Overview and Background: Unit: Revolutionary War

Gloria Puetz : Cheney USD 268

Social Studies. : Social Studies : Social Studies

Cheney : Grades 5 - 5 : Aug. - Jun.

Title:	Revolutionary War
Topics:	Revolutionary War
Time Frame:
Start Date:	-
Status:	Draft
Date Revised:

Other Designers:

Summary:
Students will study the American Revolutionary War period.

Print Materials Needed:
News of the Nation / Dover Publishing, 1996.
Non-fiction materials from the library.
United States History (textbook). Orlando: Harcourt Brace, 2003.

Resources:

Resource Attachments:	http://www.cheney268.com/5th/puetz/revolutionarywarresources.htm
Internet Resource Links: Link 1:http://www.nara.gov/exhall/charters/declaration/decmain.html http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/revolut

Stage 1: Identify Desired Results

State:	KS
Title:	Social Studies - United States History
Standard(s):	The student uses a working knowledge and understanding of individuals, groups, ideas, developments and turning points in the American Revolution and United States becoming a nation.

Understandings:
user	The American Revolution led to the freedoms we experience today. Unit Understanding: The U.S. had several reasons to separate from England.

Essential Questions:
User	What is a revolution? When do revolutions happen? What are the factors that contribute to a revolution? What are the freedoms the Americans fought for during the Revolutionary War?

Knowledge and Skills:

K
List three reasons why the Revolutionary War was fought.
Know key terms: revolution, loyal, patriot, Tory.
Identify how the following incidents contributed to the American Revolution: The Stamp Act, The Intolerable acts, The Boston Tea Party, The Townsend Acts, The Quartering Act.
Become familiar with the roles of the Native Americans, African Americans and women in the Revolutionary War.
Be able to read a U.S. map and locate the three major battles during the Revolutionary War.
Identify three turning points in the war: crossing of the Delaware, Lexington and Concord
Students will be exposed to the events associated with the signing of the Declaration of Independence.
Be exposed to the role of the following individuals during the Revolutionary War period: King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams.
Become familiar with the foreign countries (France, The Netherlands, Russia) that contributed to the victory of the Americans of the Revolutionary War.
Become familiar how the Revolutionary War impacted the lives of families, daily life and children.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Students are to assume the role of a historian for the Smithsonian Museum. The museum is developing a new exhibit on the Revolutionary War period. The student has been assigned to pick two events and one person from the period and create an informational plaque to explain the exhibit. The plaque should have titles of the event, the date (for events) and a brief explanation of the event or person. It should include an illustration of the event or person. The last element should include how the event or person contributed to the freedoms that we enjoy today.
The plaque should be accurate, neat, and thorough.

Task/Prompt: Revolutionary War Plaque

Type: Performance Task

Topics: Revolutionary War

Summary:
Students are to assume the role of a historian for the Smithsonian Museum. The museum is developing a new exhibit on the Revolutionary War period. The student has been assigned to pick two events and one person from the period and create an informational plaque to explain the exhibit. The plaque should have titles of the event, the date (for events) and a brief explanation of the event or person. It should include an illustration of the event or person. The last element should include how the event or person contributed to the freedoms that we enjoy today.
The plaque should be accurate, neat, and thorough.

Print Materials Needed:

Resources:

Resource Attachments:

Internet Resource Links:
Link 1: http://
Link 2: http://
Link 3: http://
Link 4: http://
Link 5: http://

Notes:

Student Directions:
You are a historian for the Smithsonian Museum. The museum is developing a new exhibit on the Revolutionary War period. You have been assigned to pick two events and one person from the period and create an informational plaque to explain the exhibit. It should have titles of the event, the date (for events) and a brief explanation of the event or person. It should include an illustration of the event or person. The last element should include how the event or person contributed to the freedoms that we enjoy today.
The plaque should be accurate, neat, and thorough.

Other assessment evidence to be collected:

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

W
Brainstorm, using Inspiration program, what freedom is and what freedoms they experience on a regular basis.
Post essential questions.

H
Display a copy of the Declaration of Independence and the importance of the document. (see URL)

E
1. Read an article from Scholastic News on Bill of Rights and discuss. Talk about how the United States might still be ruled by England if the American Revolution had not happened.
2. Read and discuss textbook. Students will complete the Revolutionary War Graphic Organizer as topics are covered. (see URL)
3. Students will simulate particular events and incidents from the American Revolutionary time period and create a newscast to cover the stories.
4. Students will create a timeline, listing the events that led to the Revolutionary War in the actual order that they occurred. The timeline must have titles of the event, the date it took place and the importance of the event.
5. Students will make a map of the thirteen original colonies. They will locate, label and highlight:
-the 13 original colonies
-the Lexington and Concord battles
-the crossing of the Delaware
-the Battle of Bunker Hill and the final battle.
All spelling must be correct, maps must have a grid system, the battles must be located accurately on the map. (see rubric)

R
Students will keep a daily learning log about the importance of major events and people for the cause of freedom.
Students will peer edit their Smithsonian placards.

E
Students are to assume the role of a historian for the Smithsonian Museum. The museum is developing a new exhibit on the Revolutionary War period. The student has been assigned to pick two events and one person from the period and create an informational plaque to explain the exhibit. The plaque should have titles of the event, the date (for events) and a brief explanation of the event or person. It should include an illustration of the event or person. The last element should include how the event or person contributed to the freedoms that we enjoy today. The plaque should be accurate, neat, and thorough.

Students will fill out a self evaluation form for the entire unit.

Notes: