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BROOKLYN COLLEGE SUMMER SESSION 2 COURSE 784.1

BROOKLYN COLLEGE SUMMER SESSION 2 COURSE 784.1. THE AMERICAN REVOLUTION BY: LISA DELGADO . The American Revolution. THE AMERICAN REVOLUTION: A CHAIN REACTION. Grade Level: Fourth Length of Unit: Four Lessons

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BROOKLYN COLLEGE SUMMER SESSION 2 COURSE 784.1

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  1. BROOKLYN COLLEGESUMMER SESSION 2COURSE 784.1 THE AMERICAN REVOLUTION BY: LISA DELGADO

  2. The American Revolution

  3. THE AMERICAN REVOLUTION: A CHAIN REACTION • Grade Level: Fourth • Length of Unit: Four Lessons • Overview: A good knowledge of the past is important to understand the present, as well as the future. Students need to understand historical concepts of time, chronology, cause and effect, change and historical events. • In this unit, students will learn about the learn causes for and the major events of the American Revolution. They will use critical thinking skills to consider the reasons why the colonists wanted to be independent from England. They will gain an understanding of how our country began and be able to identify key historical figures and major events that occurred in the 13 colonies during the time of the American Revolution. They will have discussions about resolving conflicts, the role of citizens in government, and the governments role in the lives of its citizens.

  4. LESSONS Lesson One: Literacy/Language Arts/Social Studies The Major Causes of the American Revolution Lesson Two: Mathematics/Language Arts//Social Studies Understanding the importance of historical events and time periods of the American Revolution Lesson Three: Social Studies/Language Arts/ Language Writing The Declaration of Independence Lesson Four: Language Writing/Social Studies Identify several important people who made contributions to our fight for freedom during the American Revolution

  5. STANDARDS standards 2.docx

  6. LESSON 1: MAJOR CAUSES OF THE AMERICAN REVOLUTION • Objectives • Students will: • 1. Be introduced to the events that led up to the start of the American Revolution • 2. Be able to identify the major causes of the American Revolution • 3. Be able to evaluate the importance of each event and the effects that each had on the Revolution • 4. Learn about some of the major battles that were fought during the Revolution.

  7. MATERIALS • George vs. George: The American Revolution as seen from Both Sides, by Rosalyn Schanzer • Dictionary/Textbook • Fill in the blank map and informative worksheet on the 13 colonies • Vocabulary sheet

  8. PROCEDURES 1. Introduce the students to the 13 American Colonies. Give them some background information about the 13 colonies. The New England Colonies included Rhode Island, Connecticut, Massachusetts, and New Hampshire. The Middle Colonies included Delaware, Pennsylvania, New York, and New Jersey. The Southern Colonies included Maryland, Virginia, North Carolina, South Carolina, and Georgia. The New England Colonies were largely farming and fishing communities. The Middle Colonies were part agriculture, part industrial. The Southern Colonies were almost entirely agricultural. Their main feature was the plantation.

  9. 2. Define for the students what a cause and effect relationship is. Give them some examples of cause and effect relationships, and then ask them to come up with some on their own. Ask the class to describe some cause and effect events from history. Explain to them that sometimes a chain of events can begin with a small incident or event and develop into something bigger that changes the world. Can they come up with any cause and effect relationships that they remember from previous lessons in class? Explain to them that the American Revolution can be described as a series of cause and effect relationships, and during the course of this unit they will be able to link it all together and see for themselves how each event led to the next one. 3. Begin reading the book George vs. George: The American Revolution as seen from Both Sides. Read from page 1 through page 30. After reading the section, discuss the most important events and ideas from the section with the students. Emphasize the concept of taxes and the idea that the colonies had little power in their government, and the connection to “taxation without representation”. Go over the events of the Stamp Act, Boston Tea Party, Boston Massacre, and the Battles of Lexington and Concord.4. Discuss the key vocabulary words of the day.

  10. STUDENT ACTIVITIES/HOMEWORK • Small groups of 3 or 4 discuss what they have learned from the story and will decide if they would like to have lived in England or in Colonial America during that period of time. They will put their ideas and opinions together and write a few paragraphs on their choice. • The groups will discuss what they have learned and put together an American Revolution Cause and Effect Chart. CAUSE AND EFFECT 2.docx

  11. 3. Students will fill in the words on their vocabulary worksheet fil in blank vocab. 2.docx 4. Students will out the colony map and quiz sheet 13 Colonies Map 2.docx

  12. LESSON 2: HISTORICAL EVENTS & TIME PERIODS OF THE AMERICAN REVOLUTION Objectives Students will: 1. Understand the importance of the historical events and time periods of the American Revolution 2. Be able to sequence the events of the American Revolution and to tie them together in a visual form 3. Arrange these dates and events in correct chorological order on a timeline 4. Be able to solve mathematical word problems relating to the American Revolution timeline that they have created

  13. MATERIALS Materials 1. Samples of different timelines 2. Construction paper, index cards 3. Glue, markers, crayons, scissors 4. Textbook • Timeline worksheets: AMERICAN REVOLUTION TIMELINE SHEET.docx and WHAT CAME FIRST sheet.docx • SPREAD SHEET AND CHART FOR FINAL.xlsx

  14. PROCEDURES Procedure 1. Define for the students what a timeline is and show them several examples of what they might look like. 2. Review from the previous lessons the important dates and events of the American Revolution. 3. Give students the timeline worksheets that they can fill out then use as a reference when making their own timelines.

  15. STUDENT ACTIVITIES AND HOMEWORK Activities • Students will make a rough draft of their timelines, edit and finish them, and then color and decorate. • Students will complete their timeline worksheets. • Review software: Liberty.docx 4. Students will create a podcast. One student will pretend to be a newscaster and will interview classmates who pretend to be angry colonists. They will state the reasons why they are upset over how the British government is treating them. (Make a podcast)

  16. LESSON 3: THE DECLARATION OF INDEPENDENCE

  17. Objectives • Students will: • 1. Become familiar with the Declaration of Independence and its principles, writers and signers, and their ideals. Be able to explain the writing of the Declaration of Independence, who wrote, how it was written, why it was written, and how it was a response to tyranny and abuse of power. • 2. Know and understand why the Declaration of Independence was written, the ideals behind the language used in its writing • 3. Know and understand who wrote and signed the Declaration of Independence • 4. Recognize the key features of the Declaration of Independence, and understand the structure of the document and the purpose of each section. • 5. List and explain one or more of the colonists complaints included in the Declaration. • 6. Demonstrate an awareness of the Declaration of Independence as a historical process developed in protest of unfair conditions.

  18. MATERIALS Materials 1. Copy of the Declaration of Independence 2. List of signers of the Declaration of Independence 3. Copies of parchment paper to use when re-writing Declaration of Independence

  19. PROCEDURE • Ask the students to define the word freedom, and why the colonists wanted tobeindependent from England. • Hand out copies of the Declaration of Independence and allow the students time to briefly read it over and make a list of vocabulary words that they do not understand. • Summarize with the students the Declaration of Independence section by section. The goal is to understand the structure of the document and the importance of each section

  20. ACTIVITIES/HOMEWORK Students can make the Declaration of Independence easier to understand and rewrite it in modern language that is used by everyone today. Do the students think that anything can be added into the Declaration of Independence? If so, they should add in anything else that they feel is important to add. GET MORE INFORMATION AT: OURREVOLUTION » home

  21. LESSON 4: FAMOUS PEOPLE OF THE AMERICAN REVOLUTION Objectives Students will: 1. Learn about and identify several important people who made contributions to our fight for freedom during the American Revolution 2. Be able to identify the impact that these important people had on our country’s history 3. Pick one historical figure out of a list of figures and do a research project on that person 4. Make a list of characteristics, such as bravery, that were shared and displayed by leaders of the American Revolution. For each characteristic that they list, students should give as many examples as possible from the person that they have chosen to do their research on.

  22. MATERIALS Materials Books from classroom library: Meet Thomas Jefferson by Marvin Barrett Who Was Thomas Jefferson? by Dennis BrindellFradin Who Was Ben Franklin? by Dennis BrindellFradin Those Remarkable Women of the American Revolution by Karen Zeinert Patriots in Petticoats: Heroines of the American Revolution by Shirley Raye Redmond Betsy Ross: Designer of Our Flat by Ann Weil Abigail Adams by Helen Stone Peterson John Adams: Young Revolutionary by Jan Adkins George Washington: Young Leader by Augusta Stevenson Paul Revere: Boston Patriot by Augusta Stevenson Samuel Adams: The Father of American Independence by Dennis BrindellFradin John Hancock: Merchant King and American Patriot by Harlow G. Unger

  23. PROCEDURE Procedure 1. Discuss with the students several important people from the American Revolution. 2. Discuss the important contribution that each person has been remembered for and talk about the impact that each person has had on our history 3. Review and compare characteristics that each of these people have in common

  24. ACTIVITIES/HOMEWORK Activities 1. Students will choose a historical figure from the American Revolution. They can choose any person that we have previously spoken about during our classroom discussions or from their textbook. 2. Students will research their historical figure and make a list of their traits and characteristics, and give examples of each. 3. Students will explain what this person did that was so significant during the Revolution, and why this person is so important to our history. 4. Students will use the list of ideas on how they would like to present their information and research to the class. They will choose one format to use for their share with the class. 5. Look up information on: HerosOfOurRevolution » home

  25. VISIT OUR CLASSROOM BLOG PAGE All About Our Class

  26. TAKE A LITTLE QUIZ • REVOLUTINARY WAR QUIZ

  27. SOURCES • EDONLINE • ENCHANTEDLEARNING.COM • GOOGLE.COM • AMAZON.COM • WIKIPEDIA.ORG • GLOBALGATEWAY.ORG • AMERICANREVOLUTION.ORG

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