4th Grade Module 1 – Conflict Leads to Change

Elaborated Unit Focus

In this unit students will investigate the cause and effect relationships between events, people, and battles that led to the Revolutionary War. Students will analyze primary and secondary sources in order to draw conclusions about a series of events that led to the “Birth of America”. Students will interpret the meaning of the Declaration of Independence and the purpose for each section of the document.

Culminating Tasks: In section one, students will work in a cooperative group to revise a Reader’s Theater script based on one of the causes of the Revolutionary War. Students will revise for factual information and dialogue. In section two, students research a key figure of the Revolutionary War and develop a storyboard showing interactions between two or more of these key figures. Using information gathered during section three, students will develop an electronic presentation that presents Tier 3 vocabulary, summarizes key meaning, and selects an appropriate primary or secondary image to represent the vocabulary word. In section four, students will work in cooperative groups to develop a music video representing key points and vocabulary from the Declaration of Independence.

Taking Informed Action: Have students think of a time when they were not treated fairly at school (by another student or rule imposed by class or school). Have students devise a response to the issue by writing a declaration identifying the issue and ways to resolve it.

Connection to Connecting Theme/Enduing Understandings

Conflict and Change: The student will understand that when there is conflict between or within societies, change is the result. What were the cause and effect relationships between the colonies and Great Britain that led to the Revolutionary War? How did control of the Ohio Valley lead to conflict between the colonists, Great Britain, France, and American Indians? How was the Declaration of Independence written as a reflection of the conflict that existed between the colonists and Great Britain?Location: The student will understand that location affects a society’s economy, culture, and development. Why was control of the Ohio Valley so important to the colonists, Great Britain, France, and American Indians? How were the colonists able to take advantage of the physical geography of Concord/Lexington, Saratoga, and Lexington and win those battles?

GSE for Social Studies(standards and elements)

SS4H1 Explain the causes, events, and results of the American Revolution. a. Trace the events that shaped the revolutionary movement in America; French and Indian War, 1765 Stamp Act, the slogan “no taxation without representation”, the activities of the Sons of Liberty, the activities of the Daughters of Liberty, Boston Massacre, and the Boston Tea Party.

b. Describe the influence of key individuals and groups during the American Revolution: King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, John Adams, Paul Revere, and Black regiments.c. Describe major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown.d. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power. SS4G1 Locate important physical and man-made features in the United States.a. Locate major physical features of the United States: the Atlantic Coastal Plainb. Locate major man-made features of the United States: Boston, MA, Philadelphia, PASS4G2 Describe how physical systems affect human systems.a. Explain how each force (American and British) attempted to use the physical geography of each battle site (Lexington and Concord, Saratoga, and Yorktown) to its benefit.SS4CG1 Describe the meaning of:a. Natural rights found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness)

Connection to Literacy

ELAGSE.4.RI.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE.4.RI.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.ELAGSE.4.RI.4: Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. ELAGSE.4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.ELAGSE.4.RI.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. ELAGSE.4.W.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ELAGSE.4.RI.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.ELAGSE.4.RI.4: Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. ELAGSE.4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.ELAGSE4W9: Draw evidence from literary or informational texts to support analysis, reflection,

and research.

Connection to Informational Processing and/or Map and Globe Skills

Map and Globe Skills: use a map to explain impact of geography on historical and current events use map key/legend to acquire information from historical, physical, political, resource,

product, and economic draw conclusions and make generalizations based on information from maps

Information Processing Skills: compare similarities and differences identify issues and/or problems and alternative solutions identify main idea, detail, sequence of events, and cause and effect in a social studies

context identify and use primary and secondary source identify social studies reference resources to use for a specific purpose analyze artifacts draw conclusions and make generalizations analyze graphs and diagrams check for consistency of information

Essential Questions and Related Supporting/Guiding QuestionsEssential Question # 1

1. How did pivotal events influence the outcome of the Revolutionary War? a. How did the French and Indian War change British relations with colonists? b. Why was the Ohio Valley instrumental in increasing tensions between the French, British and American Indians?

Essential Question # 2

2. How did British policies and colonial responses inflame tensions in the American colonies?a. How did the American Revolution produce leaders for America?b. What impact did each key leader have in the war?

Essential Question # 3

3. How did significant battles play a role in the outcome of the American Revolutionary War?a. How did foreign aid impact the outcome of the Revolutionary War?b. Why was the Battle of Saratoga considered the “turning point” of the American

Revolutionary War?c. How was the Continental Army able to defeat the more powerful British Army?

Essential Question # 4

4. Why do countries declare independence? a. How does the Declaration of Independence make an argument for independence? b. What are the big philosophical ideas of the Declaration of Independence?

Sample Instructional Activities/AssessmentsSection 1: The Revolutionary War- Causes 8 Days

Prior to this mini unit, post a timeline dated from 1750-1880. As events and people are discussed, have students write a brief summary of the event and add to timeline. This timeline should be developed over the course of the year. Model this for students using some of the information from the French and Indian War section. Description – (You may choose to use the power point to drive instruction. Slides 1-30)

1. Slide 1: Explain to students that this year they will be “thinking like a historian” as they do their Social Studies work. Show short video (hyperlinked on title) (8 minutes) and debrief as partnerships and then as class. (10 min)

2. Slide 2: Show anchor chart and explain to students that these questions will frame their thinking throughout the year (see files for printable copy). Pay close attention to the column “Cause and Effect” since this first section is on the series of events that caused the Revolutionary War. (5 min)

3. Slide 3: Have students turn and talk about how conflict can lead to change. (2 min)4. Slides 4: Read and quickly discuss the learning targets. (2 min)5. Slide 5: Read the compelling question for this element. Have students turn and talk about their thinking. (5

minutes)6. Slide 6: Show students the graphic organizer they will use to gather notes about the French and Indian War.

Explain that this is a cause and effect graphic organizer. Revisit the questions on the “Thinking like a Historian” anchor chart. A teacher sample of the graphic organizer is provided in the files below. (7 minutes)

7. Slide 7: Read the bullet points and model for students how to add information to the graphic organizer. (7 minutes) Note: This could be the end of day 1

8. Slide 8: Show the map and explain the key. Have students turn and talk about what they notice about the map. Ask students why they think the map doesn’t show any land claimed by the American Indian tribes. Read the bullet points making sure to emphasize how important the Ohio Valley was to each group. Have students add notes to their graphic organizer. (6 minutes)

9. Slide 9: Set the purpose for the video (hyperlinked on painting) by telling students the 4:00 video gives additional information about the French and Indian War. Ask students to collect key phrases and key people mentioned during the video. Show the first fifteen seconds of the video, pause, and model recording on your graphic organizer (started yesterday). Debrief using additional notes on teacher notes on the slides. Make sure to emphasize statement on video, “These feelings along with other events soon lead to the American Revolution.” Make sure students are clear on what the statement means and why these feelings could lead to

war. (15 min)10. Give students the passage, French and Indian War (located in files below) and have them work with a

partner doing a Close Read. Students have learned this process in ELA class. Students should first read the passage for the gist and unknown words, re-read for key details, and finally read to put it all together. Use the Close Reading graphic organizer (see files) for students to gather their thinking. Debrief as a class by asking the following questions: (20 min) This could be the end of day 2

Which details support the idea that the English came to America to permanently live?What events caused the war to turn in favor of England?

Why did the English victory in the war cause additional problems?Students should add additional notes to the French and Indian War graphic organizer as peers share. It may be necessary for you to remind students how to write a brief summary.

11. Slide 10: Even though the standards only refer to the Stamp Act, students need to be aware that there were other taxes being imposed on the colonists. As colonists protested one tax, Parliament would pass a different tax. Read each bullet point and additional notes on the slides page. Students should return to their graphic organizer (started on Day 1) and add new information in boxes labeled Effects of War and British Response. Teacher example provided. (5 min)

12. Slide 11: Show photograph of stamp made by colonists in protest of the stamp act. Read the bullet points and the quote. Have students Think, Jot, Share if they think this could be a true statement. Debrief their thinking as a class. (5 min)

13. Slide 12: Read bullet points and caption. Click on graphic for quick song about slogan. Quickly discuss lyrics of song after watching. Have students return to their Cause and Effect graphic organizer and add new information to the Effects of Taxation and British Response boxes. (7 min)

14. Slide 13: Have students look at photos of famous Americans who were members of the secret society called the Sons of Liberty. Have students turn and talk about any background information on these people. Debrief as a class – chart. Show political cartoon by Benjamin Franklin. Have students Think, Jot, Share what they think Benjamin Franklin meant by publishing the cartoon. Debrief as a class (10 min)

15. Slide 14: Give additional information to students about the Sons of Liberty by reading the bullet points. After the last bullet ask students, “Could there have been other ways the Patriots could have handled their disagreement with England?” (10 min)

16. Slide 15: Read the bullet points and the quote. Reread the last sentence of the quote and ask, “How could making cloth become a political act of resistance? Students should do a quick write answering the

question. (7 min) This could be the end of Day 317. Slide 16: Read the bullet points giving some background knowledge on the Boston Massacre. The word

broadside is hyperlinked to an example and definition. Click and discuss with students. (5 min)18. Slide 17: Explain the graphic organizer students will use to analyze the engraving by Paul Revere. Make

sure students understand they will only be completing the chart at this point. (5 min) 19. Slides 18-21: Show each slide for 10 seconds. Students should complete one box for each quadrant on

the chart independently. (8 min)20. Slide 22: Read the text beside the picture. Have students turn and talk about what they recorded for

each quadrant. Students should complete the questions independently. Debrief questions as a class. (20 min) This could be the end of Day 4

21. Slide 23: Teach students the # strategy (see files for specific directions on how to introduce the strategy). After introducing the strategy, model for students how to do this using the first paragraph. Each of the bold words are hyperlinked to the definitions. Make sure to click discuss each of the words. Students should work with a partner to read and # the second paragraph. Students should independently # the last paragraph. Debrief with class by reading the paragraphs aloud and discussing the hashtags. (15 min)

22. Slides 24-27: Review the graphic organizer used for the Boston Massacre. Students will once again analyze a primary source lithograph using quadrants. Review the graphic organizer and follow the same procedure as before. View for 10 seconds then record in boxes. (8 min)

23. Slide 28: Have students turn and talk about what they recorded for each quadrant. Students should complete the questions independently. Debrief questions as a class. (20 min) This could be the end of Day 5

24. Slide 29: As a review of the Boston Tea Party, students will be put into four groups. One group will represent a person who participated in the Boston Tea Party. Another group will be a bystander loyal to the Patriots. The third group will represent a bystander loyal to the English (Loyalist) and the fourth group will be a tea merchant who has lost inventory (money) because of the Boston Tea Party. Each group will be given the Perspective Handout appropriate for their role. Groups should read and discuss the additional information as well as the scenario for their role. One student from each group will then become part of a round table discussion about the Boston Tea Party and what they think about it. Remind students to stay in their role throughout the discussion. Facilitate the discussion by listening to each round table discussion and giving questions to guide their talk. (30 min)

25. Slide 30: Three different Reader’s Theater scripts are provided to help students better understand the events that led to the Revolutionary War. Students should be assigned parts based on readability of script. Explain to students that they should read through the script thinking of additional dialogue and facts they could add that would help the audience better understand the historical event. Students should use their notes and

graphic organizers to help them add the factual information. As scripts are performed, audience members will use the Reader’s Theater rubric to offer feedback to their peers. Quickly go over the rubric prior to performances. (Culminating Task) Introduction to assignment (15 min). This could be the end of Day 6. Two additional days may be used for reading, editing, and performing the scripts.

26.As a formative assessment, students should answer the three compelling questions from slide 5. A two point rubric is provided for students and teachers.

Differentiation:Provide a student friendly glossary of important terms and eventsAllow students to watch videos on content prior to class workRevise role dialogue to fit readability of studentChunk the text with specific questions

Files for unit:Power Point slides Thinking Like a Historian Anchor Chart French and Indian War graphic organizer (student)

French and Indian War graphic organizer (teacher) French and Indian War passage Close Reading G. O.

Photo Analysis by Quadrant Hash Tag Article Loyalist Perspective Patriot Perspective

Tea Merchant Perspective Participant in Tea Party Perspective

Reader’s Theater Scripts: What’s Up with the French and Indian War The Boston Tea Party Patriots and Loyalists

Reader’s Theater Rubric Two Point Constructed Response Questions (formative assessment)

Additional Resources:Interactive Game from Mission US Additional Reader’s Theater Script: Johnny Tremaine

GSE Standards and Elements

SS4H1 Explain the causes, events, and results of the American Revolution. a. Trace the events that shaped the revolutionary movement in America; French and Indian War, 1765 Stamp Act, the slogan “no taxation without representation”, the activities of the Sons of Liberty, the activities of the Daughters of Liberty, Boston Massacre, and the Boston Tea Party.

Literacy StandardsSocial Studies MatricesEnduring Understanding(s)

ELAGSE.4.RI.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.ELAGSE.4.RI.4: Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. ELAGSE.4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/ solution) of events, ideas, concepts, or information in a text or part of a text.ELAGSE5W8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Section 2: Key People of the Revolutionary War 4 DaysDescription – Power Point Slides 31-52

1. Slide 31: Read the compelling questions and discuss. Explain to students they will be researching a key historical figure from the Revolutionary War. They have already learned about some of these figures as part of their work using the Reader’s Theater scripts. Tell students you will be giving them some quick background information about each of the figures so that they will be able to create a storyboard with dialogue and factual information. (7 min)

2. Slide 32: Read and discuss the learning targets. (3 min)3. Slide 33: Explain the graphic organizer to students. Tell students they will use the organizer to gather notes

about each key figure. The organizer will be used at the end of this section to answer the compelling question: What impact did the key figures have in the war?

4. Slides 34-50: Each set of slides follows the same format. Bullet information about the historical figure which should be read and quickly discussed. A quote for each historical figure is also presented. The quote should be read. Students should turn and talk about what the quote means within the context of the Revolutionary War. (20 min)

5. Slide 51: This slide introduces the format students will use to present their information on the historical figure they decide to research. The website, Story Board That will be used. Students should research a historical figure (choice or assigned) and develop a storyboard (Culminating Task) that includes facts and dialogue. A Symbaloo has been created with appropriate websites for research. (10 minutes) This could be the end of day 1

6. Slide 52: Review the format that students will use for their storyboard (slide 51) Display graphic organizer students will use to gather research information. Explain each section. Open Story Board That website and model for students how to create the electronic storyboard. A Quick Guide manual is included in files. (20 min). Students should be placed in research groups based on same historical figure being researched. Students will individually complete the storyboard. If additional time is needed to complete the storyboard, students should use technology rotation to finish product. A storyboard graphic organizer is included in files so students can plan their electronic storyboard. Students should share their storyboards. (3 days)

7. As a formative assessment, students should answer the three compelling questions from slide 5. A two point rubric is provided for students and teachers.

Differentiation:Different level books and articles at appropriate reading level for researchUse a paper storyboard format

Files:Power Point (use slides 31-52) Historical Figures Graphic Organizer Story Board That Quick Guide

Historical Figure Graphic Organizer for Research Storyboard Rubric

Two Point Constructed Response Questions (formative assessment)

GSE Standards and Elements

SS4H1 Explain the causes, events, and results of the American Revolution. b. Describe the influence of key individuals and groups during the American Revolution: King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, John Adams, Paul Revere, and Black regiments.

Literacy StandardsSocial Studies MatricesEnduring Understanding(s)

ELAGSE5RI9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.ELAGSE5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topicELAGSE5W8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Informational Processing Skills: identify and use primary and secondary sources identify social studies reference resources to use for a specific purpose draw conclusions and make generalizations determine adequacy and/or relevancy of information check for consistency of information

Section 3: Major Events for Revolutionary War 8 DaysDescription – Slides 53-71

1. Slide 53: Discuss compelling questions. (2 min)2. Slide 54: Discuss learning and reasoning targets. (2 min)3. Slide 55: Explain to students that this flowchart represents what happened leading up to the Revolutionary

War. Remind students of the key figures involved with each of these events. Students should be able to contribute to conversation based on research they conducted for their storyboards. (5 min)

4. Slide 56: Explain to students the flowchart graphic organizer that they will use to “jot notes” as they learn about the key battles of the Revolutionary War. (3 min)

5. Slide 57: Explain that after they have gathered all of the information about the key battles from the war, students will then think about key vocabulary. Students should pick six words to record and use in a sentence. Students will also write a short summary after the information is presented as well. A teacher sample has been included in files. More explanation will be given later. (5 min)

6. Slide 58: Read through bullet points. Have students jot notes in the first box of their graphic organizer. You may want to model (3 min)

7. Slide 59: Continue to read through the bullets emphasizing to students that as the King starts to impose more and more taxes on the colonists, they are beginning to lay the foundation for declaring independence from England. Have students jot notes in box 2 of their graphic organizer (8 min)

8. Slide 60: Remind students that the flowchart they are using is really a cause and effect organizer as well. When one event happens this causes other events to happen. Read through the bullet points and have students jot and gather words. Tell students that there was a famous poem written about one of the events of the Revolutionary War which occurred as the colonists were preparing to meet the British in Lexington. Click on the title of the poem to hear a reading of the poem. Give students a copy of the poem. Ask them to follow along with the reading, highlighting any key vocabulary (Close Reading strategy). Play poem. Quickly discuss gist of poem and key points. (15 min) This could be the end of day 1

9. Return to slide 60: Give students the graphic organizer for the poem (see files) Have students reread the poem (you may choose to do this with partnerships or as cooperative groups). Students should stop after each page (the last two pages should be combined) and summarize what was happening at that point. You may choose to model page one for students and work as a class to write the summary. Two point constructed response questions are included. These should be completed independently. (formative assessment)(30 min)

10.Slides 61: Click so map of Paul Revere’s ride will appear. Have students turn and talk about the location of Boston in relation to Lexington and Concord, the different routes that were taken that night (Why would they need more than one route?) and the timeframes on the map. Click so the title and paragraph appear. Read

paragraph and ask, “Why would these events have such a profound impact on Boston?” Have students jot notes in the fourth box of their organizer about Paul Revere. (10 Minutes) This could be the end of day 2

11.Slide 62: Remind students of the map of Paul Revere’s Ride (you may want to return to the slide). Read bullet points. Tell students they are going to do a Close Reading of an article about the battles that led to the beginning of the Revolutionary War. Give students article, Battles of Lexington and Concord (see files). Have students read each paragraph and use the # strategy they learned earlier. A glossary has been provided for words in bold. Students will work to complete the Sensational Six graphic organizer (students have seen this organizer as part of their flow chart). See files for organizer. After students have read and used the # strategy, ask them to write the gist. Students should then gather six words and write sentences (sentences must be in the context as what they read). Tell students that the words they gather do not have to be the words in bold. If they gather different words, make sure they add their words to the glossary included with the article (space is provided). Students should then summarize the article using the six words they gathered. Model each step for students. (35 min)

12. Slide 63: Read the bullet points and discuss. Have students jot notes in the fifth box of their graphic organizer (5 min) This could be the end of day 3

13. Revisit bullet points on slides 62 and 63. Slide 64: Give students copy of the map. Ask students to use what they learned on the bullet points and by analyzing the map to answer the question, “Why were the colonists able to defeat the more powerful British forces?” Guiding points are listed on the slide notes. Debrief as a class. (10 min)

14.Slide 65: Show students the organizer they will use to analyze a drawing by Amos Doolittle. Discuss each box and the guiding questions at the bottom of the page. Give organizer to students (see files) (5 min)

15.Slide 66: Explain to students that Doolittle, a Connecticut militia man, was not present during the battles but went there two weeks later. He made the engravings based on his visit to the area and interviews with people who were present during the battles. Have students quietly observe the painting jotting notes in each of the three boxes on their organizer. After 2 minutes ask students to pay close attention to the physical geography shown. Ask, “How might the physical geography have impacted the outcome of the battles?” After 6 minutes have students answer questions on organizer. Debrief as a class (20 min)

16.Slide 67: Read the bullet points. Explain to students that as the war was beginning representatives from the 13 (Georgia did not attend the First Continental Congress but did send a representative to the Second Continental Congress) colonies were already beginning to work on a document that would state the intention of the colonies to declare their independence. Have students jot in the sixth box of their organizer. (7 min) This could be the end of day 4.

17.Slide 68: Give students the organizer they used to analyze Amos Doolittle’s drawing. Have students use the

same organizer to analyze the painting. Tell students the letters are not part of the painting. Debrief as a class. Each of the letters on the slide is hyperlinked to additional information about the Battle of Saratoga- the turning point of the Revolutionary War. Click each letter discuss and have students jot in box 8 and box 9. A: gives statistical information B: General information C: quick video (students should gather vocabulary and facts) D: map showing location E: text and map of physical geography (40 min) This could be end of day 5

18. Slide 69: Give students the same photo analysis organizer they have used the past two days. Show the map of the Battle of Yorktown (the map is labeled Siege of Yorktown because the battle lasted over several weeks – September 28-October 17, 1781) Before students begin the organizer, point out the key and the inset map. Have students complete their organizer. Debrief as a class. Give students the article, The Battle of Yorktown. Students should complete the same process they used with the article on Lexington and Concord. Read and # each paragraph, write the gist, determine 6 vocabulary words and write sentences, write a summary. This should be done independently (formative assessment) Debrief as a class. Have students jot notes in box 10 of their graphic organizer. (25 min)

19. Slide 70: Show students the map depicting the major battles of the Revolutionary War. Discuss the location of the battles and why so many battles were concentrated in the north east. Have students return to their flow chart graphic organizer and complete the bottom portion – Sensational Six and Summary (20 min) This could be the end of day 6

20.Slide 71: Read information on slide. Ask students to turn and talk about some of the problems encountered by Black Americans during the Revolutionary War. Ask about slaves fighting. Ask students, “If Black Americans were fighting for freedom in the Revolutionary Wary, why did the practice of slavery continue until the late 1800s? Have students do a quick write. Share writings. (10 min)

21. Slide 72: Tell students they will creating a presentation (Culminating Task) to demonstrate their understanding of all of the cause and effect relationships that led to the Revolutionary War and America declaring their independence. Students will use the presentation to make a Revolutionary War dictionary. The dictionary will include Tier 3 vocabulary with key details and an image depicting the vocabulary. Click on the Prezi image and show students part of the presentation. Make sure to point out the details and the supporting image. Use the User Guide (see files) to model for students how to develop the Prezi. A graphic organizer is included for students who want to sketch out their ideas. Remind students to return to their Sensational Six organizers to help with Tier 3 vocabulary. A rubric for using Prezi has been provided. (2 days)

22.As a formative assessment, students should answer the four compelling questions from slide 5. A two point rubric is provided for students and teachers.

Differentiation:

Allow students to use a different graphic organizerStudents only need to select 3 or 4 words for their Sensational SixHave students do a small portion of the Paul Revere’s Ride poemPut students in partnerships based on readability of text

Files: Power Point Presentation Slides 53-71 Flow Chart (student) Flow Chart (teacher sample)

Paul Revere’s Ride Paul Revere’s Ride organizer Battles of Lexington and Concord article

Battles of Lexington and Concord Sensational Six Map of Lexington and Concord

Primary and Secondary Source Analysis organizer Battle of Yorktown article Battle of Yorktown Sensational Six

Prezi User Guide Alpha Box Organizer Prezi Rubric Hash Tag Article

Two Point Constructed Response Questions

GSE Standards and Elements

SS4H1 Explain the causes, events, and results of the American Revolution. c. Describe major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown.SS4G2 Describe how physical systems affect human systems.a. Explain how each force (American and British) attempted to use the physical geography of each battle site (Lexington and Concord, Saratoga, and Yorktown) to its benefit.

Literacy StandardsSocial Studies MatricesEnduring Understanding(

ELAGSE.4.RI.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE.4.RI.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.ELAGSE.4.RI.4: Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

s)

ELAGSE5RI6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.ELAGSE5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.Informational Processing Skills:

identify issues and/or problems and alternative solutions identify and use primary and secondary sources draw conclusions and make generalizations interpret political cartoons

Map and Globe Skills: use a map to explain impact of geography on historical and current events use map key/legend to acquire information from historical, physical, political, resource,

product, and economic draw conclusions and make generalizations based on information from maps

Section 4: Declaration of Independence 11 Days Description – Slides 79-102Prior to beginning this section stage the compelling question: Pretend to find a crumbled up note on the floor of your classroom. Tell students that they know they are not supposed to write notes in class and you feel that you need to talk to them about the note that you found and what it says. Tell students that you would not normally read personal letters but you felt this needed to be addressed. Read the Breakup Letter (included in files) to the students. After reading the letter, tell students that the Declaration of Independence is the most important “break-up” letter of all time. There is a hyperlink on the “break-up” letter to the lesson being taught with eighth graders. (20 min)

1. Slide 79: Read the compelling questions to students. Click the title to watch a short video on Thomas Jefferson and the Declaration of Independence. Debrief as a class. Compelling questions will be revisited at the end of this section. (8 min)2. Slide 80: Quickly read each of the learning targets. (3 min)3. Slide 81: Quickly review the timeline leading up the colonists deciding they must declare their independence from England. You may choose to have students review the graphic organizers they used in the other sections. Remind students that the Revolutionary War is still being fought even as the 2nd Continental Congress is meeting and drafting the Declaration of Independence. (5 min) 4. 4. Slide 82: Explain to student that not all colonists were in favor of the Revolutionary War or the drafting of a declaration of independence from England. Many people remained loyal to King George III and England (Loyalists). Read the bullet points and have students turn and talk about why writing a declaration was so important. Why didn’t the colonists just declare war on England? (8 min) This could be the end of day 15. Slide 83: Students should be able to locate Philadelphia, Pennsylvania on a map. Show students slides and discuss the map, the location of Philadelphia, and why the Continental Congress decided to use that location as their meeting place. Independence Hall is an important historical landmark. This building, which was originally built as the Pennsylvania State House, was where not only the Declaration of Independence was debated and adopted but where the U.S. Constitution was also written and adopted. (10 min)6. Slide 84: It is important that students understand the three guiding principles that the Declaration of Independence was based on. Read each principle and have students turn and talk about why each of this would be important as the declaration is being written. Students will return to these words as they analyze each section of the declaration. Students will need to have a firm understanding of these words and what they mean. You may consider posting these principles on chart paper in your room. Additional information is on the slide notes. (8 min)7. Slides 85-89: Each of these slides introduces students to the five delegates who helped draft the Declaration of Independence. Each slide gives some basic information about the man. Students may know additional information about some of these historical figures from research conducted during Section 2. Have students help create an

anchor chart on these historical figures. ( 10 min)8. Slide 90: Introduce students to the graphic organizer they will use to analyze different sections of the Declaration of Independence. Each section is included on the organizer. After reading the section (either by teacher, choral reading, or by individual students), students should first highlight any key words that help with the meaning of the section. Students will then write the section in their own words using sentences or bullet points. Finally students will sketch what they think this looks like. (5 min) 9. Slide 91: This book by Sam Fink takes the Declaration of Independence and breaks it into phrases. Mr. Fink then illustrates the meaning of the phrase. This will be a similar format for students except they will do a simple sketch rather than a more elaborate illustration. (2 min) This could be the end of day 210. Slide 92: Read the introduction to students. Clear up any unknown words. Have students turn and talk with a partner about what this means in their own words. Call on different groups to give their version of what this means. Remind students to keep the historical timeframe in mind when reading the parts of the declaration – what led the colonists to this point, what King George III had done, what responses the colonists had done. After debriefing as a class, have students highlight important words on their organizer and record the summary in their own words. Students should be given time to sketch what this looks like. Refer back to the three basic principles: natural rights, sovereignty, and order. Where does this section belong? (20 min)11. Slide 93: This is just part of the preamble. The word unalienable is hyperlinked to the definition. Read the preamble to students. Clear up any unknown words. Have students turn and talk with a partner about what this means in their own words. Call on different groups to give their version of what this means. Ask students, What key ideas are presented in the preamble? Where does Jefferson believe governments get their power from? After debriefing as a class, have students highlight important words on their organizer and record their summary. Students should be given time to sketch what this looks like. (25 min) This could be the end of day 312. Slide 94: This is just part of grievances listed in the declaration. Read the list to students. Clear up any unknown words. Have students turn and talk with a partner about what this means in their own words. Call on different groups to give their version of what this means. . Ask students, “What were some of the events happening in the colonies that caused Thomas Jefferson to list these grievances?” After debriefing as a class, have students highlight important words on their organizer and record the summary. Students should be given time to sketch what this looks like. (25 min)13. Slide 95: Read the resolution to students (you may want to read the first part then record before moving to the second part). Clear up any unknown words. Have students turn and talk with a partner about what this means in their own words. Call on different groups to give their version of what this means. Ask students, “What were the specific arguments Jefferson made in his resolution?” After debriefing as a class, have students highlight important words on their organizer and record the summary. Students should be given time to sketch what this looks like. (20 min) This could be the end of day 4

14. Slide 96: The next three slides are some interesting facts about the Declaration of Independence. Read through points. Ask students to think about the third bullet. Thomas Jefferson was a slave owner. If he wanted to condemn the British for slave trade – why did he own slaves? Have students turn and talk. Debrief. (10 min)15. Slides 97 and 98: Quickly read through these two slides. Ask students what they find most interesting about the Declaration of Independence. Have students do a quick write (5 minutes). Students should share their writing with a partner. Have a few share with the class. (15 min)16. Slides 99-100: Show students the summary organizer. Students should complete their own copy as you ask the following questions: (a sample is included in the next slide)Ultimate Goal: The declaration was written to let King George III the colonists were unhappy and wanted freedom

from British rule. What did the Continental Congress hope to accomplish with this declaration for the everyday colonists – not just the politicians?

Audience: Who was the intended audience?Intent: What were the different parts of the declaration?

New Government: How did Congress want the new government to be different from the British rule?Interesting Fact: Something you found interesting

Debrief as a class, adding what groups have to say on the organizer. (15 min) This could be the end of day 517: Slide 101: Give students the printed copy (see files) of the Declaration of Independence. Click on the image to hear a dramatic reading of the entire Declaration of Independence. An introduction by Morgan Freeman gives some background information about the declaration. Have students follow along using the printed copy. Stop the video at the following times to ask these questions. Students should think and then share with a partner.

Stop @ 1:26: Even before the Declaration of Independence was signed, Congress printed and rush to read the declaration to large groups of Americans. Why would Congress feel this was an important step

to take? (joining the war effort and government of the people should be heard in partner discussions)Stop @ 4:14: Morgan Freeman says, “The real glory of the Declaration of Independence has been our

nation’s epic struggle throughout history to close the gap between the ideals of this remarkable living document and the sometimes painful realities of American life. …..a constant struggle to achieve the

ideals.” How are we as Americans trying to close that gap and life up to the ideals of the Declaration of Independence?

The rest of the video is the actual reading of the Declaration of Independence. Have them continue to follow along as the entire declaration is read. You may choose to stop after each section so students can think and share. Introduction: 47:45, Preamble: 6:04. The grievances are read until 10:57. The Resolution completes the video. 18. After watching the video (13:33) return to slide 77 and reread the two compelling questions. Students will write an argument that addresses the compelling questions using specific claims and relevant evidence from historical

sources. Students should use their notes and graphic organizers from this section to help. Research websites have been provided on the Symbaloo if students choose to do further research. A four point rubric has been provided. This could be the end of day 619. Slide 102: As a culminating task, students will work in cooperative groups to make their own music video for a section of the Declaration of Independence. Click on the slide to watch a short video of the Declaration of Independence music video using the song, “Too Late To Apologize”. After watching the video have a discussion about how the song used some of the most important words from the declaration. Much of the song lyrics were kept as well as the music. Tell students that this is a professionally produced video and they will not be expected to have costumes. Students will videotape their music video using their Chromebooks. Students will need to have songs approved prior to developing their version! Put students into groups. Assign sections to groups. Students should use their notes and graphic organizers to pull important words and phrases from the Declaration of Independence or even from other resources they have from Sections 1-3. Students should select a song (pending teacher approval) to change the lyrics. If necessary, give students a printed copy of their lyrics. Students should work with their group to re-write the song, practice singing, and stage their video. After students have videotaped, music videos should be shared with the class. 4 days20. Taking Informed Action: Have students think of a time when they were not treated fairly at school (by another student or rule imposed by class or school). Have students devise a response to the issue by writing a declaration identifying the issue and ways to resolve it. Differentiation:Have students work with a partner to take notes during the slide showAllow students to use a different graphic organizerPlace students in partnerships and groups based on readability of material

Files: Power Point Presentation Slides Break Up Letter Declaration of Independence Graphic Organizer

Declaration of Independence Graphic Organizer teacher sample Declaration of Independence Summary Organizer

Printed Copy of Declaration of Independence 4 Point Opinion Rubric Music Video RubricGSE Standards and Elements

SS4H1 Explain the causes, events, and results of the American Revolution. d. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.

SS4CG1 Describe the meaning of:a. Natural rights found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness)

Literacy StandardsSocial Studies MatricesEnduring Understanding(s)

ELAGSE.4.RI.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE.4.RI.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.ELAGSE.4.RI.4: Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. ELAGSE5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.Informational Processing Skills:

identify issues and/or problems and alternative solutions identify and use primary and secondary sources draw conclusions and make generalizations interpret political cartoons

Map and Globe Skills: use a map to explain impact of geography on historical and current events use map key/legend to acquire information from historical, physical, political, resource,

product, and economic

Reflection Questions for this Unit:1. What excited you the most about what students did during the lessons?2. What specific learning tasks did the students complete?3. Did the students reach the intended level of thinking on the Knowledge Taxonomy? If not, what

changes would you make?4. What questions did you specifically plan before instruction to help them reach higher levels of

thinking?5. At what level were the questions that the students asked you or other students?6. What activities or instructional strategies moved students to the targeted levels on the rubric for