Causes and effects of war
Concept/Topic: Analyzing the cause and effect of events leading up to the Revolutionary war
Time Needed: 70 minutes
Backward Design Approach: Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:
Students will fill in a cause and effect chart for steps leading to the Revolutionary War.
Students will research using their class textbook.
Students will use new vocabulary words in their chart.
NCSCOS Standards:
5.H.1 Analyze the chronology of key events in the United States.
5.H.1.1 Evaluate the relationships between European explorers (French, Spanish and English) and American Indian groups, based on accuracy of historical information (beliefs, fears and leadership).
5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen colonies.
5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction.
Assessment Plan:
Students will complete the cause and effect chart in order to receive their last clue in the project.
Students will fill out an exit ticket on an index card at the end of the period answering the question “Why were the American colonists so angered?” This question is open-ended and can have multiple answers. Students shouldn’t spend more than a minute writing an answer. (Note: If we have time to read about soldiers, the exit ticket question will instead be “Would you risk the revolution?” asking students if they would be a soldier and why.)
Meeting the student where they are:
Prior Knowledge/Connections:
Students have used cause and effect charts in class before.
Students have already been working on this project and this is the last task of the five expected for research about Early North America.
Students have learned about early settlers.
Students have learned about the 13 colonies.
Lesson Introduction/Hook:
I will show students a Flocabulary video titled “The American Revolution” and give them a copy of the lyrics. The fun rap song is informative and students will be expected to read along with it. After the song it over, we will segue into the vocabulary section, in which many of the words are repeated in the song. I will allow students discussion to make that connection and talk about the relationship between the vocabulary words and when they appear in the Flocabulary song.
Heart of the Lesson/Learning Plan
Differentiation/Same-ation:
Students who finish early will have a choice on the board. The choices are divided into three sections: reading, computers, or iPad. There are three choices under each of the categories. The choices are helpful to the unit and all are related to the students’ research, however those who do not finish early and don’t have time to choose from the board will not lose instruction. This not only allows more challenging work for those who need it, but it also allows time and the ability for me to work with students who need more scaffolding.
Lesson Development:
1. Read the “I Can” statements on the board. “I can… write down new vocabulary in my social studies notebook, watch the Flocabulary video and read along, make connections between the new vocabulary and the Flocabulary lyrics, complete the cause and effect chart of events leading to the Revolutionary War, choose from the choice board, complete an exit ticket before leaving class.”
2. Review the vocabulary on the PowerPoint. Words and definitions are listed below. Students will write down the definitions in their social studies notebooks, and I will provide additional information and pictures about each term and discuss the importance with students. For the Tea Act, I will read page 38 of “What Was the Boston Tea Party” so that students can understand why tea was so important to the colonists. For the Boston Tea Party, I will show students 3 depictions of what the Tea Party may have looked like in the picture section of “What Was the Boston Tea Party.” This is also where I will try to incorporate whole class discussion and ask students questions about each of the terms to make predictions about what they will be reading about in their textbook.
3. *Pass out the lyrics to the Flocabulary song and play it for students, asking them to read their lyrics along while listening to the song. After the song is over I will give the students 3 minutes to find the vocabulary terms that we just discussed in the song and underline it. After they find them, discuss the relationship between the new terms and the song lyrics.
4. Remind students of the choices on the board and explain the new one under each category. I will give them an extra reading option to look at “What Was the Boston Tea Party” in depth, a game on PBS that they can access on the computer, and a video from Brain Pop to watch on the iPad.
5. After discussing those, I will release students to complete their chart and remind them to use pages 81-88 in their textbook. I will model a cause and effect relationship that I will pull from the book because students may struggle with this. Model and explain exactly how to fill out the chart because they have never seen this chart before.
6. I will walk around and scaffold students, questioning those who are far ahead and assisting those who are having difficulties.
7. For those who finish early, remind them of their choices on the choice board.
If every single student finishes early and most are already doing choices, I will ask them to finish what they are doing and do a read aloud that introduces the Revolutionary War from another perspective of the soldiers and discuss the importance of perspective. The first book is titled “Would YOU risk the Revolution?” and I will read pages 4 and 5. Then I will briefly go over pages 1, 6, 8, 13, 16-17, 19, 24-25, and 29 of “How to be a Revolutionary War Soldier.” The exit ticket will refer to this is we get to this extension activity. See below.
8. Students will be able to leave when they write me an exit ticket answering the question “Why were the colonists so angered?”
If we get to the extension activity read-aloud about soldiers, I will instead ask students “Would you risk the Revolution?” for their exit ticket.
Specific Questioning:
What connections can you make between the new vocabulary and the Flocabulary video? Are there any words that you saw repeated in there?
What do cause and effect mean? Why are those terms important in this unit?
Why do you think the colonists were so upset over the Tea Act?
Why do you think this protest became named the Boston Tea Party? Were they sitting down and drinking tea, like we imagine a tea party to be?
How do you think the Minutemen got their name?
What is perspective? Why is it so important?
Why were the colonists so angered?
New Vocabulary:
French and Indian War – a war between the British and the French and Indians (not a war between the French and Indians) fighting over American land that the British wanted from the French. British gains control of that land, but had so much war debt that they needed to tax the colonists in order to make money back
Representation – the act of speaking or acting for someone else
Taxes - government fees on goods and services
Tea Act – British law that said only the East India Company could sell tea to the 13 colonies
Crispus Attucks - an African American soldier killed in the Boston Massacre
Boston Tea Party – in December of 1773, 150 colonists dressed as American Indians and threw 300 chests of tea overboard
Continental Congress – a meeting of colonial leaders who made decisions about the colonies leading up to the Revolutionary War
Boycott – to refuse to buy or use goods or services
Minuteman – a member of the Massachusetts militia who could quickly be ready to fight the British (ready in a minute)
Revolution – a sudden, complete change, such as the overthrow of an established government
Concluding the Lesson/Closure/Debriefing:
At the end of class, students will complete an exit ticket based on their thoughts. If every student finishes early with enough time, we will read a book and discuss the war from a colonist soldier’s perspective and use the exit ticket to get student’s thoughts on that perspective
Materials/Resources:
http://www.flocabulary.com/american-revolution/ Video and interactive lyrics
Harcourt fifth grade North Carolina Social Studies textbook
Social studies student notebook
Notecards (exit ticket)
iPads and computers for choices after completed
“What Was the Boston Tea Party?” by Kathleen Krull
“Would You Risk the Revolution?” by Elaine Landau
“How to be a Revolutionary War Soldier” by Thomas Ratliff
PBS “The Road to the Revolution” game http://www.pbs.org/ktca/liberty/road.html
BrainPop video http://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/preview.weml
Cause and effect chart
Teaching Behavior Focus:
Student engagement through discussion is fostered – I chose this teaching behavior focus because this lesson has a lot of independent work, so I want to ensure that I create student discussion as well, especially in the beginning of the lesson, in order to balance out the independent work.
Follow-Up Activities/Parent Involvement:
Students will be using this part of their project to study and learn about the Revolutionary War. It is the final part of their introductory research project, so they will put all of the information from this task and the 4 previous ones in order to gather information about the Revolutionary War. The students will continue to work on the unit after this lesson.
*Arts-integrated Lesson piece
Time Needed: 70 minutes
Backward Design Approach: Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:
Students will fill in a cause and effect chart for steps leading to the Revolutionary War.
Students will research using their class textbook.
Students will use new vocabulary words in their chart.
NCSCOS Standards:
5.H.1 Analyze the chronology of key events in the United States.
5.H.1.1 Evaluate the relationships between European explorers (French, Spanish and English) and American Indian groups, based on accuracy of historical information (beliefs, fears and leadership).
5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen colonies.
5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction.
Assessment Plan:
Students will complete the cause and effect chart in order to receive their last clue in the project.
Students will fill out an exit ticket on an index card at the end of the period answering the question “Why were the American colonists so angered?” This question is open-ended and can have multiple answers. Students shouldn’t spend more than a minute writing an answer. (Note: If we have time to read about soldiers, the exit ticket question will instead be “Would you risk the revolution?” asking students if they would be a soldier and why.)
Meeting the student where they are:
Prior Knowledge/Connections:
Students have used cause and effect charts in class before.
Students have already been working on this project and this is the last task of the five expected for research about Early North America.
Students have learned about early settlers.
Students have learned about the 13 colonies.
Lesson Introduction/Hook:
I will show students a Flocabulary video titled “The American Revolution” and give them a copy of the lyrics. The fun rap song is informative and students will be expected to read along with it. After the song it over, we will segue into the vocabulary section, in which many of the words are repeated in the song. I will allow students discussion to make that connection and talk about the relationship between the vocabulary words and when they appear in the Flocabulary song.
Heart of the Lesson/Learning Plan
Differentiation/Same-ation:
Students who finish early will have a choice on the board. The choices are divided into three sections: reading, computers, or iPad. There are three choices under each of the categories. The choices are helpful to the unit and all are related to the students’ research, however those who do not finish early and don’t have time to choose from the board will not lose instruction. This not only allows more challenging work for those who need it, but it also allows time and the ability for me to work with students who need more scaffolding.
Lesson Development:
1. Read the “I Can” statements on the board. “I can… write down new vocabulary in my social studies notebook, watch the Flocabulary video and read along, make connections between the new vocabulary and the Flocabulary lyrics, complete the cause and effect chart of events leading to the Revolutionary War, choose from the choice board, complete an exit ticket before leaving class.”
2. Review the vocabulary on the PowerPoint. Words and definitions are listed below. Students will write down the definitions in their social studies notebooks, and I will provide additional information and pictures about each term and discuss the importance with students. For the Tea Act, I will read page 38 of “What Was the Boston Tea Party” so that students can understand why tea was so important to the colonists. For the Boston Tea Party, I will show students 3 depictions of what the Tea Party may have looked like in the picture section of “What Was the Boston Tea Party.” This is also where I will try to incorporate whole class discussion and ask students questions about each of the terms to make predictions about what they will be reading about in their textbook.
3. *Pass out the lyrics to the Flocabulary song and play it for students, asking them to read their lyrics along while listening to the song. After the song is over I will give the students 3 minutes to find the vocabulary terms that we just discussed in the song and underline it. After they find them, discuss the relationship between the new terms and the song lyrics.
4. Remind students of the choices on the board and explain the new one under each category. I will give them an extra reading option to look at “What Was the Boston Tea Party” in depth, a game on PBS that they can access on the computer, and a video from Brain Pop to watch on the iPad.
5. After discussing those, I will release students to complete their chart and remind them to use pages 81-88 in their textbook. I will model a cause and effect relationship that I will pull from the book because students may struggle with this. Model and explain exactly how to fill out the chart because they have never seen this chart before.
6. I will walk around and scaffold students, questioning those who are far ahead and assisting those who are having difficulties.
7. For those who finish early, remind them of their choices on the choice board.
If every single student finishes early and most are already doing choices, I will ask them to finish what they are doing and do a read aloud that introduces the Revolutionary War from another perspective of the soldiers and discuss the importance of perspective. The first book is titled “Would YOU risk the Revolution?” and I will read pages 4 and 5. Then I will briefly go over pages 1, 6, 8, 13, 16-17, 19, 24-25, and 29 of “How to be a Revolutionary War Soldier.” The exit ticket will refer to this is we get to this extension activity. See below.
8. Students will be able to leave when they write me an exit ticket answering the question “Why were the colonists so angered?”
If we get to the extension activity read-aloud about soldiers, I will instead ask students “Would you risk the Revolution?” for their exit ticket.
Specific Questioning:
What connections can you make between the new vocabulary and the Flocabulary video? Are there any words that you saw repeated in there?
What do cause and effect mean? Why are those terms important in this unit?
Why do you think the colonists were so upset over the Tea Act?
Why do you think this protest became named the Boston Tea Party? Were they sitting down and drinking tea, like we imagine a tea party to be?
How do you think the Minutemen got their name?
What is perspective? Why is it so important?
Why were the colonists so angered?
New Vocabulary:
French and Indian War – a war between the British and the French and Indians (not a war between the French and Indians) fighting over American land that the British wanted from the French. British gains control of that land, but had so much war debt that they needed to tax the colonists in order to make money back
Representation – the act of speaking or acting for someone else
Taxes - government fees on goods and services
Tea Act – British law that said only the East India Company could sell tea to the 13 colonies
Crispus Attucks - an African American soldier killed in the Boston Massacre
Boston Tea Party – in December of 1773, 150 colonists dressed as American Indians and threw 300 chests of tea overboard
Continental Congress – a meeting of colonial leaders who made decisions about the colonies leading up to the Revolutionary War
Boycott – to refuse to buy or use goods or services
Minuteman – a member of the Massachusetts militia who could quickly be ready to fight the British (ready in a minute)
Revolution – a sudden, complete change, such as the overthrow of an established government
Concluding the Lesson/Closure/Debriefing:
At the end of class, students will complete an exit ticket based on their thoughts. If every student finishes early with enough time, we will read a book and discuss the war from a colonist soldier’s perspective and use the exit ticket to get student’s thoughts on that perspective
Materials/Resources:
http://www.flocabulary.com/american-revolution/ Video and interactive lyrics
Harcourt fifth grade North Carolina Social Studies textbook
Social studies student notebook
Notecards (exit ticket)
iPads and computers for choices after completed
“What Was the Boston Tea Party?” by Kathleen Krull
“Would You Risk the Revolution?” by Elaine Landau
“How to be a Revolutionary War Soldier” by Thomas Ratliff
PBS “The Road to the Revolution” game http://www.pbs.org/ktca/liberty/road.html
BrainPop video http://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/preview.weml
Cause and effect chart
Teaching Behavior Focus:
Student engagement through discussion is fostered – I chose this teaching behavior focus because this lesson has a lot of independent work, so I want to ensure that I create student discussion as well, especially in the beginning of the lesson, in order to balance out the independent work.
Follow-Up Activities/Parent Involvement:
Students will be using this part of their project to study and learn about the Revolutionary War. It is the final part of their introductory research project, so they will put all of the information from this task and the 4 previous ones in order to gather information about the Revolutionary War. The students will continue to work on the unit after this lesson.
*Arts-integrated Lesson piece