07.+Revolution+and+Independence


 * ===**5th Grade SS Curriculum** **2nd Quarter**=== |||||| ===** Revolution and Independence **=== ||
 * **Enduring Understandings:**

__//The following are covered in the TCI Student Text://__ Boycott, patriot, rebel, loyalists, redcoats, mercenaries, minutemen, Sons of Liberty, taxation without representation, delegate, militia, republic, federalist, anti-federalist **Explain the significance of the following documents:** __//The following will require alternate sources//__ :
 * Revolutions, such as the American Revolution, occur as a result of social, political, and/or economic upheaval
 * Historical figures and philosophies laid the foundations for the system of government in which we live. |||||| **Knowledge** – The student will be able to demonstrate knowledge of:
 * Define and apply the following terms:**
 * Magna Carta, Common Sense , Declaration of Independence , Articles of Confederation


 * Explain the significance of the following events:**
 * First and Second Continental Congress, The Boston Tea Party, The Boston Massacre, Lexington and Concord, Acts imposed by the English ||

OCH-ATLAS 24-29 || ISN 39-43 || Preview/Experience || ISN 55-60 Unit Assessment || OCH-ATLAS 32-33 __My Brother Sam is Dead__ , by J. L. Collier* || ISN 61-66 AHA - American Revolution Simulation Activity Unit Assessment || Unit Assessment || Unit Assessment ||
 * **Essential Questions:** || **Instructional Materials** || **Suggested Assessments** ||
 * - How did geography have an impact on the colonies? || Chapter 7, pp. 85 - 93
 * - How did causes, ideas, and interests forge the American Revolution? || Chapter 10 pp. 133-145
 * - How did political figures, events and ideas impact the Revolutionary War and the foundation of our government? || Chapter 11 pp.146 - 159
 * - To what extent did geographic and economic factors contribute to the American colonist victory || Chapter 13 || ISN 73-78
 * - How did Europeans compete for control of the Americas? || Chapter 13 || <span class="Normal�347�Char" style="font-size: 10pt;">ISN <span class="Normal�335�Char" style="font-size: 10pt;">73-78

OCH-ATLAS 24-29 || <span class="Normal�347�Char" style="font-size: 10pt;">ISN <span class="Normal�311�Char" style="font-size: 10pt;">39-43 || OCH-ATLAS 32-35 || <span class="Normal�347�Char" style="font-size: 10pt;">ISN <span class="Normal�637�Char" style="font-size: 10pt;">55-60 Unit Assessment || First Continental Congress Continental Congress and Constitutional Convention || <span class="Normal�347�Char" style="font-size: 10pt;">ISN <span class="Normal�314�Char" style="font-size: 10pt;">55-60 || <span class="Normal�332�Char" style="font-size: 10pt;">__My Brother Sam is Dead__ <span class="Normal�335�Char" style="font-size: 10pt;">, by J. L. Collier* || <span class="Normal�347�Char" style="font-size: 10pt;">ISN <span class="Normal�338�Char" style="font-size: 10pt;">61-66 <span class="Normal�339�Char" style="font-size: 10pt;">AHA - American Revolution Simulation Activity Unit Assessment || Library of Congress || <span class="Normal�347�Char" style="font-size: 10pt;">ISN <span class="Normal�642�Char" style="font-size: 10pt;">67- 71 Unit Assessment || Unit Assessment || Unit Assessment || Unit Assessment ||
 * **Skills –** **The student will be able to:** || **Instructional Materials** || **Suggested Assessment** ||
 * <span class="Normal�309�Char" style="font-size: 10pt;">- Identify geographic differences in the colonies. || <span class="Normal�310�Char" style="font-size: 10pt;">Chapter 7, pp. 85 - 93
 * <span class="Normal�634�Char" style="font-size: 10pt;">- Analyze the origins of the Revolution. || <span class="Normal�635�Char" style="font-size: 10pt;"><span class="wiki_link">Chapter 10 pp. 133-145
 * <span class="Normal�312�Char" style="font-size: 10pt;">- Assess the accomplishments and failures of the Continental Congress. || <span class="wiki_link">Chapter 10 <span class="Normal�313�Char" style="font-size: 10pt;">, p. 141
 * <span class="Normal�329�Char" style="font-size: 10pt;">- Compare and explain the differing perspectives of Loyalists and Patriots during the war (<span class="Normal�330�Char" style="font-size: 10pt;">**Read Aloud:** My Brother Sam is Dead). || <span class="Normal�331�Char" style="font-size: 10pt;">Chapter 11 pp.146 - 159
 * <span class="Normal�640�Char" style="font-size: 10pt;">- Explain the key principles in the Declaration of Independence. || <span class="Normal�641�Char" style="font-size: 10pt;">Chapter 12 pp. 160 - 171
 * <span class="Normal�333�Char" style="font-size: 10pt;">- Explain how the Americans won the war against the British. || <span class="Normal�334�Char" style="font-size: 10pt;">Chapter 13 || <span class="Normal�347�Char" style="font-size: 10pt;">ISN <span class="Normal�335�Char" style="font-size: 10pt;">73-78
 * <span class="Normal�337�Char" style="font-size: 10pt;">- Identify key countries involved during the American Revolution. || <span class="Normal�338�Char" style="font-size: 10pt;">Chapter 13 || <span class="Normal�347�Char" style="font-size: 10pt;">ISN <span class="Normal�339�Char" style="font-size: 10pt;">73-78
 * <span class="Normal�341�Char" style="font-size: 10pt;">- Identify the economic hardships Americans felt during the war. || <span class="Normal�342�Char" style="font-size: 10pt;">Chapter 13 || <span class="Normal�347�Char" style="font-size: 10pt;">ISN <span class="Normal�343�Char" style="font-size: 10pt;">73-78

Suggested Pacing Guide for Revolution and New Nation (7 Weeks) ** OCH-ATLAS pgs 32-35 First Continental Congress Continental Congress and Constitutional Convention Magna Carta Common Sense || My Brother Sam is Dead AHA - American Revolution Simulation || Library of Congress (Declaration of Independence) Articles of Confederation ||
 * __Week of Instruction__ || __Instructional Materials__ ||
 * Weeks 1 and 2 || Chapter 10
 * Week 3 and 4 || Chapter 11
 * Weeks 5 and 6 || Chapter 12
 * Week 7 || Chapter 13 ||

The lessons outlined above in support of second quarter 5th grade are estimated to require two to three 45 minute sessions per week on average. Should your school require a different schedule, below you will find suggestions.
 * **Differentiation in Support of Varying Schedules:**

Eliminate the AHA American Revolution Simulation, the Atlas Activities, the Declaration of Independence activity link, reading My Brother Sam is Dead
 * Short on Time?:**

Creating a Newspaper, individually or as a class, after researching topics relating the this area of study; research a person from the Revolutionary War period, write an “autobiography” and present to the class (costumes optional).
 * Opportunities for In-Depth Explorations:**

**Trade Books:**
Gauch, Patricia Lee. __Aaron and the Green Mountain Boys__ Longfellow, Henry Wadsworth. __Paul Revere's Ride__ Avi. __The Fighting Ground__ Forbes, Esther. __Johnny Tremain__ Reit, Seymour. __Guns for General Washington: A Story of the American Revolution.__ Hoobler, Dorothy and Hoobler, Thomas. __The Sign Painter's Secret: The Story of a Revolutionary Girl__ Johnson, Neil. __The Battle of Lexington and Concord__ Stein, R. Conrad. __The Story of the Boston Tea Party__ Stevens, Bryna. __Deborah Sampson Goes to War.__ Turner, Ann. __Katie's Trunk__ Erdosh, George. __Food and Recipes of The Revolutionary War__ ||