians, and France throughout the Revolutionary War.

Role/AffectAfrican AmericansAmerican IndiansLoyalistsPatriotsTreaty

I can compare the different roles of those involved in the American Revolution.

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 9: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

9

They were often used as slaves and shipped across the ocean for slave trading. The American Indians were having to pick sides of loyalists or patriots or trying to stay neutral. While they were doing this, they were having to maintain their homelands, keep up treaties, trading, and supplies all while the war was taking over their land. France was helping the Americans. They were still bitter from past arguments with Britain, and wanted to keep them from staying too powerful. Therefore, they helped America and many of their men joined our army.

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 10: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

10

4. Assessment ideas a. How will you know they’ve learned it? b. How will you grade it?

5 – U3.2.2 a. After the lessons are concluded, students will be making their timelines with the battles on them and given descriptions for each

event. This will clearly show their understanding of when these battles happened and what happened at each location. b. I will have a checklist for each event including key players, dates, locations, and winners. If the students meet those at 90% or

higher, they will receive full credit.

5 – U3.2.1 a. Have students create their letter/advertisement trying to convince the reader why their individual has the better advantages or worse

disadvantages than someone on the other side of the war. This will show critical thinking of how the war, and their advantages and disadvantages affected the people involved in it.

b. Grade it from a rubric created on a variety of components such as creativity, accurate information, strong supporting information, persuasiveness, etc.

5 – U3.2.4 a. Students will be creating their own conflict situation between two people or two parties. They will be creating their own treaty for

the issue that will peacefully and fairly resolve the situation.b. I will read through their situations and treaties and evaluate if it was well thought out and overall a fair idea to solve their issue.

Students will be given full credit if it is creative and a possibly successful idea if the situation was real.5 – U3.2.3

a. Students will create the foldable full of information on all the groups. b. After the lessons, students will have a full weekend to create their foldables and turn in on Monday. Grade based on rubric created

for creativity, completeness, neatness, and accuracy.

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 11: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

11

5. Sequence of Instruction (including Vocabulary): What will you do? What will they do?Lessons: How will you take them where they need to go?(Step-by-Step plan)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

5 – U3.2.2 Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution.Pre-test/Anticipatory set: To introduce this lesson to the class, I will read them part of the book The American Revolution by Joaquin Carr. Before reading the book, I will tell them to listen for the words “Surrender” and “Battle” and write down when they hear them. Afterwards students will do a quick write of what they remember, any questions they may have, or parts that stood out to them. Direct Instruction: Teacher will begin by going through where in the book they heard the vocabulary words. From there, the class will create a big timeline of these battles within the Revolutionary War. This will allow students to see the battles are individual fights of two sides within a war and surrendering is a way to end the battle. Guided Practice: Students will then be given their own papers to make a timeline of these battles and include other details they remember about the battle from the book and other instruction. Throughout the unit, they are able to edit their timeline with different

Instructional strategies/Social constructs: Students will be engaging in a class discussion after reading the book about when they heard the words surrender and battle and what they think those words could mean. They will have time to alter their ideas throughout the lesson and the teacher’s instructions are given. They will work together as a class to create a big timeline of battles. They will work independently to create their own timeline and demonstrate their own analysis and understanding as they write mini descriptions for each event.

Resources needed:What materials and resources will they need ?(also included on Works Cited page)

Revolutionary War by Joaquin Carr Vocabulary Script (resource A) Flag cut outs with vocabulary

words on them Paper/Pencil/markers etc. White or colored paper Bulletin board with paper already

on to make timeline Chart to fill in throughout lessons

(Resource F)

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 12: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

12

events during the war. Independent Practice: Students will need to have a completed annotated timeline to turn in at the end of the unit including descriptions of battles and who surrendered in each battle.Students will also be filling in a chart from the battles throughout the lessons on key players in the battles, where they occurred, and the significance. After the lessons are complete, they will turn these in.5 – U3.2.3 Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war.Anticipatory SetTo begin this lesson, have students work with a partner on the given worksheet table to fill in anything they may believe, know, thought about these groups of people and the role they could have played during the war. Be sure to remind students to write absolutely anything they may think down. This is just brainstorming time and not for a grade on accuracy. (Resource B)Direct InstructionStudents will read pages 271-273 in Social Studies: The United States. These pages talk about women, African Americans, and Native Americans during the Revolutionary War. Discuss these readings as a class afterwards, answering any questions, filling in any thoughts, adding information, etc. Compare these findings to the ideas they had generated in the beginning chart. Independent Practice

Instructional StrategiesDuring beginning partner work, allow students to pick their partners.

Students will read the pages independently wherever they wish to sit around the classroom ie: floor, carpet, desk, etc.

They will openly share their brainstorming ideas as a class.

Students will complete foldable as solo homework.

Resources NeededPages 271-272 of Social Studies: The United States

Computers with internet

Chart to fill in (two for every student) (resource B)

Paper to create foldable and glue (resource c)

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 13: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

13

Give students the same chart you first gave them, but a new one. Have them fill it out again, but this time working on it alone. Have them write in anything they now know about these people groups during the war that they have learned from class time or studying it on their own time. Then have students share this with each other and turn them in after. Checking for UnderstandingStudents will create a foldable of their choice explaining the role of the individual groups discussed in the war and turn in. They may use the reading, notes they took, or internet to gain information(resource C)

5 – 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. (National Geography Standard 4, p. 150, E)Pretest/Anticipatory SetHave students start by filling out the mini quiz on strengths and weakness of the revolutionary war from both sides. Use this to gauge classroom knowledge and to have them start thinking about the different perspectives of the war. (resource D)Guided PracticeRead from History Alive! America’s Past chapter 13 Have students write down any words they are unsure of or topics they wish to have explained in further detail. After, have them pair up with another student and share their questions potentially answering each other’s

Instructional Strategies

Students will independently fill out the quiz provided.

They will be read to from History Alive! America’s Past chapter 13. Allow them to sit anywhere in the room they wish, as long as they can hear the teacher.

Fulfill a think, pair share, with students as they reflect on the reading they just listened to. Then have a class discussion following that.

Students will create their chart at home.

Resources

The Quiz on strengths and weaknesses (Resource D)

History Alive! America’s Past chapter 13

Notecards for think pair share (pencils to write with)

White board to compile any remaining questions (with markers)

Chart of Advantages and Disadvantages (Resource E) *possible internet to fill in chart at home

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 14: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

14

questions if possible or further elaborate the question. Then meet back together as a class and have students ask any lingering questions not answered from sharing with a partner and further explain what needs to be explained that isn’t clear. Independent practiceHave students fill in the chart at home provided with advantages and disadvantages of each side of the war during the American Revolution. They may use notes, the reading, online information, etc. Check for UnderstandingAllow students to discuss their findings and ideas with each other in an inside outside onion discussion in class after their charts have been turned in. For the first pair up, ask a question like what is one thing you learned that you didn’t previously know. After they switch, change the question to what was an advantage for the Americans with military leadership, what was a disadvantage for the British for geography, did the Americans have better resources and like what, etc allowing them to switch multiple times and discuss different questions.

Students will discuss in an inside outside onion answering questions to specific things they had learned.

Room to circle up in the class for inside outside onion

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 15: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

15

Resource A:A Script for Vocabulary Development

Teacher Talk: Teacher introduces each wordBattle, Surrender (Step One) Show students the new words posted on the board in cut out flags. Students read off Battle and Surrender. Ask them if they have ever heard these words before and where. (Students may answer). Tell students you are going to read them a book about the Revolutionary War and have them listen and write down where they hear the words surrender and battle throughout the book. Read students the book The Revolutionary War. Review with students where they heard the word, have students share what they think the words meant in the book. (Students may answer). After, give feedback to the students on their responses. After, go over that a battle is a fight between two larger parties in a war. There can be many battles within one war. Surrender is what happens when one team gives into the other the end the battle making the other team the winner. Ask students if they have ever surrendered to another team during a sports game, in gym class, or on the playground. (Allow for student stories). (Step Two) Building an Academic VocabularyHave the students write what they think the words battle and surrender mean. Teacher Talk: We have been discussing what battle and surrender mean today, if your friend asks you after class what you think the words mean, how would you tell them? What would you say? (Generate ideas on the board to show many ways to define the word) (Step 3) Building Academic Vocabulary Ask students to draw a picture of a battle of any kind with one team surrendering. Teacher Talk: Now that we have an idea of what battles and surrenders are, draw a picture on the paper I handed out of a battle of any kind with one team surrendering. Put your markers/crayons/etc down when you’re done. After have students volunteer to hold their pictures up and describe the type of battle they drew and who is surrendering. After students share, hang them up on the board to show evidence of learning. (Step 4) Building Academic Vocabulary: Do activities that allow students to work with the words1.Teacher Talk: I’m going to put up a big bulletin board with white paper on it. I’m going to draw a line through the middle of it and we are going to create a timeline together. We will put the battles on them, and as we go through the rest of the war, we can keep updating it as we find out more dates and information. 2. Teacher Talk: I’m going to hand out paper to all of you. I want you to create your own timelines with the battles, dates, and write a description for each event of what happened there, why it was important, and who surrendered. (Step 5) Building Academic Vocabulary: Students will talk about words they are learningThis was seen in step 3. Students created pictures of what a battle may look like and if they can think of any symbols or drawings that may represent someone(s) surrendering. They will then discuss why they thought that was a good picture. (Step 6) Building Academic Vocabulary: Play Games with the words they are learning

1. Split students into two teams. Have them play any game. Classroom baseball, kickball, fly swatter game, etc. Explain that this is a battle of two teams in the war of the year. This is just one battle out of many that will take place throughout the year. Once one team

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 16: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

16

has been winning for quite some team, the other team is then to surrender to them. After, open up the class to a discussion about how it feels to have to surrender and what it feels like to be surrendered to.

Resource B: People Groups in the War ChartIn the table below, fill in the roles that you think these groups of people may have played during the time of the war. Anything from what you may have been taught before, anything from movies or TV you may have seen, or any assumptions you have

Women African Americans American Indians France

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 17: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

17

Resource C: Foldable Example

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 18: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

18

Resource D: Mini Matching Strength/Weakness Quiz (with answers)

Mark A1 for American strength A2 for American Weakness B1 for British strength and B2 for British weakness 1. Not as well trained ______________(A2) 2. More Money for the war_______________ (B1)3. Over confident in skills _____________(B2)4. Desire to fight for freedom ____________(A1) 5. More soldiers for the war ____________(B1) 6. Unfamiliar with the land ___________(B2)7. Good war leadership _____________(A1) 8. Low number of supplies ____________(A2)

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 19: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

19

Resource E: Advantages and Disadvantages ChartAdvantages for America: Disadvantages for America:

Advantages for British Disadvantages for British:

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 20: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

20

Resource F: Battles Note Taking Chart Battle of Saratoga Battle of Yorktown Battle of Valley Forge

Key players in the battle

Where did this take place

Significance of this battle

Other comments/notes

7. Citation Page

Unit/Vocabulary Plan SST309 Miller, Section 05

Page 21: staceylmiller.weebly.com  · Web viewIn this unit, students will be introduced to the American Revolution. They will learn various aspects of the revolution including advantages

21

Africans in America: The Revolutionary War (n.d.). In PBS. Retrieved December 7, 2013Battle of Yorktown begins. (2013). The History Channel website. Retrieved 8:06, December 7, 2013Bower, B., & Lobdell, J. (2001). History alive! America’s past. Palo Alto, CA: Teacher’s Curriculum Institute. Brooks, R. B. (2013, February 21). The Roles of Women in the Revolutionary War. In History of Massachusetts . Retrieved December 7,

2013Carr, J. (2011). The American Revolution. N.p.: Benchmark Education Company.France in the American Revolutionary War (n.d.). In Wikepedia. Retrieved December 7, 2013 The Battle of Saratoga (n.d.). In UShistory.

Retrieved December 7, 2013The Native Americans' Role in the American Revolution: Choosing Sides (n.d.). In Edsitement. Retrieved December 7, 2013Treaty Of Paris (n.d.). In Wikepedia . Retrieved December 7, 2013Treaty of Paris (1783). (2013). The History Channel website. Retrieved December 7, 2013Treaty of Paris, 1783; International Treaties and Related Records, 1778-1974; General Records of the United States Government, Record

Group 11; National Archives.What Happened at Valley Forge (n.d.). In usHistory.org. Retrieved December 7, 2013Zike, D. (2000). Big Book of Social Studies (p. 29). San Antonio, TX: Dinah-Might Adventures.

Unit/Vocabulary Plan SST309 Miller, Section 05