American Revolution Unit Grade 2 CI 448 - PowerPoint PPT Presentation

Loading...

PPT – American Revolution Unit Grade 2 CI 448 PowerPoint presentation | free to download - id: 243915-NmEyO



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

American Revolution Unit Grade 2 CI 448

Description:

Native American Perspectives ... African Americans, the Native Americans saw the American Revolution as their ... simply abandoned the Native American tribes ... – PowerPoint PPT presentation

Number of Views:276
Avg rating:3.0/5.0

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: American Revolution Unit Grade 2 CI 448


1
American Revolution UnitGrade 2CI 448
2
Organization of the Unit
  • American Revolution
  • Different Forms of Government
  • Taxation Then and Now
  • Causes and Effects of the American Revolution
  • Declaration of Independence
  • 4th of July
  • The Geography of the Revolution

3
Brainstorming
4
Key Perspectives
  • The key perspectives of the unit are for students
    to gain a better understanding of
  • Diversity and Difference
  • - We will teach about the many differences
    among people during this time period including
    patriots, loyalists, African Americans, Native
    Americans, and Women.
  • Historically excluded people
  • - We will describe the roles of unrepresented
    groups during this time in history. Including
    how Women, African Americans and Native Americans
    contributed to the revolution.

5
Key Perspectives Continued
  • Thinking critically
  • - Students will analyze the causes and effects
    of the American Revolution in a critical manner.
    They will compare traditional representations of
    the causes and effects with nontraditional
    representations such as other points of view
    including
  • Patriotic views
  • Loyalist views
  • African-American views
  • Native American views
  • Women's views
  • Justice, rights and responsibilities
  • - Students will examine the role the ideas of
    justice and rights played in the cause of the
    American Revolution. They will also explore the
    responsibilities of people before and after the
    American Revolution in relation to the
    responsibilities of citizens today.

6
Essential Questions
  • How does the government affect citizens?
  • How do taxes affect the population?
  • What causes a Revolution?
  • How do people express their beliefs or ideas?
  • What role do holidays play in various
    cultures/countries?
  • How does geography influence Revolution?

7
Enduring Understandings
  • Students will understand
  • That the American Revolution was the birth of the
    America we know today.
  • That taxation played a large role in the American
    Revolution and is still a critical issue today.
  • How government does and does not provide for the
    needs and wants of people, establishes order and
    security and manages conflict.
  • How citizens can influence government decisions
    and policies.
  • How important events are commemorated.
  • How historical events are affected by geography.

8
Perspectives from School
  • Second Grade Curriculum
  • Rural School The American Revolution is not
    specifically taught in second grade. The units
    covered in second grade are
  • Neighborhoods (and a specific unit on Thomasboro)
  • Working Together-Rules and Laws
  • Working for Needs and Wants
  • Living on Earth Land and Water (Science
    integration with Oceans also)
  • America, Long Ago
  • Celebrating America
  • Geography Maps and Globes

9
  • For this unit, teaching the American Revolution
    could possibly be included in the unit America,
    Long Ago. However, the American Revolution does
    not have its own unit. The second grade teacher
    said that she does not teach the American
    Revolution as a unit but she may discuss it on a
    particular day.

10
Perspectives from School
  • Fourth Grade Curriculum
  • In the same rural school, the American Revolution
    is taught in fourth grade.
  • The American Revolution is introduced in the unit
    of History of the Northeast. Although this
    unit may seem like it is only a Geography Unit,
    the teacher goes into historic detail about each
    region of the United States.
  • The fourth grade teacher said she feels very
    comfortable teaching the American Revolution. She
    helps her students understand the two sides of
    the American Revolution by introducing people
    such as George Washington, Baron Von Steuben, and
    Paul Revere.
  • Within the unit, the class also discusses the
    importance the war had for colonists and how it
    affected the history of the United States.
  • This unit is connected to the lives of the
    students because the class discusses the
    relationship between Washington and Steuben (how
    the armies lined up) and they also talk about how
    the American Revolution helped shape America into
    what it is today.

11
A Second Graders Perspective(An Interview with
a Second Grade Boy)
  • What is the American Revolution?
  • I dont know.
  • Have you ever heard of it?
  • Yes, a little, but I cant remember anything.
  • If you had to guess, what would you think it is?
  • I dont know.
  • If you think of the word revolution, what comes
    to mind?
  • Some sort of honoring.
  • If you put America in front of it, what would it
    mean?
  • Honoring America.
  • Who ruled America before it was free?
  • I dont know the name, but I can draw the flag.
    (drew flag and knew that it was blue and red)
  • How did America become free?
  • Some kind of world war,.from a war.
  • How long ago did America become free?
  • 1946..a long time ago.

12
Drawing from Student
  • The boy could draw the flag and describe the
    appropriate colors.

13
Background Information from Academic Readings
  • Background Information
  • We chose to research areas of the American
    Revolution that we were unfamiliar with.
  • All three of us had learned the basic timeline of
    the American Revolution and were aware of what
    happened however we had not learned about some
    of the minority groups and the roles they played
    in the American Revolution.
  • We also decided to review the issues of taxation
    as a cause of the American Revolution due to its
    importance and complexity.

14
African American Perspectives
  • Many African Americans joined the British army or
    the Revolutionary Army depending on where they
    were and who offered freedom to any slaves that
    joined the army and fought against colonists.
  • Both sides offered freedom to the slaves if they
    fought for them. Some patriot supporters sent
    their slaves in their place and allowed the
    slaves to earn freedom by fighting in their
    place. Many of them would join the British army
    as soon as they were close to them because their
    freedom was more assured within the British army.
  • African American slaves viewed joining either
    army as their opportunity for life, liberty and
    the pursuit of happiness. The country did not
    matter to them the principles of freedom were
    more important.
  • After the American Revolution those slaves that
    fought for the British were evacuated and moved
    to either Nova Scotia to settle there or were
    brought back to England.

15
Native American Perspectives
  • Like the African Americans, the Native Americans
    saw the American Revolution as their chance to
    obtain the same principles the revolutionaries
    fought for.
  • The Native Americans overwhelmingly sided with
    the British since they had witnessed the
    expansion made by the colonists and feared that
    when the colonists gained their independence the
    Native American people would loose their
    independence.
  • Despite their efforts in fighting with the
    British army, the British simply abandoned the
    Native American tribes that supported them when
    they signed over the Native American tribes land
    over to the colonists in the peace treaty.

16
Taxation
  • The issue of taxation began very peacefully. The
    American settlers truly believed that no violence
    would be necessary to repeal the increased
    taxation on goods.
  • This conflict over taxation lead to further
    difficulties. The colonists began to scrutinize
    all of the laws more carefully and with that
    tensions over taxation increased.
  • George III as a monarch believed that he was
    completely within his rights to tax and that all
    of the colonists were indeed represented by
    parliament. All members of parliament,
    regardless of their actual location, were
    considered to be representatives of the people
    whether they lived in their area or across the
    ocean.

17
Academic Reading Sources
  • Morgan, E. (ed) (1965). The American Revolution
    Two Centuries of Interpretation. Prentice-Hall,
    Inc. Englewood Cliffs, NJ.
  • Fowler, W. and Coyle, W. (ed). (1979). The
    American Revolution Changing Perspectives.
    Northeastern University Press. Boston, MA.
  • Greene, J. (ed) (1987). The American revolution
    Its Character and Limits. New York University
    Press. New York and London.

18
Rationale
  • Why is it important to teach in 2nd grade?
  • To learn basic concepts of two forms of
    government and the role of citizens in each form
    of government.
  • To learn how we came to celebrate the 4th July in
    the United States.
  • To learn about the meaning of the term
    democracy.

19
Rationale
  • How does this unit contribute to the field of
    social studies?
  • To learn more about the two different forms of
    government.
  • It is the study of people and how a country was
    started.
  • It addresses the movement of people from place to
    place.

20
Rationale
  • How is this unit shaped and informed by current
    debate and discussion about best practices in
    social studies education?
  • Making Connections between the unit and students
    lives
  • One of the surest ways to help children make new
    information meaningful is to connect the new
    information to their lives (Hood Steffey,
    1994, p.4).
  • Using a KWL Chart throughout the unit
  • KWL (Know, Want to know, and Learned) charts can
    be very useful to start students thinking about a
    given topic (Steffey Hood, 1994, p 75).

21
best practices continued
  • Creating an active environment for learning
    social studies
  • Teachers learn what students can do historically
    by engaging them in authentic historical
    activities students talk, question setting,
    research, and interpretations all offer insights
    into what they know and what they still need to
    learn. (Barton Levstik, 2001. p. 27)

22
Instructional Strategies
  • Various levels of Inquiry will be embedded in the
    Unit (both guided inquiry and full inquiry)
  • In 1981 Morrisett wrote about six needs and
    directions for change to be implemented into the
    classroom. These six changes had to do with the
    change in the teachers roles, students
    responsibility for learning, active learning,
    change the way teachers grade, and using tools
    besides a textbook. The things Morrisett
    mentioned were all a component of inquiry.
    (Steffey Hood, 1994, p. xxvii-xxviii)
  • Among the procedures at our disposal, , is the
    development of a community of historical inquiry
    Students historical understandings of
    development are shaped by this community. And
    their understandings will be different than those
    arising from more lecture-or textbook-based
    history instruction precisely because they
    developed in a context where students are
    responsible for putting their understanding to
    work (Levstik Barton, 2001, p.191-2)
  • Inquiry will be used to reach many goals such as
  • helping students learn how to gather and
    analyze information about the past. (Levstik
    Barton, 2001, p.191)

23
Instructional Strategies
  • Integration of Children's Literature will also
    be used throughout the unit.
  • Students find that use of literature in social
    studies is more memorable than the use of a text
    book, My biggest memory was reading books
    instead of textbooks. It put a big impression on
    you. You could really tell how things were in a
    fiction book rather than out of a textbook
    (Steffey Hood, 1994, p 81).
  • Responding to books can help students better
    understand both the text and the concept
    represented in the book. The purpose of the
    projects would be to deepen their understanding
    of the novel and encourage them to continue to
    discuss the book while they worked (Steffey
    Hood, 1994, p 79).

24
Instructional Strategies Continued
  • Simulations within the unit with be used to
    further student understanding and do allow
    students to do history.
  • For example, we plan to incorporate concepts of
    the American revolution by asking students to
    lining up Washington and Von Steuben style,
    engage students in taxation simulations with
    coins or other small objects, and create a
    culminating simulation representing the two sides
    of the war.
  • These simulations will help student to understand
    the history. Students might, for instance,
    participate in simulations and role plays, or
    creative bibliographies or historical stories
    that require imaginative entry into a historical
    era or event. In doing so, they use historical
    information to help them either assume the role
    of historical actors or vividly describe
    historical events or people (Barton Levstik,
    2001, p. 26).

25
Literacy Link
  • How will literature be incorporated?
  • Literary sources will be used throughout the unit
    to shape not only the main aspects of the unit,
    but also to give students a more in depth look at
    the human side of history by following characters
    or actual historic people through their
    experiences in the American Revolution.
  • Both fiction and nonfiction sources will be used
    in order to a balanced look at various
    perspectives during the American Revolution.
    Some books will be used to give students insight
    as to life during this time and others will be
    used to include perspectives frequently left out
    of the study of the American Revolution.
  • Students will also be keeping a journal
    throughout the unit. Students will have the
    opportunity to draw a picture and then write
    several sentences about the picture to serve as a
    journal entry.

26
Literacy Link
  • In additional to fiction and nonfiction texts,
    students will also be introduced to primary
    sources that the teacher has adapted to students
    reading level.
  • Using multiple sources is extremely important, I
    wanted the students to come to know the country
    from multiple perspectives, so we chose fiction
    and nonfiction adult books as well as picture
    books (Steffey Hood, 1994, p 47).
  • Students of history need experience with
    multiple historical genres. Fiction is certainly
    one of those genres, but so is informational
    literature (Levstik Barton, 2001, p 112).

27
Literacy Sources
  • In 1776 by Jean Marzollo- This book would serve
    nice as a read aloud introduction to the
    Revolutionary War in that it gives a brief
    overview of what happened. It uses a consistent
    rhyming pattern, which helps to move the story
    along. It makes the main concepts of the
    American Revolution understandable to younger
    children.
  • Katies Trunk by Ann Turner- This is an
    interesting look at the American Revolution in
    picture book form in that shows the side of the
    loyalists whereas many books geared to younger
    children focus on the side of the rebels. It
    would be good to use as a read aloud to spark
    discussion.
  • Mr. Revere and I by Lawson, Robert - It offers
    both sides of the story showing the loyalist
    views as well as the patriotic ones. Reading
    this novel would be a good introduction to the
    start of the Revolutionary War and a more in
    depth way to explore Paul Reveres famous ride.
  • Will You Sign Here, John Hancock? by Jean Fritz-
    This book would make a good read aloud to look at
    taxation of the time as well as the signing of
    the Declaration of Independence. It also gives a
    clear picture of John Hancocks role in the
    American Revolution.

28
Literacy Sources Continued
  • Revolutionary War on Wednesday by Mary Pope
    Osborne- This book would make a good read aloud
    when discussing the causes and effects of the
    American Revolution. It is told from a childs
    perspective so it is relatable.
  • Women of the American Revolution by Louise
    Slavicek- This book would be used throughout the
    unit as a way to look at the contributions of
    women throughout the American Revolution. The
    chapters on Native American women and African
    American women are particularly interesting and
    include information that is not traditionally
    taught when teaching about the American
    Revolution.
  • African Americans and the Revolutionary War by
    Judith Harper- This book would be useful in the
    classroom to show that African Americans made a
    great contribution to the American Revolution and
    were not passive. It is very informational so it
    would be best used in small sections or chapters
    at a time throughout the unit.

29
Critical Perspectives Why use literature?
  • Teachers Many teachers say that they find
    literature to be extremely effective when
    teaching all subjects. It can be a great way to
    truly engage students in learning about a
    subject.
  • Literature Professors These professors stress
    the importance of incorporating literacy
    throughout the curriculum. Literacy skills are
    extremely important especially in the early
    grades and should a play a role in all subjects.
  • Social Studies Readings Many readings
    throughout the Social Studies course describe how
    literature can add to student learning and
    understanding of social studies. By reading
    about a person, event or time period students can
    gain historical perspective and develop stronger
    understanding of history.
  • Students find that use of literature in social
    studies is more memorable than the use of a text
    book, My biggest memory was reading books
    instead of textbooks. It put a big impression on
    you. You could really tell how things were in a
    fiction book rather than out of a textbook
    (Steffey Hood, 1994, p 81).

30
Unit Sketch
  • Essential Questions
  • How does the government affect citizens?
  • How do taxes affect the population?
  • What causes a Revolution?
  • How do people express their beliefs or ideas?
  • What role do holidays play in various
    cultures/countries?
  • How does geography influence Revolution?
  • Enduring Understandings
  • The American Revolution was the birth of the
    America we know today.
  • Taxation played a large role in the American
    Revolution and is still a critical issue today.
  • How government does and does not provide for the
    needs and wants of people, establishes order and
    security and manages conflict.
  • How citizens can influence government decisions
    and policies.
  • How important events are commemorated.
  • How historical events are affected by geography.

31
Standards Addressed
I.   Culture Social studies programs should
include experiences that provide for the study of
culture and cultural diversity, so that the
learner can C. describe ways in which language,
stories, folktales, music, and artistic
creations serve as expressions of culture and
influence behavior of people living in a
particular culture. III. People, Places,
Environment Social studies programs should
include experiences that provide for the study
of people, places, and environments, so that the
learner can I. explore ways that the
earths physical features have changed over time
in the local region and behy9on and how these
changes may be connect to one another.
32
Standards Addressed
  • VI. Power, Authority, Government Social
    studies programs should include experiences that
    provide for the study of how people create and
    change structures of power, authority and
    governance, so that the learner can
  • C. give examples of how government does or does
    not provide for needs and wants of people,
    establish order and security, manage conflict
  • X. Civic Ideals Practices Social studies
    programs should include experiences that provide
    for the study of the ideals, principles, and
    practices of citizenship in a democratic
    republic, so that the learner can
  • E. explain actions citizens can take to
    influence public policy decisions

33
Brief Description of Lessons
  • Seven Steps of the Inquiry Process
  • Tuning In
  • Preparing to Find Out
  • Finding Out
  • Sorting Out
  • Going Further
  • Making Connections
  • Taking Action

34
Tuning In Activity
  • Read In 1776 by Jean Marzollo aloud to the class.
    Next, read Katies Trunk by Ann Turner. After
    reading both texts, discuss the different
    perspectives represented in each story. Then
    facilitate the students in a class discussion
    about the different sides of the American
    Revolution.
  • This lesson would use the instructional strategy
    of incorporating childrens literature in lessons
    in order to grasp the students interest in the
    Revolution.
  • This lesson would address the following essential
    questions
  • What causes a Revolution?
  • How does the government affect citizens?
  • How do taxes affect the population?
  • The lesson would briefly introduce all of the
    enduring understandings for the unit.

35
Preparing To Find Out Activity
  • Students will brainstorm what they already know
    about the American Revolution by creating a KWL
    Chart. At this point in the unit, students will
    complete the K portion of the chart as a class.
    This lesson uses the strategy of making
    connections with students prior knowledge.
  • Students will also create the W portion of the
    chart and make individual lists of questions that
    they would like to research throughout the unit.
  • Students can complete a journal entry of what
    they already know about the American Revolution.
    This can be used as a benchmark at the end of the
    unit to measure how much each student has
    learned.
  • This activity addresses the Essential Question
  • How do people express their beliefs and ideas?
  • The activity has the potential to address all of
    the the Enduring Understandings depending on
    students previous knowledge.

36
Finding Out Activity
  • Begin Mr. Revere and I by Robert Lawson as a read
    aloud in class. Discuss different perspectives
    represented in the book such as loyalist and
    patriotic views. The instructional strategy used
    will be the incorporation of literacy.
  • Students would begin researching nonfiction texts
    to find the answers to questions they wrote at
    the beginning of the unit. Students will work in
    cooperative groups to research a specific
    question that they will later present to the
    class. This uses the instructional strategy of
    full inquiry because students pose questions to
    research.
  • All Essential Questions addressed in this
    activity because the teacher will be sure to
    guide each group towards an Essential Question.
  • Students will learn the Enduring Understanding
    that applies to their group question and through
    the class presentation they will learn about the
    other Enduring Understandings.

37
Finding Out Activity 2
  • In this activity we will perform a series of
    simulations. They will also present their group
    work from the previous activity before beginning
    the simulation. The instructional strategy used
    will be creating a simulation.
  • The first simulation will be done after
    discussing Barron Von Steuben and George
    Washington. The students will be asked to line
    up Von Steuben and Washington style. This
    simulation could be carried on throughout the
    rest of the unit as students lined up in class.
  • The second simulation will be a taxation
    simulation where students will be given play
    money. Student will earn money for good behavior
    and turning in homework. The teacher would act
    as the government and impose unfair taxes to the
    entire class. This would lead the students to
    not have much money and they will be unable to
    cash in their money for the prizes they would
    like.
  • This activity addresses the following Essential
    Questions
  • How do taxes affect the population?
  • How does the government affect citizens?W
  • What causes a Revolution?

38
Sorting Out Activity
  • For this lesson, students will present the
    information they found in their group research.
    Students will present their information in any
    creative form that they would like as long as the
    presentation includes their main research
    question and factual information related to the
    question. Examples of these presentations are
    skits, poster boards, short stories, etc.
  • The teaching strategy used for this activity is
    guided inquiry.
  • This activity has the potential to addresses all
    the essential questions.
  • All of the enduring understandings (other than
    the one regarding holidays) will be addressed in
    this lesson.

39
  • The activity addresses the following Enduring
    Understandings will be addressed
  • Taxation played a large role in the American
    Revolution and is still a critical issue today
  • How government does and does not provide the
    needs and wants of people, establishes order and
    security and manages conflict
  • How citizens can influence government decisions
    and policies.

40
Going Further Activity
  • For this activity we will conduct another
    (longer) simulation. We will start by reading
    portions of Women of the American Revolution by
    Louise Slavicek and African Americans and the
    Revolutionary War by Judith Harper. Then we will
    split the class into two groups loyalists and
    patriots. Within each group, students will
    assume the role of women, African-Americans,
    Native-Americans, and white men.
  • Each student would be given a card with his or
    her role and would assume that role for the
    chosen portion of the day.
  • This incorporates the instructional strategies of
    using literature and creating class simulations.
  • The Essential Questions in this lesson are all
    but the question regarding holidays.
  • All of Enduring Understandings are addressed in
    this lesson.

41
Making Connections Activity
  • During this lesson, students will begin making
    connections with the simulation and the world
    around them. We will come back as a class and
    discuss the simulation. Students will also
    complete the L portion of the KWL chart.
  • As part of the grand conversation, we will
    discuss how the American Revolution is remembered
    today and how it impacted America today. We will
    touch on the roles of each student during the
    simulation and how each student felt in his or
    her role.
  • This uses the instructional strategy of guided
    inquiry and making connections.
  • All of the Essential Questions will be addressed.
  • All of the Enduring Understandings will be
    addressed as well.

42
Taking Action Activity
  • Students will write a letter to the government.
    They will write a draft of a letter in their
    journal and then the drafts will be discussed in
    a class discussion. The letters will be about
    either something they think should be changed in
    the current government after completing the
    simulation or a holiday that should be
    celebrated. As a class, we will compose a final
    letter and send it to our local representative.
  • The instructional strategy used is literacy
    because the students are writing.
  • The strategies of guided inquiry and making
    connections are also prevalent.
  • Due to the high level of inquiry, the Essential
    Questions and Enduring Understandings addressed
    will be based upon student interest.

43
Assessment Plan
  • Formative assessment will be conducted through
    observations of journal writing and class
    discussions.
  • Summative assessment will be based upon final
    group presentations and the drafts of the letters
    to our local representative. The final group
    presentations and drafts will be graded using a
    rubric. The students will receive a checklist
    prior to completion of the activities so that
    they know what is expected. The checklist will
    be a student friendly version of the teachers
    rubric.

44
Unit Bibliography
  • Teachers Literature
  • Beyer, B., Craven, J., McFarland, M., and
    Parker, W. (1991). Regions Near and Far
  • The World Around Us. MacMillan/McGraw-Hill
    School Publishing Company.
  • New York, NY.
  •  
  • Levstick, L. and Barton, C. (2001). Doing History
    Investigating with Children in Elementary and
    Middle Schools. Lawrence Erlbaum Associates,
    Publishers. Mahwah, NJ.
  •  
  • Steffey, S. and Hood, W. (ed.). (1994). If This
    Is Social Studies, Why Isnt It Boring?.
    Stenhouse Publishers. York, ME.
  •  

45
Unit Bibliography
  • Childrens Literature
  • Fritz, Jean. (1979). Will You Sign Here, John
    Hancock?. Coward, McCann Geoghegan, inc. New
    York, NY.
  •  
  • Harper, Judith. (2001). African Americans and the
    Revolutionary War. The Childs World.
  •  
  • Lawson, Robert. (1953). Mr. Revere and I. Little,
    Brown and Company. Boston, MA.
  •  
  • Marzollo, Jean. (1994). In 1776. Scholastic.
    Broadway, New York.
  •  
  • Osborne, M. (2000). Revolutionary War on
    Wednesday. Scholastic INC. New York, NY.
  •  
  • Slavicek, Louise. (2003). Women of the American
    Revolution. Lucent Books. Farmington Hills, MI.
  •  
  • Turner, Ann. (1992). Katies Trunk. Macillan
    Publishing Company. New York New York.
  •  
  •  
  •  

46
Unit Bibliography
  • Background Reading for the Teacher
  • Fowler, W. and Coyle, W. (ed). (1979). The
    American Revolution Changing Perspectives.
    Northeastern University Press. Boston, MA.
  •  
  • Greene, J. (ed) (1987). The American revolution
    Its Character and Limits. New York University
    Press. New York and London.
  •  
  • Morgan, E. (ed) (1965). The American Revolution
    Two Centuries of Interpretation. Prentice-Hall,
    Inc. Englewood Cliffs, NJ.
  •  

47
Full Lesson Plan
  • Living During the American Revolution
  • Purpose
  • Enduring Understanding
  • - Taxation played a large role in the American
    Revolution and is still a critical issue
    today.
  • - How government does and does not provide for
    the needs and wants of people,
  • establishes order and security and manages
    conflict.
  • - How citizens can influence government
    decisions and policies.
  • Essential Questions
  • - How do taxes affect the population?
  • - How does the government affect citizens?
  • - What causes a Revolution?
  • Key Concepts
  • - Taxation Then and Now
  • - Students will understand how colonists
    viewed taxation as unfair through their
  • own experience of taxation.
  • - Causes and Effects of the American Revolution
  • - Students will be able to describe the
    reasons for the start of the American
  • Revolution.

48
  • Standards Alignment
  • VI. Power, Authority, Government Social
    studies programs should include experiences that
    provide for the study of how people create and
    change structures of power, authority, and
    governance so that the learner can
  • C. give examples of how government does or
    does not provide for the needs and wants of
  • people, establish order and security,
    manage conflict
  • X. Civic Ideals Practices Social studies
    programs should include experiences that provide
    for the study of the ideals, principles, and
    practices of citizenship in a democratic republic
    so that the learner can
  • E. explain actions citizens can take to
    influence public policy decisions
  • Adaptations for individual or group differences
  • Students that need additional assistance could
    be paired with a stronger student for the
    simulation. More or less structure could be
    provided depending on the groups level of
    comfort with inquiry. The teacher could guide
    students that need extra help with suggestion or
    cue cards on how to act during the simulation.
  • Materials
  • Taxation books
  • Regions Near and Far by Beyer, Craven,
    McFarland, and Parker
  • Play money
  • Cards for each role
  • Cue cards with suggestions (for adaptation)

49
  • Procedure
  • 1. Read a section of Regions Near and Far aloud
    to the class. Read potions of pages 107-110 and
    discuss George Washington and Baron Von Steuben
    as leaders of the army.
  • a. Pay special attention to their tactics in
    lining up the troops.
  • 2. Discuss which way would be better to line up
    in the halls. Ask students to present the pros
    and cons of each method.
  • a. Which way is faster? Which way is easiest?
  • 3. Line up and practice marching in both
    Washington and Von Steuben style.
  • 4. As students march back into the classroom,
    they will march into 1776 and collect their
    wages. Each students wage is based on classroom
    behavior and assignments collected for the day.
  • a. Money handed out will be based upon
    supplies available and the students ability to
    work with different numbers and coins.
  • 5. Show students objects that they can buy with
    their money and ask them to think about what they
    might buy.
  • 6. Ask students to link up at the purchasing
    table Washington style.
  • 7. As students are standing in line, the
    teacher will announce a tax for being a second
    grader.
  • 8. Explain that this will be an ongoing process
    and that there may be additional taxes later in
    the week as students earn their wages.
  • 9. For a culminating discussion, ask students
    whether or not they believe it is fair that the
    teacher could impose a tax for no reason at all.

50
  • 10. Ask students to write an entry in their
    journals. Write the requirements and prompts on
    the board.
  • a. Draw a picture of how to line up
    Washington and Von Steuben style. Give one
    reason why an army might line up in each style.
  • b. Answer the following questions Do you
    think the tax was fair? Do you think the
    patriots had cause to rebel?
  • Assessment
  • Formative assessment would be based upon student
    participation and behavior as well as the class
    discussion at the end of the activity. Summative
    assessment would be conducted through a journal
    entry. Students must have both components for
    their journals. Final journal entry will be
    graded using a rubric. See the rubric on the
    next slide.

51
(No Transcript)
52
Reflection
  • Reflect on Process
  • We enjoyed interviewing students and teachers in
    order to find out their thoughts on the American
    Revolution. The background knowledge gained
    through the additional readings helped us create
    a historically accurate unit. Also, working with
    the big picture made planning the unit more
    interesting because we could focus on the overall
    goals of the unit. However working with the
    Seven Steps of the Inquiry Process made the
    project a little more difficult to try to find a
    valid activity that fit with the goals of the
    unit.
  • Reflect on Content
  • We learned how to look at different perspectives
    that may not have been addressed when we were in
    elementary school. We also learned how to make
    the American Revolution easily understood to
    children at the second grade level.

53
Reflection Continued
  • How will this influence our future with students?
  • This will influence our future teaching because
    we will put an emphasis on the idea of looking at
    an event through multiple perspectives.
  • We also learned how to effectively write
    essential questions and enduring understandings
    which will help later in our teaching as we
    create units.
About PowerShow.com