Final Unit

American Revolution 1
The American Revolution Sabbath McKiernan-Allen 5th Grade April 4, 2014
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AMERICAN REVOLUTION 5TH GRADE
UNIT OBJECTIVE: When given a summative assessment, students will be able to identify and explain how freedom was gained in the American Revolution. ALEX STANDARDS: 7.) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party. 8.) Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.
Skills
Students will explain the causes that led to the American Revolution. Students will describe the significant events of the American Revolution Students will identify the major battles of the American Revolution. Students will explain the outcome of the American Revolution.
Concepts
Concept [Freedom] Big Ideas: Causes Significant Events Battles Outcome
Facts
After French and Indian War GB had huge debits. GB needed to keep British soldiers in America to protect the colonies. Prime Minister decided to tax the American colonist. GB placed the Stamp Act of 1765 on the colonist. No taxation without representationColonist thought since they didnt vote for Parliament they were not fairly represented. They thought Parliament shouldnt be able to tax the colonist because they were not represented. The colonist formed the House of Burgesses. Patrick Henry was one of the first people to speak out against the Stamp Act. He used his words to inspire the other colonist to protest the stamp act. The Colonist
Vocabulary
Stamp Act of 1765 Parliament House of Burgesses Protest Unite Repeal Sons of Liberty Daughters of Liberty Townshend Act Boston Massacre Committee of Correspondence Tea Act Boston Tea Party Intolerable Act Patriots Loyalists Militia Minute men The Shot Heard Round the Word American Revolution Treaty of Paris
American Revolution 5 leaders urged Parliament to repeal the new tax. The colonist began to unite against the new Act. Samuel Adams of Massachusetts formed a group called the Sons of Liberty. Sons of Liberty formed throughout the colonies. Members burned stamps and threatened stamp collectors. Parliament repealed the Stamp Act. GB still needed money so Charles Townshend called for a new act. Townshend Act. Placed a tariff on imported goods. The reason for the tax was to get money and show the colonist who was in charge. Colonist still unpleased by the Townshend Act. Colonist begin to boycott British Goods. New group formed: Daughters of Liberty. DOL made their own tea and
American Revolution 6 weaved cloth so they didnt have to purchase them from the British. Boycotts were losing GB money. Ben Franklin warned the British that tensions were growing higher. Tensions growing high in the colonies. March 5, 1770 colonist surrounded British soldier. Other soldiers came to his defense. Soldiers fired shots into the crowd killing five people. This night is known as the Boston Massacre. Boston repealed the Townshend Act. British cancelled tax on everything BUT tea. GB enforced the Tea Act on the colonist. The colonist were required to buy their tea from the East India Company. Colonist were angry. They did not like GB telling them what they could and could not do. On Dec. 16, 1773 three ships
American Revolution 7 carrying tea sailed into Boston Harbor. The sons of Liberty disguised themselves as Mohawks boarded the ships and dumped all the tea into the harbor. This night became known as the Boston Tea Party. Parliament and GB thought the colonist deserved to be punished. Boston gets punished. British soldiers were brought back to Boston and Colonists were ordered to feed and house the soldiers free of charge. Massachusetts was put under the control of Thomas Gage. Boston Port was closed no ships could come in or out until all the tea was paid for. Boston was used as an example for the rest of the colonies. GB came down really hard on Boston. Colonist began calling these new laws the Intolerable Acts.
American Revolution 8 The intolerable acts forced many colonist to take side. Those who sided with the colonist=patriots Those who sided with the British=loyalist 1774 representatives from every colony but Georgia met at the first Continental Congress in Philly. Washington and his fellows decided to cut off all trade with GB until the Intolerable Acts were repealed. Decided that each colony should begin to build up their militia. The committee set up a warning system. If one lantern was lit the British were coming by land. If two lanterns were lit the British were coming by water. April 18, 1775 British soldiers were told to march to Concord to seize colonist weapons. Paul Revere was tipped off and alerted the militia in Lexington and
American Revolution 9 Concord. The British are coming The shot heard round the world. American Revolution begins. Battle of Lexington and Concord. The British were trying to seize the colonist weapons. Paul Revere tipped of colonist. This is where the first battle took place. Battle of Bunker Hill. Each group was trying to get the hill. The Colonist got it. The British ended up winning the battle, but it was a costly victory. Battle of Saratoga. The Colonist had been losing many battles. This battle was a turning point in the war. The colonist were back on top. Battle of Yorktown was the last official battle of the war. The colonist won and British surrendered and signed the Treaty of Paris giving the United States of America its
American Revolution 10 freedom and complete independence.
CONTENT WITH BRIDGES FREEDOM American Revolution 11
BIG IDEAS: CAUSES, BATTLES, OUTCOME

DAY 1: Nature of FREEDOM REVIEW FRENCH & INDIAN WAR DAY 2 STAMP ACT TOWNSHEND ACT HOW DID THESE ACTS TAKE AWAY FREEDOM FROM THE COLONIST? DAY 3 BOSTON MASSACRE
DAY 4 TEA ACT BOSTON TEA PARTY INTELORABLE ACTS
DAY 5
REVOLUTION BEGINS SHOT HEARD ROUND THE WORLD LEXINGTON & CONCORD
DAY 6
BATTLE OF BUNKER HILL
DAY 7 DECLARING INDEPENDENCE
DAY 8 SARATOGA YORKTOWN TREATY OF PARIS [MAIN EVENTS OF BATTLE]
DAY 9 REVIEW DAY
DAY 10 ASSESSMET DAY! [TESTING DAY]
BRIDGES Each day the students will be asked to get online and go to the class Revolutionary War website. On the website after each lesson there will be a question that connects that days topic back to freedom. The students will be asked to answer the question to the best of their ability. The question is meant to make the students think critically and to connect each day to the overall theme of freedom.
Lesson Plans For my unit my cooperating teacher and I decided on the topic of the American Revolution. The overall theme for my unit is Freedom. We are talking about how America eventually got their freedom from Great Britain. I decided to teach this unit by telling the story of the events that happened. I take the role of a colonist and tell the story from their point of view. Before each lesson I try to have an engagement piece that connects the students to the lesson or that expands their background knowledge on that days topic. To introduce new vocabulary in my unit I decided to have the students turn and talk about the words. As a partner group, they will predict the meaning of the word. I will then show the students the word on the PowerPoint and they will be asked to write the word on their note taking guide. We do a lot of critical thinking during the unit. This unit is heavy on questioning. When we come to certain parts in the lesson I ask the students a question that requires them to use higher level thinking. When I give these opportunities, I allow the students to discuss with a partner. Also, each day after class I post a question that the students must go home and answer based on the days lesson. These questions connect what happened that day to the overall concept of freedom. These question require abstract and critical thinking. During the unit we do a good amount of predicting which calls for that higher level thinking ability. Throughout each lesson I have put in a lot of check points to make sure the students are understanding the main points of the lesson. Also each day there is an assessment that will allow me to monitor the students understanding of the topics. While I am teaching the students will be taking notes in a note taking guide. For the higher level and on level students they will have less prompting on their note taking guides. For the lower level students there note taking guides will be completely filled out. This will allow them to focus all of their attention on the lesson and not worry about filling out the blanks. During this unit the students will be asked to take a very active role. They will be constantly discussing events that are happening in the unit. Also, they will be engaged in activities like making a newspaper and comic strips. There will never be a time when the students have nothing to do. There will be a chronological flow to my lessons. In order to bridge each lesson we will review what we learned the day before prior to introducing the new content. After each lesson the students will have an opportunity to review/practice the concepts they learned during that
days lesson. Some of these opportunities will include: comparing and contrasting, creating different documents, and participating in debates. During these opportunities for practice the students will be asked to do different things that allow them to dig deeper. For example, each night the students will be given a question about that days lesson. This questions require the students to go past the surface knowledge and dig into deeper content. I will introduce my unit by introducing the overall concept of the unit. I will to connect the overall concept to the students. This will allow the students to make connections throughout the entire unit. The unit will end with a summative assessment and a project that the students will be asked to create. There will be an entire social studies block planned for review. This will occur before the students take the summative assessment.
Design for Learning

Instructor: Sabbath McKiernan-Allen Lesson Title: What is Freedom? Curriculum Area: Social Studies Grade Level: 5th Grade Date: March 3, 2014 Estimated Time: 40 min.
Standards Connection: 7.) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party. Learning Objectives: Students will be able to define the word freedom.
Learning Objective(s) stated in "kid-friendly" language: Today we are going to learn what freedom means and how it relates to the American Revolution. Evaluation of Learning Objective: When given this question on the board [What is freedom and what do you think it has to do with the revolutionary war] students will be able to accurately describe what the word freedom means. Students will be considered proficient if they are able to define freedom and make an educated guess on what freedom has to do with the revolutionary war. Engagement: (12 minutes) [Give each student a piece of paper with the word freedom on it.] On each of your tables you have a piece of paper with a word on it. I want you to do three different things on your paper. First-without looking your word up in the dictionary I want you to define the word, so if you dont know make an educated guess. When you have finished that I want you to draw a picture that has to do with the word. On this step, I want you to be creative! Lastly when you are done with your picture I want you to write ways that you experience freedom and ways you feel like your freedom has been taken away. I am going to give you 10 minutes to finish these three tasks. When youre done I want some people to share because today we are going to be learning what freedom means and how it relates to our next social studies topic. [Give students time to work. Also write the directions on the board. When the time is up have the students come up to the front of the room and share their papers.] Learning Design: (30 minutes) I. Teaching: Raise your hand if you would like to share your paper. I want you to stand up in the front of the room and share what you have on your paper. [Give students time to share their papers. While they tell the ways they feel freedom and dont jot those on the board. When all students have shared their papers, talk about the ways
they feel free and the ways they dont. Ask why certain things make them feel free and why others dont. Lead them into what the word freedom means. Write the definition of freedom on the board. Freedom is the power or right to act, speak, or think as one wants without hindrance or restraint.] Take a second and talk with your table. Talk about the definition of freedom. Is this similar to the definition you had on your paper? [Give students 2 minutes to talk to one another about freedom.] Very good! For the next couple of weeks we are going to be talking about Freedom a lot. We are going to look at what freedom means as we talk about the American Revolution. Raise your hand if you have heard of the American Revolution. Good, for the next week or so I am going to be telling you a story that is going to teach you about the American Revolution, but before we do that I want you guys to fill out a KWL chart. Under the K portion I want you to fill out what you already know about the American Revolution. Under the W I want you to fill out what you WANT to know about the American Revolution. For now I want you to leave the L blank. We will come back to that. So fill that in and when you are finished I want you to bring it back to me. [Give students about 10 minutes to fill in the KWL charts.] Good, now back to freedom. As I was saying, we are going to look at freedom in the context of the American Revolution. Everything we talk about we are going to relate it back to freedom. After every lesson, you are going to be asked to answer a question on our class website and relate that days topic back to freedom. We are going to be doing different things during this unit, so I want you to participate and be creative. There are a couple things I want to discuss before we continue. During this unit we are going to do some things that take a lot of creativity. We are going to be drawing, writing, reading poetry, writing poetry, and writing short stories. I want you guys to be creative as possible. You are also going to get a chance to share your creations with the class, so I am going to ask for complete respect. If I hear anyone laughing at another persons work we are going to have a problem. Is that understood? Also something else we are going to try is equity sticks. When I ask questions I am going to draw an equity stick so people have fair opportunities so answer questions. This means you dont need to raise your hand, but you always need to be paying attention because you never know when I could call on you. For this unit you are going to be getting a packet that you need to bring to class every day. In this packet you will be taking notes and doing other activities. At the end of the unit I will be collecting your packet and giving you a grade so make sure you are filling in what I ask. Also, each one of you is going to pick a major character in our Revolutionary tale. At the end of the unit you are going to be asked to complete a project on your person. Make sure you are paying attention because the better you listen the easier it will be to complete your project. That was a lot of information, but we will go over it more over the course of this unit. Okay. Now I need your help setting the scene for our story. The last unit you talked about was the French and Indian War correct. I need someone to tell me what was the outcome of the war and where did that leave Great Britain and the Colonist. [The French and Indian War gave Great Britain control of North America. However after the war Great Britain had huge debts. The colonist were grateful to Great Britain for the support.] So, as we get into our story I want you to keep in mind where Great Britain is financially and socially with the colonists. So
during this lesson I would only ask that you dont sit back and dont relax, but get ready to take a ride through history. II. Opportunity for practice: So, I am going to walk around and each student is going to get an opportunity to pick the character they will do a project on. While I am passing out the characters, I want you to take out a piece of paper. When you get your character I want you to make a prediction. I want you to guess how your person will help gain freedom during the war OR make a guess on how your person will try to take away freedom. We are going to keep these throughout the whole unit so it will be fun to go back at the end and see if you were right or wrong. When you are done with your prediction, I want you on the same sheet of paper to answer the question on the board. When you are done with both your prediction and answering the question on the board, you can place it in the folder on the back table and take out a book to read before we move on. Assessment: Students will answer this question-What is freedom and what do you think freedom has to do with the revolutionary war? Closure: When you are done you can turn in your paper to me at the back table and get ready for your next lesson.
III.
IV.
Differentiation Strategies Each student will receive a Revolutionary War Bingo Board. On the board I have included questions and activities that the students can work on. If the student completely finishes the bingo board they will receive a prize. For the students who understand the content, they will be given a chance to work on their bingo board. For the students who don't understand freedom, I will provided smaller group instruction. I will refer to the definition and break it down with these students. I will provide other examples of freedom. I will base the small groups off of the practice.
Materials and Resources: Freedom Sheets Crayons/Markers KWL chart Revolutionary War Packet Note Taking Guide
Reflection/Data Analysis The lesson went well, the students grasped the idea of freedom. In the responses every student understood what freedom was. They had very different predictions about how the word pertained to the American Revolution. There is not much I would change about this lesson, it went really
well. I feel like the student enjoyed drawing and making predictions. It was a good way to start the Freedom Unit. After this lesson I concluded that based on the assessment 22/22 students were proficient.
Note Taking Guide Name_______________________
Lesson 1: What is Freedom?
Freedom is defined as ______________________________________________________________________________ ____________________________________________________________________________.
My Revolutionary War character is ________________________________________. I think they helped gain/take away (circle one) American freedom. During the Revolution I think my character (Make a prediction) _________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________.
Design for Learning

Instructor: Sabbath McKiernan-Allen Lesson Title: Causes for Revolution Curriculum Area: Social Studies Grade Level: 5th Grade Date: March 4, 2014 Estimated Time: 45 min.
Standards Connection: 7.) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party. Learning Objectives: Students will identify the causes of the Stamp Act & the Townshend Act. Students will explain the parts of the Stamp Act. Students will explain the parts of the Townshend Act.
Learning Objective(s) stated in "kid-friendly" language: Today, we are going to talk about two different events that made the colonist consider the idea of wanting their freedom. Evaluation of Learning Objective: In the students Social Studies text book they will answer questions 1-5 on page 273. The students will be considered proficient the student must get a 5/5 or a 100%. Engagement: Before we begin I need two volunteers. [Get two volunteers and explain to them that they are tax collectors.] Okay everyone, we are going to do an activity. Each one of you besides me and my two friends are the citizens of Finesville. Your source of money is skittles. [Pass out a pack of skittles to each person.] You may not do anything with your skittles yet. Alright, me and my two friends we are from Allenstown. Its a city across the country that helps you when you need it and keeps you safe. In the last couple of weeks the people of Allenstown helped you get out of a pretty nasty fight with the neighboring city of Holmstown. During the fight the people of Allenstown lost a lot of money, so we are going to come up with a way to make our money back. [Huddle with the tax collectors and decide that you are going to tax the people of Finesville.] Alright the people of Allenstown have spoken and we decided that in order to make our money back we are going to tax Finesville. So, if you are wearing pants we are going to need 3 skittles. So I need my tax collectors to go around and collect three skittles from each person and bring them back to me. [Watch what happens when the tax collectors try to collect the skittles] Ah, thank you Finesville, but we still dont have enough money so, I need to talk to the people of Allentown again. [Huddle again and decide you want to make them pay if they are wearing collared shirts.] The people of Allenstown have spoken. In Finesville, if you are wearing a shirt
with a collar you owe us two skittles. So, tax collectors, please go out and collect two more skittles from each student. [Watch what happens the next time the tax collectors try and take skittles from the students.] Okay, you guys can eat the rest of your skittles and we are going to eat ours. Thanks Finesville. Learning Design: I. Teaching: [Pass out another pack of skittles to each person if they cooperated in the lesson.] How did that activity make you feel? Do you think there is a better way we could have made money? If this continued would you have continued to pay the taxes peacefully? Why or why not? Okay good, you can eat your skittles while we begin our story. I want you to keep this activity in mind while you listen to the story. Hi, the year is 1765 and Im just your average colonist living in Boston. The French and Indian War is over and we are grateful to Great Britain for helping us defeat the French. Here in Boston we have been hearing rumors. After the war was over Britain had huge debts. Do you guys know what debts are? [Have students talk about what the word debt means. Have them write the definition to debt in their packet. When you have a debt it means that you owe money to a person or a group of people.] Well, that makes sense fighting a war is probably really expensive! Also, I heard King George III wants to keep British soldiers over here to continue to protect us. The people in Great Britain already have pretty high taxes and the prime minister said that they arent going to be taxed even higher. I wonder where the King is going to get the money he needs. [Make a prediction: based on our engagement activity how do you think the King and Great Britain will make the money that they need? I want you to talk as table groups and predict how you think Britain is going to make the money it needs to keep the soldiers over in the colonies. Give groups time to talk and call on groups and hear what they have to say.] BIG NEWS in the colonies. We just heard from the king that, hold on what did that letter say Oh yeah it said that because Great Britain helped us in the war the King is going to tax us on all of our printed materials. They said parliament voted on this act which means there will be a tax on legal documents, newspapers, playing cards, books, and other materials.[Show the PowerPoint slide on the Stamp Act.] This is not fair. He is calling this the Stamp Act. I am outraged, how can they tax us without even giving us a say. People around here keep saying no taxation without representation. Do you know what that means? [Raise your hand if you have ever heard the phrase no taxation without representation. Can someone tell me what they think it means? No taxation without representation means: It means that the colonist didnt vote for parliament (the group that makes the laws) so, in their eyes parliament shouldnt have the right to tax the colonists. The colonist didnt feel represented, the felt like they didnt have a say. Do your parents ever make decisions for you and your brothers and sisters without asking you? Thats how it
felt to the colonists. They didnt get a say in what was happening to them, but were still expected to pay the tax.] Doesnt seem fair does it? Oh, well back to the story. Where was I? Oh yes no taxation without representation it just seems outrageous right. Well people here are going crazy. What happens is we are supposed to buy our paper materials and they have a stamp on them so it shows that we have paid the tax. Colonists arent happy. Some people have stopped buying paper materials. Others have taken a more dramatic stance. There is a guy in the colonies who is really outspoken, his name is Patrick Henry, and he has been speaking out against the Stamp Act. [Show PP picture of Patrick Henry] His words have been inspiring colonists all over the place to stop buying paper goods. Others in the colony have urged parliament to repeal the new tax. [The word repeal means to take back.] There is another man in the colonies his name is Samuel Adams. He is from Massachusetts, well he has been organizing this group called the Sons of Liberty. [Show PP on Sam Adams and the Sons of Liberty] The Sons of Liberty are pretty courageous. We call them a rebel group because they are going against Britain. They have been going around burning stamped papers so that no one can buy them. Want to know what else they have been doing? They have been protesting the new taxes and even attacking some of the tax collectors. Its gotten so bad here that some of the agents have stopped collecting taxes. Its actually getting harder and harder for Britain to find people to collect the taxes. They are all scared of us here in the colonies. [Take a second to review what we have talked about. We talked about Patrick Henry and Samuel Adams, I want you to find those two on your character lists and make sure you were jotting down some notes about them. Try to remember what we talked about. Patrick Henry is outspoken and Samuel Adams helped from the Sons of Liberty. We will continue to talk about those two men.] Well guys! Let me tell you something, it worked Britain repealed the Stamp Act. Remember what repealed means? Yes, so Britain took away the Stamp Act, but they still said that they had the right to tax us. What do you think?[Turn and talk with your partner. Do you think it is okay for Great Britain to continue to tax the colonists?] Britain said that they were still taxing us because they needed money and they wanted us to know who was in charge. Thats not going to sit well. So, Britain repealed the Stamp Act, but issued a new act. This act was just as bad as the first one. The new act is called the Townshend Act. This law placed a tax on imported goods like paper, wool, tea, and other goods. [Show PP on the Townshend Act] This act is not much better than the first one. Here in the colonies we are still unsatisfied. We still werent being represented and yet they were still taxing us. So do you want to know what we did? We boycotted the British goods. [Raise your hand if you can tell us what the word boycott means? Let students answer and make sure students write down the definition to boycott down in their notes.] Yes, so we boycotted all the British goods. Actually we had
help from a new group form called the Daughters of Liberty.[Show PP on Daughters of Liberty] One important person in the Daughters of Liberty was named Mercy Otis Warren.[Show PP on Mercy Otis Warren] Warren was a writer who encouraged people to stop buying British goods like tea and wool. The Daughters of Liberty played a very important role during the Townshend Act. During this time the women in the colonies made tea and wove cloth so that we didnt have to buy those goods from the British. They made it easier to boycott because we could still get the stuff we needed. And let me tell you something else, the boycott was working. Britain was losing a lot of money. However they were also getting angrier and angrier. Britain kept trying to intimidate us by sending over soldiers and warships. We werent going to be swayed. A lot of us colonists had made up our minds. We were not going to let the British treat us like that. Yes, they had helped us in the war. However they cant treat us like children, can they? II. Opportunity for practice: Thats the end of the story for today. So far we have two different sides. We have the British on one side and the colonist on the other. Now I know you guys probably have opinions about who you think was right and who you think was wrong. For right now I want you to put your opinions aside because we are going to try something different. We are going to have a classroom debate. Raise your hand if you know what a debate is. Yes, it is like a controlled argument. So when there is a presidential election the two politicians will debate and try to persuade people to vote for them. So what Im going to do is split you up into two different teams. One group will sit over here and be the British and the other group will sit over here and be the colonists. What you are going to do is based on what you learned today about taxing and the reasons why you are going to debate why your side is the right side. So, you have to remember what we just talked about. You have to remember the reasoning behind each groups actions. This is going to be a 15 minute long debate. I am going to give you two minutes to get with your group and decide on a speaker. Only one person can talk at a time. So you are going to get a speaker and I am going to give you some time to get your arguments in order. One team is going to go first and give their argument while the other team listens. Then the other team is going to go and give their side of the debate. Once both teams have debated I am going to give you some time to think about what the other group said and come up with a rebuttal or something to make their points less valid. Does anyone have any questions? How many people should be speaking at one time? Just one. Very good okay, once you are split into two teams you need to pick a speaker. Also make sure everyone is participating. [Give students cards that prompt them along through the debate. Help them out as much as they need. For the most part let them talk through it and see what arguments they have. As they speak
write the arguments on the board. So the other group can remember what was said.] III. Assessment: That was a really great debate. Now starting with this side of the classroom I want you to grab your social studies text book and go back to your seat. When this side sits down, the other side can grab their text books and take a seat. In your social studies book, I want you to answer questions 1-5 on page 273. Please answer these questions on a separate sheet of paper. When you are finished please put them on the back table and you can work on your Revolutionary Bingo Board, read the revolutionary war books I brought, or take out a book and read silently. Closure: So today we talked about the many ways the British were taking away the freedom of the colonists. Remember to get on the internet tonight. Go to our classroom website and respond to the days question. We will continue this story tomorrow.
IV.
Materials/Resources Skittles Cups Bingo Board PowerPoint Social Studies text book Note Taking Guide
Differentiation Strategies Based on the grade the student receives on his assessment, they will be pulled into a small group. In that group we will slowly go through the note taking guide filling in what needs to be filled in. For certain students they will receive a filled in note taking guide so they can focus in on the story. Each student will receive a Revolutionary War Bingo Board. On the board I have included questions and activities that the students can work on. If the student completely finishes the bingo board they will receive a prize. For the students who understand the content, they will be given a chance to work on their bingo board.
Reflection/Data Analysis This was a really fun lesson! The first activity went really well. The students were able to connect the skittle activity to the Stamp act and the Townshend Act. They did a better job making connections than I thought they would. Also, I think it helped that I had the students
filling out note taking guides because they had to follow along to know what they should be writing down. It also helped that I had a PowerPoint to guide the students note taking. If I were to do this lesson again I would give the students more time on the debate. They really enjoyed it and didnt want it to end. Based on the assessment 21/22 students understood the days lesson. I had one student who had trouble understanding the Acts. I gave the notes and the History book to the special education teacher who worked with the student one on one. He was able to grasp the concepts after working individually with Ms. D.
Lesson 2: (Stamp Act & Townshend Act) The year is 1765 and the French and Indian War has just ended. The British have lots of debts. A debt is ___________________________________________________________________. To raise money after the war, Parliament (law making group) and the King decided to put taxes on the colonist. The Stamp Act is ______________________________________________________________ _____________________________________________________________________________.
Colonist were angry about The Stamp Act. They said it was taxation without representation. What does that mean? ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________.
The Townshend Act is _________________________________________________________ _____________________________________________________________________________.
The colonist wanted Parliament to repeal the different taxes. The word repeal means ________ _____________________________________________________________________________.
Who are the Sons of Liberty? ____________________________________________________ _____________________________________________________________________________. What types of things did The Sons of Liberty do? The colonist decided to boycott the British goods. The word boycott means ________________ ______________________________________________________________________________ _____________________________________________________________________________.
The Daughters of Liberty also played an important role. Some of the ways they helped during the boycott included:
Design for Learning

Instructor: Sabbath McKiernan-Allen Lesson Title: Boston Massacre Curriculum Area: Social Studies Grade Level: 5th Grade Date: March 5, 2014 Estimated Time: 30 min.
Standards Connection: 7.) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party. Learning Objectives: Students will explain what happened at The Boston Massacre.
Learning Objective(s) stated in "kid-friendly" language: Today, we are going to be talking about the Boston Massacre. Evaluation of Learning Objective: Quick Write: The students will have two minutes to write what happened at the Boston Massacre. They will be considered proficient if they are able to identify: what caused the massacre, who took the first shot, and what was the result. Engagement: [Write JUSTIEN BIEBER on the board. Divide the class into two groups.] Alright, we are going to start with an activity. You guys are split up into two groups. Group A, you are concert ticket sales people. Your job is to write a paragraph or two trying to persuade me to buy a Justin Bieber concert ticket. Explain to me and Mr. Fine why we should want to go to this concert and see Justin Bieber in concert. Group B, you are a protesting Justin Bieber group. Your group is trying to dissuade or discourage Mr. Fine and myself from buying a Justin Bieber ticket. In your group talk about the reasons you are going to give to either encourage us or discourage us from seeing the Biebs. Have one person write the paper and have a reader. I am going to give you 10 minutes. [Give students time to write their papers. Have them share.] So the group who wanted me to buy a ticket what kinds of things did you tell me about Justin? Did you mention any of his bad qualities? Why or why not? Okay, and the group that didnt want me to buy a ticket what types of things were you telling me? Any of the good stuff? No? Why not? Very good! When we want someone to join our side or like something we like we usually only talk about the good qualities or the benefits of the product. On the other hand, if we dont want people to do something we are going to tell them the negative side of the product. We call this propaganda. Today we are going to be learning about an event called the Boston Massacre. The
Boston Massacre was an important step leading to freedom. I want you to keep the ideas of freedom and propaganda in your mind as we go through this story. Learning Design: I. Teaching: Where did I leave off last time? Oh yes, the British. The British are being unfair. They are imposing different taxes on us and we are not happy. Can you guys remember the different taxes we talked about yesterday? [Give students time to review the different Acts we talked about yesterday.-Stamp Act and Townshend Act. Have them explain the different acts and how they made the colonists feel.] Exactly my friends, we talked about the Stamp Act and the Townshend Act. The British had imposed different taxes and we had begun to boycott, so they sent over warships to intimidate us. Ha! Like we could be intimidated. What really ended up happening was the tension between us and the British got really high. It became so common to walk down the street and see a colonist and a British soldier in a fist fight. We also called them all sorts of names. We liked to call them lobsters because of their red coats. We couldnt stand having them monitoring us. It was almost like a babysitter that just wont leave you alone. Anyways things were pretty tense. One of the tensest nights happened on March 5. We, the colonists, were all just hanging out. We see a British official. His name is Hugh White. So, we are all standing outside of the Custom House in Boston on King Street. We hear an argument between one of the colonists and Private White. The argument is getting pretty intense. Im not completely sure what they were arguing about. More and more colonists begin to join the argument. They begin to throw snowballs and sticks at Private White. Its him against like 50 colonist. So, the local British officer sends more British soldiers to the scene to try and regain order. However, the sight of the British soldiers armed with their bayonets just made all of us colonist even madder. So, we began shouting at the British yelling, I dare you to fire. Things were getting out of control. One of my fellow colonist threw something at another British soldier knocking him down. As Private Montgomery fell he fired into the crowd. Can you believe that, he actually fired at a group of unarmed colonists? There was stunned silence for a few seconds then a number of British soldiers fired their guns into the crowd. We had no weapons with us to fight back. Three colonists died immediately and two more died later from their wounds. One of the colonists who died was named Crispus Attucks. Can you believe it? We had nothing to protect ourselves and they still fired on us. Does anyone know what we decided to name that night? [Have the students predict what they called this night. The answer being the Boston Massacre. Have you guys ever heard of the word massacre before? A massacre is defined as the violent killing of many people.] After the shooting, the crowd finally dispersed and there were thirteen people arrested. Eight British soldiers were thrown in jail for murder. Also the British
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troops were removed from Boston. The trial of the eight soldiers began in November. Boston government officials wanted these soldiers to have a fair trial, but they were having a hard time finding a Patriot lawyer that would hold a fair trial. Finally John Adams said he would be their lawyer. [Show PP of John Adams] Although he was an active patriot he thought that the soldiers deserved a fair trial. After the trial, six of the eight soldiers were let off, but two were convicted of manslaughter. Do you guys think the soldiers deserved a fair trial? [Turn and talk with your table and discuss why you think the soldiers deserved a fair trial OR why they didnt deserve a fair trial. Ask the different groups what they discussed.] You may wonder what the result of the Boston Massacre was. Well, the Boston Massacre became a rallying cry for the Patriots. Groups like the Sons of Liberty, used the Boston Massacre to show the evils of the British. This was the point when some colonists started to see the British in a different light. After the Boston Massacre each side tried to use the event to get people on their side. The colonists made the incident sounds like the worst thing ever, and the British made it sound like it was no big deal. Who do you believe? [Why do you think the colonists wanted to use this event as a form of propaganda?] Opportunity for practice So, what we see from the Boston Massacre is that in the colonists quest for freedom and independence they used events to gain popularity throughout the colonies. Not only did they want to gain popularity to get more people on their side the colonists also wanted to make the British look bad. [Who can raise their hands and tell me how the colonist used the Boston Massacre to make the British look bad? Even in the name The Boston Massacre makes the British look bad.] What I want you to do is go to your notes and look at what really happened at the Boston Massacre. Look at the number of people that died and how they died. After you do that I want you to look at the engraving that Paul Revere drew and compare and contrast the two. [Put a picture up of Paul Reveres engraving] I am going to pass out a Venn diagram. On the Venn diagram tell how the picture and the actual event are similar and tell how they differ. This is going to call for higher level thinking. Take your time and study the picture. When you are finished turn in your Venn diagram and we will move on to our writing assignment. Assessment: I am passing around a sheet of paper, all you need is a pen or pencil. We are going to do what is called a Quickwrite. In a Quickwrite I give you a certain amount of time to summarize a certain topic. Today, we are going to do a Quickwrite, and write about what happened at the Boston Massacre. Make sure you hit all the high points. You have 2 minutes, ready, set, and go. [Give the students two minutes to finish their Quickwrite] Closure: Time is up! Very good. I will collect your papers! So, today we talked about how the colonists used an event as a step to gain freedom. Dont forget to go home and
do the online homework tonight. It will be about the Boston Massacre. Thank you guys for being such an attentive audience. We will continue the story tomorrow.
Differentiation Strategies Each student will receive a Revolutionary War Bingo Board. On the board I have included questions and activities that the students can work on. If the student completely finishes the bingo board they will receive a prize. For the students who understand the content, they will be given a chance to work on their bingo board. Based on the grade the student receives on their assessment, they will be pulled into a small group. In that group we will slowly go through the note taking guide filling in what needs to be filled in and explaining the content so the child understands. For certain students they will receive a filled in note taking guide so they can focus in on the story.
Materials and Resources Note Taking guide Paul Revere engraving Venn diagram PowerPoint Quick write Revolutionary War bingo board
Reflection/Data Analysis This lesson went really well. The students seemed extremely interested in the Boston Massacre. They have many questions and wanted to do further research on the Boston Massacre. Based on the assessment I had 20/22 students who understood the events of the Boston Massacre. The students who didnt understand the Boston Massacre, I had them read about it in their American History book. When they read it in their books I then worked with them on an individual basis. They were able to grasp the concept of The Boston Massacre. If I were to do this lesson again, I would allow the students to have more time on the Quick Write. Two minutes was too fast for a lot of the students. I understood that they knew what happened at the Boston Massacre, but I
could tell more were trying to add more detail. I thought some of the strong parts of the lesson included the Venn diagram, having the students compare and contrast what actually happened at the Massacre and what Paul Revere depicted brought up great discussion. It also allowed us to talk about propaganda and how that helped divide sides between Patriots and Loyalists. Overall I thought it was a really good lesson.
Paul Reveres engraving of the Boston Massacre
Name _______________________________________________ Date ______________________
Venn Diagram
Write details that tell how the subjects are different in the outer circles. Write details that tell how the subjects are alike where the circles overlap.
[QUICKWRITE]
Name____________________________
THE BOSTON MASSACRE
You have two minutes to write down the events that led up to the Boston Massacre AND what happened at the Boston Massacre. When I say pencils down you are done. This is working on your summarizing skills. Make sure to talk about the important parts.
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Lesson 3: Boston Massacre (March 5, 1770) Tensions were high between the colonists and the British because of the unwanted taxes.
It was not uncommon to see the colonists and the British engaged in __________ fights.
On the night of the massacre the colonists began a fight with _____________________. The fight got out of hand and more British soldiers rushed to the scene.
The ____________ fired shots at the colonist killing _____ and wounding ______. The first person to die was a freed slave by the name of ___________________________. This night became known as the _______________________________.
Design for Learning

Instructor: Sabbath McKiernan-Allen Lesson Title: Boston Tea Party Curriculum Area: Social Studies Grade Level: 5th Grade Date: March 6, 2014 Estimated Time: 50 min.
Standards Connection: 7.) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party. Learning Objectives: Students will explain the events leading up to the Boston Tea Party and the effect of the Boston Tea Party. Learning Objective(s) stated in "kid-friendly" language: Today we are going to discuss what happened in Boston when the Colonist felt like they werent being treated fairly. Evaluation of Learning Objective: When given a foldable, the students will write or draw the causes that led to the Boston Tea Party. The effect of the causes on the colonists, and the repercussion of the Boston Tea Party. The student will be considered proficient if they are able to accurately explain or draw the causes, effects, and repercussions of the Boston Tea Party. Engagement: [On a desk have a tea bag, a glass of water, and a boat.] On a piece of paper I want you guys to predict what is going to happen next in our story based on these three items. If you cant see there is a boat, a glass of water, and a tea bag. I am going to give you 6 minutes for your predictions. What do you think is going to happen next? [Give students time to make predictions. Walk around and monitor students work.] I want three volunteers who want to read their predictions to the class. [Give students time to read their predictions. Ask follow up questions based on their predictions. Why did you think that was going to happen? What led you to the conclusion this was going to happen?] Thank you guys for sharing. Today we are going to learn what these three things have to do with our story. We are also going to discuss what happened in Boston when the colonists felt like they werent being treated fairly.
. Learning Design: I. Teaching: Before we begin, who can remind us what happened in our story yesterday? [Have the students review what happened at the Boston Massacre. Use this as a formative assessment to make sure they understand the attitudes and the atmosphere of the British and the colonists.] So here we are back again in Boston after the massacre. There were some good things that came from the massacre. The British troops have been sent home, thank goodness, and parliament repealed the Townshend Acts. Do you guys remember who parliament is? [Give students time to answer the question. Parliament is the British law making group.] Yes, The King took away the Townshend Act but in its place he put in something called the Tea Act. [Show PP slide of the Tea Act] The Tea Act says that one British company called the East India Company would be the only company allowed to sell tea to the colonies. So, if you own a store in the colonies you HAVE to buy your tea from the East India Company. Now, the British are telling us who we have to buy our tea from. That is out of control. There are two reasons for the British to force the Tea Act. Reason number 1 is to help the struggling East India Company, and reason number 2 is so we continue having to pay taxes to the British. So far we have refused to pay any of Britains taxes and we arent going to start now. As a matter of fact I think the colonists will agree with me when I say we dont like being told who we can and cant buy tea from. So up to this point Britain has tried to tax us on our paper goods which they called [Let students answer Stamp Act.] And they tried to charge us on other imported goods which they called [Townshend Act.] Because of those events the Boston Massacre happened and the British soldiers were sent home. All of these events have caused many people in the colonies to question their allegiance to Britain. We are beginning to think about wanting more freedom. Because of these taxes and these new ideas about freedom, Samuel Adams decided to form a group called the Committee of Correspondence.[Show PP of the Committee] The committee started here in Boston because the colonists wanted to have a fast way of getting information through the colony. The committee then spread out all over the colonies and allowed the colonies to share local events with one another. Letters were spread quickly by express riders. One of the express riders was Paul Revere. [Why do you think the Committee of Correspondence was important?] So, the last story I told you about was called the Boston Massacre and it happened when we, the colonists, got so frustrated with the British taxes. I want to tell you about another event that happened for similar reasons. The event I am going to tell you about really made people pick sides. After the British put The Tea Act in place, the colonists were extremely angry. Tea is very popular amongst the colonists, and the majority of the tea comes in through the Boston Harbor. On December 16, three Boston ships pulled into the harbor. That same night
members of the Sons of Liberty dressed up as Mohawks [Show picture of Mohawks] and rowed out to the British ships and shouted Boston Harbor a teapot tonight. The Sons of Liberty boarded all three ships and chopped open the chests of tea with axes and dumped all the tea into the harbor. The Sons of Liberty threw 342 chests of tea in the harbor. Let me tell you, it was a sight to see. 342 chests of tea is about 90,000 pounds of tea. In present terms it was 1 million dollars worth of tea that was thrown in the harbor. This night became known as the Boston Tea Party. [Show Boston Tea Party PP slide] If that didnt show King George that we wanted more freedom, I dont know what would. [Ask students: What do you think Boston was trying to prove by dumping the tea into the harbor? Tea was a major source of income for the British. Also, tea was a favorite drink in Britain and this was a way to stick it to them. This would be like if you LOVED coke and I dumped it all in the sink.] When the King found out about the Boston Tea Party he was extremely unhappy. King George and Parliament decided that we needed to be punished here in Boston. So King George sent the troops back here to Boston. Not only were they sent back King George ordered that we colonists house and feed the British soldiers FOR FREE. Boston was put under the charge of British General Thomas Gage. And the port of Boston was closed. No ships could come in and none could go out until the tea had been paid for. We had to pay for the British to live in our homes and feed them, we were under the rule of Thomas Gage, and no ships could come in or out so we could do no trading. Trading was a main source of our economy so with the harbor closed many of us colonist lost our jobs. We had completely lost our freedom. We began calling these the Intolerable Acts. There was a good thing that came from the Intolerable Acts. [Show PP slide on Intolerable Acts] These events encouraged more colonists to pick sides. Colonists, such as myself, who opposed British rule were known as Patriots. Colonists who remained loyal to King George and the British government were known as loyalists. The patriots all knew something needed to be changed. The Committee of Correspondence began spreading the idea of a meeting. Leaders from the 12 colonies agreed to meet in Philadelphia to discuss how to oppose the Intolerable Acts. [What do you think they will decide to do? Have students make predictions about what is going to happen between the Colonists and the British.] In September of 1774, a representative from every colony EXCEPT Georgia met at the First Continental Congress in Philadelphia. The Continental Congress was a meeting of delegates from each of the 13 colonies. At the first congress Washington and the other patriot delegates voted to stop trade with Britain until the Intolerable Acts were removed. The congress also decided it was time to begin training up a militia or volunteer armies. The group decided that they were going to meet in one year to see if things had gotten better. At this point all the members of the congress wanted this dispute to end peacefully with Great Britain. There is one man who doesnt think this is going to end peacefully. We have talked about him before his name is Patrick Henry. He made one of the most famous speeches of his career in
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March of 1775. He was at a church in Richmond. He said that a war with the British was coming, he also said he was ready for it. He ended his speech with these words, I know not what course others may take; but as for me, give me liberty or give me death. The colonists were not going to back down and the British leaders were not going to back down. King George agreed with Patrick Henry a war was coming. The King said, blows must decide. What do you think, will there be a war or will this be settled peacefully? Opportunity for practice Today to help review the topics we went over today, we are going to watch a School House Rock Video. It is all about the Boston Tea Party. It is pretty silly, but it does a really good job summarizing what happened. While you are watching I want you to read the lyrics. Underline any parts of the song that will help you better understand the Boston Tea Party. [Allow the students to watch School House Rock two times. Monitor them as they underline parts that will help them remember and understand the parts of the Boston Tea Party. Ask the students what parts they underlined and why.] Assessment: For your assessment we are going to make a Boston Tea Party foldable. This will show me if you understand the causes of the Boston Tea Party, what happened at the tea party, and what the outcome of the Boston tea party was. I am going to pass each one of you a foldable. On the top of the foldable I want you to write The Boston Tea Party. On the next flap I need you to write the word CAUSE. On the next flap below cause I need you to write EFFECT. Under effect I need you to write Outcome. When you have that I want you to go under each flap and write or draw the causes that led the colonists to participate in the Boston Tea Party. Under Effect I need you to write or draw what happened because of the causes. Lastly, under outcomes I need you to write the repercussions or the punishments of the Boston Tea Party. [Give students time to work on their foldable.] Closure: If you are finished with your foldable, you can turn it into me on the back table. If you didnt quite finish your foldable you may take it home with you and turn it into me tomorrow. Remember today we talked about what happened when the British continued to take away the freedom of the colonists. Remember to go home and do your online assignment. Tomorrow we will continue our story.
Differentiation Strategies: Each student will receive a Revolutionary War Bingo Board. On the board I have included questions and activities that the students can work on. If the student completely finishes the bingo board they will receive a prize. For the students who understand the content, they will be given a chance to work on their bingo board.
Based on the foldable, the students who do not understand the Boston Tea Party I will work with them in small groups on reviewing the concepts that led to The Boston Tea Party.
Materials/Resources: Glass of Water Tea Bag Picture of a boat Foldable School House Rock Video School House Rock Lyrics Note Taking Guide Bingo Board
Reflection/Data Analysis This lesson went really well. What I liked most about this lesson was the engagement. We used the skill of making predictions. The students came up with very funny and interesting predictions explaining how a glass of water, a bag of tea, and a boat were related. It got the students really excited about what was actually going to happen in the lesson. It grabbed their attention, so the rest of the lesson they were all ears. I also thought the foldable was a fun assessment that still allowed me to get the data I needed. After the foldable 22/22 students understood what happened during the Boston Tea Party. The students really enjoyed watching School House Rock. It allowed the students to take what they had learned and identify it in another source. If I were to do this lesson again, I think it would be fun to allow the students to make up a song similar to school house rock. They enjoyed it so much and they are extremely creative I think it would have been a fun activity.
No More King School House Rock Rockin' and a-rollin', splishin' and a-splashin' Over the horizon, what could it be? The pilgrims sailed the sea to find A place to call their own. In their ship Mayflower they hoped To find a better home. They finally knocked on Plymouth Rock And someone said, "We're there, It may not look like home, But at this point I don't care." Oh they were missing Mother England They swore their loyalty until the very end. "Anything you say king, it's OK king, You know it's kind of scary on your own. Gonna build a new land the way we planned Could you help us run it till it's grown?" They planted corn you know, they built their houses one by one. And bit by bit they worked until the colonies were done. They looked around, yeah, up and down, and someone said, "Hurray!" If the king could only see us now, he would be proud of us today. They knew that now they'd run their own land, But George III still vowed he'd rule them till the end. "Anything I say, do it my way now, Anything I say do it my way. Don't you get to feeling independent, Cause I'm gonna force you to obey. He taxed their property, he didn't give them any choice. And back in England, he didn't give them any voice. That's called taxation without representation, and it's not fair. But when the colonies complained, the king said, "I don't care."
He even has the nerve to tax our cup of tea To put it kindly king, we really don't agree We're gonna show you how we feel, we're gonna dump this tea And turn this harbor into the biggest cup of tea in history. They wanted no more Mother England, They knew the time had come for them to take command. "It's very clear you're being unfair, king, no matter what you say we won't obey. Gonna hold a revolution now, king, and we're gonna run it all our way." With no more kings We're gonna elect a president No more kings He's gonna do what the people want No more kings We're gonna run things our way No more kings No one's gonna tell us what to do No more kings Rockin' and a-rollin', splishin' and a-splashin' over the horizon what could it be? Looks like it's going to be a free country.
Lesson 4: Boston Tea Party (December 16, 1773) After the Boston Massacre the British troops have been sent back to Britain and the Townshend Act has been repealed. The King placed another tax on the colonists. _____________________ states that one British company called the East India Company would be the only company allowed to sell tea to the colonies. The Tea Act would continue to bring money into Britain. Protesting the Tea Act the Sons of Liberty dressed like Mohawks and boarded ___ British ships coming into Boston Harbor. Once on the boat The Sons of Liberty ______________________________________________________________________________ King George was furious he punished the colonists by: The colonists called these punishments ______________________. The Boston Tea Party forced the colonists to take sides. _____________________ were colonists who went against British rule. __________________ were colonists who sided with the British. Patriots understanding that a change needed to occur held a meeting called The First Continental Congress. Each colony except Georgia sent a representative. At the meeting they voted to stop _____________ __________________________________. They also voted to train up militia. Most of the colonists wanted a peaceful end to this argument with the British. Patrick Henry however though a war was going to happen. He spoke at a church and ended his speech with the famous words _________________________________________________________________.
Design for Learning

Instructor: Sabbath McKiernan-Allen Lesson Title: Battle of Lexington and Concord Curriculum Area: Social Studies Grade Level: 5th Grade Date: March Estimated Time: 50 min.
Standards Connection: 8.) Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown. Learning Objectives: Students will be able to explain the events of the Battle of Lexington and Concord, including: The midnight ride of Paul Revere and The Shot Heard Round the World.
Learning Objective(s) stated in "kid-friendly" language: Today we are going to talk about what happened when the tension became so great between the British and the Colonists. Evaluation of Learning Objective: Students will use summary skills to summarize the Battle of Lexington and Concord. To be considered proficient the students must include these important events in their summary: The midnight ride, the shot heard round the word, the winners of each battle. Engagement: [Take the students outdoors and split them into two different teams.] Today, we are going to start out with an activity. We are going to play tug of war. So I need the boys up first. Half the boys on one side and the other half on the other. Alright are both sides ready? On your mark get set go. [Let the students play tug of war against each other. When one team loses let another team play. Play until every student has an opportunity to participate.] What happened? Both of you were pulling your separate ways and then all of a sudden one team pulled too hard and the other team went over the line right. You felt it both sides were tugging in opposite directions. Did you feel that tension? The tension when one group pulled one way and the other group pulled the opposite way? Then, all of a sudden one team pulled too hard or went too far and everything got messed up. This is similar to what we are going to talk about today. We are going to talk about what happened when the tension became too great between the British and the Colonists. Both sides were pulling their own way when finally one side pulled too hard and it ended up starting a war. [Take the students back inside and begin the lesson]
Learning Design: I. Teaching: Could someone review what we have learned up to this point? [Allow a student to review what has been happening thus far.] Let me set the scene for you. It is late at night, the date is April 18, 1775. The streets of Boston are quiet. Most people are at home. Im outside gathering wood for the fire. Suddenly, I hear the pounding feet of a young man as he races past me. He looks upset and seems intent on getting somewhere quickly. Im wondering where he is going Oh wait I am getting ahead of myself. Sorry, so this is what happening. Last time we talked it was September of 1774 and we had just had the First Continental Congress. At the congress we decided it was time to form volunteer armies called militia. Along with the militia, we have been storing weapons in Concord, Massachusetts. [If you look at your map I want you to locate Concord.] Good, that is where our weapons were stored. Somehow, King George got wind of the fact that we were storing weapons in Concord. He decided to send 700 troops to seize and destroy ALL of our weapons. There were also other rumors, it was said that the British also had orders to arrest Samuel Adams and John Hancock. [Turn and talk with your neighbor about why you think the troops were ordered to arrest Samuel Adams and John Hancock? Because they were both important and influential leaders in the Patriots quest for freedom. Show the PP slide.] Now, the British wanted their march to be a secret. They did not want the colonists armies in Lexington or Concord to know they were coming. [Locate Lexington on your map.] General Gage put extra guards on duty and gave them strict orders not to let any colonists leave Boston that night. The express rider, Paul Revere, had learned about the secret plans of the British. He set out to warn the militias in Lexington and Concord. Paul was accompanied by William Dawes. Paul and Dawes passed dangerously close to a British warship, but they made it. Paul rode west on a very good horse. During his ride he yelled, The British are coming, the British are coming. When he arrived in Lexington his friend William Dawes also rode towards Lexington yelling warnings to all of the colonists. Paul reached Lexington first, He warned Adams and Hancock who prepared their escape. When Dawes arrived he and Paul headed towards Concord together. Paul and William were joined by a young doctor named Samuel Prescott. The British spotted the three on the road. Revere was captured by the British. Dawes jumped off his horse and ran into the woods. Luckily, Prescott got away and made it to Concord where he was able to warn the Concord militia to get ready. Thats what I was hearing when I was out collecting fire wood. It was Paul Revere setting off to warn the colonists of the British invasion. At 5am on April 19 a sixteen year old boy named William Diamond began to beat his drum. This was the signal for the Lexington minutemen to come running. About 70 men gathered. These men were led by Captain John Parker. It was here in Lexington where Parker spoke the famous
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words, Stand your ground. Dont fire unless fired upon, but if they mean to have a war, let it begin here. British soldiers soon marched into Lexington and surrounded the Lexington minutemen. The British began yelling at the Lexington minutemen saying, Ye villains, ye rebels! Lay down your arms. Tensions were so high and it finally happened. Someone fired a shot. No one is sure who fired that first shot. We are not sure if it was a British gun or a colonist gun. British soldiers quickly opened fire on the minutemen killing eight, and wounding nine more. Only one British soldier was wounded during the short Battle of Lexington. The British cheered their victory and marched on to Concord. The unknown shot heard in Lexington became known as the shot heard round the world. [Why do you think it was called the shot heard round the world?] The fighting that day had just begun. When the British soldiers reached Concord, they searched for the colonists weapons. They could not find anything because the women of Concord had helped hide the towns military supplies in fields and barns all over town. Meanwhile, militia men from nearby towns began pouring into Concord. Suddenly, the Patriots had an advantage in numbers. After a brief battle at North Bridge in Concord, the British began the long 20 mile retreat back to Boston. Thousands of us Patriots lined the roads firing at the British as they marched. By the time the British had reached the safety of Boston they had suffered heavy losses. Around 250 British soldiers had been either killed or wounded. This was it, the American Revolution, the fight for freedom had finally begun. It was not yet a fight for complete independence, but it was a fight for the freedom the colonists believed they deserved. Opportunity for practice On your map I want you to plot where the first battle took place. Mark it with a star. Color the star blue if it is a battle the colonists won and color the star red if it is a battle that the British won. Also, write important notes down next to the battle that will help you remember what happened. When you are done, put your map back in your social studies folder. We are going to map out every battle we talk about in the unit. If you need my help raise your hand. You may work with a partner if you want. [Give students time to plot out the battles. Make sure they write important events about the battle on their map.] Assessment: Now that you have all put your maps away, I want you guys to take out a piece of paper and a pencil. What I want you to do is summarize the Battle of Lexington and Concord. Take what you remember and write about the battle in your own words. You may not use your notes, this is from your memory. Make sure you include all the important parts. Start with the Kings orders to the British soldiers. I am going to give you 15 minutes to complete this assignment. When you are finished, please place your summary on my desk and take out a revolutionary war book or your bingo board. Closure:
Thank you guys for your attention. Today we talked about what happened when tensions grew so great that it started a battle. Remember to get on the computer tonight and answer todays freedom question. All of those responses are worth points! We will continue our story tomorrow. [If we have time allow the students to watch Liberty Kids]
Differentiation Strategies: Each student will receive a Revolutionary War Bingo Board. On the board I have included questions and activities that the students can work on. If the student completely finishes the bingo board they will receive a prize. For the students who understand the content, they will be given a chance to work on their bingo board. Based on the summaries I will determine if the students are on level in the revolutionary war unit. If they are not we will go through the history book so I can walk them through the battle of Lexington and Concord.
Materials and Resources: Tug of War rope Map of the 13 colonies Note Taking Guide Bingo Board Liberty Kids-Lexington and Concord
Reflection/Data Analysis This was a fun lesson! I thought the students really enjoyed the tug of war and it helped them understand the tension between the British and the colonists. Today we had some students who were unable to understand the lesson. The students who were struggling brought their maps to my table and worked with me. I slowed down the concepts and helped them to understand what had happened. I understand it is hard for some students to keep up when I am telling the story. When I do this lesson again, I am going to try and go slower and be more conscious of whether or not the students are keeping up.
Lesson 5: Shot Heard Round the World (April 18, 1775) King George sent 700 troops to __________________________ to capture the colonists weapons. They also had orders to arrest ______________________ & ____________________. Both men were important _______________ leaders. The British wanted their march to be a secret, but ______________________learned of their secret plan. He set out to warn the militia(army) in ______________ & _________________. Revere met up with two other riders, _______________ and Samuel Prescott. The colonists were warned about the British and the minutemen prepared for battle. When the British arrived in Lexington they surrounded John Parkers men. The British major yelled ______________________________________. Then someone no one knows who fired into the crowd. British soldiers fire on the minutemen killing 8 and wounding 9 more. Only 1 British soldier was wounded during the Battle of Lexington. The first shot at Lexington became known as ___________________________. When the British soldiers finally reached Concord and searched for the weapons and found nothing. The ____________________________ had hid all the weapons. Militia men from nearby towns began flooding into Concord. The Patriots outnumbered the British. The British began the long walk back to Boston while the Patriots fired on them as they marched. _____ British soldiers had either been wounded or killed at the Battle of Concord. The American Revolution, a war Americans fought for _____________ had begun.
Design for Learning

Instructor: Sabbath McKiernan-Allen Lesson Title: Battle of Bunker Hill Curriculum Area: Social Studies Grade Level: 5th Grade Date: March 7, 2014 Estimated Time: 50 min.
Standards Connection: 8.) Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown. Learning Objectives: Students will identify the importance of The Battle of Bunker Hill.
Learning Objective(s) stated in "kid-friendly" language: Today we are going to continue talking about the battles of the American Revolution. The battle we are going to be talking about today is called the Battle of Bunker Hill. Evaluation of Learning Objective: The students will answer the question, why was the Battle of Bunker Hill important in the American Revolution as an exit slip. To be considered proficient the students must understand it was important because 1. It gave the Patriots confidence and 2. It led other colonists to join the Patriot army. Engagement: [Take the students outside] Imagine you are a captain in the American Revolution. This jungle gym is the battle ground. I am going to give you 15 seconds to try and find the best place out here to fight a battle. [Give students time to pick a good spot for battle. When 15 seconds are up have the students explain why they chose the spots they did. The best spot would be the higher up, so the top of the playground.] Very good, all of you. You all had good reasoning about where you would want to fight your battle. We are going to go back inside and continue talking about the battles of the American Revolution. The battle we are going to be talking about today is called the Battle of Bunker Hill. Learning Design: I. Teaching: Can someone raise their hand and review the battle we talked about yesterday? [Have a student review The Battle of Lexington and Concord.] Good, last time we talked we were talking about the Battle of Lexington and Concord. These are
the battles that started the American Revolution, our quest for more freedom from the British. It was a win for us, we forced the British to retreat back to Boston. The next battle I want to tell you about happened on June 17, 1775. The British had a plan to take Bunker Hill and Breeds Hill. [Take a second and pull youre your maps. Look up at the Promethean Board and plot where Bunker Hill and Breeds Hill are located. The British wanted these two hills, thank goodness the Patriot spies learned what the British were planning and told the Patriot leaders. [Make a prediction, why do you think the British forces wanted to take the hills? Being higher you have an advantage over your enemy.] Because of what the Patriot spies had found out the Patriot leaders secretly moved their armies onto Bunker Hill and Breeds Hill. Colonel William Prescott led men to the top of Breeds Hill. Prescotts men worked all night building a fort out of earth and logs. The Patriots knew if they got the hills they could bring up cannons and shoot down at the British. The Patriots goal was to force the British to leave Boston. [Raise your hand if that is the prediction you made earlier.] The next day when the British realized that the Patriot army had taken the hill, they were shocked. The British decided they needed to attack and gain the hill before it was too late. More than 2,000 British soldiers prepared to attack. The Patriots were tired from a long days work and extremely hungry, but they prepared to fight. William Howe, the British commander, led the first attack up the hill. The Patriot army fired shots down at them trying to force them down the hill. They fired and fired and finally the British retreated back down the hill. William Howe decided to take the British up the hill a second time. The British began their attack up the hill. The colonists fired shots down on them again. Gun shots and cannons aimed right at the British and again the British were forced to retreat. Howe decided to attack the Patriots again. By this point the Patriots were running low on ammunition. So Colonel William Prescott said, Dont fire until you see the whites of their eyes. [Why do you think William Prescott said this?-Because they were low on ammo he wanted to be sure that every shot counted.] On the third attempt the British started up the hill and the Patriots waited and waited and wait until the British were close and BAM would shoot them. The British were successful on their third attempt and took Breeds Hill. The Battle was over. This battle was called the Battle of Bunker Hill which seems silly because the whole battle was fought on Breeds Hill. Even though this was a loss for the Patriots, they were still very proud of the way they had fought. The British had won, but the costs were high. More than 1,000 British soldiers were killed or wounded, while 400 Patriots were either killed or wounded. The Patriots had fought hard and well. Two very important outcomes happened at this battle. This battle gave Patriots courage to know they could stand up to the British in battle. Also, after the Battle of Bunker Hill more colonists decided to join the army. They now
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realized that the Patriot army was no joke. Because of this battle the Revolution continued to grow in strength. The colonists lost the battle, but the quest for more freedom was still going strong. Opportunity for practice You have been transported back to work for the Patriot Times Newspaper. You have been asked to report on the Battle of Bunker Hill. You are a prized journalist and writing about the battle could really advance your journaling career. This newspaper goes out to all of the colonists so make sure you cover all the important points of the battle. You are allowed to use your notes to help you. Make your newspaper creative and factual. [Pass out the newspaper template and give the students 15 minutes to work on their article.] Would anyone like to share their article with the class? [While the students are working on their newspapers I will play Liberty Kids battle of Bunker Hill.] Assessment: When you are done with your newspaper put away your notes and take a post it note from my desk. On your post it note answer the question on the board. Why was Bunker Hill such an important battle for the Patriots? This is called an exit slip. This is going to allow me to understand if you understand the Battle of Bunker Hill. When you are done you may place your post it note on the back table. Closure: When you are done with your exit slip, you may work on your bingo board or read. Remember we talked about the events of Bunker Hill. How the Patriots lost, but it became a moral victory. Remember to get on the computer tonight and answer the question of the day. Thanks for being good listeners.
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Differentiation Strategies: Each student will receive a Revolutionary War Bingo Board. On the board I have included questions and activities that the students can work on. If the student completely finishes the bingo board they will receive a prize. For the students who understand the content, they will be given a chance to work on their bingo board. Based on the exit slip I will determine if the students are on level in the revolutionary war unit. If they are not we will go through the history book so I can walk them through the battle of Bunker Hill.
Materials and Resources:
Note Taking Guide Newspaper Template Liberty Kids-Battle of Bunker Hill
Reflection: This lesson went really well, the students were really engaged after they picked their spots on the playground. The engagement set the tone for the lesson. The students also enjoyed working on the newspaper article and it helped drive the topic home. If I were to do this lesson again, I think I would give the students more time to do their newspaper. I would also wait and play Liberty Kids after the students had finished their article. Based on the assessment 21/22 students were considered proficient. The newspaper helped, because I could see what students were struggling with before they took the assessment. I was able to help in smaller groups while they were working on the newspaper. The student who struggled with the main points of the lesson worked with the special education teacher. I found it hard to differentiate the lesson for this student because he has no current IEP goals. I dont know at what areas to focus on. Overall I thou ght the lesson went really well. The students are very engaged when we work on the battles.
Lesson 6: Battle of Bunker Hill (June 17, 1775)
The ___________________ had a plan to take over ________________ & _________________. Patriot spies found out what the British were planning and reported it to the Patriot Leaders. Secretly the Patriots led by ___________________ took the hills and built _________________. When the British found out what the Patriots had done they decided to attack. The British led by _________________________ attacked the Patriots ____ times. The first two attacks were _______________________. By the third British attack the Patriots began to run low on ammo. Colonel William Prescott realizing they were low on ammunition said, ____________________ ____________________________________________________________________________. The third time the British attacked the Patriots they were able to ________________________. Although it was a British victory, the Patriots were proud of the way they had fought. _________ British soldiers were killed or wounded. _________ Patriots were killed or wounded. The Battle of Bunker Hill was extremely important for the Patriots for two reasons.
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Design for Learning

Instructor: Sabbath McKiernan-Allen Lesson Title: Declaring Independence Curriculum Area: Social Studies Grade Level: 5th Grade Date: March 10, 2014 Estimated Time: 45 min.
Standards Connection: 7.) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party. Learning Objectives: The students will explain the important people involved in declaring independence. The students will identify the different parts of the Declaration of Independence.
Learning Objective(s) stated in "kid-friendly" language: Today, we are going to talk about what the colonists did to declare independence. Evaluation of Learning Objective: The students will complete questions 1-5 on page 300 of their texts books. To be considered proficient the students must answer 5/5 questions correctly. Engagement: [On the board write what are things fifth graders complain about.] On the board you see the question, what are the things fifth graders complain about? With the sticky note at your desk I want you to write some things that fifth graders complain about and stick them on the board. [Talk about the issues the students have placed on the board. Lead them to the person or group of people who make these issues happen. For example: Bullying would lead back to the bully. Being grounded would lead back to parents.] What are some thing that fifth graders complain about? Why do they complain about them? If it were up to you what would you do about these problems? [Talk through the students answers and write them on the board. Keep the answers on the board throughout the entire lesson.] Today, we are going to talk about what the colonists did to declare independence. Learning Design: I. Teaching: To start out, who wants to review what we talked about last lesson. [Battle of Bunker Hill.]Good, well today I want to tell you about one of the most important things that happened during the American Revolution. As of now the colonists wanted more freedom from Britain. It is May of 1775 and the Continental Congress decided to meet again. At the first Continental Congress they decided if
things hadnt gotten any better than the congress would meet again and figure out what to do. Nothing had gotten better, the British were still taking freedom away from the colonists so, the Second Continental Congress met in Philadelphia. The first thing the Congress decided to do was form the Continental Army. This was an army with soldiers from all 13 colonies. [Show students the Continental Army PP] John Adams suggested to the rest of congress that George Washington should lead the new American army. The congress voted and two days later they were ready to announce their decision. John Hancock, who was serving as president of the congress declared that Washington had been elected to be General and Commander in Chief of the forces raised and to be raised in the defense of American liberty.[What do you think that means? The George Washington was Commander in Chief of the forces raised and to be raised in the defense of Liberty? Why do you think they decided on George Washington?] After this announcement, Washington went to Boston to begin training his soldiers. While Washington was in Boston, congress made one last attempt to avoid war. In July, after the Battle of Bunker Hill, Congress sent a letter called the Olive Branch Petition to King George III. In this petition, Congress told the king that the colonists were still loyal to the British. The petition said that war could be avoided if the British government would give the colonists greater freedom to govern themselves. [Show Olive Branch PP] [What do you think King Georges response was to this letter?] King George refused to even read the petition. He told Parliament that he would use force to put a speedy end to what he saw as an illegal rebellion in the American Colonies. [Ask the students, How do you think that made the colonists feel? They had offered a peaceful end to this feud and the King refused to even read what they had to say.] What do you guys thing, was it time for the American colonies to declare independence once and for all? An immigrant from Britain named Thomas Paine insisted that it was time for a complete break with Britain. Paine published a document called Common Sense. Common Sense was a document written in a way that most of the colonists could understand. In this document Paine argued that it was time to part with Britain. He said, A government of our own is our natural right. Paines powerful words convinced many Americans that it was indeed time to declare independence. [Show Thomas Paine PP] Another man figure was Richard Henry Lee. Lee was the first official person to ask congress to vote for independence. He declared, These United Colonies are, and of right ought to be free and independent states. Many people agreed with Lee, however congress decided to postpone the vote on independence until early July. Congress wanted to make sure that every colony supported the break with Britain. In the meantime Congress decided to prepare a document explaining why the colonists wanted independence. A committee formed to draft the Declaration of Independence. The committee members included: Benjamin Franklin, John Adams, Roger Sherman, Robert Livingston, and Thomas Jefferson. [Show PP] Adams believed that Thomas Jefferson should be the one to write the Declaration
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of Independence. Jefferson spent two weeks working on the Declaration, by the end of June he was finished. In the Declaration of Independence Jefferson explained why the American colonies must declare independence from Britain. The argument in the Declaration was fairly simple. Jefferson said that people are born with certain unalienable right, meaning rights that cannot be taken away. [What do you think those unalienable rights were?-Life, Liberty, and the Pursuit of happiness] His exact words were, We hold these truths to be selfevident, that all men are created equal; that they are endowed (given) by their Creator with certain unalienable rights that among these are life, liberty, and the pursuit of happiness. Next, the Declaration said that if a government abuses these rights, people should be free to create a new government. The Declaration listed the ways the British abused the rights of the American colonists. [Can you guys remember any of the ways the British abused their rights? Stamp Act, Townshend Act, Tea Act, Intolerable Acts.] The Declaration then stated that because the king had abused his power, the American colonist had decided to declare independence. And they had a right to form a government of their own. His exact words were, We therefore, the representatives of the United States of Americadeclare that the United Colonies are, and of right ought to be free and independent states. Finally the Declaration ended with a brave vow. The signers of the document agreed to defend their new nation with their lives, their fortunes, and their sacred honor. Congress approved the Declaration of Independence on [What day?] July 4, 1776. There were celebrations from New England to Georgia. In New York, Patriots pulled down a statue of King George III and melted the metal and used it as bullets for their guns. In August, members of Congress met to sign the Declaration although it was very dangerous. John Hancock was the first to sign the Declaration. He then cautioned his fellow signers saying, We must all hang together. Benjamin Franklin agreed and added a warning of his own. We must indeed hang together, or most assuredly we shall all hang separately. Now everything depended upon the outcome of the war. [Why do you think it was dangerous for the colonists leaders to sign their names on the Declaration of Independence? Because if they lost the war they would be known as traitors. They would have evidence of the men who were trying to make it Free states.] Opportunity for practice: I want you to look back at the problems you said 5th graders struggle with. We named numerous ways that fifth graders get their freedom taken away. We traced them back to specific people and groups of people. What I want you to do now is write your own Declaration of Independence. Use your notes and the Declaration PowerPoint and format your letter in the same way the Declaration was formatted. Remember the different parts of the Declaration we talked about. I am going to give you 20 minutes to finish this assignment. After 20 minutes if you are not finished you may take it home for homework. Begin working and if you have any questions consult your notes and the PowerPoint. [Give the students time to
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work on their letters. Walk around and help when needed. Also use this time to formatively assess the students. Do they understand the different parts of the Declaration of Independence? Do their letters reflect the Declaration?] Assessment: 20 minutes is up. I want you guys to quietly go take out your social studies books. Please turn to page 300 and do problems 1-5 quietly at your seat. When you are finished you may turn them into me at the back table. After you have turned in your work, you may work on your bingo boards. I will give you about 15 minutes to finish those 5 questions. Closure: Today, we talked about the biggest step the colonists took to gain their freedom. They wrote the Declaration of Independence. Thank you all for being a good attentive audience, tomorrow we will continue discussing the different battles. Dont forget to go home and do your online assignment.
Materials/ Resources: Declaration of Independence Sticky Notes Note taking Guide Bingo Board Social Studies book
Differentiation of Strategies Each student will receive a Revolutionary War Bingo Board. On the board I have included questions and activities that the students can work on. If the student completely finishes the bingo board they will receive a prize. For the students who understand the content, they will be given a chance to work on their bingo board. Based on the students assessment I will decide who needs extra help understanding the Declaration of Independence. The students who need extra help will work with me in small groups. We will go through the reasons the Americans decided to declare Independence. We will also talk about the format of the Declaration of Independence. Reflection/Data Analysis: I thought this was one of the harder lessons that I decided to teach. It was a hard concept to grasp. The students understood why the Americans declared independence. The hard part was breaking down the different parts of the Declaration. It is a hard concept for fifth graders to understand. If I were teaching this lesson again, I would focus more on the causes for declaring independence and less on the actual document. The nice part about the book assignment was the questions focused more on what caused the Americans to write the Declaration and less on the Declaration itself. After the assessment 20/22 students were considered proficient. With one of the students he took his social studies book and went to work with the special education teacher.
The other student was able to work with me during AR time. We went back through her notes from the other lessons and I tried to do a better job of explaining the Declaration.
Lesson 7 (Declaration of Independence July 1776)
The Second Continental Congress voted to ___________________________________________
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The Continental Army is _______________________________________________________.
George Washington _____________________________________________________________
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_____________________________________________________________________________.
Olive Branch Petition ____________________________________________________________ _____________________________________________________________________________.
Thomas Paine __________________________________________________________________ _____________________________________________________________________________.
Declaration of Independence ______________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________.
Design for Learning

Instructor: Sabbath McKiernan-Allen Lesson Title: Battle of Saratoga/Yorktown Curriculum Area: Social Studies Grade Level: 5th Grade Date: March 12, 2014 Estimated Time: 50 min.
Standards Connection: 8.) Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown. Learning Objectives: Students will identify the events and the importance of the battle of Saratoga. Students will identify the events and the importance of the battle of Yorktown.
Learning Objective(s) stated in "kid-friendly" language: Today, we are going to continue to learn about the battles of the revolution. We are going to talk about the battle at Saratoga and the battle of Yorktown. Evaluation of Learning Objective: When given a writing prompt the students will answer why the battles of Saratoga and Yorktown were so important in the American Revolution. The students will be considered proficient if they are able to explain that the battle of Saratoga was the turning point in the war and many other countries decided to help the Americans after this battle. They must also include that the Battle of Yorktown was the last major battle of the war. If the students are able to explain those points they will be considered proficient. Engagement: Today is the last day of our social studies unit. We are going to be covering a lot of notes so I am going to need you to pay close attention today. What I want you to do before we start is take out a piece of paper and a pencil. I want you to predict how the war will come to an end. When you are making your predictions remember the unit is called the American Revolution, so you can probably determine the winner of the war, but I want to hear exactly what you think is going to happen today. [Give the students time to write their predictions. Allow students to share
their predictions with the class. Ask the students why they predicted things the way they did.] Learning Design: I. Teaching: This is the last day we have together my friends, but in my opinion its the best day to be part of. There are many battles we are going to talk about. The first battle I want to tell you about took place near upstate New York. Ethan Allen, remember him from the French and Indian war? Well, he led a group from Vermont who called themselves the Green Mountain Boys. Allen and the Green Mountain boys were given the task of capturing a British fort in Ticonderoga. Allen was joined by Colonel Benedict Arnold. On the night of May 9, 1775 the Green Mountain boys began to sneak across the river to surprise the British. However, only half of the men crossed the river by the time the sun rose. Instead of waiting for the rest of the men, Allen decided to attack. There was one guard on duty for the British when the Patriots approached. When the guard saw the men running at him he attempted to fire his musket at them. When the musket misfired, the guard ran away and the way was open for the Patriots. The Patriots quickly entered the fort and took the 48 British soldiers by surprise. When Allen approached the leaders of the fort, he yelled In the name of Jehovah and the Continental Congress. No one was killed in the attack. The main reason the Patriots wanted to capture the fort was to get control of the British cannons. [Show the Fort Ticonderoga PP] The Patriots captured the fort because George Washington wanted to use the British cannons to force the British out of Boston. After the British won the battle at Fort Ticonderoga, Washington sent a young colonel named Henry Knox to get the captured cannons. Knox and his men built sleds and used horses and oxen to drag the cannons 250 miles over the winter snow. [Show Henry Knox PP] The towns people came out and cheered as Knox and his men passed through the different towns. When Knox and his men delivered the cannons to Washington, he placed them on the hills above Boston. When the British saw the guns pointed down at them, they decided to leave the city. This was a huge success for the Patriots. However, Washington knew they were a long way from winning the war. [How did the victory at Fort Ticonderoga lead to victory in Boston?-We were able to capture cannons from the British which we set up in Boston to drive the British out.] Washington knew the battle was going to be hard fought because the British had the best navy in the world, they had well trained and equipped soldiers, and they had money to hire thousands of German mercenaries. [I want you to turn and talk youre your neighbor to try and figure out what mercenaries are.] Mercenaries are soldiers from one country who are paid to fight for another country. [Show mercenary PowerPoint. Ask students: What might be one downfall of having mercenaries? Answer you are looking for is they might not be fully into it because the war doesnt mean as much to them as it does to the Americans
and the British.] After the victory at Boston things began heading south for the Patriots. Washington lost many battles in New York. He decided to send spies into the British camp to find out about Britains military plans. Washington asked for volunteers for this dangerous job. One person who stepped up was a 21-year-old named Nathan Hale. Hale slipped behind enemy lines and began gathering information for the Americans. Unfortunately, Hale was captured by the British and condemned to death. Right before Hale was hanged he said, I only regret that I have but one life to lose for my country.[Show Nathan Hale PP. Ask students: What do you think Hale meant by this? Answer we are looking for: If he had another chance he would defend his country.] Washingtons army then retreated into New Jersey. After marching across New Jersey, the army crossed the Delaware River and camped in Pennsylvania in December of 1776. This was a low point for the Patriots. They were short on food and clothing. The soldiers were often sick, cold, and hungry. Washington decided it was time to make a move. He made plans for an attack on Trenton, New Jersey. Trenton was held by an army of German mercenaries. Washingtons plan was to surprise the German mercenary army. The Patriots began crossing the Delaware River after dark on December 25. The Americans attacked Trenton early the next morning. They succeeded in surprising the German army. Washingtons men captured the town and took nearly 1,000 German prisoners. The victory gave new hope to many Americans. [Show PP on Trenton, New Jersey] When winter ended, the British forces went on the attack again. British General John Burgoyne sailed South on Lake Champlain. [Show students the map on the Promethean Board] His goal was the capture Albany New York. By doing this Burgoyne would cut the United States in two. [How would cutting the United States in two make it easier for the British to win the war? - The Patriot troops would be unable to join forces and fight off the British.] Burgoyne predicted that accomplishing this goal would win the war for the British. However, a large army was standing in Burgoynes way. Thaddeus Kosciusko, a polish engineer who had joined the Americans, designed a fort near the town of Saratoga. Here, the Americans planned to stop the British advances. The two armies clashed in late September and early October. The fighting here was known as the Battle of Saratoga. One of the key leaders at Saratoga was General Benedict Arnold. Arnold led charge after charge against the British yelling, Come on brave boys, come on! Burgoynes army suffered heavy losses. They were also running out of food. The Patriots were growing stronger everyday as volunteers from nearby cities poured in to help. On October 17, 1777, Burgoyne surrendered his entire army to the Americans. The battle of Saratoga is known as the turning point of the American Revolution. [Ask students: Why do you think this battle was known as the turning point in the war? Turn and talk with your neighbors and predict why the Battle of Saratoga was known as the turning point in the war.] The defeat of the British at Saratoga showed that the Continental Army could actually win the war. After Saratoga the French decided that the Patriots could win the war and joined the fight against
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the British. This was also a turning point for Benedict Arnold. Arnold was wounded during the battle of Saratoga. He never again led the American forces. He eventually ended up joining the British fight after they offered him money. To this day Benedict Arnold is known as the most famous traitor in American history.[Show the Battle of Saratoga and Benedict Arnold PP] The battle of Saratoga may have been the turning point of the Revolution, but the war was far from over. In late 1777, the British took Philadelphia. Washington marched to Valley Forge, PN and set up for the winter. He knew the winter was going to be brutal. Men were short on food and some didnt even have shoes. During Valley Forge 2,500 men died of cold, hunger, and disease. By spring things were starting to get better for Washington. The supply of food and clothing were finally increasing. New soldiers were arriving in camps and a German officer named Friedrich Von Steuben was turning the American soldiers into a professional army. The French were sending ships, soldiers, and money to aid the war effort. Spain also joined the Patriots as they fought for their independence. The British frustrated by their lack of victories in the North decided they would try and attack the South. The British were able to capture Savannah, but Southern Patriots rose up to oppose the British. One of the most famous leaders was Francis Marion who was known for his surprise attacks. He would attack the British and suddenly disappear into the forests and the swamps. This earned him the name The Swamp Fox. [Show the Francis Marion PP] The American Revolution entered its sixth year in 1780. Washington saw the British could be trapped at Yorktown. Washington would march to Yorktown and surround the British by land. The French navy would sail into Chesapeake Bay and trap the British by sea. Washington quickly marched his troops toward Virginia. He was in PA when he heard the British were in Yorktown. Washingtons army arrived in Yorktown in September. The British were trapped by land and sea in Yorktown. Day after day American and French cannons poured on the British. On October 19, Cornwallis surrendered his troops to Washington. This was the last major battle in the Revolution. The American Revolution officially ended with the Treaty of Paris signed in 1783. In this treaty Great Britain recognized the United States of America as an independent nation. The quest for freedom was finally over! Although the British were bigger and tougher, the Americans with the help of other countries were able to win the war. I guess its true what they say, Its not the size of the dog in the fight; it is the size of the fight in the dog. It was a pleasure to meet you my American friends, I hope this shines some light on how we became the United States of America. Without the Revolution, we might still be under British rule. Thank you young Americans. Opportunity for practice The war is finally over and newspapers are going out to all the people in the colonies telling them about the war. The only problem is the kids have no idea whats going on. What I want you to do is either make a comic strip or right a short story in kid friendly language explaining the events all the way from Fort
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Ticonderoga to the Treaty of Paris. Only include the most important parts. They are kids after all. If you are going to do a comic strip I have a template for you. If you are going to do a story take out a lined piece of paper and get started. You may use your notes and you may ask me and your classmates for help. [Give students time to work on their comic strips. Give them an opportunity to share their comic strips with the class.] Would anyone like to share their comic strip or their story with the class? Okay, when you are done with that, please turn those in on my desk and we are going to answer the question on the board. Assessment: On a separate sheet of paper I want you to answer this question: why were the battles of Saratoga and Yorktown so important in the American Revolution. Make sure you add all the important parts.
IV. Closure: When you are done answering the question you may go back and put it on my desk. You guys were such an attentive audience during this whole unit and I am very appreciative. You have one more online assignment to complete, and if I left any questions unanswered feel free to log on to our classroom website and ask and I would love to answer those questions for you. Remember today we talked about how the Americans were finally able to end the war with the British and gain their freedom. Go America! Materials/Resources: Comic Strip template PowerPoint handout Bingo Board
Differentiation Strategies: Each student will receive a Revolutionary War Bingo Board. On the board I have included questions and activities that the students can work on. If the student completely finishes the bingo board they will receive a prize. For the students who understand the content, they will be given a chance to work on their bingo board. For the students who had trouble grasping the information of todays lesson, we will get together in smaller groups. Using their history book we will walk through the different concepts together. I believe that if they are able to read and have me explain the concepts, they will have a better understanding of the end of the war. Reflection/ Data Analysis: This was a difficult lesson for the students. I had a good bit of information to cover in a small period of time. I noticed the students were having trouble keeping up. One thing that I noticed that worked was because I knew there was a lot of information being covered today I gave the students the PowerPoint slides instead of a note taking guide. This made it easier for the students to follow along. Also when the students were doing their stories and comic strips it made it easier to go back and find the information they needed without flipping through 20 pages of notes. If I
were to do this lesson again, I think I would try to split up the lesson in two different days. Also, the standard only focuses on the Battle of Saratoga and the Battle of Yorktown. I decided to use all of the other information because I thought it better showed the significance of the two main battles. However the students were overloaded with information. If I taught this lesson again, I would rethink the number of battles I talked about. I would also try to cut out the extraneous information giving the students only the information they needed to know. Based on the assessment 19/22 students were considered proficient after this lesson. With the students who werent proficient I observed it was not because they didnt know, it was because they were mixing up the battles. With these students I had them make a graphic organizer to help them keep the battles straight. This was used to help the students sort out the battles and help them study for their test.
Design for Learning

Instructor: Sabbath McKiernan-Allen Lesson Title: American Revolution Review Curriculum Area: Social Studies Grade Level: 5th Grade Date: March 13, 2014 Estimated Time: 30 min.
Standards Connection: 7.) Determine causes and events leading to the American Revolution, including the French and Indian War, the Stamp Act, the Intolerable Acts, the Boston Massacre, and the Boston Tea Party. 8.) Identify major events of the American Revolution, including the battles of Lexington and Concord, Bunker Hill, Saratoga, and Yorktown. Learning Objectives: The students will be able to create a timeline from the Stamp Act to the Treaty of Paris. The students will be able to sort the events of the American Revolution in chronological order. Learning Objective(s) stated in "kid-friendly" language: Today, we are going to work together to review everything we learned from the Stamp Act all the way to the Treaty of Paris. Evaluation of Learning Objective: The students will receive a certain event from the American Revolution. They will be asked to draw or write about their section and help the class put all of the events in chronological order. The student will be considered proficient if they are able to correctly depict the event AND put it in the right spot on the timeline. Engagement: Over the past 10 days we have been discussing the many events of the American Revolution. We heard a story from a colonists and learned what it took for America to gain its freedom. Today, I am going to step back and let you guys take charge. You guys are going to work together to create a timeline depicting all of the events in the American Revolution. Learning Design: I. Teaching: I am going to walk around and each of you are going to pick out an event from the American Revolution. You have 5 minutes to look back at your notes and refresh yourself on what happened. When I say times up, you must put your notes away. When I see that everyones notes are put away, I will walk around and pass out paper and markers to each table. You will be given 20 minutes to write/draw
II.
III.
IV.
your event. When you are done I am going to ask you to turn them into me. I am going to give your picture a quick check and give it back to you. If you correctly depicted the event I will allow you to stay in the back and begin putting all the events in chronological order. If you have gotten your picture wrong I am going to send you back to your desk and ask you to try again. If I send you back to your desk you may ask a friend for help. Raise your hand if you have any questions. Good, well I am going to walk around and ask you to pick an event out of my hat. Once you get your event you have five minutes to refresh yourself on what occurred. Opportunity for practice [Pass out the events to the students. Give the students five minutes to refresh their topic.] Alright, now that everyone has their topic I am going to set my timer for five minutes. Ready set go. [When five minutes are up tell students to stop working.] Times up! There should be no notes out! Now, I am going to walk around and give each of you a piece of paper and some markers. When you get your materials you may start working. [Give the students time to work on drawing each section. When the students finish have them bring their drawings back to the back table.] When you are finished with your drawing bring them back to me and I will check to see if it is correct. Assessment: [When the students bring their event back check for accuracy. If the student was able to explain the big idea of their section give the drawing back and send them to the back of the room. When they are in the back of the room they should beginning putting the events in chronological order. If the student fails to get their event correct, make note and give them their picture back. Tell them they must add to or fix their drawing. Keep an eye on those students and help them when necessary. Once everyone has correctly drawn their picture go to the back of the room and observe the students putting the events in chronological order. When they have finished go through and see if they have the events correct. If there are some out of place, pull them out and allow the students to try again to put it in the right place. Do this until all of the events are in the correct order. When the events are in the correct order send the students back to their seats. One by one hold up each event and have the student who drew the picture explain what is happening. This is to help the students review for their test. Each student will be given one minute to explain their picture.] Closure: Thank you guys! These pictures were excellent. What I am going to do is make this into a Revolutionary War book! I will leave it in the classroom, so you can look back at it. Remember to go home and study for your test tomorrow!
Materials and Resources: Paper
Markers Notes
Differentiation Strategies: This is a review lesson so the students will be doing the majority of the work together. However, if the students are struggling to accurately draw their pictures I will allow other students to help them. They will also get another chance to consult their notes. For the students who understand the concept, they will work with one another to put the events in chronological order. They will also be given time to work on their bingo boards while I help the struggling students. Reflection/Data Analysis: This activity worked better than I expected. The students had a lot of fun drawing their different events. When they brought their pictures back to me 21/22 students were able to correctly draw their event. The student who was unable was also our special education student. I allowed another student to work with J to help him with his picture. When I was watching the students put the events in chronological order I watched to see if everyone was participating. Every student was able to correctly place their picture in the right order. It was really fun to watch. When the students explained their pictures they did a really excellent job putting the events into kid friendly terms. One downside of this lesson is it was very time consuming. We spent almost two hours reviewing for the American Revolution lesson. If I were to do this again, I might allow the students to work in partners and not have so many events.
Assessment For this unit I decided I was going to use a variety of different assessments. From the start of my teaching I realized I had a very bright class with extremely creative students. I decided that the best way learning would take place was by discussion. During each lesson I did my best to ask higher level questions and give the students ample time to discuss with partners or table groups. We also had whole group discussions where students were able to respond to other students thoughts. When deciding about assessments I figured that the students would respond positively if they were able to tap into their creative side, so many of my assessments allowed the students to create something. During this unit I did a good amount of observing and questioning. I would walk around during discussion time and listen in to the students as they spoke. This allowed me to understand how learning was taking place. The assignments given were made in a way that would show evidence of learning. The assessments that I used included: A freedom worksheet where students would explain what freedom is and how it relates to them. They were also asked to make a prediction about how freedom was played out in the American Revolution. I used worksheets from the students history books, only when I felt that the book asked good questions that would show me how well the students understood a lesson. I used a compare and contrast strategy where students were asked to compare facts vs. perception at the Boston Massacre. I used a foldable where students had to explain the causes of the Boston Tea Party, the actual event, and the punishment. The students were able to make their own newspaper
describing the events of the Battle of Bunker Hill. The students were asked to write their own Declaration of Independence in the exact format of the real declaration. The students also used a graphic organizer to show their knowledge on two specific battles. These formative assessments were given to the students at the end of each lesson and gave me a better idea of what I needed to go over for the next day. However I used questioning as checks throughout the entire unit. This is how I determined how well the students were understanding information. I encouraged students to ask questions throughout the unit. I set up a website and had a space for questions each night. This allowed students who had questions to ask me in a more private setting. During this unit I was mainly focused on Social Studies content, however on some writing assignments I would address writing mechanics. At the beginning of the unit as a pretest I had the students fill out a KWL chart to determine what they already knew, and what they were interested in learning. At the end of the unit the students were given a summative assessment with questions from the entire unit. This assessment was given after the review day. It gave the students plenty of time to study and prepare. I also made a modified test for the student with special needs.
Lesson Objective
Formative Assessment
Questioning Group discussion Making Predictions about Freedom KWL chart Turn and Talk Writing Prompt Questioning Table Discussion Whole group Discussion Making predictions Debate Writing Prompt Answering Questions Questioning Table Discussion Pair and Share Compare & Contrast Analyzing Primary Documents Quick Write Questioning Table Discussion Making Connections Making a Boston Tea Party Foldable
Summative Assessment American Revolution 81

Essay 40
When given this question on the board [What is freedom and what do you think it has to do with the Revolutionary War] students will be able to accurately describe what the word freedom means. Students will be considered proficient if they are able to define freedom and make an educated guess on what freedom has to do with the revolutionary war. In the students Social Studies text book the students will answer questions 1-5 on page 273. To be considered proficient the student must get a 5/5 or a 100%.
Vocabulary 2, 3,9 Multiple Choice 11 Fill in the blank 27 Short Answer 32, 33 Essay 40
When given a Quick Write the students will have 90 seconds to write what happened at the Boston Massacre. They will be considered proficient if they are able to identify: what caused the massacre, who took the first shot, and what the result was. When given a foldable, the students will write or draw the causes that led to the Boston Tea Party. The effect of the causes on the colonist, and the repercussion of the Boston Tea Party. The student will be considered proficient if they are able to accurately explain or draw the causes, effects, and repercussions of the Boston Tea Party. Students will use summary skills to summarize the Battle of Lexington and Concord. To be considered proficient the students must include these important events in their summary: The midnight ride, the shot heard round the word, the winners of each battle The students will answer the question why was the Battle of Bunker Hill important in the American Revolution as an exit slip. To be considered proficient the students must understand it was important because 1. It gave the Patriots courage and 2. It led other colonists to join the Patriot army. The students will complete questions 1-5 on page 300 of their texts books. To be considered proficient the students must answer 5/5 questions correctly.
Matching 10 T/F 24 Essay 40
Matching 1, 3, 4, 7, 8 Multiple Choice 18, 19 T/F 22, 23 Essay 40
Questioning Table Discussion Locating Points on a Map Summarizing Battles Questioning Table Discussion Think, Pair, Share Locating Points on a Map Making a Newspaper Writing Prompt Questioning Table Discussion Turn, Pair, Share Writing a Declaration of Independence Answering Questions Questioning Table Discussion Whole Group Discussion
Multiple Choice 12, 20 T/F 26 Short Answer 34, 37 Essay 40 T/F 25 Short Answer 35 Essay 40
Multiple Choice 13, 14, 16 Fill in the blank 28, 29 Short Answer 36, 38 Essay 40 Matching 5, 6 Multiple Choice 15, 17, 21
When given a graphic organizer the students will identify the import events in The Battle of Saratoga and The Battle of Yorktown. The students will identify
major characters and important events. The students will be considered proficient if they are able to accurately explain that the Battle of Saratoga was the turning point of the war and the battle of Yorktown was the last major battle in the American Revolution and use specific people and events. (Review Day) The students will construct a timeline starting from the Stamp Act and ending with the Treaty of Paris. Graphic Organizer Making Predictions Fill in the Blank 30, 31 Short Answer 39 Essay 40
Questioning Making a Timeline
No new content this day!
[QUICKWRITE]
Name____________________________
the boston massacre
You have two minutes to write down the events that led up to the Boston Massacre AND what happened at the Boston Massacre. When I say pencils down you are done. This is working on your summarizing skills. Make sure to talk about the important parts.
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
American Revolution 85 American Revolution Test Matching
1) 2) 3)
g b d
Tea Act a) Colonists who opposed British rule. Repeal b) To cancel or take away. Stamp Act c) Soldiers from one country who are paid to 4) a Patriots
fight for another country.
5) 6) 7)
9)
h Treaty of Paris d) This law placed a tax on printed materials in the colonies, such as legal documents, c Mercenaries newspapers, and playing cards. i Loyalists e) These laws placed a tax on imported goods 8) f Intolerable Acts Massacre
like paper, wool, and tea. e Townshend Act f) The punishment laws that King George III 10) j placed on Boston after the Boston Tea Party.
.
g) A law that allowed only the East India Company to sell tea to the colonists.
h) The document that officially ended

the American Revolution.
i) Colonists who sided with King George

and the British.
j) The violent killing of many.

.
Who Am I?
11) I was a colonists from Boston, Massachusetts and I organized a group called the Sons of Liberty.
Who am I?
a) Patrick Henry b) Samuel Adams c) Crispus Attucks d) William Dawes

.
12) I was an express rider for the Committee of Correspondence. I also took a midnight ride to alert
the colonists in Lexington and in Concord that the British were coming. I made it to Lexington, but was captured and never made it to Concord. Who am I?
a) George Washington b) Richard Henry Lee c) Francis Marion d) Paul Revere

.
13) I was a lawyer from Virginia. When I was 33 years old, I wrote the Declaration of Independence.
Who am I?
a) Benedict Arnold b) Thomas Paine c) John Hancock d) Thomas Jefferson

.
14) I was the Commander-in-Chief of the Continental Army. a) George Washington b) John Parker c) Ethan Allen d) Henry Knox
.
15) I was a woman who joined the Continental Army. I joined when I was 21 and said my name was
Robert Shurtleff. I fought in several battles and was wounded twice before my secret was discovered. Who am I?
a) Abigail Adams b) Mercy Otis Warren c) Deborah Sampson d) Martha Washington

.
Multiple Choice
16) Which of these men was NOT a member on the committee that helped write the Declaration of
Independence?
a) Benjamin Franklin b) Thomas Jefferson c) Robert Livingston
d) John Adams e) Roger Sherman f) None of the above
17) What was the name of George Washington's spy who said, "I only regret that I have but one life to live for my country"? a) Benedict Arnold
b) Nathan Hale c) Ethan Allen d) Prince Hall

.
18) Which one of these was NOT part of the Intolerable Acts?
a) King George made the colonists clean up the Boston Harbor. b) The British soldiers who had been removed from Boston were sent back. c) The Port of Boston was closed. d) Colonists were forced to house and feed the British soldiers.
.
19) Who spoke the famous words, "Give me liberty or give me death?"
a) Phyllis Wheatley b) Nathan Hale c) Thomas Paine d) Patrick Henry
20) Who were the two men who rode with Paul Revere?
a) Ms. Allen and Mr. Fine b) John Hancock and George Washington c) William Dawes and Samuel Prescott
d) Beyonc and Jay Z
.
American Revolution 88 21) Mercenaries are a) Another name for a missionary.
b) Soldiers who are paid to fight for another country. c) Patriot soldiers who have no mercy for the British. d) British soldiers who have no mercy for the Patriots.
.
True and False 22) At the First Continental Congress every state sent a representative. a) True
b) False
23) At the Boston Tea Party the Sons of Liberty dressed up like Mohawks, boarded British ships, and dumped all of the tea in Boston Harbor.
a) True
b) False
.
24) During the Boston Massacre the British commander told his men to fire. a) True
b) False
25) During the Battle of Bunker Hill the British attacked the Patriots once. a) True
b) False
26) King George sent 700 troops to Concord to capture the Patriot's weapons. a) True
b) False
.
American Revolution 89 Fill in the Blank Word Bank Life The Pursuit of Happiness tax laws. Battle of Saratoga Olive Branch Petition Treaty of Paris Liberty Sons of Liberty
27) The [Sons of Liberty were a group formed by Samuel Adams that protested against the
28) The [Olive Branch Petition was a letter sent by Congress that told King George the American
Colonists were still loyal to Britain. This letter said war could be avoided if the British government would give the colonists greater freedom to govern themselves.
29) In the Declaration of Independence it states that there are three unalienable rights. These rights
are [Life, [Liberty, and [The Pursuit of Happiness.
30) The [Battle of Saratoga was known as the turning point of the war. 31) The [Treaty of Paris officially ended the war. This document forced Great Britain to recognize
the United States of America as an independent nation. Short Answer
32) What did the colonists mean by "no taxation without representation"? Correct answer not
provided.
33) Who were the Sons and Daughters of Liberty? Correct answer not provided. 34) When the king sent 700 troops to Concord to seize the Patriot's weapons, he was also under
orders to arrest what two men? Correct answer not provided.
35) At the Battle of Bunker Hill Colonel William Prescott said, "Don't shoot until you see the whites of
their eyes." Why did he say this? Correct answer not provided.
36) Thomas Paine wrote a document entitled Common Sense. What was Common Sense about, and
what effect did it have only the Patriots?
Correct answer not provided.
37) The Shot Heard Round the World occurred at what battle? Why was this such an important shot?
Correct answer not provided. 38) Why was it dangerous for people to sign the Declaration of Independence?
39) What was George Washington's plan in the Battle of Yorktown?
American Revolution 91 Essay 40) The overall concept of The American Revolution unit was freedom. Why did I choose this specific word? (Use specific examples when answering this question) Correct answer not provided.
American Revolution 92 American Revolution Test Matching
1) ______ Tea Act 2) ______ Repeal 3) ______ Stamp Act 4) ______ Patriots 5) ______ Treaty of Paris 6) ______ Mercenaries 7) ______ Loyalists 8) ______ Intolerable Acts 9) ______ Townshend Act 10) ______ Massacre
.
a) Colonists who opposed British rule. b) To cancel or take away. c) Soldiers from one country who are paid to fight for
another country.
d) This law placed a tax on printed materials in the

colonies, such as legal documents, newspapers, and playing cards.
e) These laws placed a tax on imported goods like paper,

wool, and tea.
f) The punishment laws that King George III placed on

Boston after the Boston Tea Party.
g) A law that allowed only the East India

Company to sell tea to the colonists.
h) The document that officially ended

the American Revolution.
i) Colonists who sided with King George

and the British.
j) The violent killing of many.

.
Who Am I?
11) I was a colonists from Boston, Massachusetts and I organized a group called the Sons of Liberty.
Who am I?
a) Patrick Henry b) Samuel Adams c) Crispus Attucks d) William Dawes

.
12) I was an express rider for the Committee of Correspondence. I also took a midnight ride to alert
the colonists in Lexington and in Concord that the British were coming. I made it to Lexington, but was captured and never made it to Concord. Who am I?
a) George Washington b) Richard Henry Lee c) Francis Marion
d) Paul Revere
.
13) I was a lawyer from Virginia. When I was 33 years old, I wrote the Declaration of Independence.
Who am I?
a) Benedict Arnold b) Thomas Paine c) John Hancock d) Thomas Jefferson

.
14) I was the Commander-in-Chief of the Continental Army. a) George Washington b) John Parker c) Ethan Allen d) Henry Knox
.
15) I was a woman who joined the Continental Army. I joined when I was 21 and said my name was
Robert Shurtleff. I fought in several battles and was wounded twice before my secret was discovered. Who am I?
a) Abigail Adams b) Mercy Otis Warren c) Deborah Sampson d) Martha Washington

.
Multiple Choice
16) Which of these men was NOT a member on the committee that helped write the Declaration of
Independence?
a) Benjamin Franklin b) Thomas Jefferson c) Robert Livingston d) John Adams e) Roger Sherman f) None of the above
.
17) What was the name of George Washington's spy who said, "I only regret that I have but one life to
live for my country"?
a) Benedict Arnold b) Nathan Hale c) Ethan Allen d) Prince Hall

.
18) Which one of these was NOT part of the Intolerable Acts? a) King George made the colonists clean up the Boston Harbor. b) The British soldiers who had been removed from Boston were sent back. c) The Port of Boston was closed. d) Colonists were forced to house and feed the British soldiers.
.
19) Who spoke the famous words, "Give me liberty or give me death?" a) Phyllis Wheatley b) Nathan Hale c) Thomas Paine d) Patrick Henry
.
20) Who were the two men who rode with Paul Revere? a) Ms. Allen and Mr. Fine b) John Hancock and George Washington c) William Dawes and Samuel Prescott d) Beyonc and Jay Z
.
21) Mercenaries are a) Another name for a missionary. b) Soldiers who are paid to fight for another country. c) Patriot soldiers who have no mercy for the British. d) British soldiers who have no mercy for the Patriots.
.
True and False
22) At the First Continental Congress every state sent a representative.

a) True b) False
.
23) At the Boston Tea Party the Sons of Liberty dressed up like Mohawks, boarded British ships, and
dumped all of the tea in Boston Harbor.
a) True b) False
.
24) During the Boston Massacre the British commander told his men to fire. a) True
b) False
.
25) During the Battle of Bunker Hill the British attacked the Patriots once. a) True
b) False
.
26) King George sent 700 troops to Concord to capture the Patriot's weapons. a) True
b) False
.
Fill in the Blank Word Bank Life The Pursuit of Happiness tax laws. Battle of Saratoga Olive Branch Petition Treaty of Paris Liberty Sons of Liberty
27) The _______________ were a group formed by Samuel Adams that protested against the
28) The _______________ was a letter sent by Congress that told King George the American
Colonists were still loyal to Britain. This letter said war could be avoided if the British government would give the colonists greater freedom to govern themselves.
29) In the Declaration of Independence it states that there are three unalienable rights. These rights
are _______________, _______________, and _______________.
30) The _______________was known as the turning point of the war. 31) The _______________ officially ended the war. This document forced Great Britain to recognize
the United States of America as an independent nation.
American Revolution 96 Short Answer
32) What did the colonists mean by "no taxation without representation"?
33) Who were the Sons and Daughters of Liberty?
34) When the king sent 700 troops to Concord to sieze the Patriot's weapons, he was also under
orders to arrest what two men?
35) At the Battle of Bunker Hill Colonel William Prescott said, "Don't shoot until you see the whites of
their eyes." Why did he say this?
36) Thomas Paine wrote a document entitled Common Sense. What was Common Sense about, and
what effect did it have only the Patriots?
37) The Shot Heard Round the World occurred at what battle? Why was this such an important shot?
38) Why was it dangerous for people to sign the Declaration of Independence?
39) What was George Washington's plan in the Battle of Yorktown?
Essay
40) The overall concept of The American Revolution unit was freedom. Why did I choose this specific
word? (Use specific examples when answering this question)
American Revolution Test Name________________________
British Intolerable Acts Battle of Bunker Hill Turning Point of the War Colonists
Boston Massacre Paul Revere Mad Battle of Yorktown
Boston Tea Party Shot Heard Round the World Declaration of Independence Treaty of Paris
1. The American Revolution was a fight between ________________ & _______________ 2. The Stamp Act, The Townshend Act, and the Tea Act made the Colonists ____________. 3. The night when the Colonists and the British got in a fight and the British fired into a group of unarmed colonists is called _______________________. 4. The night when the Sons of Liberty boarded 3 British ships and dumped all of the Tea in the Boston Harbor is known as the ___________________________. 5. After the Boston Tea Party, the King put in place punishments for the colonists. These punishments included: sending the soldiers back to Boston, forcing the colonists to house and feed the British for free, closing down Boston Harbor, and Putting Boston in the control of General Gage. The colonists began to refer to these punishments as __________________________. 6. The king ordered 700 troops to march to Concord to seize and destroy the British weapons. One man hearing of the British plan rode through Lexington alerting the Colonists that the British were coming. He was captured and never made it to Concord, who was this man? ____________________________. 7. During the Battle of Lexington and Concord the first shot was fired by an unknown source. What was this shot called? ____________________________________. 8. The Battle over the hills right outside of Boston was known as ________________________. 9. The document written by the Colonists declaring their freedom from British rule is known as ___________________________________. This document was written by _______________________. 10. The Battle of Saratoga was a Patriot victory and was known as the _________________________. 11. During the _________________________George Washington wanted to trap the British by land and sea. With the help of the French and Nathaniel Greene he was able to do this. The British surrendered and this was the last major battle in the American Revolution. 12. The war officially ended with the signing of ________________________.
American Revolution Summative Test

F 59% and below)
D (60%-69%)
Grades
C (70%-79%)
B (80%-89%)
A (90%-100%)
10
Number of Students
Summative Assessment Write Up During the teaching of the American Revolution Unit I had students taking notes every day. I provided each student a note taking guide so they would understand what they would need to know for the final test. I also supplemented the note taking guides with a PowerPoint. The students were asked to copy what was written in the PowerPoint and put the information in their notes. I also left space on the note taking guides and encouraged students to jot down anything else they found interesting. When I created the summative assessment, I made questions based strictly off the note taking guides. I informed the students that in order to do well on the test all they would need their note taking guides. I was a little disappointed by the results of the assessment. I predicted more students getting As and Bs. I was extremely frustrated with the students who made Ds and Fs. These same students did well on all of the formative assessments, which proved to me that these specific students did not study for the test. I had a modified test for the student in the classroom who has special needs. He performed better than expected on his test. Thinking about doing this assessment again, I dont know what I would do differently. I thought I prepared the students extremely well for the tests. I gave them all of the information they needed to know. I also explained that if the majority of the class got a question wrong I would make that extra credit because that tells me that I didnt teach the material very well. I think if I did this unit again I would try to better stress the importance of studying the material throughout the entire unit and not just the night before the test. I would also give the test right after the unit ended. I wanted to wait and give the students time to study from their notes and to watch their peers projects before I gave the test. Next time, I think right after review day I will administer the test.
Students The teacher will accommodate for all types of learners. After each section there are strategies I will use to differentiate instruction. I will place students in the two different groups based on the work they turn in and by formative assessments. If the students are on grade level or above grade level they will be given a choice board. On this board the students are given different questions to research. They will have time to do this after each formative assessment. When the student completes the whole choice board they will turn in the information to me and receive a prize. The students who are not on or above level will have an opportunity to complete the choice boards for homework. Based on formative assessment, the students who are not on level we will meet in small groups. In small groups the students will receive more explicit instruction. The students will role play and discuss parts of the lesson in order to get a firm understanding of the content. I will also provide more examples in an effort to get the students on grade level. The students will be asked to fill out a note taking guide during the teaching. For students who are not on grade level, they will receive the same note taking guide with all the blanks filled in. This will allow these student to focus more on the lesson and less on filling out the note taking guide. The students sit in table groups. In these groups the students are engaged in numerous conversations and activities. The tables are set up so there are a variety of learners at a table. From the beginning of the unit I encourage students to be active participants in table discussion. I will walk around and assess the students participation. The students should be engaged and prepared for discussion. I grouped students this way so lower level students can work with students who understand the material. It is my hope that when discussing issues in a kid friendly
way the students better understand the concepts. To motivate and access prior knowledge I will begin each lesson with an activity that makes the days topic personal to the student. This allows the student to make connections between the activity we started the class with and the content they will learn. With the way I present content I don't believe cultural differences will be an issue. However if culture differences appear and effect the student's learning, I will provide one on one instruction with the student in order to bridge the gap.
Lesson Lesson 1 (What is Freedom?)
On Level/Above Level The students will be given a note taking guide. They are encouraged to take good notes each day. The students will create a freedom worksheet were they connect freedom to their personal experiences. The students will be given a note taking guide. They are encouraged to take good notes each day. The students will participate in a classroom debate. The students will answer questions in their social studies book. The students will be given a note taking guide. They are encouraged to take good notes each day. The students will compare and contrast using a primary document and complete a Quickwrite summarizing the events of the Boston Massacre.
Below Level
American Revolution 104 The students will receive the same note taking guide with all of the blanks filled in. The students will also create a freedom worksheet with extra assistance from the teacher.
Lesson 2 (Causes)
Lesson 3 (Boston Massacre)
Lesson 4 (Boston Tea Party)
Lesson 5 (Battle of Lexington & Concord)
The students will receive the same note taking guide with all of the blanks filled in. The students will participate in the classroom debate with help from the teacher. They will meet after the lesson to review the concepts of that day. The students will receive the same note taking guide with all of the blanks filled in. The students will work with the teacher comparing and contrasting using the primary document. The lower level students will be given extra time on the Quickwrite. They will also meet with the teacher after the lesson to review the topics of the day. The students will be given a The students will receive the note taking guide. They are same note taking guide with encouraged to take good all of the blanks filled in. The notes each day. The students students will work on their will make a foldable explain foldable with help from the the causes, outcome, and teacher. They will also meet punishment of the Boston with the teacher after the Tea Party. lesson to review that days topics. The students will be given a The students will receive the note taking guide. They are same note taking guide with encouraged to take good all of the blanks filled in. The notes each day. The students students will work with the will plot out where the teacher to plot out the points battles took place and of the battle. The teacher will summarize the events. The help the students summarize students will complete an the events of the battle. The exit slip. teacher will aid the students in completing their exit slip.
Lesson 6 (Battle of Bunker Hill)
The students will be given a note taking guide. They are encouraged to take good notes each day. The students will create a newspaper and complete an exit slip.
Lesson 7 (Declaration of Independence)
The students will be given a note taking guide. They are encouraged to take good notes each day. The students will complete their own Declaration of Independence and answer questions in their social studies book.
Lesson 8 (Battle of Saratoga & Yorktown)
The students will be given the PowerPoint. They are encouraged to take good notes each day. The students will complete a comic strip and answer an exit slip.
Lesson 9 (Review Day)
The students will complete a timeline placing all the events of the American Revolution in chronological order.
The students will receive the same note taking guide with all of the blanks filled in. The students will create a newspaper with the teachers help. They will also receive assistance on their exit slip. Students will meet with the teacher in small groups to review that days content. The students will receive the same note taking guide with all of the blanks filled in. The student will not be asked to create their own Declaration. They will complete the questions with the teacher. These students will also meet with the teacher in small groups to review that days content. The students will receive the PowerPoint from the teacher. The students will complete the comic strip with help from the teacher. They will complete the exit slip with the teachers help. These students will meet in small groups to review the topics of the day. The students will help complete a timeline. They will be given extra help from the teacher.
Verbal Linguistic -Oral presentations
Existential -Class discussion, what if questions Interpersonal -Letter writing activity Logical/ Mathematic -pretest, quick write
MULTIPE INTELGENCES Intrapersonal -Poems and picture drawing
Visual/Spatial -Pictures, PowerPoint, videos, drawings, artwork.
Naturalist -Mapping out where the battles were fought Bodily/ Kinesthetic -Oral presentation with character cards Musical Rhythmic - Listening to School House Rock songs
Lesson Title
Presentation of the Content What is Upon The EL students Freedom? completion of will work with the lesson the EL teacher in students will be small groups and able to define work on defining and explain the word freedom. freedom. The word will be presented to them in English and Spanish. The students will talk to one another about what the word means to them. Causes Upon The students will completion of be present for the lesson the the PP. With the students will be EL teacher they able to explain will go over what a tax is and what a tax is. identify the They will then different taxes go through and the British put talk about the on the colonists. different taxes the British put on the colonists. Boston Massacre Upon With the EL completion of teacher the the lesson the students will students will be research the able to explain word massacre. the events of the They will then Boston Massacre be told a watered down version of the Boston Massacre. Boston Tea Upon The students will Party Completion of hear a shortened the lesson, the version of the students will be Boston Tea able to identify Party. They will the causes and also look at the
Objective
Practice Activity The students will be given the freedom worksheet and be asked to write the definition of freedom and draw a picture that depicts freedom.
Assessment The students will be given an exit slip where they will be asked to define freedom.
The students will identify the different taxes we have in America right now. They will then look at the taxes the British put on the Americans and compare and contrast. The students will look at pictures from the Boston Massacre and explain to each other how the pictures match the story they heard. For practice the students will watch Liberty Kids Boston Massacre. The teacher will stop
The students will receive a Venn Diagram and be asked to compare and contrast the Stamp Act and the Townshend Act.
The students will write a short summary of the Boston Massacre.
The students will draw a picture depicting the events of the Boston Massacre.
the outcome of the Boston Tea Party.
PowerPoint to see the graphics.
Battle of Lexington and Concord
Upon completion of the lesson, students will be able to identify words such as strategy, retreat surrender, and defeat. Upon completion of the lesson the students will be able to identify words such as offensive, defensive, and strategy.
Battle of Bunker Hill
Using a PowerPoint as a supplemental guide the students will hear a short version of the battle of Lexington and Concord. Using a PowerPoint as a supplemental guide the students will hear a short version of the battle of Bunker Hill.
at points to help the students understand what is happening in their native language. With partners the students will look up the words and relate them back to the story.
The students will use the words accurately in sentences.
Declaration of Independence
Upon completion the students will be able to explain the unalienable rights.
Battle of Saratoga and Yorktown
Upon completion of the Lesson students will understand
Using a PowerPoint as a supplemental guide the students will hear a short version of the Declaration of Independence. Parts of the declaration will be read to them in their native language. Using a PowerPoint as a supplemental guide the students will
Students will brainstorm strategic activities they know like soccer. Using the words the students will demonstrate how the activity is conducted. Using a dictionary the students will use the words life, liberty, and the pursuit of happiness in a sentence.
The students will use offensive, defensive, and strategy in simple sentences relating back to the Battle of Bunker Hill.
The students will write the unalienable rights as an exit slip.
Students will locate North and South Carolina, Pennsylvania, Yorktown, and
The students will summarize the Battle of Yorktown.
Washingtons strategy at Yorktown
hear a short version of the battle of Yorktown.
Chesapeake Bay on a map. They will trace the movements of George Washington and the French.
*I had no EL students in my class, but if I did these are the different strategies I would use.
Literacy Strategy Predictions Making Inferences Summarizing Questioning Making Connections
Activity
Throughout the lessons I encourage students to make predictions about events in the American Revolution. I ask questions like, what do you think is going to happen? I ask the student to use information and make predictions about certain characters or situations in the unit.
The students summarize the main events of the American Revolution. The students also use Quickwrites which is a form of summarizing. I engage the students with questioning throughout the entire unit. This is how I activate higher level thinking.
I encourage students to make connections from the engagement piece to the lesson we are learning. I also encourage the students to make connections between what happens in the American Revolution and relate it all back to the concept of freedom.
Lesson Technology Integration
Technology American Revolution 112
For the American Revolution unit I created a classroom website. On this website I had the homework the students were asked to complete each night, directions for projects, games and web quests the students could participate in, and a place to ask me questions each night. Before the unit I made sure all students had access to the internet. My plan was to allow the students who had no internet access to use the computer lab for 10 minutes in the morning to complete the assignments. I used the website because I thought it was fun and it would get the students excited about learning each day. The games were fun and engaging and the videos were very funny. I thought this would motivate students to come to class anxious to learn more about the American Revolution. The classroom website allowed the students learning to not end at school, but to carry on at home. It also gave the parents a glimpse into what we were doing in the classroom. Having a classroom website also allowed me to be very accessible to the students and parents throughout the unit. I was able to answer questions right away and respond to parental concern quickly. I used a PowerPoint to supplement my content and show the students pictures. This allowed them to better visualize what was happening during the events we discussed. Using the PowerPoint made the lesson more engaging for the students. It also helped them take better notes throughout the lesson. Also, if students werent auditory learners the PowerPoint enforced the points in a visual way. I also used School House Rock videos and an awesome video series called Liberty Kids. Liberty Kids was about a young reporter who reported about events during the Revolutionary War. The students really enjoyed finding similarities in the videos and the lesson I had just taught. http://revoluntionarywarmsallen.weebly.com/
Freedom (Lesson 1) Causes (Lesson 2) Boston Massacre (Lesson 3)
Boston Tea Party (Lesson 4)
Lexington and Concord (Lesson 5)
Battle of Bunker Hill (Lesson 6)
Declaration of Independence (Lesson 7)
The Battle of Saratoga and Yorktown (Lesson 8) Culminating Activity
The students were asked to get on the computer and answer their homework question on the classroom website. The students were asked to get on the computer and answer their homework question on the classroom website. The students were asked to get on the computer and answer their homework question on the classroom website. The students watched a Liberty Kids clip to help them make sense of the content taught this day. The students were asked to get on the computer and answer their homework question on the classroom website. The students watched a School House Rock video that reinforced the lessons learned in this particular lesson. The students were asked to get on the computer and answer their homework question on the classroom website. The students watched an interactive battle of Lexington and Concord. On the website a link was put up to allow the students to dig deeper into each battle. The students were asked to get on the computer and answer their homework question on the classroom website. The students watched a Liberty Kids video about The Battle of Bunker Hill. This clip was used to reinforce concepts we went over during the lesson. The students were asked to get on the computer and answer their homework question on the classroom website. On the classroom website there was a YouTube song the students were able to watch to make better sense of the Declaration of Independence. The students were asked to get on the computer and answer their homework question on the classroom website. The students were given a project where they were asked to use the internet to research a character from the American Revolution. This was used to enhance the students knowledge about the different people in the Revolution. Also students were able to make PowerPoints and videos using their computers.
Cross Curricular Standards
When teaching social studies, you can pull in standards from many different subjects. Before I started my unit I asked my teacher what types of things the students needed to work on. He informed me that they still struggle with their writing abilities. He asked me to incorporate writing in my unit whenever it made sense. Each lesson I tried to have some sort of writing activity. Each night for homework the students were asked to write an answer to a posted question. Writing is going to be very useful during the unit helping students work on summarizing and comparing and contrasting. I also pulled in a technology unit to help the students create their character project. This will allow the student to work on their researching abilities and help them have a better understanding of specific people in the American Revolution. Other standards that would be easy to pull into this unit would be Geography. You could design a lesson where the students worked on plotting points on a map. For Science, you could talk about cleaning up the tea from the Boston Harbor and even connect that to the oil spill. In Art you could work on interpreting the artwork of Paul Revere and other artists from that time period. There are many standards you could pull in. I personally decided that the standards that naturally flowed into my unit were technology standards and English standards.
Subject English
English
Standard Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Objective The students will complete a Quickwrite summarizing the events of the Boston Massacre.
Technology
Activity After completing the lesson on the Boston Massacre, the students will be given two minutes to summarize the events of the Boston Massacre. The students will Each night the post meaningful students will be responses to a asked to log on question posted to the classroom by the teacher. website and post an answer to a question posted by the teacher. Their responses should be meaningful and relatable. The students will The students will research a be given time to specific person research a from the specific American character from Revolution. the Revolution. They will then They will then create a project create a project about their and present to person. the class.
Assessment The students will be assessed with a Quickwrite rubric.
I will assess the students postings each night They will receive full credit if they answered the question with a meaningful response.
The students will be graded with a presentation rubric.
Culminating Activity Throughout the American Revolution unit the students were asked to take notes on significant events and significant people. Each student had a specific person that they were asked to do further research on. The students were told at the end of the unit they would present their character to the class in a creative way. In each presentation the student was asked to give background information about their character and how their character contributed to the American Revolution. This project was meant to help the students with their researching abilities. As the teacher, I wanted to see if the students had a full understanding of the American Revolution. I wanted to know if they could take their character and fit them into the context of the American Revolution and understand why he/she was significant. The students were given a choice on how they presented their content to the class. The only stipulation I put on the students was they had to be creative. Points were taken off if the students failed to show their creativity. We had students write raps, make videos, do poster boards, make PowerPoints, and make Prezis. It was a fun activity for the students, and it was fun for me to see how they made sense of their characters and the American Revolution. Information about the project was given to the students three weeks before the projects were due. The information was given to them in a paper copy and it was uploaded to the classroom website. They had specific questions that they were asked to answer in their presentation. I also sent a rubric home with each student so that there was no confusion on how I was grading each project. If I were to do the culminating activity again, I wouldnt give the students set questions. I found that when I gave the students specific questions, they limited themselves to those exact questions, they were unable to think outside of the box. I wanted to make sure the students covered certain criteria, but I didnt want them to feel boxed in by my set of questions.
Character Project
Revolutionary War
At the beginning of the unit you will receive a major character from the American Revolution. Throughout the unit you will be asked to take notes during class on all the important characters. Outside of class you will be asked to do research on your specific character. At the end of the unit you will present your person to the class. Each presentation should be about 5-6 minutes long. You have an option of how you present your character. You may use, but are not limited to these ideas: Write a poem/rap about your character Make a poster board with important information about your character Dress up like your character and present to the class Make a movie/podcast about your character.
Whatever way you decide to present your character BE CREATIVE. This project will be due: March 19, 2014
*Attached to this document is a rubric. Be sure to look at the rubric so you know what I am expecting.
Character Project Guidelines

When you present your project to the class you should attempt to answer the questions below.
1. 2. 3. 4. 5. 6. 7.
Who is your character? When were they born? Where were they born? Is your person British? Is your person a colonist? What was your person's role in the Revolution? How did your person contribute in the American Revolution?
[Include other interesting facts about your character! Be creative!]
Revolutionary War Character Project

Teacher Name: Miss Allen Student Name: ________________________________________
CATEGORY Content
1
Does not seem to understand the topic very well.
Shows a full Shows a good Shows a good understanding of the understanding of the understanding of topic. topic. parts of the topic.
Preparedness
Student is completely Student seems pretty prepared and has prepared but might obviously rehearsed. have needed a couple more rehearsals.
The student is Student does not somewhat prepared, seem at all prepared but it is clear that to present. rehearsal was lacking.
Time-Limit
Presentation is 5-6 Presentation minutes long. minutes long.
is
4 Presentation minutes long.
is
3 Presentation is less than 3 minutes OR more than 6 minutes.
Speaks Clearly
Speaks clearly and distinctly all (10095%) the time, and mispronounces no words.
Speaks clearly and distinctly all (10095%) the time, but mispronounces one word.
Speaks clearly and distinctly most (9485%) of the time. Mispronounces no more than one word.
Often mumbles or cannot be understood OR mispronounces more than one word.
Comprehension
Student is able to accurately answer almost all questions posed by classmates about the topic.
Student is able to accurately answer most questions posed by classmates about the topic.
Student is able to accurately answer a few questions posed by classmates about the topic.
Student is unable to accurately answer questions posed by classmates about the topic.
Enthusiasm
Facial expressions Facial expressions and body language and body language generate a strong sometimes generate interest and a strong interest and enthusiasm about the enthusiasm about the topic in others. topic in others.
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.
Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Listens to Other Listens intently. Does Listens intently but not make distracting has one distracting Presentations
noises or movements.
noise or movement.
Sometimes does not Sometimes does not appear to be listening appear to be listening but is not distracting. and has distracting noises or movements.
Rationale I decided I was going to pick a social studies unit because I am very passionate about social studies. It was my favorite subject as a student and I wanted the opportunity to teach something I was passionate about. I did the American Revolution because that was the unit the students were going to be studying at the time I was teaching. I decided to teach my unit as a big story. I told the story of the American Revolution from a colonists perspective. I used this method because I love to tell stories. I believe I am a very engaging story teller and thought my students would enjoy and benefit from hearing the story of the American Revolution. I took the 5th grade ALEX American Revolution standard and decided what I was going to teach the student that would help them meet that specific standard. I used the students text books to find out what they would be learning if I didnt write the unit. I wanted to make sure I was not skipping out on important information. I decided to begin each lesson with an activity that made a personal connection between the students and the topic being taught that day. I decided to do this because I believe you are better able to understand concepts when you have some sort of connection to the topic you are learning about. I decided to have the students take notes on a note taking guide for multiple reasons. I realized the students are asked to take notes in the 6th grade, so it was a way of preparing them for what was coming. I also wanted them to have a study guide for the test. We used a note taking guide so I could tell if the students were following along with me as I taught. For the assessment I used only the information that was on the note taking guides. I also made sure I informed the students that all of the questions on the test would come from the note taking guide. I did this because I didnt want there to be any surprises when it came to taking the test. My job is not to trick the students, my job is to make sure the students are able to understand the information they are being given.
Philosophy of Teaching When I think about writing my teaching philosophy it reminds me of the quote that set me on the path of teacher education in the first place. I was on a mission trip serving at an after school program in Cape Town, South Africa. The founder of the program started talking to my group about her love for children. I remember asking her why she started this program. She said, "The decision was simple. I started this program because it is easier to build a whole child than fix a broken man. My goal when I am in the classroom is to figure out ways of building up that whole child. I believe that education is the most important resource we can equip students with. The purpose of education is to open the door to a fuller access of knowledge in order for the students to better themselves and better the world around them by making a difference. As a future educator my role in the simplest terms is to teach children not only the specific skills and knowledge important to their age and place in the educational setting, but to learn how to learn on their own. Many of my beliefs and ideas about the classroom come from my Montessori background. I believe children learn best from personal experiences and exploration. As a teacher, it is my job to be a facilitator, helping children explore the world around them through engaging activities, and meaningful discussion. My job as an educator is not to spoon feed but to encourage each student to grow through his/her own work. As a teacher I identify with a constructivist kind of teaching, believing that children need to have wide experiences in order to gain a full understanding of concepts. Because children come to us with all different types of experiences, part of my job as a teacher is to find methods and activities to reach all students. As a teacher, my students will participate in many hands-on experiences, including centers, manipulatives, and tangible objects. I believe that the classroom should be safe space for children. It should be not only safe from outside influences, but safe from ridicule and judgment. I believe the classroom should be a place where students feel comfortable sharing ideas, stories, and work. I believe the classroom atmosphere should be similar to that of a healthy family. It is my goal for the student to realize that every person in the classroom brings something different and special to the table and each gift should be honored. Most importantly, I believe that all children can learn. I understand no two children are the same, so it is important for me and for all teachers to know each student in order to help that child be successful. Lessons should be differentiated based on individual needs. As teachers we must remember we are not merely teaching subjects, we are teaching students helping them grow into lifelong learners. Lastly, I believe in being the best teacher I can be. This means my job as a learner never ends. I believe in learning from my students and other teachers. I must go to professional development training to keep up to date and to broaden myself and I need to give the students my very best.
Resources and Materials Throughout the unit I used a website that the students used to complete homework assignments. I also included resources that the students were able to use to deepen their understanding of the American Revolution. I used a PowerPoint each day that had all my pictures and videos for the whole unit. This enhanced student learning by helping students see what was happening during the American Revolution. Having pictures on the PowerPoint helped build on the students background knowledge. During the unit the students used a note taking guide. This encouraged students to be active listeners while I was teaching. Technology was used in my unit through the website and the research project at the end. Art was incorporated by allowing the students to draw different events that happened in the unit. This was used because in order to draw an accurate picture the students first had to make sense of the information and then go a step further and draw it on paper. We watched school house rock which allowed students to review the concepts we learned that day. Reviewing concepts is a really good way to enhance student learning.
Lesson Lesson 1
Resources/Materials Freedom Sheets Crayons/Markers KWL chart http://www.scholastic.com/teachers/lesson-plan/kwl-chart Note Taking Guide PowerPoint Classroom website Skittles Cups Bingo Board PowerPoint Social Studies text book Note Taking Guide Classroom website Note Taking guide Paul Revere engraving Venn diagram PowerPoint Quick write Bingo Board Classroom website
Lesson 2
Lesson 3
Lesson 4
Glass of Water Tea Bag Picture of a boat Foldable School House Rock Video http://www.youtube.com/watch?v=8OI7itQJpfE School House Rock Lyrics Note Taking Guide Bingo Board Classroom website Tug of War rope Map of the 13 colonies http://www.eduplace.com/ss/maps/pdf/colonies_nl.pdf Note Taking Guide
Lesson 5
Bingo Board Liberty Kids-Lexington and Concord

http://www.youtube.com/watch?v=PxtQXUnOdVA
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Note Taking Guide Newspaper Template Bingo Board Liberty Kids-Battle of Bunker Hill http://www.youtube.com/watch?v=ziNJFVt99u0 Classroom website Declaration of Independence Sticky Notes Note taking Guide Bingo Board Classroom website Social Studies book Comic Strip template PowerPoint handout Bingo Board Graphic Organizer (for lower level students) Classroom Website Paper Markers Notes
Additional Resources: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDIQFjAC&ur l=http%3A%2F%2Fcehs.wright.edu%2F~rhelms%2FPortfolio_Pages%2FPPT%2FRUSec%2FT he_Revolutionary_War.ppt&ei=fwE6U4CxM_HgsATotIDYCQ&usg=AFQjCNGEqTZhXCNW DKmiq4EGAFk4t_8aQw&bvm=bv.63934634,d.cWc&cad=rjt [This is a PowerPoint made by another 5th grade teacher covering numerous topics of the American Revolution.] http://www.livebinders.com/play/play?id=332453 [This is a live binder made by another 5th grade teacher with activities from the American Revolution.] http://www.christina.k12.de.us/maclary/library/revolutionary_war_webquest.htm [Web Quest going through all of the battles in the American Revolution.] http://www.socialstudiesforkids.com/wwww/us/stampactdef.htm [Great website explaining all about the Stamp Act. It also has activities that correspond with the lesson.] http://www.education.com/worksheets/fifth-grade/history/ [Website that has worksheets and printables for the American Revolution.] http://www.teacherspayteachers.com/Product/Declaration-of-Independence-Detectives-CreativeActivity-Common-Core-59103 [Declaration Detectives-this websites allows the students to explore the Declaration of Independence with kid friendly language.] http://www.youtube.com/watch?v=uZfRaWAtBVg [YouTube video that goes through the Declaration of Independence in a comical way using a popular song.] http://www.youtube.com/watch?v=XEOgbqLaQ1A [History Channel Documentary on the American Revolution.]
http://www.pbs.org/ktca/liberty/teachers.html [Teachers Guide to the American Revolution provided by PBS] http://www.ushistory.org/declaration/revwartimeline.htm [American Revolution Timeline.]
References 5th Grade American Revolution Unit - LiveBinder. (n.d.). 5th Grade American Revolution Unit LiveBinder. Retrieved April 2, 2014, from http://www.livebinders.com/play/play?id=332453 American Revolution. (n.d.). PBS. Retrieved April 2, 2014, from http://www.pbs.org/ktca/liberty/teachers.html American Revolution Documentary. (n.d.). YouTube. Retrieved April 2, 2014, from http://www.youtube.com/watch?v=XEOgbqLaQ1A American Revoluton. (n.d.). 5th grade PowerPoint. Retrieved March 24, 2014, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDIQF jAC&url=http%3A%2F%2Fcehs.wright.edu%2F~rhelms%2FPortfolio_Pages%2FPPT %2FRUSec%2FThe_Revolutionary_War.ppt&ei=fwE6U4CxM_HgsATotIDYCQ&usg =AFQjCNGEqTZhXCNWDKmiq4EGAFk4t_8aQw&bvm=bv.639 Boyd, C. D., Berkin, C., Sigue, S., Cutler, E. B., Rossi, A., Cashore, K., et al. (2005). Scott Foresman social studies building a nation. Glenview, Ill.: Scott Foresman :. Building a nation (pp. 268-290). (2005). American Revolution. Glenview, Ill.: Pearson/Scott Foresman. Declaration of Independence Detectives Creative Activity Common Core. (n.d.). Teachers Pay Teachers. Retrieved April 2, 2014, from http://www.teacherspayteachers.com/Product/Declaration-of-Independence-DetectivesCreative-Activity-Common-Core-59103 Fifth Grade History Worksheets and Printables. (n.d.). Education.com. Retrieved April 2, 2014, from http://www.education.com/worksheets/fifth-grade/history/ Murray, S. (2002). American Revolution. New York: DK Pub..
Revolutionary War Timeline. (n.d.). ushistory.org. Retrieved April 1, 2014, from http://www.ushistory.org/declaration/revwartimeline.htm Revolutionary War WebQuest. (n.d.). Revolutionary War WebQuest. Retrieved April 2, 2014, from http://www.christina.k12.de.us/maclary/library/revolutionary_war_webquest.htm Stamp Act. (n.d.). Stamp Act. Retrieved April 2, 2014, from http://www.socialstudiesforkids.com/wwww/us/stampactdef.htm Too Late to Apologize: A Declaration. (2010, February 2). YouTube. Retrieved April 2, 2014, from http://www.youtube.com/watch?v=uZfRaWAtBVg

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American Revolution 1

The American Revolution Sabbath McKiernan-Allen 5th Grade April 4, 2014

Resources & Materials

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AMERICAN REVOLUTION 5TH GRADE

American Revolution 10 freedom and complete independence.

CONTENT WITH BRIDGES FREEDOM American Revolution 11

BIG IDEAS: CAUSES, BATTLES, OUTCOME

DAY 4 TEA ACT BOSTON TEA PARTY INTELORABLE ACTS

BATTLE OF BUNKER HILL

DAY 7 DECLARING INDEPENDENCE

DAY 8 SARATOGA YORKTOWN TREATY OF PARIS [MAIN EVENTS OF BATTLE]

DAY 9 REVIEW DAY

DAY 10 ASSESSMET DAY! [TESTING DAY]

Design for Learning

Note Taking Guide Name_______________________

Lesson 1: What is Freedom?

Freedom is defined as ______________________________________________________________________________ ____________________________________________________________________________.

Design for Learning

The Townshend Act is _________________________________________________________ _____________________________________________________________________________.

Design for Learning

Paul Reveres engraving of the Boston Massacre

Name _______________________________________________ Date ______________________

THE BOSTON MASSACRE

Design for Learning

Design for Learning

Design for Learning

Materials and Resources:

Note Taking Guide Newspaper Template Liberty Kids-Battle of Bunker Hill

Lesson 6: Battle of Bunker Hill (June 17, 1775)

Design for Learning

Lesson 7 (Declaration of Independence July 1776)

The Second Continental Congress voted to ___________________________________________

The Continental Army is _______________________________________________________.

George Washington _____________________________________________________________

Olive Branch Petition ____________________________________________________________ _____________________________________________________________________________.

Thomas Paine __________________________________________________________________ _____________________________________________________________________________.

Declaration of Independence ______________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________.

Design for Learning

Design for Learning

Materials and Resources: Paper

Summative Assessment American Revolution 81

Matching 10 T/F 24 Essay 40

Matching 1, 3, 4, 7, 8 Multiple Choice 18, 19 T/F 22, 23 Essay 40

Questioning Making a Timeline

No new content this day!

the boston massacre

American Revolution 85 American Revolution Test Matching

fight for another country.

h) The document that officially ended

i) Colonists who sided with King George

j) The violent killing of many.

a) Patrick Henry b) Samuel Adams c) Crispus Attucks d) William Dawes

a) George Washington b) Richard Henry Lee c) Francis Marion d) Paul Revere

a) Benedict Arnold b) Thomas Paine c) John Hancock d) Thomas Jefferson

a) Abigail Adams b) Mercy Otis Warren c) Deborah Sampson d) Martha Washington

a) Benjamin Franklin b) Thomas Jefferson c) Robert Livingston

d) John Adams e) Roger Sherman f) None of the above

b) Nathan Hale c) Ethan Allen d) Prince Hall

a) Phyllis Wheatley b) Nathan Hale c) Thomas Paine d) Patrick Henry

American Revolution 88 21) Mercenaries are a) Another name for a missionary.

Correct answer not provided.

39) What was George Washington's plan in the Battle of Yorktown?

Freedom is defined as __ .

The Townshend Act is _ _____________________.

Name _________________________ Date

Olive Branch Petition _________________.

Thomas Paine ___________.

Declaration of Independence _________________________.