Megan Cox
EDUC 5133
US Independence
Grade Level: 5th Grade
Curricular Areas: Social Studies, Language Arts
Time Frame: 3-4 Weeks
Goals:
Students will:
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Identify causes, events, and results of the American Revolution.
Understand “Taxation without Representation.”
Identify key people involved in the American Revolutionary War.
Understand the Stamp Act and its role as a precursor to war.
Understand the purpose of our Constitution.
Understand the Bill of Rights and its importance.
Explore the ideas of the new government.
Report of the on the differing views of the government.
Understand the beliefs of Federalists and Anti Federalists.
Objectives:
1. After a lecture on the Revolutionary War, students will work independently to
discover further reasons that caused the American Revolutionary War.
2. Given a map, students will compare and trace the important battles of the war.
3. Students will recognize important leaders of the war.
4. Students will identify important documents created during the war for independence.
5. Given a map, students will be able to identify the original thirteen colonies.
6. Given the novel “My Brother Sam is Dead”, students complete all assigned reading.
7. With 100% participation, students will work in pairs to find facts in order to compare
and contrast the thirteen colonies.
8. Given the information surrounding the ratification of the Constitution, students will
work in groups to construct a newspaper front page detailing those facts.
9. Each group must present their newspaper, with 100% participation of each group
member.
10. Given a quiz on the French and Indian War, students will answer all questions with
90% accuracy.
11. Given a quiz on the Continental Congress, students will answer all questions with
90% accuracy.
Megan Cox
EDUC 5133
12. Given a quiz on the ratification of the Constitution, students will answer all questions
with 90% accuracy.
13. Given a test covering the entire unit, students must answer all questions with 80%
accuracy.
Vocabulary:
Stamp Act
Sovereignty
Boycott
French and Indian War
Repeal
Boston Tea Party
Delegates
John Adams
Commerce
Samuel Adams
Minutemen
Benjamin Franklin
Militia
Nathan Hale
Ammunition
Thomas Jefferson
Loyalists
George Washington
Patriots
Paul Revere
Continental army
Preamble
Declaration of Independence
Constitution
Continental Congress
House of Representatives
Federalists
Senate
Anti-Federalists
Supreme Court
Federalist Papers
Political party
Blockade
Ratify
Treaty of Paris
Veto
Revolution
New Jersey Plan
Society
Great Compromise
Liberty
Legislative branch
Treason
Judicial branch
Bill of Rights
Executive branch
Great Compromise
Megan Cox
EDUC 5133
Teaching/Learning Activities
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Students construct a newspaper in groups.
Students will take notes on all lectures and presentations.
Students will complete assigned reading.
The teacher will present a series of power point presentations to assist students.
Students will research the causes of the Revolutionary War.
Students will label a map of the original thirteen colonies.
Students will actively participate in group discussions.
Materials/Supplies
1. Colored pencils
2. Paper
3. Glue
4. Newsprint
5. Newspapers
6. Computer
7. School assigned social studies book
8. Copy of the novel, “My Brother Sam is Dead” for each student
9. Projector
10. Printer
11. Smart board
12. Power point presentations
Evaluation
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Quizzes
Participation
Newspaper
Observation
Exams
Presentation
Homework
Assigned reading
Megan Cox
EDUC 5133
Lesson Overview
Lesson Title: Newspaper
Lesson Goal(s): Understand and explain the events surrounding the ratification of the
Constitution
Lesson Summary: As a class we will discuss the circumstances surrounding the ratification of the
Constitution of the United States.
Subject Area: Social Studies, Language Arts
Grade Level: 5
Student Objectives: Students will:
 Explore the ideas of the new government
 Report on the differing views of the new government
 Understand the beliefs of Federalists and Anti-Federalists
TEKS Standards Addressed:
§113.16. Social Studies, Grade 5
b (2) History. The student understands how conflict between the American colonies and Great
Britain led to American independence.
b (3) History. The student understands the events that led from the Articles of Confederation to
the creation of the U.S. Constitution and the government it established.
b (14) Government. The student understands the organization of governments in colonial
America
b (15) Government. The student understands important ideas in the Declaration of
Independence, the U.S. Constitution, and the Bill of Rights.
b (16) Government. The student understands the framework of government created by the U.S.
Constitution of 1787.
b (19) Citizenship. The student understands the importance of effective leadership in a
constitutional republic.
b (20) Citizenship. The student understands the fundamental rights of American citizens
guaranteed in the Bill of Rights and other amendments to the U.S. Constitution.
b (21) Culture. The student understands the relationship between the arts and the times during
which they were created.
b (25) Social studies skills. The student communicates in written, oral, and visual forms.
§110.16. English Language Arts and Reading, Grade 5
b (1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students
are expected to read aloud grade-level stories with fluency (rate, accuracy, expression,
Megan Cox
EDUC 5133
appropriate phrasing) and comprehension.
b (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing.
b (3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding
b (9) Reading/Comprehension of Text/Independent Reading. Students read independently for
sustained periods of time and produce evidence of their reading. Students are expected to read
independently for a sustained period of time and summarize or paraphrase what the reading was
about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate
in book talks).
b (10) Reading/Comprehension of Informational Text/Culture and History. Students analyze,
make inferences and draw conclusions about the author's purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to draw conclusions from the information presented by an author and
evaluate how well the author's purpose was achieved.
b (23) Research/Research Plan. Students ask open-ended research questions and develop a plan
for answering them
b (28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the
conventions of language. Students continue to apply earlier standards with greater complexity.
Students are expected to give organized presentations employing eye contact, speaking rate,
volume, enunciation, natural gestures, and conventions of language to communicate ideas
effectively.
b (29) Listening and Speaking/Teamwork. Students work productively with others in teams.
Students continue to apply earlier standards with greater complexity. Students are expected to
participate in student-led discussions by eliciting and considering suggestions from other group
members and by identifying points of agreement and disagreement.
Procedures:
1. Before class students will have completed assigned reading.
2. The teacher will present a short, Power Point presentation highlighting the differences
between Federalists and Anti-Federalists.
3. Students will be placed into small groups, chosen by the teacher.
4. The groups will discuss the material presented and research any further information
needed.
5. The groups will put together a front page of a newspaper.
6. Each group will present their newspaper to the class.
Modifications:
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Students with visual or hearing impairments, or those with learning disabilities will be
seated in the front of the room.
A hard copy of the Power Point presentation will be made available.
All assigned reading will have an audio accompaniment.
Megan Cox
EDUC 5133
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Extra assistance will be made available
Tutoring assistance (peer, pal, teacher, etc.)
Instructions/directions given in different channels (written, spoken, demonstration)
Visual or multisensory materials
Mnemonic aids/devices
Using sign language, a communication device, Braille, or native language if it is not
English.