The Impacts of the Revolutionary War
This is a 5th grade Unit on the Revolutionary War. This unit will be implemented in the 3rd quarter after students have learned about Colonial America and the French and Indian War. Through this unit students will find out how war affects people by using the Revolutionary War as a case study. Students will find out what the Revolutionary war was, how it started, how wars can have lasting impacts, and what war was like for those living during the war from looking at the perspectives of those involved in the war (British, Native Americans, African Americans/slaves, male colonists, and female colonists etc.)
Essential Questions
Over-arching Question: How do wars impact people?
Sub Essential Questions: How did the Revolutionary War impact the people that lived during the time of the war?
How does the Revolutionary War impact us today?
Standards
The student will demonstrate responsible citizenship and develop skills for historical and geographical analysis, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865;
b) make connections between the past and the present;
c) sequence events in United States history from pre-Columbian times to 1865;
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
h) interpret patriotic slogans and excerpts from notable speeches and documents;
The student will demonstrate knowledge of the causes and results of the American Revolution by
a) identifying the issues of dissatisfaction that led to the American Revolution;
b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence;
c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry;
d) explaining reasons why the colonies were able to defeat Britain.
The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
a) Identify intended audience.
c) Organize information to convey a central idea.
f) Use precise and descriptive vocabulary to create tone and voice.
i) Include supporting details that elaborate the main idea.
The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.
a) Maintain eye contact with listeners.
b) Use gestures to support, accentuate, and dramatize verbal message.
c) Use facial expressions to support and dramatize verbal message.
d) Use posture appropriate for communication setting.
e) Determine appropriate content for audience.
f) Organize content sequentially around major ideas.
g) Summarize main points as they relate to main idea or supporting details.
h) Incorporate visual media to support the presentation.
i) Use language and style appropriate to the audience, topic, and purpose.
The student will respond to music with movement.
1. Perform choreographed and non-choreographed movements.
The student will defend a position regarding a historical or contemporary issue through the production of a work of art.
*****Based off of a WATT I did on my students, students will need help making the connection between the Revolutionary war and their lives. My students have no concept of military technology and so I have included within the unit information about the the kind of military technology used during the Revolutionary War.*****
Essential Questions
Over-arching Question: How do wars impact people?
Sub Essential Questions: How did the Revolutionary War impact the people that lived during the time of the war?
How does the Revolutionary War impact us today?
Standards
- USI.1
The student will demonstrate responsible citizenship and develop skills for historical and geographical analysis, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865;
b) make connections between the past and the present;
c) sequence events in United States history from pre-Columbian times to 1865;
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
h) interpret patriotic slogans and excerpts from notable speeches and documents;
- USI.6
The student will demonstrate knowledge of the causes and results of the American Revolution by
a) identifying the issues of dissatisfaction that led to the American Revolution;
b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence;
c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry;
d) explaining reasons why the colonies were able to defeat Britain.
- English 5.7
The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
a) Identify intended audience.
c) Organize information to convey a central idea.
f) Use precise and descriptive vocabulary to create tone and voice.
i) Include supporting details that elaborate the main idea.
- English 5.2
The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations.
a) Maintain eye contact with listeners.
b) Use gestures to support, accentuate, and dramatize verbal message.
c) Use facial expressions to support and dramatize verbal message.
d) Use posture appropriate for communication setting.
e) Determine appropriate content for audience.
f) Organize content sequentially around major ideas.
g) Summarize main points as they relate to main idea or supporting details.
h) Incorporate visual media to support the presentation.
i) Use language and style appropriate to the audience, topic, and purpose.
- Music 5.4
The student will respond to music with movement.
1. Perform choreographed and non-choreographed movements.
- Visual Arts Standard 5.8
The student will defend a position regarding a historical or contemporary issue through the production of a work of art.
*****Based off of a WATT I did on my students, students will need help making the connection between the Revolutionary war and their lives. My students have no concept of military technology and so I have included within the unit information about the the kind of military technology used during the Revolutionary War.*****