Ubd+-5th+Grade+Revolutionary+War

**Name:** Justin Shultz, Dana Tirado, Rossuell Lopez

 **Unit Title:** The American Revolution

 **Grade Level:** 5th

**Subject: History:** American Revolution

**Time Frame:** Each lesson in this unit will be 45 minutes long and will take place in the classroom. The teaching days will be consecutive throughout the unit.

**Summary:** This unit of study covers the American Revolution (or the Revolutionary War). The point of the lesson is to help students understand the ideals that caused the revolution, the people that played an important role, as well as the timeline of events and particular battles fought. This unit covers State Standards 5.5.1, 5.5.4, 5.6.1, and 5.6.3.

 **Day 1:** This lesson is an introduction to the Revolutionary War. The teacher will use a historical piece of art from the Revolution time period to draw the students in to what the outcome of the Revolutionary war was and what countries were involved. The students will also wrestle with the ethics of war and whether or not war is ever a necessity.

**Day 2:** The second lesson will focus on the ideals and governmental system of the British leading up to the Revolution. Students will learn the terms monarchy, sovereignty, and feudalism and will do an activity to gain a deeper understanding of what feudalism is and how it spurred people to go to America for status and freedom of religion.

**Day 3:** This lesson will continue with the thought of ideals, but instead it will focus on American ideals and how they stemmed from British ideals yet made drastic changes in order to fuel a revolution.

**Day 4:** The students are learning about No Taxation without Representation. One student is randomly picked to be the King and the rest of the students represent the colonist. The colonist each get a bag of coins and as the King reads each new law or policy, the colonist must pay their taxes required or go to jail. At the end of the lesson, the king ends up with most of the money. The students then write about the new policy and their feelings as colonist toward the policy.

**Day 5:** The students are researching and creating a presentation about important men of the Revolutionary War. 1) Why this person was important. 2) What event(s) they were involved in. 3) The role(s) they played in the event(s).

**Day 6:** The students are researching and creating a presentation about important women of the Revolutionary War. on 1) Why this person was important. 2) What event(s) they were involved in. 3) The role(s) they played in the event(s).


 * Day 7: **The students will learn about the ideals portrayed in the Declaration of Independence. They will also learn about the different individuals who were involved in the writing process, and their importance.


 * Day 8: **In this lesson, the students will learn about the different battles that occurred during the American Revolution, and the events that led to each of these events.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 9: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 15.5555562973022px;">In this lesson, the students will research a battle that they have specifically chosen to present in class.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Day 10: **<span style="background-color: #ffffff; font-family: 'Times New Roman',serif; font-size: 15.5555562973022px;">In this lesson, the students will do a presentation in front of class based on the results of their group research.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">STAGE ONE: DESIRED RESULTS **


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Standards: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**State Standard 5.5.1** - Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **State Standard 5.5.4** - Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**State Standard 5.6.1** - Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders’ alliances on both sides.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**State Standard 5.6.3** - Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Big Ideas:** Students will understand that the freedom we have did not come for free and that the Revolutionary War was a pivotal war that secured some of the freedoms we enjoy today. The students will also understand the importance of people standing up for what they believe in and the importance of laws to secure that freedom.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Essential Questions: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">1. Is war ever necessary? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">2. Is it important to have representation from our government? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">3. Why are laws important? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">4. How do our ideals affect our way of life? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">5. Why is history important?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **Vocabulary:** Students will understand the following vocabulary words: monarchy, republic, sovereignty, feudalism, representation.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **Students will be able to:** Understand the ideals that fueled the Revolution and the people that held these ideals; know and understand the significance of the main battles fought in the Revolution; be able to explain why the war was significant for the way they now live.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">STAGE TWO: ASSESSMENT EVIDENCE **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Performance Task:** At the very end of the unit the students will present a research project that outlines a particular battle fought during the Revolutionary War and why that battle was significant.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**G:** This unit of study covers the American Revolution (or the Revolutionary War). The point of the lesson is to help students understand the ideals that caused the revolution, the people that played an important role, as well as the timeline of events and particular battles fought. This unit covers State Standards 5.5.1, 5.5.4, 5.6.1, and 5.6.3.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **R:** The role of the teacher is to facilitate and teach how to research as well as how to actively listen to those that present their research. The teacher will also add any information that he or she feels is missing from the research projects so that the most learning can occur for the students listening. The role of the student is to do the research with their groups for their project as well as present it in a clear manner so that other students can learn.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **A:** 30+ students that contain ELL students and possibly some special needs students as well.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**S:** Students presenting will stand in front of the class and present their research projects to the class. The other students will be listening to their reports while also asking questions to the students in front or to the teacher if the students do not know the answer.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**P:** The students should be able to clearly explain where their battle took place, when it took place in the Revolutionary War, who was involved, and why the battle was significant. The project should include pictures and a map to show the class where it was fought and who won.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**State Standard 5.5.1** - Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> Standards for success: **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> **State Standard 5.5.4** - Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**State Standard 5.6.1** - Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders’ alliances on both sides.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**State Standard 5.6.3** - Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Criteria for Success:** Successfully developing a research paper that outlines a key battle in the Revolutionary War and receiving a grade higher than 75%

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Other Evidence:** Participation in discussions, cloze tests, journal writings, lyric writings, KWL charts, and posters


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">STAGE 3: LEARNING PLAN **

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