PBL: Causes of the American Revolution

Transcription

1 PBL: Causes of the American Revolution Create a Children s Book Explaining the Causes of the American Revolution Project Idea: Children s Book Working in small groups (3-5 individuals) students will create a children s book depicting key events leading up to the Revolutionary War. Books should be written using language appropriate for 2 nd or 3 rd grade level students. Students will share their project with elementary students. Alternative presentation idea could be to have student present their project to a group of elementary education students at Grand Valley University. Driving Question: What would it take for you to be angry enough with your government to storm the White House? Content Standards Social Studies GLCEs 5 U3.1.1 Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy. (National Geography Standard 13 p. 169 C, E) 5 U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre. 5 U3.1.3 Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of soldiers, writs of assistance, closing of colonial legislatures), explain how British and colonial views on authority

2 and the use of power without authority differed (views on representative government). 5 U3.1.4 Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation). (C) ELA Common Core Standards Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Literacy.RI.5.7 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. Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Literacy.RI.5.10 Literacy.W.5.2a Literacy.W.5.2b Literacy.W.5.2c Literacy.W.5.2d Literacy.W.5.7 Literacy.W.5.8 Literacy.SL.5.1a By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4 5 text complexity band independently and proficiently. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). Use precise language and domain-specific vocabulary to inform about or explain the topic. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 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. Come to discussions prepared, having read or studied required material;

3 Literacy.SL.5.1b Literacy.SL.5.5 I explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 21 st Century Skills: Collaboration: creating book in small groups Communication: sharing book with elementary students Critical thinking: Entry Event: Presenter in costume (?) still need to develop this Assessment: Resources Needed: Lap tops Weebly or Moodle (use this to link the online resources to make research easier for students) Scanner (to scan students art work if publishing online) Art supplies (crayons, markers, colored pencils) Handouts Open Office Writer or Google Drive (program to type final copy) Over Arching Theme: Cause and Effect *As you progress through the lessons be sure to focus on the cause and effect of the key events leading up to the Revolutionary War. All events have causes and consequences. Historians try to understand the past by considering the causes and consequences of people s actions or events. The struggle for independence included many important events that were linked together through causes and consequences or effects. For example, one of the causes of the French and Indian War was that some colonists were moving west in the desire for more land. This caused conflicts with both Native Americans and the French. Some of the consequences of the French and Indian War were that the British won

4 the war and obtained lands west to the Mississippi River, and the British Parliament issued a declaration telling colonists they could not move west past the Appalachian Mountains. Another example of cause and effect, involves the chain of events leading to the Revolutionary War. For example, when the British passed the Tea Act, colonists reacted by throwing tea into Boston Harbor. The British reacted to this action by colonists by passing the Intolerable Acts. These acts closed Boston Harbor. The American Revolution officially began with the Battles at Lexington and Concord. Day 1: Introduce Project -Driving Question: What would it take for you to be angry enough with your government to storm the White House? -introduce project/requirements (handout) Day 2: How to Research/Graphic Organizer -assign groups (4-5 students) -group expectations -Project Team Contract (handout) -Project Team Work Planning (handout) Day 3: Mini Lesson on French and Indian War and work through organizer with them for first time - Watch Brain Pop video on French and Indian War - Smartboard notebook on French and Indian War - Go over organizer and how to fill it out together for the first work session. Both the French and the British were interested in the land known as the Ohio River Valley. In 1750, the French began building forts in this region. This led to a conflict between the French and the British called the French and Indian War. It was called this because many Native Americans became allies of the French. George Washington and Benjamin Franklin were important historical figures during this time period.

5 Eventually the British defeated the French. They signed a peace treaty in Paris that ended the conflict. As a result of losing the French and Indian War, France lost its territory in North America. Britain took over this territory. Native Americans, under the leadership of Chief Pontiac, attempted to push the British out of their lands. British leaders worried about continued conflict between Native Americans and colonists in the newly gained territory. King George issued the Proclamation of This banned settlers from settling west of the Appalachian Mountains. The King hoped this would end these conflicts. Colonists were angry that they were no longer free to settle in the western areas. Day 4: Stamp Act/Sugar Act - Start class with King Tightens His Control Skittle Activity - Explain taxation without representation As a way to raise money, the British Parliament passed the Sugar Act and Stamp Act. These acts taxed the colonists. Many colonists objected to these acts because they had no representatives in Parliament. They felt only their representatives could tax them. Day 5: Quartering Act - Explain to them that their switching class will now have access to their desk. They will need to make a space for them, and know that their personal possessions may be tampered with. - Describe the relationship between this event and the soldiers staying in the homes of the colonists. Britain also passed the Quartering Act as a way to save money in the colonies. This act required colonists to give British soldiers shelter and supplies. Colonists protested these acts in many ways including demonstrations, boycotts, and the creation of Sons of Liberty groups.

6 Day 6: Townshend Acts - Ask the kids to vote on something they would like to be repealed in our classroom. Once they decide, tell them that you will no longer do that; however, add a list of 5 more rules for our classroom that are worse than the thing they repealed. - Explain that the only thing they really need to know about the Townshend Acts is that it was a series of five laws where the purpose was to raise revenue in the colonies to pay the salaries of governors and judges so that they would be independent of colonial rule Although the Stamp Act was repealed, Britain continued to anger many colonists by passing new acts such as the Townshend Acts. Colonial protests of these acts included boycotts of British goods, demonstrations, violent protest, and petitions to the King and Parliament. The colonists communicated through Committees of Correspondence and Circular Letters. Some colonists remained loyal to the king. They did not protest British actions. In an attempt to show its authority over the colonies Britain sent more soldiers to the colonies. Day 7: Sons of Liberty - video on sons of Liberty Colonists protested these acts in many ways including demonstrations, boycotts, and the creation of Sons of Liberty groups. Day 8: Boston Massacre -Reader s Theater Boston became a leading center of patriot protest. Because of this, Britain sent more soldiers to Boston. Conflicts increased between colonists and British soldiers.

7 This led to the Boston Massacre in Viewpoints of this event differed between the British and the patriots. Day 9: Boston Tea Party/Tea Act/Boycott -Reader s Theater Britain passed a Tea Act in The Boston Tea Party occurred as a protest of this act. Britain passed the Intolerable Acts to punish Boston for the Tea Party. Day 10: Intolerable Acts - Explain a situation that occurred with a child in your room. Discuss the consequences and make sure they are a lot harder of a punishment than should be. - Explain that when the colonists poured the tea into the harbor, they were given consequences. These were called the Intolerable Acts. : As a reaction to the Intolerable Acts, the representatives from the colonies met together in This was important because it helped unify the colonies. They wrote a Declaration of Rights at this meeting and planned a boycott of British goods. Day 11: Lexington and Concord -Reader s Theater : As a reaction to the Intolerable Acts, the representatives from the colonies met together in This was important because it helped unify the colonies. They wrote a Declaration of Rights at this meeting and planned a boycott of British goods. In Massachusetts, militia members stored arms and ammunition at the town of Concord. A British general ordered his troops to go after these supplies. British troops were also sent to arrest Samuel Adams and John Hancock

8 who were hiding in the town of Lexington. These events led to the Battles of Lexington and Concord, which became the first battles of the American Revolution. Day 12: Continental Congress In response to the Intolerable Acts, representatives from the colonies met together in This was important because it helped unify the colonies. Colonial leaders such as George Washington, Benjamin Franklin, and Samuel Adams made important contributions to the struggle for Independence. Day 13: Work Day for Children s books Day 14: Work Day for Children s books Day 15: Work Day for Children s books Day 16: Complete Children s books and read them to an elementary classroom.