Download Unit 4 Road to Revolution Lesson 1

Campus: Godwin Elementary
Author(s): Amber McIntyre & Danny
Derden
Date Created / Revised: July 27, 2016
Six Weeks Period: 2nd
Grade Level & Course: 5th Social Studies
Timeline: 10 days
Unit Title: Road to Revolution
Stated Objectives:
TEK # and SE
Lesson # 1
(2) History. The student understands how conflict between the American colonies and
Great Britain led to American independence. The student is expected to:
(A) 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;
(B) 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; and
(21) Culture. The student understands the relationship between the arts and the times
during which they were created. The student is expected to:
(A) identify significant examples of art, music, and literature from various periods
in U.S. history such as the painting American Progress, "Yankee Doodle," and
"Paul Revere's Ride"; and
(24) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The
student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources
such as computer software; interviews; biographies; oral, print, and visual
material; documents; and artifacts to acquire information about the United
States;
(B) analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing,
making generalizations and predictions, and drawing inferences and
conclusions;
(C) organize and interpret information in outlines, reports, databases, and
visuals, including graphs, charts, timelines, and maps;
(D) identify different points of view about an issue, topic, or current event; and
(E) identify the historical context of an event.
(25) Social studies skills. The student communicates in written, oral, and visual forms.
The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic
organizers, outlines, and bibliographies; and
(E) use standard grammar, spelling, sentence structure, and punctuation.
(26) Social studies skills. The student uses problem-solving and decision-making skills,
working independently and with others, in a variety of settings. The student is expected
to:
(A) use a problem-solving process to identify a problem, gather information, list
and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision.
ELPS.c.1E , ELPS.c.5B , ELPS.c.5E , ELPS.c.5F
ELPS.c.1C , ELPS.c.5B
Key
Understandings
Societies identify individuals as great leaders based on their contributions and actions during
times of conflict.
Different perspectives on economic and political issues often lead to conflict.
Misconceptions
Key Vocabulary
None identified
Revolution – a sudden, radical, or complete change; a fundamental change in political
organization, especially the overthrow or renunciation of one government or ruler and the
substitution of another by the governed
taxation – process of collecting money from citizens in order to fund government expenses
political revolution – changing from one governmental structure to another
Patriots – American colonists who supported independence from Great Britain
Loyalists – American colonists who did not support independence from Great Britain
grievance – a complaint
boycott – to refuse to buy goods
militia – a military force of volunteers
mercenaries – a soldiers who are paid to fight for a country they are not from
Materials, Resources, Notes
Suggested Day
5E Model
Day 1- Engage
Students will begin creating a chart on what they think they know
about the American Revolution. Then we will listen to Paul
Revere’s Ride and write an interpretation on what the meaning of
this song.

KWL Chart and Paul
Revere’s Ride
Song/Poem
Day 2&3 -Explore
Students will explore significant leaders in the American
Revolution using textbooks or computers.

Day 4 – Elaborate
Using the information from Day 2 & 3, students will fill out a chart
explaining the characteristics of the American leaders.

Day – Explore
Students will think about taxation, quartering troops, no
representatives, and closing Boston Harbor. We will discuss
famous quotes and how they relate.

Day 5 –Extend
Students will group together to find 10 qualities that make a good
leader and discuss. They will then compare them to American
leaders.

Day 6 –
Elaborate/Explain
Using posters, we will create statements of rebellion that could
be used in the American revolution. We will then share our ideas
with the class.

Manila paper and
markers
Day 7-9 -Extend
Students will look at events that led up to the American
Revolution including the French and Indian War and the Boston
Tea Party using computers. We will then fill in a handout about
these events.


Computer Lab
Handout over Events
leading to American
Revolution.
Day 10- Evaluate
Students will take a quiz over events and leaders leading up to
the American Revolution.
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.
Textbooks or
Computers