Unit Title

Unit Title: The American Revolution and Establishment of U.S. National Government

By: Annie Robertson, Teacher Consultant, Wasatch Range Writing Project

Unit At-a-Glance

Day Utah Social Studies Curriculum Objective
(5^th grade)
Lesson Title and Assessment Associated Book or
Primary Document

one

Write in different forms and genres.

Profile citizens who rose to greatness as leaders.

Explain the role of events that led to declaring independence (e.g., French and Indian War, Stamp Act, Boston Tea Party).

Reciprocal Teaching:

Relate prior knowledge to make connections to text (e.g., text to text, text, to self, text to world)

Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior knowledge.

Summarize important ideas/events; summarize supporting details in sequence.

Generate questions about text (e.g., factual, inferential, evaluative).

Monitor and clarify understanding applying fix-up strategies while interacting with text.

Structured Multi-genre Research Project

Learning Log

Reciprocal Teaching

Monitoring Sheet

Group Discussion to follow reciprocal teaching.

Independent Dames, by Laurie Halse Anderson

Analyze arguments both for and against declaring independence using primary sources from Loyalist and patriot perspectives.

Locate information from a variety of informational text

Use a variety of formats in presenting with various forms of media
In 3 groups, students will research resources and make a list of reasons why:
Group 1: why we should declare independence

Group 2: why we should not declare independence

Group 3: How declaring independence will affect women, Native Americans, and African Americans

Groups will create a media project to persuade others to join the fight for/against independence.

Plot a time line of the key events of the Revolutionary War

The Revolutionary War: An Eight Year Fight for Freedom
The Revolutionary War: An Interactive History Adventure, by Elizabeth Raum

Explain the content and purpose for the Declaration of Independence

The Declaration of Independence: A Statement, not a Government
Declaration of Independence

Assess how the Revolutionary War changed the way people thought about their own rights.

Explain how the winning of the war set in motion a need for a new government that would serve the needs of the new states.

Recognize ideas from documents used to develop the Constitution (e.g. Magna Carta, Iroquois Confederacy, Articles of Confederation, Virginia Plan)
Discussion about inalienable rights and other issues of governance.

Designing A More Perfect Union: Developing the Constitution

A More Perfect Union: The Story of Our Constitution, by Betsy Maestro and Giulio Maestro

Magna Carta

Iroquois Confederacy

Articles of Confederation

Virginia and New Jersey Plans

Analyze goals outlined in the Preamble We the Kids: Decoding the Preamble
Students will generate an illustrated Preamble.
We the Kids: The Preamble to the Constitution of the United States, by David Catrow

Distinguish between the role of the Legislative, Executive, and Judicial branches of the government You, Me, and the Government Tree U. S. Constitution

Explain the significance of the Bill of Rights The Constitution and the fight for ratification A More Perfect Union: The Story of Our Constitution, by Betsy Maestro and Giulio Maestro

Identify how the rights of selected groups have changed and how the Constitution reflects those changes (e.g. women, enslaved people).
Amending the Constitution to Protect our Rights
A More Perfect Union: The Story of Our Constitution, by Betsy Maestro and Giulio Maestro

Summative Assessment

Multi-genre Project Presentations

Day	Utah Social Studies Curriculum Objective (5^th grade)	Lesson Title and Assessment	Associated Book or Primary Document
one	Write in different forms and genres. Profile citizens who rose to greatness as leaders. Explain the role of events that led to declaring independence (e.g., French and Indian War, Stamp Act, Boston Tea Party). Reciprocal Teaching: Relate prior knowledge to make connections to text (e.g., text to text, text, to self, text to world) Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior knowledge. Summarize important ideas/events; summarize supporting details in sequence. Generate questions about text (e.g., factual, inferential, evaluative). Monitor and clarify understanding applying fix-up strategies while interacting with text.	Structured Multi-genre Research Project Learning Log Reciprocal Teaching Monitoring Sheet Group Discussion to follow reciprocal teaching.	*Independent Dames,* by Laurie Halse Anderson
	Analyze arguments both for and against declaring independence using primary sources from Loyalist and patriot perspectives. Locate information from a variety of informational text Use a variety of formats in presenting with various forms of media	In 3 groups, students will research resources and make a list of reasons why: Group 1: why we should declare independence Group 2: why we should not declare independence Group 3: How declaring independence will affect women, Native Americans, and African Americans Groups will create a media project to persuade others to join the fight for/against independence.
	Plot a time line of the key events of the Revolutionary War	The Revolutionary War: An Eight Year Fight for Freedom	The Revolutionary War: An Interactive History Adventure, by Elizabeth Raum
	Explain the content and purpose for the Declaration of Independence	The Declaration of Independence: A Statement, not a Government	Declaration of Independence
	Assess how the Revolutionary War changed the way people thought about their own rights. Explain how the winning of the war set in motion a need for a new government that would serve the needs of the new states. Recognize ideas from documents used to develop the Constitution (e.g. Magna Carta, Iroquois Confederacy, Articles of Confederation, Virginia Plan)	Discussion about inalienable rights and other issues of governance. Designing A More Perfect Union: Developing the Constitution	*A More Perfect Union: The Story of Our Constitution*, by Betsy Maestro and Giulio Maestro Magna Carta Iroquois Confederacy Articles of Confederation Virginia and New Jersey Plans
	Analyze goals outlined in the Preamble	We the Kids: Decoding the Preamble Students will generate an illustrated Preamble.	We the Kids: The Preamble to the Constitution of the United States, by David Catrow
	Distinguish between the role of the Legislative, Executive, and Judicial branches of the government	You, Me, and the Government Tree	U. S. Constitution
	Explain the significance of the Bill of Rights	The Constitution and the fight for ratification	*A More Perfect Union: The Story of Our Constitution,* by Betsy Maestro and Giulio Maestro
	Identify how the rights of selected groups have changed and how the Constitution reflects those changes (e.g. women, enslaved people).	Amending the Constitution to Protect our Rights	*A More Perfect Union: The Story of Our Constitution,* by Betsy Maestro and Giulio Maestro
Summative Assessment		Multi-genre Project Presentations