Social Studies- Third 9 weeks
Social Studies- Third 9 weeks
For the third nine weeks, we will be focusing on the following units: The Declaration of Independence and the Revolutionary War.
The Declaration of Independence Unit covers The Stamp Act, Townshend Acts, Tea Act, Intolerable Acts, First Continental Congress, Second Continental Congress, and key concepts. In this unit, students will adopt a colonial identity and experience being taxed. Students will also be assigned to a faction (Patriot, Loyalist, or Neutralist) and will work to further their political agenda. Students will participate in three student-led congresses (the Stamp Act Congress, the First Continental Congress, and the Second Continental Congress). These are opportunities for students to debate the actual issues discussed at each congress and vote as delegates. In addition to tax simulations and congresses, students will participate in various writing activities where they will analyze famous events from multiple points of view through the use of primary sources. At the end of the unit, students will use the content and format of the Declaration of Independence to write their own declaration of independence.
The Revolutionary War Unit will provide students an opportunity to build context for the Revolutionary War, simulate events during the Revolutionary War, and discuss the effects of the Revolutionary War. To build context, we will read about and summarize events that led to the war, analyze the social classes of colonial America, research King George and George Washington, explain which groups fought and their motivations, and contrast the British and Continental forces. When we simulate events in the war, we will discuss life in the Continental Army using a fictional identity, analyze early battles around New York and an excerpt from "The American Crisis", analyze the battles of Trenton & Princeton and the painting "Washington Crossing the Delaware", analyze the Saratoga campaign and primary sources, and we will analyze battles int he South, as well as the song "Yankee Doodle". We will then read about, discuss, and respond about what happened after the war. We will create a Treaty of Paris, examine problems faced by the new nation and create solutions, recall important facts about 7 Founding Fathers, defend an opinion on if the war was revolutionary or not, and reflect on the impact of the Revolutionary War.
Declaration of Independence:
5.H.9 Understand how political, religious, and economic ideas brought about the American Revolution.
5.H.10 Analyze the causes of the American Revolution as outlined in the Declaration of Independence. (Essential)
5.H.11 Identify major British and American leaders of the American Revolutionary War and describe their significance in key events of the war. (Essential)
5.H.13 Describe the contributions of France, other nations, and individuals to the outcome of the American Revolution.
5.H.14 Explain the consequences of the American Revolution, including the strengths and weaknesses of the Articles of Confederation, changes in trade relationships, and the achievement of independence by the United States.
5.H.15 Explain why the United States Constitution was created in 1787 and how it established a stronger union among the original 13 states by making it the supreme law of the land. Identify people who were involved in its development. (Essential)
5.C.3 Identify and explain key ideas about government as noted in the Declaration of Independence, Articles of Confederation, Northwest Ordinance, United States Constitution, and the Bill of Rights. (Essential)
5.C.6 Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect, and responsible participation.
5.C.7 Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government, including voting and participation in the election process.
5.C.8 Use a variety of information resources to identify and evaluate contemporary issues that involve civic responsibility, individual rights, and the common good.
The Revolutionary War Unit
5.H.9 Understand how political, religious, and economic ideas brought about the American Revolution.
5.H.10 Analyze the causes of the American Revolution as outlined in the Declaration of Independence. (Essential)
5.H.11 Identify major British and American leaders of the American Revolutionary War and describe their significance in key events of the war. (Essential)
5.H.12 Describe the contributions of France, other nations, and individuals to the outcome of the American Revolution.
5.H.13 Identify the contributions of women and minorities during the American Revolution.
Declaration of Independence:
I can create a character sketch for my colonial identity.
I can identify and analyze Patriot, Loyalist, and Neutralist arguments.
I can participate in simulations to learn more about British taxes (the Stamp Act, the Townshend Acts, the Tea Act. and the Intolerable Acts).
I can prepare for and participate in simulated congresses (Stamp, First, and Second Congress).
I can analyze eyewitness accounts of the Boston Massacre and identify different points of view.
I can draw political cartoons about the Boston Tea Party from a chosen point of view.
I can explain and illustrate the main idea of each of the Intolerable Acts.
I can explain the events of Lexington and Concord.
I can translate Thomas Paine's words into modern-day language.
I can analyze the Declaration of Independence and organize it into 5 sections.
I can explain and illustrate key concepts from the Declaration of Independence.
I can use the Declaration of Independence as a model text to write my own declaration.
The Revolutionary War Unit
I can read a newspaper article and summarize one event that led to the Revolutionary War and explain this event to others.
I can explain and analyze the social classes of colonial America.
I can respond to a prompt about colonial social classes.
I can research King George and George Washington by reading task cards and answering prompts.
I can compare and contrast George Washington and King George.
I can explain which groups fought with the British Army, the Continental Army, or both.
I can describe various groups' reasons for fighting.
I can compare and contrast the British and Continental Forces.
I can determine how prepared each side was for war.
I can create an "All About Me" page with my new 1770s identity.
I can participate in a simulation about the American Revolutionary War during the fall and winter of 1776.
I can analyze how "The American Crisis" affected morale in the colonies.
I can reveal what I have learned through a journal entry.
I can participate in a simulation about the battles of Trenton and Princeton.
I can analyze the painting Washington Crossing the Delaware.
I can participate in a simulation about the Saratoga Campaign.
I can analyze reactions to the surrender at Saratoga.
I can participate in a simulation about eh Revolutionary War battles in the South.
I can analyze different versions of the song "Yankee Doodle."
I can act as a representative of a nation.
I can create a treaty with my nation's interests in mind.
I can explain what really happened at the Treaty of Paris, 1783.
I can summarize 5 problems the US faced after the American Revolutionary War.
I can come up with possible solutions to the problems.
I can match the problems with the real solutions.
I can remember important facts about the 7 Founding Fathers.
I can defend my opinion on whether the American Revolution was "revolutionary" or not.
I can reflect on what I have learned about the American Revolutionary War.
Text -Scott Foresman - Social Studies- The United States
Rush Revere and the First Patriots Book
Rush Revere and the American Revolution Book
Moby Max
Liberty's Kids