5th+Grade+Unit+5-+The+American+Revolution

Key Vocabulary Essential Question(s) Enduring Understandings Unit Objectives Suggested Activities Suggested Assessments ||
 *  || Suggested Materials

Key Vocabulary/terms: = **Green Mountain Boys, Olive Branch Petition, Continental Army, blockade,** Redcoats, Common Sense, traitor, Loyalist/Tory, Patriot/Rebel, Declaration of Independence, neutral, ratified, Treaty of Paris of 1783 =

= __Essential Questions:__   = · What is an American? · What is independence? __ Enduring Understandings: __ · There were several pivotal battles of the Revolution (Lexington/Concord, Bunker Hill, Trenton, Saratoga, Yorktown). · Many diverse groups came together to support the Patriots war for independence. __ Unit Objectives: __ · Students will be able to analyze the reasons, benefits and possible consequences of uniting for the common cause of independence (Common Sense, Declaration of Independence). · Students will be able to evaluate the motivations of diverse groups (other countries, individuals, races, genders) who came together to support the Patriots in the pursuit of independence and their importance to victory. · Students will be able to locate, sequence and explain the significance of pivotal battles of the Revolution (Lexington/Concord, Bunker Hill, Trenton, Saratoga, Yorktown).


 * __Suggested Activities:__**

SmartBoard Notebook file

**Ø** **Open Discussion (class discusses topic together by adhering to a few guidelines without raising hands) on 'What is an American? What is independence?'** **Ø** **Students read/discuss information about the strengths and weaknesses of each side in the American Revolution (resources include A History of US, American Nation, Kids Discover).** **Ø** **Archiving Early American History (The Life of George Washington: The Military Commander) video on Revolutionary battles: []** **Ø** **Jigsaw – Small groups read various hand-outs on the following battles: Fort Ticonderoga, Bunker Hill, March on Canada (Quebec) - and present key information to class.** **Ø** **Archiving Early American history (Declaring Independence)** [|**http://www.earlyamerica.com/series.html**] **Ø** **Teacher shares background information on the importance of Thomas Paine (//Common Sense// and //The Crisis//) and support from France, Spain and various individuals.** **Ø** **Jigsaw - Small groups read various hand-outs on the following battles: Trenton, Saratoga, Yorktown - and present key information to class.**
 * Ø** **Whole class discussion on the Declaration of Independence; choosing sides between Patriots and Loyalists.**
 * Ø** **Students write a journal entry or post a comment on teacher's blog on 'What is an American? What is independence?'**

__**Suggested Assessments:**__

Observe student performance on activites above such as: Jigsaw on major battles Whole class discussion on the Declaration of Independence, Patriots vs. Loyalists The Journal/blog entry on the Essential Question**
 * //Formative Assessments-//

Instead of (or in addition to) some kind of 'unit test' the following performance task is suggested**
 * //Summative Assessment://

Research/PowerPoint project on a specific Revolutionary War topic.

Sample projects: **