GroupMembers:

JuanFigueroa
,
PabloJimenez
,AdrianRodriguez
th
HistorySocialScienceUnitPlanandLearningSegment:5
grade
RejectingAuthority:UnderstandingtheAmericanRevolution
th
5
Grade

UnitOverview:
Studentswillanalyzeandexplainthedifferenteconomic,social,political,andmilitaryinfluencesofGreatBritain
overthecoloniesandhowitimpactedthedifferentgroupsandpeopleinvolved.Studentswillidentifykeyeventsthatledtothe
DeclarationofIndependenceandtheRevolutionaryWar.Studentswillexplorethetimelineofthedifferentbattlesofthe
RevolutionaryWar.

BigIdea:
Oppression,injustices,andtheunfairtreatmentcanleadtoarevolution.

ContentStandard
:Grade5.5:StudentsexplainthecausesoftheAmericanRevolution.

EssentialQuestions:
Whatisarevolution?
Whatarethingspeoplearewillingtofightfor?
Whenshouldpeoplefightforwhattheybelieve?
Whyshouldeveryonehaverights?
Howdoesadocumentaffectthelivesofothers?

Knowledge:
Learntoexplorethecausesoftherevolution,lookingattheeventsandindividualsinvolved,maybelookingatpolitical
cartoonsfromthetimeperiodorresearchingrevolutionaryleaders.
Learnhowtherevolutionwasfoughtandwonbystudyingitsmostimportantbattles.
UnderstandthedifferencebetweenLoyalists(thosewhoremainedloyaltoEngland)andPatriots(thosewhowanted
independence).
Byreadinghistoricalnovelsandbiographiesfromthetimeperiod,studentscanbetterunderstandthecontextsurroundingthe
DeclarationofIndependence.
ParticipateinareenactmentoftheBostonTeaPartyortherideofPaulRevere,andexploretheireffectsonAmericanhistory.
EDUC324:SampleUnit/LearningSegmentPlan

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GroupMembers:
JuanFigueroa
,
PabloJimenez
,AdrianRodriguez
th
HistorySocialScienceUnitPlanandLearningSegment:5
grade
Skills:
Examinesignificanthistoricaldocuments
Createtimelinesoferasandthemes
Analyzecartoons,artifacts,artwork,charts,andgraphs
Explainthedevelopmentofpolitical,socialandeconomicinstitutions
Explainimportantpolitical,social,economic,andmilitarydevelopments

ResourcesandMaterials:
1. LIBERTY!TheAmericanRevolution

pbs.org
Completewithteacherguides,videosandastudentgame.Agreatresource
fortheAmericanRevolution.
2. TeacherResourcesFeatureAmerican...

loc.gov
Backgroundinformationforteachers.
3. OurDocuments100MilestoneDocuments

ourdocuments.gov
ListandlinkstoimportantUSdocuments.
4. Ben'sGuide:Grades35

gpo.gov
5thGradeUnit3'AmericanRevolution'Explaintheorigins,structure,andfunctionsofthe
threebranchesoftheUnitedStatesGovernmentandtherelationshipsamongthem.CommentsfromBookmarkList:5thGrade
Unit3'AmericanRevolution'Explaintheorigins,structure,andfunctionsofthethreebranchesoftheUnitedStates
Governmentandtherelationshipsamongthem
5. AmericanHistoryTimeline|ForTeachers...

loc.gov
6. AmericanTimelines

socialstudiesforkids.com
7. DeclaretheCauses:TheDeclarationof...

neh.gov
'HelpyourstudentsseethedevelopmentoftheDeclarationasbothan
historicalprocessandawritingprocessthroughroleplay,creativewriting,anintroductiontosomeimportantdocumentsanda
reviewofhistoricevents.'
8. TheAmericanRevolutionin4breathtaking...

youtube.com
Famousartwork,filmscenes,propaganda,taxation,examplesof
coloniallife.
9. TheBostonMassacre:AmericatheStory...

youtube.com
BostonMassacre,communicationbetweenthecolonies.
10. TheAmericanRevolutionforKids:AHistorywith21Activities(ForKidsseries)PaperbackSeptember1,2002
11. TheStruggleForIndependence(TheAmericanRevolution)(TheAmericanRevolution)Paperback2007
12. ValleyForgeLibraryBindingSeptember1,2004
EDUC324:SampleUnit/LearningSegmentPlan

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GroupMembers:
JuanFigueroa
,
PabloJimenez
,AdrianRodriguez
th
HistorySocialScienceUnitPlanandLearningSegment:5
grade

Title:
AmericanRevolution:Britishoverwhelmingoppression

EssentialQuestionsfortheLearningSegment:
HowdidtheBritishempireoppressionaffectedthecolonies?
Wherethecoloniesintherighttorebel?

AcademicLanguageDemands:
Keyvocabulary:Religiousfreedom,Tax,Parliament,Revolution,CauseandEffect,Actions,Decisions.
TextFeatures:index,tableofcontents,captions,pictures,images,sections
Function:Explain
Usetexttosupporthowoppression,injustices,andtheunfairtreatmentcanleadtoarevolution.
MakeconnectionsbetweentheBritishempireandthecoloniestounderstandwhytheyrebelled.
Explainhowtheinjusticesandoppressionscausesthecoloniestorevolt.
Function:Describe:
Describehowinjusticesleadtorevolution.
Function:CauseandEffect:
Identifythecauseandeffectoftheamericanrevolution.

DayandObjective
ContentLearningActivitiesandAcademicLanguageSupport
Assessment
Day1
1.BrainstormthewordRevolution
.
Thestudentswillworkindependently
Thestudentswilldefine
Useagraphicorganizerormap
inaCauseandEffectmapbasedona
differentvocabulary
Includepicturesclueswithwords
givenscenario/situationandidentify
relatedtothebigideaand
Explainordefinedifficultwords
thecausesandtheeffectsbasedonthe
learningobjective.
2.Posethequestion:Whydogroupsrebelagainstother
decisionsandactions.Analyzehow
groups?
EDUC324:SampleUnit/LearningSegmentPlan

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GroupMembers:
JuanFigueroa
,
PabloJimenez
,AdrianRodriguez
th
HistorySocialScienceUnitPlanandLearningSegment:5
grade
(Revolution,oppression,
injusticesandetc.)

HavestudentsThink,Pair,Sharetheirideaswitha
partner,thenwithagroupandlastlyasaclass.
Createagraphicorganizerormapbasedonsharedideas.
3.CauseandEffectmap
Introducevocabularywords:causeandeffect
Modeltostudentshowtoidentifythecauseandthe
effectinagivensituation/scenario.
Havestudentsthinkaboutascenario/situationwhere
somedecisionshadacauseandeffectbasedontheir
actions.

Day2
1. Posetwoquestions:Whydopeoplejoinacause?Howdo
Studentswillpersuade
theypersuadeotherstojoinsuchcause?
otherstudentstojointheir
a. HavestudentscreateaKWLChart
groupandwillcompletea
b. OnlyhavethemindividuallyrespondtoKandW
KWLachartabouthow
c. Havestudentssharewithtwotothreepartnerswhat
andwhypeoplejoina
theyknowandwhatwouldtheywanttoknow
cause?
d. Havetwotothreestudentsshareout

2.Activity:Pickatopicsuchassportsorfavoritesubjectand
havethemsplitintothreegroupswiththesameinterests

decisions/actionscanleadtoa
revolution.

KWLchartwillserveasan
assessmentoftheirunderstanding
abouttheideaofwhypeoplejoin
causesandhowdotheypersuade.
Informalannotations:Whentheyare
persuadingotherstojointheirgroup,
walkaroundtoheartheirdiscussand
thesentencesandvocabularyused.

a. Movestudentsarounduntilthetwogroupsarethesame
size.Thethirdgroupshouldbethelargestgroup.
b. Givethetwosmallergroupswritteninstructions.
Instructions:Eachofthemaretogototheothertwo
groupsandconvincethememberstojointheirown

EDUC324:SampleUnit/LearningSegmentPlan

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GroupMembers:
JuanFigueroa
,
PabloJimenez
,AdrianRodriguez
th
HistorySocialScienceUnitPlanandLearningSegment:5
grade
group.Theymaygoasindividuals,pairs,orteamstoget
otherstojointhem.Theymaynotuseforce,orcoercion.
c. Allowabout57minutesforthisactivitytounfold.At
theendofthistimeperiodseeifanygroupsgotlargeror
smaller.
d. Havestudentsthenhavearound6studentssharehow
theyconvincedstudentstojointheirgroup
i.
Bringoutkeyideasandnotethem
e. CreatecorrelationtothefocusoftheAmerican
Revolution.Toanswerthefirsttwoquestions:Whydid
thecolonistjointogether:totalkaboutindependence.
Howdidtheydoit:throughpropaganda.
i.
Definepropaganda
3.CompletetheKWLchart
a. Havethemcomplete,whatdidtheylearn.
Day3
Studentswillunderstand
thebeginningofthe
AmericanRevolutionand
theimpactthatEnglands
otherinternationalaffairs
hadonEnglands
participationinthe
AmericanRevolution.

1. Introduction
a. BeginthelessonbyshowingstudentstheSchool
HouseRockvideoofTheShotHeardRound
theWorld
b. Whenthevideoisoverhavestudentsdiscuss
withanearbypartnerwhateventstheythought
begantheAmericanRevolution(2minutes)
c. Havestudentssharealoudtothewholeclass
whateventoreventstheyfeltbeganthe
AmericanRevolution,nowthattheyhavesome

EDUC324:SampleUnit/LearningSegmentPlan

Theassessmentusedtoassesstheir
understandingonthelessonandthe
topicwillbetheirresponsetothefinal
questionthatwillbewrittenintheir
historynotebook.Thiswillallowfor
analyzingontheirunderstandingon
thetopicspresentedandtheir
inferencingonthingstobetaughtin
nextlessons.

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GroupMembers:
JuanFigueroa
,
PabloJimenez
,AdrianRodriguez
th
HistorySocialScienceUnitPlanandLearningSegment:5
grade
perspectivefromavideo.Notatethestudents
ideasonposterpaper.
d. Letstudentsknowthattheywillcomebackto
thoseideasthefollowingdaywhentheytalk
aboutthebeginningoftheRevolutionarywar.
2. Body
a. Havestudentstakealookatthevocabularyand
taketimetoindividuallythinkabouteachword
andwhatitcouldmean.(Loyalist,Patriot,Tory,
Militia,etc.)(3minutes)
b. Gatherstudentsattentionandbegintotalkabout
thevocabularyandwhattheythoughteachword
meantandwhy,connectingittopriorexperience.
Oncestudentshavegiveninput,expandontheir
definitionsbygivingthedefinitionfortheword.
c. Poseasituationtothestudents
i.
Athome,youretoldtocleanyourroom
andyoureinthemiddleofcleaningit,
thenyouretoldyouneedtotakeoutthe
trashandhelpcleantheyard,isiteasyto
doboth?Canyoudoboth?Howabout
doingbothatthesametime,howdifficult
oreasyisthat?
d. Havestudentstalkwithnearbypartnersonthis
situation.(3minutes)
e. Now,havestudentssharealoudwhatthey
thoughtaboutthesituation.Guidestudents
EDUC324:SampleUnit/LearningSegmentPlan

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GroupMembers:
JuanFigueroa
,
PabloJimenez
,AdrianRodriguez
th
HistorySocialScienceUnitPlanandLearningSegment:5
grade
towardtheideaofbeingabletomultitaskintwo
differentareasofthehouseandwhetherthatis
difficultoreasy.
f. Turnthisconversationandconnectwithtalking
aboutEnglandanditsaffairsatthetimewith
France,asitwasatwarwithFrance.
i.
Askstudentstosharealoud,what
potentialproblemscouldthishaveposed
forEnglandduringtheAmerican
Revolution.Whywouldthiscausea
problemforEnglandandwhatdoesitdo
fortheAmericanPatriots?Havestudents
justindividuallythinkaboutthatfor30
secondsto1minute.
ii.
Bringtheconversationoutasaclassand
findoutwhatstudentsarethinking,ask
deepeningquestionstoenhancetheir
learningonthesituation.
g. PassoutLongfellowspoemPaulReveres
Rideandhavestudentstakeoutapencilanda
highlighter.
i.
Together,studentswilllistentoa
dramaticreadinginterpretationofthe
poeminsectionsfortheremainderofthe
classandanalyzetheeventstakingplace
inthepoem.

EDUC324:SampleUnit/LearningSegmentPlan

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GroupMembers:
JuanFigueroa
,
PabloJimenez
,AdrianRodriguez
th
HistorySocialScienceUnitPlanandLearningSegment:5
grade
ii.

Asthepoemisbeinglistenedtoand
analyzedinsections,studentswillnotate
areasinthepoemthatmaypresentkey
ideasoftheAmericanRevolution,aswell
askeyideasforthestartoftheAmerican
Revolution.

3. Closure
a. Havewritethequestionsdownintheirhistory
notebooks,Whateventsseemtohaveaffected
EnglandanditspartintheAmericanRevolution,
andwhateventpossiblybegantheAmerican
Revolution?Studentswilltakesometimeto
answerthequestionintheirnotebook,andwill
havetheopportunitytouseanyinformation
notatedanddiscussedthroughoutthelesson.

EDUC324:SampleUnit/LearningSegmentPlan

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