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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