Download p. 220-225 - Trinity Basin Preparatory

FRAME THE LESSON
TEACHER:
CLASS: 5th Grade
DATE: October 26
M T W TH F
Declaring Independence
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials
2B: identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan
Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the
revolutionary period
Pearson’s 5th Grade
Building Our Nation
TE
15A: identify the key elements and the purposes and explain the importance of the Declaration of Independence
(p. 220-225)
17D: describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day,
Constitution Day, Columbus Day, and Veterans Day
Objective/Key Understanding:




Describe the purpose and actions of the Second Continental Congress.
Describe how and why the colonies declared their independence from British rule.
Identify the leaders who wrote and signed the Declaration of independence.
Understand that the Declaration of Independence was a public explanation of American ideals.
Vocabulary
Continental army
petition
independence
rights
treason
Closing Product/ Question/ Informal Assessment:

Got it Questions 1-10 (p. 220-225)
Critical Writing Prompt:

You have just heard the Declaration of Independence read aloud in your town. Write a journal entry describing whether you agree with the
ideas in it.
Stop and Check for Understanding- High Level Questions
The Second Continental Congress (p.220-221)
 What central question did the Second Continental Congress need to answer?
 Why did many representatives wanted to remain peaceful with Britain?
 If many representatives still wanted peace, then how do you think many of the colonists felt about going to war?
 Why do you think an army was prepared if not every representative was in favor of was?
 Why do you think the Second Continental Congress asked for more freedom to self-govern?
Common Sense (p.221)
 What was Thomas Paine’s choice as Congress debated?
 Why was it a good idea for Thomas Paine to write Common Sense in language that almost everyone could understand?
 Why did Paine write Common Sense?
 Why was Common Sense important?
A Government of Our Own (p.222)
 Why did Congress choose Thomas Jefferson to write the Declaration of Independence?
 What does it mean to be free?
 What does it mean to be independent?
 Why do you think some members of Congress did not agree with Richard Henry Lee’s decision to hold a vote right away?
 Why did the committee choose Jefferson to write the Declaration of Independence?
The Declaration of Independence (p.223-224)
 What are two grievances listed in the Declaration of Independence?
 When people are inspired, they are influenced to do something. How did John Locke inspire Thomas Jefferson?
 What rights did Thomas Jefferson and Congress believe were worth fighting for?
 Which rights does Jefferson list as unable to be taken away?
 What is an example of how you are free to pursue happiness?
 Why do you think the writers of the Declaration named the crimes of the King?
 What is the importance of the Declaration of Independence?
 What caused the American colonist to declare independence from Britain?
 Reread the three excerpts from the Declaration of Independence. What is the tone of Jefferson’s words? What makes his statements powerful and effective?
 Was it a fact or an opinion that the colonies had the right to become a separate country?
 Why did all the members of the Second Continental Congress sign the Declaration of Independence?
A Brave Step (p. 224-225)
 Why would colonists tear down statues of King Georg III after Congress declared independence?
 Why were the colonists taking a brave step in declaring their independence?
 Something that is significant is important. Why is the Declaration of Independence a significant document?
 Why was it important for people in every colony to have printed copies of the Declaration of Independence?
 Why is it important that every representative at the Second Continental Congress signed the Declaration of Independence?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 220)
 Read to the class the Key Idea: “I will know that by July 4, 1776, many colonists felt that independence from Great Britain was worth fighting for.” Tell
students in this lesson they will be learning about this concept and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 220).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 The Second Continental Congress (p.220-221)
 Common Sense (p.221)
 A Government of Our Own (p.222)
 The Declaration of Independence (p.223-224)
 A Brave Step (p. 224-225)
Students are to read assigned sections and be prepared to share findings with class.
~ Tell students they will know that by July 4, 1776, many colonists felt that independence from Great Britain was worth fighting for
The Second Continental Congress (p.220-221)
 In May 1775, representatives from each of the colonies met in Philadelphia, just as they had met for the First Continental Congress the year before. This
Second Continental Congress had many decisions to make. It chose John Hancock from Massachusetts to be president of the Continental Congress.
Common Sense (p.221)
 Congress debated what to do next. To a Pennsylvanian named Thomas Paine, the choice was clear. In January 1776, Paine wrote a pamphlet called Common
Sense. He used language that was easy for people to understand, He gave reasons why it was “time to part” with Great Britain. Paine’s pamphlet convinced
many colonists that it was time for independence, which means freedom from rule by others.
A Government of Our Own (p. 222)
 Members of the Second Continental Congress also read Common Sense. By the spring of 1776, many of them agreed that it was time to declare
independence from Great Britain. In June, Richard Henry Lee, a representative from Virginia, asked Congress to vote on Independence.
The Declaration of Independence (p. 223-224)
 Jefferson began by explaining why the colonies should become independent. He spoke about people’s rights, or freedoms, that cannot be taken away. Many
of his ideas were inspired by John Locke, an Englishmen. Locke believed that governments are created in order to protect people’s rights.
A Brave Step (p. 224-225)
 Congress voted to approve the Declaration of Independence on July 4, 1776. People throughout the colonies celebrated the event by cheering, ringing bells,
and even tearing down statues of King George III. The celebration of Independence Day, also called the Fourth of July, continues today with fireworks,
parades, and other festivities. The members of Congress signed it in August.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
Students will demonstrate mastery by completing the Got It Questions:
 Look at the map of the 13 colonies .Identify and circle the colony Patrick Henry came from, the colony John Hancock came from, and the city where the
Second Continental Congress met. Write why you think the representative met in that city.(p.220)
 Identify the motivations and contributions of Founding Fathers Benjamin Franklin, John Adams, and Thomas Jefferson as they worked together in 1776.
(p.222)
 Identify and write three rights that Jefferson says that people are born with.(p.223)
 Identify and write what Jefferson said people have a right to do when their government stops protecting their rights.(p.223)
 Choose one of these accusations against the king, and describe an event that fits this example.(p. 223)
 Describe the powers that the new nation has, according to the Declaration.
 This is a replica of the printing press used to print copies of the Declaration of Independence. Riders carried copies to people in distant colonies. Identify
how people share important documents today.
 In your own words, identify the main purpose of the Declaration of Independence.
 You have just heard the Declaration of Independence read aloud in your town. Write a journal entry describing whether you agree with the ideas in it.
 Describe why you think Independence Day is sometimes called “America’s Birthday.”
FRAME THE LESSON
Cause and Effect
TEACHER:
CLASS: 5th Grade
DATE: October 27
M T W TH F
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
24B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
Objective/Key Understanding:


Know how to determine causes and
effects in social studies.
Analyze cause and effect relationships.
Closing Product/ Question/ Informal
Assessment:

Apply the Skill Activity (p. 227).
Rigor & Relevance: (Real World
Connection)

Pearson’s 5th Grade
Building Our Nation
TE
(p. 226-2127)
Preview the Sill (p. 226)
Show students a primary source such as a letter or newspaper article. Tell students that the writers of these
sources had direct information about an event, place, or time because they were there.
 How do primary sources help us understand history?
Practice the Skill (p. 226)
Turn to the skill pages in the Worktext. Have students read the introductory text and examine the primary
source that follows.
 What clues did you use to identify the text as a primary source?
Apply the Skill (p. 227)
Direct students’ attention to the Try it! Section. Remind them that when they read primary source, they should
pay attention to what the witness explains about an event that might not be possible to reveal in a secondary
source. Have students answer question 1-4 independently and then compare their answers in small groups.
Remind students: As they read the newspaper article to think about what a primary source offers them that they
might not get from a secondary source.
 Look at the images in the newspaper article. Each black shape stands for a coffin, or narrow box for
burying a dead body. Each coffin has initials on it. What do you think these stand for? Explain why
the coffin images are a primary source.
 As you read the text in the newspaper, underline the words used to describe the mood, or feeling, of the
day. How might this eyewitness account of the funeral be different from a secondary source of the
same event?
 How might a secondary source written years after the funeral be useful?
 Look at the illustration of the colonists protesting the Townshend Acts on page 207. Explain whether it
is a primary or a secondary source.
Engage
Explore
Preview the Skill (p.226)
Ask students to explain their prior knowledge of cause-and-effect relationships. Use simple examples from everyday life to illustrate the concept once students have
explained what they know. Give examples Say:
 A lot of heavy rain maybe a cause, and a flood maybe an effect.
 Studying a lot for a test maybe a cause, and a good grade on the test may be the effect.
Explain that they can find many examples of causes and effects when they read about social studies.
Cause and Effect (p. 226)
Let’s say you study extra hard for a test and get an A. You know why you got the good grade, right? When one event leads directly to another event, it is called a cause.
Studying is a cause. The result of the studying—the A—is called an effect.
Connecting causes with effects is a good way to analyze important events in American history. After you read a section of text, ask, “What happened? The answer will
be an effect. Then ask, “Why did it happen?” That answer will show you the cause.
Explain
Elaborate
Evaluate
Read the passage from “My Story.” Put the letter of each sentence into either the “Causes” of the “Effects” box.
 Guide students through the passage identifying the first two sentences as a cause or an effect. Allow student to identify the last two on their own.
Practice the Skill (p. 226)
Review the questions students must ask themselves for determining whether an event is the causes or effect. Instruction is then differentiated to meet the varied needs
of students as follows:
Special Needs:
 Review cause-and-effect with students. Have students write a few sentences describing an event that happened in their day.
Extra Support:
 Provide students with a cause and ask them to name the effect.
On-Level:
 Ask students to make a cause-and-effect chart to show what has happened so far during their day. Ask students to share their chart with a partner.
Challenge/Gifted:
 Invite students to find several examples of cause-and-effect relationships in the Chapter. Ask them to choose three examples and put the concepts into a causeand-effect chart.
After student learn about cause and effect, use the ELPS support note on page 220b to help English Language Learners.
Beginning
 As you discuss the “My Story” about Samuel Adams, encourage students to ask the questions that will help the group think about causes and effect: “What
happened?” “Why did it happen?”
Intermediate
 Have students take part in a discussion about the “My Story” by using the following sentence starters: A cause is (-----). An effect is (-)._____.____________________.
Advanced
 Invite students to take part in a conversation about the “My Story” and offer a summary of the cause-and-effect relationship in the paragraph.
Advanced High
 Have student explain to the group the difference between a cause and an effect. Have them support their explanation with text evidence from the “My Story”
paragraph about Samuel Adams.
Try It (p. 227)
Reread the section of Lesson 3 titled “A Brave Step” on pages 224 and 225. Analyze the information and answer the following questions about cause-and-effect
relationships.




Why was the approval of the Declaration of Independence in 1776 a cause?
What was a possible effect that the signer faced?
Identify the effect that the signing of the Declaration of Independence had on women, African Americans, and American Indians.
After signing of the Declaration of Independence, what effect was critical for Patriots?
TEACHER:
CLASS: 5th Grade
DATE: October 28
M T W TH F
FRAME THE LESSON
On the Battlefield and at Home
Student Expectations Bundled in Lesson
Noun=Underline
Resources/Materials
Verb=Italicize
2B: identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan
Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the
revolutionary period
Pearson’s 5th Grade
Building Our Nation
TE
(p. 228-235)
2C: summarize the results of the American Revolution, including the establishment of the United States and the
development of the U.S. military
6A: apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret
maps
Objective/Key Understanding:




6A
Learning Compare the advantages and disadvantages of each side in the American Revolution.
Describe the importance of the battles of Ticonderoga, Trenton, and Saratoga.
Identify the contributions of key individuals in the American Revolution.
Understand the viewpoints of groups such as women and American Indians during the American Revolutionary
period.
apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps
Introduce
Vocabulary Activity (p. 191)
21A
Rigor & Relevance
identify
significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress,
mercenary
"Yankee
retreat Doodle," and "Paul Revere's Ride";
morale
enlist
alliance
Closing Product/ Question/ Informal Assessment:
Got it Questions 1-9 (p. 212-219)
Critical Writing/Real
World Connection:
Stop and Check for Understanding- High Level Questions
The First Victories (p. 228-229)
 What was the effect of Ethan Allen capturing Fort Ticonderoga?
 Why was Colonel Henry Knox’s journey daring?
 How did George Washington’s plan makeup for some of the Continental army’s weaknesses?
 Why was it important for the Continental army to capture Boston?
 What advantage did the British have?
 What advantage did the Continental army have?
 What advantage did cannons have over hand-held weapons?
One Life to Lose (p. 230)
 What questions do you think Nathan Hale tried to answer while spying o the British soldiers in New York?
 What did Nathan Hale mean when he said, “I only regret that I have but one life to lose for my country”?
 What conclusions can you draw about battles during the Revolution?
Washington Crosses the Delaware (p. 230-231)
 How did crossing the Delaware River in secret on a cold nigh help the Continental army win in Trenton?
 Suppose you were a soldier in Washington’s army. Would you have agreed with his decision to attack Trenton? Give reasons for your answer.
 How was timing an important strategy in Washington’s surprise attack on Trenton?
 How did George Washington improve his soldiers’ morale?
 How would you summarize the battles of late 1776?
 How might consecutive victories help the morale of the Continental army?
 The famous painting shown on page 231 is titled Washington Crossing the Delaware. Created in 1851, it hangs in the Metropolitan Museum of
Art in New York City. Have students create their own pictures depicting Washington and his troops crossing the Delaware. Ask students to
think of an original title for their picture.
The Battle of Saratoga (p. 232-233)
 What was Burgoyne’s strategy to isolate the northeast colonies?
 How did William Howe’s attack on Philadelphia affect the British?
 About how many miles did Burgoyne and his troops have to march to get from Quebec to Saratoga?
 What alternative did the French have to becoming an ally of the United States?
 Why was the Battle of Saratoga an important victory for the Patriots?
Stop and Check for Understanding- High Level Questions (Continued)
Washington at Valley Forge (p. 233)
 Washington at Valley Forge (p.233)
 How did weather affect the Continental army at Valley Forge?
 What significant problem did George Washington have with the Continental army that was partly solved at Valley Forge?
 What does the photograph tell you about how long the Continental army stayed at Valley Forge?
 What did soldiers receive after they survived the long winter at Valley Forge?
 What did soldiers receive after they survived the long winter at Valley Forge?
 How many soldiers died during the harsh winter at Valley Forge?
Women of the Revolution (p. 234)
 Why do you think women who brought water to the soldiers were nicknamed Molly Pitcher?
 Probably means most likely. Why did Patriot women probably want to help in the American Revolution?
 How did women contribute to the American Revolution?
 Why do you think the education of women was important to Abigail Adams?
 How do you think most women in the late 1700s would feel about Deborah Sampson’s behavior?
 How can art, such as poetry, be a powerful weapon?
American Indians in the Revolution (p. 235)
 American Indians in the Revolution (p. 235)
 How did the Cherokees and Oneida differ in their support of the American Revolution?
 What did American Indians risk by siding with the colonists?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p.228)

Read to the class the Key Idea: “I will know that even when conditions were difficult, Patriots continued fighting for their independence.”. Tell students in this lesson they will
be learning about this quote and what it means to American History.

Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 228).
Students are to complete the Using the Words to Know Worksheet before reading the lesson. Tell students they know how Great Britain became the greatest colonial power in North
America.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.

The First Victories (p. 228-229)

One Life to Lose (p. 230)

Washington Crosses the Delaware (p. 230-231)

The Battle of Saratoga (p. 232-233)

Washington at Valley Forge (p. 233)

Women of the Revolution (p. 234)

American Indians in the Revolution (p. 235)
Students are to read assigned sections and be prepared to share findings with class.
“I will know that even when conditions were difficult, Patriots continued fighting for their independence
The First Victories (p. 228-229)

In 1775, a Vermonter named Ethan Allen led a group of soldiers called the Green Mountain Boys. On nearby Lake Champlain, British soldiers controlled Fort Ticonderoga.
One morning in May, Allen and his men surprised the troops and captured the fort.
One Life to Lose (p. 230)

Washington tried for months to drive the British out of New York City. In the summer of 1776, he wanted to send spies to the British camp to learn about their battle plans.
Nathan Hale, a 21 year old teacher and captain in the Connecticut regiment, volunteered for the job.
Washington Crosses the Delaware (p. 230-231)

After their defeat at the Battle of Long Island, the Americans retreated into New Jersey. To retreat is to move away from the enemy. The British army then forced the Patriots
from New Jersey into Pennsylvania.
The Battle of Saratoga (p. 232-233)

In 1777, the British had a new plan of attack. A year earlier, the Patriots had failed to defeat the British in Quebec. British General John Burgoyne took command of these
northern troops and led them south from Quebec along Lake Champlain. He planned to capture Albany, New York. Burgoyne expected another British general, William Howe,
to come north along the Hudson River to meet him. By controlling the entire river, the British hoped to cut the northeastern part of the country off from the rest of the United
States.
Washington at Valley Forge (p. 233)

In September 1777, soon after the Battle of Saratoga, the British captured Philadelphia. The Continental Congress was forced to leave that city and move to York,
Pennsylvania. Washington’s army also retreated, setting up camp at Valley Forge, Pennsylvania, for the winter.
Women of the Revolution (p. 234)

Many women played important roles in the war. Martha Washington traveled with her husband, visiting with troops and helping soldiers. Other women cooked, carried water,
made clothes for troops and served as nurses for the sick and wounded.
American Indians in the Revolution (p. 235)

Different American Indian nations fought on different sides during the war. Those who fought with the British, such as the Cherokee, wanted the colonists to stop taking their
land. They hoped that the British would help them, Joseph Brant, a Mohawk leader, met with King George III before the war and told his people to side with the British. Other
American Indian groups, such as the Oneida (oh NYE dah) and many Tuscarora, fought on the Patriot side. Many other American Indians remained neutral.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
Students will demonstrate mastery by completing the Got It Questions:

Knox and his men would have thought it was worth the struggle. (p. 229)

Identify the motivations and contributions of Founding Father George Washington and Patriot here Nathan Hale. How were they similar? (p. 230)

Choose colors the show the American and British victories. Use these to color in the battle symbols in the legend and on the map. Analyze why theses victories were so
important for morale, not just for the troops but for Patriots at home, too. (p. 231)

Trace the route Burgoyne took to Saratoga. Analyze what you think a victory of Albany would have meant to the British. (p. 232)

Think about what Washington’s soldiers at Valley Forge went through. Write a letter home from Valley Forge. Explain to your family what you are going through. (p. 233)

Fill in the chart with facts about each woman, identifying how she helped the revolutionary cause. (p. 234)

Identify two effects of the Patriots’ victory on the Battle of Saratoga. (p. 235)

You live on a farm in Pennsylvania. The war has been going on for several years. Describe how you and your family support the ideas you believe in.

Summarize how von Steuben helped to develop the U. S. military during his time at Valley Forge.
TEACHER:
CLASS: 5th Grade
DATE: October 29
M T W TH F
FRAME THE LESSON
Winning Independence
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials
2A: identify and analyze the causes and effects of events prior to and during the American Revolution, including the French
and Indian War and the Boston Tea Party
Pearson’s 5th Grade
Building Our Nation
TE
(p. 236-241)
2B: identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan
Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the
revolutionary period
2C: summarize the results of the American Revolution, including the establishment of the United States and the
development of the U.S. military
Objective/Key Understanding:
6A  Summarize why other nations formed alliances with the colonists and how these alliances contributed to the
colonists’tools,
victor
in the American
Revolution.
apply geographic
including
grid systems,
legends, symbols, scales, and compass roses, to construct and interpret maps
 Describe the actions of individuals who changed the course of the American Revolution.
21A Analyze the participation of African Americans on both sides in the American Revolution.
identify
significantthe
examples
of art,of
music,
and literature
from various periods in U.S. history such as the painting American Progress,
 Describe
importance
the battle
of Yorktown.
"Yankee
Doodle,"
and
"Paul
Revere's
Ride";
 Explain the significance of the Treaty of Paris.
Introduce Vocabulary Activity (p. 191)
Strategy
Peninsula
Negotiate
Treaty of Paris
Closing Product/ Question/ Informal Assessment:
Got it Questions 1-8 (p. 236-241)
Rigor & Relevance
Critical Writing/Real
World Connection:
Stop and Check for Understanding- High Level Questions
Advantages and Allies (p. 236-237)
 What problems did the British have fighting the war that the Americans did not?
 How did the Americans’ fight for independence attract foreign support?
 What might have happened if Galvez did not take control of the British forts on the Gulf?
 Why do you think Britain wanted to capture seaports?
 How did the participation of von Steuben demonstrate the following opinion? The Patriots would not have won without the help of foreign
allies.
 How might the outcome of the war have been different if Spain had sided with the British?
 Why would slowing down trade be hurtful to the colonies?
The Fighting Spreads (p. 238)
 What did the British discover about their support in the south?
 Why was General Green’s strategy smart?
 What does the illustration suggest about the American’s strength in battling at sea?
African Americans Fight for Freedom (p. 239)
 What important decisions did enslaved African Americans have to make during the American Revolution?
 Why did some enslaved African Americans fight on either the British or the American side of the war?
 How did African American participate in the Revolution?
 How might Armistead, Jones, and Marion have inspired others?
The Battle of Yorktown (p. 240)
 The defeat of the English at the battle of Yorktown was a military factor that led to the end of the American Revolution. What was one
economic factor? What was one political factor?
 What two actions caused Cornwallis to surrender?
 How do you think the British navy felt when they saw the French ships?
 How do you think the Patriots felt when they saw the French ships?
Ending the War (p. 241)
 Why do you think representatives from the United States and Britain met in Paris to sign the treaty?
 What challenge did the young United States face after winning the war?
 Why do you think the Americans won the Revolution?
 Why do countries sign written treaties?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p.236)

Read to the class the Key Idea: “I will know how the United States won its independence.” Tell students in this lesson they will be learning about this quote and what it means
to American History.

Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 228).
Students are to complete the Using the Words to Know Worksheet before reading the lesson. Tell students they know how Great Britain became the greatest colonial power in North
America.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.

Advantages and Allies (p. 236-237)

The Fighting Spreads (p. 238)

African Americans Fight for Freedom (p. 239)

The Battle of Yorktown (p. 240)

Ending the War (p. 241)
Students are to read assigned sections and be prepared to share findings with class.
“I will know how the United States won its independence.”
Advantages and Allies (p. 236-237)

One reason the Americans were winning the war was that they were fighting on their own land. They knew the geography and made good use of it. They could also get food
and supplies more easily than the British, who had to ship goods more than 3, 000 miles across the ocean.
The Fighting Spreads (p. 238)

Loyalists had helped the British gain control of Georgian and South Carolina. But their support was weaker than British leaders expected. Many southern farmers were
Patriots, not Loyalists. Francis Marion, a southern Patriot, became famous for attacking the enemy with only a small group of men. Striking quickly, they retreated into the
woods or swamps. These actions earned Marion the nickname Swamp Fox.
African Americans Fight for Freedom (p. 239)

Throughout the war, African American fought for both the Patriots and the British. Early in the war, a British official offered to free any slaves who fought for Great Britain.
Thousands of enslaved African Americans escaped and joined the British.
The Battle of Yorktown (p. 240)

By 1781, the troops of General Cornwallis, the British general in the South, were tired out. Nathanael Green’s strategy of fighting and retreating had worked. Cornwallis
decided to rest his troops at Yorktown, Virginia which is on a peninsula. A peninsula is a piece of land nearly surrounded by water.
Ending the War (p. 241)

The United States had won the war. In 1782 Benjamin Franklin, John Adams, and John Jay met with British officials in Paris to negotiate, or reach an agreement on, a peace
treaty. The following year, Great Britain and the United States signed the Treaty of Paris. This officially ended the war. In this treaty, Britain recognized American
independence. Both sides agreed on the borders of the new nation. The United States now reached from Canada in the north, to the Mississippi River in the west, and to
Spanish Florida in the south.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
Students will demonstrate mastery by completing the Got It Questions:

Knox and his men would have thought it was worth the struggle. (p. 229)

Identify the motivations and contributions of Founding Father George Washington and Patriot here Nathan Hale. How were they similar? (p. 230)

Choose colors the show the American and British victories. Use these to color in the battle symbols in the legend and on the map. Analyze why theses victories were so
important for morale, not just for the troops but for Patriots at home, too. (p. 231)

Trace the route Burgoyne took to Saratoga. Analyze what you think a victory of Albany would have meant to the British. (p. 232)

Think about what Washington’s soldiers at Valley Forge went through. Write a letter home from Valley Forge. Explain to your family what you are going through. (p. 233)

Fill in the chart with facts about each woman, identifying how she helped the revolutionary cause. (p. 234)

Identify two effects of the Patriots’ victory on the Battle of Saratoga. (p. 235)

You live on a farm in Pennsylvania. The war has been going on for several years. Describe how you and your family support the ideas you believe in.

Summarize how von Steuben helped to develop the U. S. military during his time at Valley Forge.
TEACHER:
CLASS: 5th Grade
DATE: October 30
M T W TH F
FRAME THE LESSON
TEKS Practice
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
2A: identify and analyze the causes and effects of events prior to and during the American Revolution, including the French
and Indian War and the Boston Tea Party
2B: identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan
Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the
revolutionary period
2C: summarize the results of the American Revolution, including the establishment of the United States and the development
of the U.S. military
6A: apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret
maps
15A: identify the key elements and the purposes and explain the importance of the Declaration of Independence
17D: describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day,
Constitution Day, Columbus Day, and Veterans Day
24B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
Objective/Key Understanding:
~ After studying this topic, students will demonstrate the following enduring understandings:
 People can stand up for what they believe.
 People who share ideals can accomplish common goals.
 Political change can have cost and benefits for different groups.
 There are universal rights that all people share.
~ Students will answer questions about every TEKS on the TEKS Practice pages 242-245.
Resources/Materials
Pearson’s 5th Grade
Building Our Nation
TE
(p. 242-245)