AMERICAN REVOLUTION to Complement Houghton-Mifflin Reading Series (Grade 5, Theme 3) La Mesa-Spring Valley School District Adapted from Fountain Valley School District – American Revolution Unit

Read & identify main ideas to draw inferences Identify text features: title, table of contents, chapter headings Identify fact/opinion in grade level text read aloud to students Interme

AMERICAN REVOLUTION

to Complement Houghton-Mifflin Reading Series (Grade 5, Theme 3)

La Mesa-Spring Valley School District Adapted from Fountain Valley School District – American Revolution Unit

IDEA PAGES

I UNIT THEME

• Freedom: rights and responsibilities

• Different Americans experienced the Revolution differently

• Freedom for whom?

IV CONCEPTS - History/Social Studies - GRADE 5 CALIFORNIA STANDARDS

5.3 Students describe the cooperation and conflict that existed among the Indians and between the Indian nations and the settlers.

1 Competition among the English, French, Spanish, Dutch, and Indian Nations for control of

North America

2 Cooperation that existed between the colonists and Indians during the 1600s and 1700s.

3 Conflicts before the Revolutionary War.

4 Role of broken treaties and massacres and the factors that lead to the Indians' defeat, including

the resistance of Indian nations to encroachments and assimilation

5 Internecine Indian conflicts, including the competing claim for control

3 Religious aspects of the earliest colonies.

4 Significance and leaders of the First Great Awakening that marked a shift in religious

ideas, practices and allegiances in the colonial period; the growth of religious toleration

and free exercise

5 The British colonial period created the basis for the development of political self

government and a free market economic system, unlike Spanish and French colonial rule

6 Introduction of slavery into America, the responses of slave families to their condition, the ongoing

struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery

in the South

7 Early democratic ideas and practices that emerged during the colonial period, including the

significance of representative assemblies and town meetings

5.5 Students explain the causes of the American Revolution.

1 Political, religious, and economic ideas and interests brought about the Revolution

2 Significance of the first and second Continental Congress and the Committees of Correspondence.

3 People and events associated with the drafting and signing of the Declaration of

Independence and the document's significance, including the key political concepts it

embodies, the origins of those concepts, and its role in severing ties with Great Britain

4 Views, lives, and impact of key individuals during this period.

5.6 Students understand the course and consequences of the American

Revolution.

1 Identify and map the major military battles, campaigns and turning points of the

Revolutionary War, the roles of the American and British leaders, and the Indian leaders'

alliances on both sides

2 Contributions of France and other nations and individuals to the outcome of the

Revolution

3 Different roles women played during the Revolution.

4 Personal impact and economic hardship on families, problems of financing the war,

wartime inflation, and laws against hoarding and profiteering

5 State constitutions established after 1776 embodied the ideals of the American

Revolution and helped serve as models for the US Constitution

6 Significance of land policies developed under the Continental Congress.

7 Ideals of the Declaration of Independence changed the way people viewed slavery.

ELA CALIFORNIA STANDARDS - Grade 5

V ORAL LANGUAGE/READING/WRITING SKILLS

READING

1.0 Word Analysis, Fluency, and Systematic Vocabulary

Students use their knowledge of word origins and word relationships, as well as historical and literacy context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words

Word Recognition

1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing,

intonation, and expression

Vocabulary and Concept Development

1.2 Use word origins to determine the meaning of unknown words.

2.0 Reading Comprehension

2.1 Understand how text features make information accessible and usable

2.2 Analyze text that is organized in sequential or chronological order

2.3 Discern main ideas and concepts presented in texts, identifying and assessing

evidence that supports those ideas

2.4 Draw inferences, conclusions, or generalizations about text and support them

with textual evidence and prior knowledge

2.5 Distinguish facts, supported inferences, and opinions in text.

3.0 Literary Response and Analysis

3.1 Identify and analyze the characteristics of poetry, drama, fiction, and non-fiction and explain

the appropriateness of the literary forms chosen by an author for a specific purpose

3.2 Identify the main problem or conflict of the plot and explain how it is resolved.

3.3 Contrast the actions, motives and appearances of characters in a work of

fiction and discuss the importance of the contrasts to the plot or theme

3.4 Understand that theme refers to the meaning or moral of a selection and

recognize themes in sample works

3.5 Describe the function and effect of common literary devices.

3.6 Evaluate the meaning of archetypal patterns and symbols that are found in

myth and tradition by using literature from different eras and cultures

3.7 Evaluate the author's use of various techniques to influence readers' perspectives.

WRITING

1.0 Writing Strategies

1.1 Create multiple-paragraph narrative compositions:

a Establish and develop a situation or plot.

b Describe setting.

c Present an ending.

1.2 Create multiple-paragraph expository compositions:

a Establish a topic, important ideas, or events in sequence or chronological order.

b Provide details and transitional expressions that link one paragraph to another in a clear

line of thought

c Offer a concluding paragraph that summarizes important ideas and details.

1.3 Use organizational features of printed text to locate relevant information

1.6 Edit and revise manuscripts to improve the meaning and focus of writing by

adding, deleting, consolidating, clarifying, and rearranging words and sentences

2.0 Writing Applications

2.1 Write narratives:

a Establish a plot, point of view, setting, and conflict

b Show, rather than tell, the events of the story

2.2 Write responses to literature:

a Demonstrate an understanding of a literary work.

b Support judgments through references to the text and to prior knowledge.

c Develop interpretations that exhibit careful reading and understanding.

c Follow a simple organizational pattern

d Address reader concerns.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent

clauses; use transitions and conjunctions to connect ideas

1.2 Identify and correctly use verbs that are often misused, modifiers, and pronouns.

1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around

the exact words of a speaker and titles of poems, songs, short stories, and so forth

1.4 Use correct capitalization.

LISTENING AND SPEAKING

1.0 Listening and Speaking Strategies

1.1 Ask questions that seek information not already discussed.

1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.

1.3 Make inferences or draw conclusions based on an oral report.

1.4 Select a focus, organizational structure, and point of view for an oral presentation.

1.5 Clarify and support spoken ideas with evidence and examples.

1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and

transmission of culture

2.0 Speaking Applications

2.1 Deliver narrative presentations:

a Establish a situation, plot, point of view, and setting with descriptive words and phrases.

b Show, rather than tell, the listener what happens.

2.2 Deliver informative presentations about an important idea, issue, or event by the following means.

a Frame questions to direct the investigation

b Establish a controlling idea or topic.

c Develop the topic with simple facts, details, examples, and explanations.

Listening and Speaking (Grades 3-5 California ELD Standards)

Comprehension

Beginning Level:

Speak with few words/sentences

Answer simple questions with one/two word response

Retell familiar stories/participate in short conversations/using gestures

Early Intermediate Level:

Ask/answer questions using phrases/simple sentences

Restate/execute multi step oral directions

Intermediate Level:

Ask/answer questions using support elements

Identify key details from stories/information

Early Advanced Level:

Identify main points/support details from content areas

Identify main points/support details from stories & subject areas

Respond to & use idiomatic expressions appropriately

Comprehension, Organization & Delivery of Oral Communication

Beginning Level:

Uses common social greetings

Early Intermediate Level:

Identify main points of simple conversations/stories (read aloud)

Communicate basic needs

Recite rhymes/songs/simple stories

Intermediate Level:

Speak with standard English grammatical forms/sounds

Participate in social conversations by asking/answering questions

Retell stories/share school activities using vocabulary, descriptive words/paraphrasing

Early Advanced Level:

Retell stories including characters, setting, plot, summary, analysis

Use standard English grammatical forms/sounds/intonation/pitch

Initiate social conversations by asking & answering questions/restating & soliciting informationAppropriate speaking based on purpose, audience, subject matter

Ask/answer instructional questions

Use figurative language & idiomatic expressions

Advanced Level:

Question/restate/paraphrase in social conversations

Speak/write based on purpose, audience, & subject matter

Identify main idea, point of view, & fact/fiction in broadcast & print media

Use standard English grammatical forms/sounds/intonation/pitch

Reading - Word Analysis (Grades 3-5 California ELD Standards)

Concepts about Print, Phonemic Awareness, Decoding & Word Recognition

Beginning Level:

Recognize familiar phonemes

Recognize sound/symbol relationships in own writing

Early Intermediate Level:

Read orally recognizing/producing phonemes not in primary language

Recognize morphemes in phrases/simple sentences

Intermediate Level:

Read aloud with correct pronunciation of most phonemes

Use common morphemes in oral & silent reading

Early Advanced Level:

Use knowledge of morphemes to derive meaning from literature/texts in content

areas

Advanced Level:

Read aloud simple words in stories/games

Respond to social & academic interactions (simple questions/answers)

Demonstrate comprehension of simple vocabulary with action

Retell simple stories with drawings, words, phrases

Uses phrases/single word to communicate basic needs

Early Intermediate Level:

Use content vocabulary in discussions/reading

Read simple vocabulary, phrases & sentences independently

Use morphemes, phonics, syntax to decode & comprehend words

Recognize & correct grammar, usage, word choice in speaking or reading aloud Read own narrative & expository text aloud with pacing, intonation, expression

Intermediate Level:

Create dictionary of frequently used words

Decode/comprehend meaning of unfamiliar words in texts

Recognize & correct grammar, usage, word choice in speaking or reading aloud Read grade level narrative/expository text aloud with pacing, intonation, expressionUse content vocabulary in discussions/reading

Recognize common roots & affixes

Early Advanced Level:

Use morphemes, phonics, syntax to decode/comprehend words

Recognize multiple meaning words in content literature & texts

Use common roots & affixes

Use standard dictionary to find meanings

Recognize analogies & metaphors in content literature & texts

Use skills/knowledge to achieve independent reading

Use idioms in discussions & reading

Read complex narrative & expository texts aloud with pacing, intonation, expression

Advanced Level:

Apply common roots & affixes knowledge to vocabulary

Recognize multiple meaning words

Apply academic & social vocabulary to achieve independent read

Use idioms, analogies & metaphors in discussion & reading

Use standard dictionary to find meanings

Read narrative & expository text aloud with pacing, intonation

Reading Comprehension

Beginning Level:

Answer fact questions using one/two word response

Connect simple test read aloud to personal experience

Understand & follow one-step directions

Sequence events from stories read aloud using key words/phrase

Identify main idea using key words/phrases

Identify text features: title/table of contents/chapter headings

Early Intermediate Level:

Use simple sentences to give details from simple stories

Read & identify main ideas to draw inferences

Identify text features: title, table of contents, chapter headings

Identify fact/opinion in grade level text read aloud to students

Intermediate Level:

Orally respond to comprehension questions about written text

Read text features: titles, table of contents, headings, diagrams, charts, glossaries, indexesIdentify main idea to make predictions & support details

Orally describe connections between text & personal experience

Follow multi-step directions for classroom activities

Identify examples of fact/opinion & cause/effect in literature/content texts

Early Advanced Level:

Give main idea with supporting detail from grade level text

Generate & respond to text-related comprehension questions

Describe relationships between text & personal experience

Identify function of text features: format/diagrams/charts/glossary

Draw conclusions & make inferences using text resources

Find examples of fact, opinion, inference, & cause/effect in text

Identify organizational patterns in text: sequence, chronology

Advanced Level:

Make inferences/generalizations, draw conclusions from grade level text resources

Describe main ideas with support detail from text

Identify patterns in text: compare/contrast, sequence/ cause/effect

Writing Strategies and Applications (Grade 3-5 California ELD Standards)

Penmanship, Organization & Focus

Beginning Level:

Write alphabet

Label key parts of common object

Create simple sentences/phrases

Write brief narratives/stories using few standard grammatical forms

Early Intermediate Level:

Write narratives that include setting and character

Respond to literature using simple sentences, drawings, lists, chart

Write paragraphs of at least four sentences

Write words/simple sentences in content areas

Write friendly letter

Produce independent writing

Intermediate Level:

Narrate sequence of events

Produce independent writing

Use variety of genres in writing

Create paragraph developing central idea using grammatical form

Use complex vocabulary & sentences in all content areas

Produce writing with command of standard conventions

Advanced Level:

Write short narrative for all content areas

Write persuasive composition

Write narratives that describe setting, character, objects, events

Write multi-paragraph narrative & expository compositions

Independently use all steps of writing process

Writing Conventions

Beginning Level:

Begin own name and sentences with capital letter

Use period at end of sentence

Early Intermediate Level:

Begin proper nouns & sentences with capital letter

Use period at end of sentence/use some commas

Edit for basic conventions

Intermediate Level:

Produce independent writing

Use standard word order

Early Advanced Level:

Produce independent writing with correct capitals, punctuation, spelling Use standard word order

Edit for basic conventions

Advanced Level:

Use complete sentences and correct order

Use correct parts of speech

Edit for punctuation, capitalization, spelling

Produce writing with command of standard conventions

Reading Literary Response and Analysis (Grades 3-5 California ELD Standards)

Narrative Analysis of Grade-Level Appropriate Text

Beginning Level:

One/two-word oral responses to factual comprehension questions

Word/phrase oral response identifying characters and settings

Distinguish between fiction & non-fiction

Identify' fairy tales, folk tale, myth, legend using lists, charts, tables

Early Intermediate Level:

Orally answer factual questions using simple sentences

Orally identify main events in plot

Recite simple poems

Orally describe setting of literature piece

Orally distinguish among poetry, drama, short story

Orally describe character of a selection

Intermediate Level:

Describe figurative language (simile, metaphor, personification)

Distinguish literary connotations from culture to culture

Identify motives of characters

Describe themes stated directly

Identify speaker/narrator in text

Identify main problem of plot and how it is resolved

Recognize first & third person in literary text

Advanced Level:

Describe characteristics of poetry, drama, fiction & non-fiction

Evaluate author's use of techniques to influence reader

Describe directly stated & implied themes

Compare & contrast motives of characters in work of fiction

VI SCIENCE/MATH SKILLS

• Maps, charts, and graphs - location, latitude, and longitude

• Study Skills - note taking, highlighting key ideas, use of advance organizers

• Cause and effect

• Scientific process skills; observe, communicate, compare, categorize, infer, apply

VII VOCABULARY

produce descent abolitionists

enslavement

VII RESOURCES and MATERIALS

Houghton-Mifflin Reading (Grade 5, Theme 3)

Prentice Hall An American Nation

McGraw-Hill A New Nation (National Geographic)

Adler, David Remember Betsy Fross and Other Colonial American Riddles

Bliven, Bruce, Jr American Revolution, 1760-1883

Bliven, Bruce, Jr The American Revolution

Brenner, Barbara If you Were There in Seventeen Seventy-Six

Davis, Burke Black Heroes of the American Revolution

DePauw, Linda G Founding Mothers: Women in the Revolutionary Era

Dudley, William, Ed The American Revolution Opposing Viewpoints

Faber, Doris and Harold The Birth of a Nation

Hirsch, S Carl Famous American Revolutionary War Heroes

Hughes, Libby Valley Forge

Ingraham, Leonard An Album of the American Revolution

Jefferson, Thomas The Declaration of Independence

Jensen, Ann D The World Turned Upside Down: Children of 1776

Johnson, Neil The Battle of Lexington and Concord

Kent, Deborah The American Revolution: Give Me Liberty, or Give Me Death

Knight, James E Boston Tea Party: Rebellion in the Colonies

Lancaster, Bruce The American Revolution

Lloyd, Ruth and Norman The American Heritage Songbook

Longfellow, Henry Wadsworth (Ted Rand, Illus.) Paul Revere's Ride

McDowell, Bart The Revolutionary War: America's Fight For Freedom

McGovern, Ann The Secret Soldier: The Story of Deborah Sampson

Meltzer, Milton The American Revolutionaries: A History in Their Own Words

1750-1800Reeder, Russell Bold Leaders of the American Revolution

Richards, Norman The Story of the Declaration of Independence

Scott, John Anthony History of the American People

Stein, R Conrad The Story of Lexington and Concord

Stevenson, Augusta Molly Pitcher: Young Patriot

Suter, Joanne US History: Beginning of a Nation

Zall, Paul M Becoming American: Young People in the American Revolution

RESOURCES and MATERIALS - Non-Fiction

Cobblestone Magazine Boston Massacre (March 1980); American Revolution Tales (September

1983); Alexander Hamilton (March 1987); British Loyalists (August 1987); Thomas Jefferson

Meltzer, Milton The American Revolutionaries: A History in Their Own Words

1750-1800

Carter, Alden R The American Revolution: At the Forge of Liberty

Carter, Alden R The American Revolution: Birth of the Republic

Carter, Alden R The American Revolution: Colonies in Revolt

Carter, Alden R The American Revolution: Darkest Hours

Quackenbush, Robert Pass the Quill, I'll Write A Draft: A Story of Thomas Jefferson Smith, Carter The Revolutionary War: A Sourcebook on Colonial America

Stein, R Conrad The Story of the Boston Tea Party

Stevens, Bryna Deborah Sampson Goes to War

RESOURCES and MATERIALS - Fiction

Avi The Fighting Ground

Benchley, Nathaniel George the Drummer Boy

Benchley, Nathaniel Sam the Minuteman

Brady, Eshter Wood Toliver's Secret

Brown, Drollene Sybil Rides for Independence

Clapp, Patricia I'm Deborah Sampson: A Soldier in the War of the Revolution

Collier, James and Christopher My Brother Sam is Dead

Collier, James and Christopher War Comes to Willy Freeman

Collier, James and Christopher Who is Carrie ?

Forbes, Esther Johnny Tremain

Forbes, Esther Paul Revere and the World He Lived In

Fritz, Jean Early Thunder

Gauch, Patricia Lee Aaron and the Green Mountain Boys

Griffin, Judith B Phoebe the Spy

Hoobler, Dorothy and Thomas The Sign Painter's Secret: The Story of a

Revolutionary Girl

Lawson, Robert Ben and Me

Lawson, Robert Mr Revere and I

O'Dell, Scott Sarah Bishop

Reit, Seymour Guns for General Washington: A Story of the American Revolution Smith, Mary Boys & Girls of Seventy-Seven

Walkington, Ethylyn Betsy Ross Little Rebel

Woodruff, Elvira George Washington's Socks

Edwards, Sally George Midgett'sWar

Jensen, Dorothea The Riddle of Penncroft Farm

McKean, Thomas The Secret of the Seven Willows

Monjo, F.N Poor Richard in France

Seabrooke, Brenda The Chester Town Tea Party

Wibberly, Leornard John Treegate's Market

Scholastic; Dear America Series The Winter of Red Snow

Amstel, Marsha Sybil Ludington's Midnight Ride

RESOURCES and MATERIALS - Teacher Resources

www.historyplace.com

www.coarlhurst.com/subjects/ushistory

www.si.umioch.edu/spies/sotires-women

American Heritage - December 1962 (almost any volume)

Prentice Hall - American History Historical Outline Map Book

Nystrom Atlas of Our Country

America's Paul Revere, Esther Forbes, pictures by Lynd Ward

National Geographic - Volumes: July '89; July '75; July '74; April '75; Oct '75; Feb '76

Picture Books:

This Time, Tempe Wick?; Patricia Lee Gauch

Katie's Trunk; Ann Turner

Aaron and the Green Mountain Boys; Patricia Lee Gauch

Paul Revere's Ride; Henry Wadsworth Longfellow

Video

"The Other Boston Tea Party"; New England Foundation for the Humanities 1989

AMERICAN REVOLUTION

to Complement Houghton-Mifflin Reading Series (Grade 5, Theme 3)

La Mesa-Spring Valley School District Adapted from Fountain Valley School District – American Revolution

• Timeline - from explorers to constitution

-Leading to revolution - covers 5.3 - wars/battles before Revolution:

French/Indian, Indian, broken treaties; 5.4 - 13 colonies - religious/economic differences, growth

of slavery; 5.5 - causes of revolution; 5.6 - course of revolution (battles) 5.6.3 - role of women; 5.7 constitution

• World/US Map - focus on east coast (5.2 - 5.6)

• Graphic Organizer: events leading to Revolution (shape of a canon - at each event,

choices become fewer to avoid war - 5.4, 5.5, and 5.6.3)

• Comparative Input - King/Washington (both George): British/loyalist viewpoint and

life style vs American/patriot

• Narrative - Events to Declaration of Independence (Continental Congress, Jefferson,

John and Abigail Adams, etc.) – and/or from Houghton Mifflin read aloud, Paul Revere’s Ride

• Back to US map for battles (5.6.2 - Allies)

• Expert Groups - Key people who affected the revolution, and/or summary with background of each

major story in the theme, plus more background on Paul Revere and the Boston Tea Party

III GUIDED ORAL PRACTICE

• Process Grid

IV READING/WRITING

• Total Class

- Cooperative Strip Paragraph

- Group Frame for ELD student generated text

- Poetry Frame

- Found Poetry

- Biography Frame

- Reader's Theater: Midnight Ride of Paul Revere

• Small group/cooperative practice

- Flexible groupings: leveled and heterogeneous

- Team Writing Workshop

V EXTENDED ACTIVITIES FOR INTEGRATION

• Listen and Sketch (on the Houghton Mifflin read-aloud, Poundcake for a General)

• Process charts and inquiry

• Graffiti Wall - student generated text

• Assess Learning Logs - on-going

• Portfolio

- 3 pieces of writing; expository (cause and effect or persuasive); Biography; Found Poetry

• Evaluation learning

AMERICAN REVOLUTION

to Complement Houghton-Mifflin Reading Series (Grade 5, Theme 3)

La Mesa-Spring Valley School District Adapted from Fountain Valley School District – American Revolution SAMPLE DAILY LESSON PLAN for DEMONSTRATION TRAINING

DAY 1:

FOCUS/MOTIVATION

• Signal Word with Cognitive Content Dictionary

• Standards - Historian Awards

DAY 2:

FOCUS/MOTIVATION

• Signal Word with Cognitive Content Dictionary

• Process Home/School Connection

• Read Aloud - diary

• Review with word cards on input and highlight poetry

- Poetry

INPUT

•Narrative – Paul Revere’s Ride

- Poetry

GUIDED ORAL PRACTICE

• Reader's Theater - The Midnight Ride of Paul Revere

INPUT

• Graphic Organizer - Causes of Revolution

-10/2 and ELD Review

GUIDED ORAL PRACTICE

• Sentence Patterning Chart – patriots

-read, trading game, flip chants

DAY 3 :

FOCUS/MOTIVATION

• Signal Word with Cognitive Content Dictionary

• Process Home/School Connection

• Review inputs and highlight poetry Add battles to timeline

• Read Aloud – diary

INPUT/GUIDED ORAL PRACTICE/READING/WRITING

• Expert groups

- Team Tasks

• Background on Declaration of Independence: who wrote it, why, and Abigal Adam's words

- 10/2/2 with Memory Bank

• Found poem with Declaration of Independence

• Team guided highlighting and writing notes on side - Declaration of Independence

- Reciprocal teaching

- class discussion

- Team Task - found poem

GUIDED ORAL READING/READING WRITING

• Process Grid

• Coop Strip Paragraph

-respond, revise, edit

CLOSURE

• Read Aloud

• Process charts

• Home/School Connection

DAY 4:

FOCUS/MOTIVATION

• Signal Word with Cognitive Content Dictionary

• Review input charts

READING/WRITING

• Flex group reading (leveled - ELD and "Clunkers and Links")

- Team Tasks / Team Evaluation

- Fictional Character - Graphic Organizer with Read Around

- Story Map - Read Around

- Rough draft - Read Around "Three Before Me " editing

• Focused reading with Cognitive Content Dictionary

• Debate patriots vs loyalists

VARIED VOICES OF

THE REVOLUTION

Project GLAD Big Book by Sally Fox

To complement Houghton Mifflin, Grade 5, Theme 3

June 2005

THE TORIES SAID, “HOW REVOLTING!”

THE SONS OF LIBERTY SAID,

“GIVE US LIBERTY OR GO AWAY!”

Political, religious, and economic conflicts

between England and the American colonists over self-government, taxation without

representation, and religious freedom led to a terrible war full of pain and suffering The

American Revolution was a long and bitter war but it finally resulted in the beginnings of our country, the United States

What were the ideas that made our nation?

 The idea of freedom, of unalienable rights.

 The idea of free speech, of saying what you think without going to jail.

 The idea that common, regular people can take part in their own government.

 The idea that everyone could pray as they want, or not pray if they want.

Political, religious, and economic conflicts

between England and the American colonists over self-government, taxation without

representation, and religious freedom led to a terrible war full of pain and suffering The

American Revolution was a long and bitter

war but it finally resulted in the beginnings of our country, the United States.

What were the ideas that made our nation?

 The idea of tyranny, that King George didn’t

deserve the “divine right of kings.”

 The idea of fairness, that parliament shouldn’t tax the colonists for sugar, taxes, and tea if there were

no colonists to speak and vote in Parliament.

 The idea of privacy, that the English Army

shouldn’t force colonists to let them live in their homes, quartering the red-coated soldiers.

THE TORIES SAID, “HOW REVOLTING!”

Political, religious, and economic conflicts

between England and the American colonists over self-government, taxation without

representation, and religious freedom led to a terrible war full of pain and suffering The

American Revolution was a long and bitter

war but it finally resulted in the beginnings of our country, the United States.

What kinds of communication made our nation?

 Personal communication spread by people writing: women, men, and committees of correspondence.

 Mass written communication spread by people

publishing: the Declaration of Independence and

“Common Sense.”

 Spoken communication spread by people giving patriotic speeches: Patrick Henry said, “Give me liberty or give me death!”

Political, religious, and economic conflicts

between England and the American colonists over self-government, taxation without

representation, and religious freedom led to a terrible war full of pain and suffering The

American Revolution was a long and bitter

war but it finally resulted in the beginnings of our country, the United States.

What problems were the colonists trying to solve?

 The problem of King George III.

 The problem of the Intolerable Acts.

 The problem of snobbishness from the British and being treated like children or inferiors.

 The problem of taxation without representation.

 The problem of being forced to house and feed British soldiers in your own home!

THE TORIES SAID, “NO PROBLEM!!”

Political, religious, and economic conflicts

between England and the American colonists over self-government, taxation without

representation, and religious freedom led to a terrible war full of pain and suffering The

American Revolution was a long and bitter

war but it finally resulted in the beginnings of our country, the United States.

What problems were the colonists experiencing?

 How to live as neighbors with people who stayed loyal to King George III.

 What to do about slaves in the Southern States and free blacks in the Northern States.

 How to help the cause of liberty in your own small way (Patriots giving material and other support to the Continental Army).

Political, religious, and economic conflicts

between England and the American colonists over self-government, taxation without

representation, and religious freedom led to a terrible war full of pain and suffering The

American Revolution was a long and bitter war but it finally resulted in the beginnings of our country, the United States.

Paul Revere, a silversmith in Boston, was opposed the British rule of the colonies and he was:

 A member of the secret club “Sons of Liberty.”

 Part of the group that threw 10,000 pounds of tea off three British ships in the Boston Tea Party.

 An important express rider the night before the battle of Lexington and Concord—the battle that led to WAR!

THE TORIES SAID, “HOW REVOLTING!”

Political, religious, and economic conflicts

between England and the American colonists over self-government, taxation without

representation, and religious freedom led to a terrible war full of pain and suffering The

American Revolution was a long and bitter

war but it finally resulted in the beginnings of our country, the United States.

Charlotte, a fictional servant girl in Boston, was a

patriot of the colonies, too She was:

 Working for a family of Tories who were loyal to King George III of England.

 Suddenly put in a position to help the cause of the War of Independence when a spy for General

Washington gave her a secret message.

 A very clever girl who figured out a way to get the message safely to General Washington.

Political, religious, and economic conflicts

between England and the American colonists over self-government, taxation without

representation, and religious freedom led to a terrible war full of pain and suffering The

American Revolution was a long and bitter war but it finally resulted in the beginnings of our country, the United States.

Katie Gray, a young girl in Boston, was part of a

wealthy Tory family who were loyal England She was:

 Sad that she and her brothers were losing their friends because her parents thought the colonists should pay any taxes parliament asked for and

should follow all the laws of the King.

 Angry when rebels broke into her house to steal things and break things.

THE TORIES SAID, “GOOD FOR YOU, LITTLE KATIE!”

Political, religious, and economic conflicts

between England and the American colonists over self-government, taxation without

representation, and religious freedom led to a terrible war full of pain and suffering The

American Revolution was a long and bitter war but it finally resulted in the beginnings of our country, the United States.

James Forten, a free African living in Philadelphia, went to sea to help fight the British when he was just

14 years old He was:

 Working for Captain Stephen Decatur Sr on the

privateer ship Royal Louis when it captured the British ship Active.

 On the Royal Louis when it was captured by three British ships: the Nymph, Amphyon and Pomona.

 A prisoner of war held on the prison ship Jersey.

 Very successful after the war in business.

Political, religious, and economic conflicts

between England and the American colonists over self-government, taxation without

representation, and religious freedom led to a terrible war full of pain and suffering The

American Revolution was a long and bitter war but it finally resulted in the beginnings of our country, the United States.

People living in the 13 original English colonies in North America in the 1770s had many different

backgrounds resulting in different sentiments,

opinions, values, and beliefs For example:

 Ben Franklin was a founder of the United States but his son was a royal governor of New Jersey and loyal to the king of England

 Many people were reluctant to go to war but

Thomas Paine’s “Common Sense” helped

persuade them that it was necessary.

THE BRITISH TO THIS DAY STILL SAY, “YOU REBELS!”

PICTORIAL INPUT CHART – THE BIG PICTURE OF THE WAR FOR INDEPENDENCE For Houghton Mifflin, gr 5, theme 3

PICTORIAL INPUT CHART – MAP AND TIMELINE for Houghton Mifflin, gr 5, theme 3

Name Room _

SAMPLE POINTS FOR PICTORIAL “BIG PICTURE” INPUT CHART – Houghton Mifflin, gr 5, theme 3

According to the best scientific knowledge we have today, the continents of America, both North and South, were devoid of human life for hundreds of millions of years Human beings seem to have first lived in Africa a million years ago Those ancient peoples, paleo humans, lived very primitively as nomadic hunter-gatherers in small tribes Approximately 35,000 years ago, nomadic tribes had spread to all the corners of the globe and all the continents, including the Americas By 10,000 years ago these nomadic peoples were forming permanent settlements all around the world by growing food in addition to hunting and gathering

In the Precolumbian period, the Americas were home to fascinating groups of people, tribes and nations like the Anasazi, Hopi, Zuñi, Navajo, and Apache in what is now the southwest United States, the Eskimo in Alaska, the Aztecs in Mexico, the Maya in Mexico and Central America, the Incas in Peru, the Mohawks, Iriquois, and Seminole in what is now the eastern United States, the Cheyenne and Lakota Sioux in the central plains, and the Kwakiutl in the Pacific Northwest These people formed societies and lived successfully in America for thousands of years, sometimes having wars with each other, and other times living in isolation and relative peace But once Columbus and his ships arrived in the Caribbean Sea looking for a route to China, the lives of these

20 million native Americans, our continent’s indigenous peoples, were changed forever

Within a hundred years of Columbus’s first arrival, many other Europeans were coming to America to take over the land, extract the gold and silver, and begin new agricultural plantations to sell the crops back in Europe Spain and Portugal began competing for the new places, killing and controlling the native people who didn’t cooperate with them The Spanish and Portuguese who came to the Americas were often farmers, military men, miners, or missionaries They moved here and began colonies in what is now Mexico, South America, and the Caribbean Shortly thereafter, the English and French began sending colonists, too By

1607, England began a settlement in Virginia and the seeds of the United States of America were planted The Virginia settlement called Jamestown grew and more English people decided to build a new life in the Americas In 1619, Virginia established a representative legislature called the House of Burgesses This legislature wrote laws and helped the colonists govern themselves

In 1620, the Pilgrims arrived at Plymouth Rock in what is now Massachusetts and founded the second permanent British settement

in North America For the rest of the 1600s thousands of Europeans, mostly from Great Britain but also from France and Germany, came to what is now the United States as immigrants By the 1700s there were over a million Europeans stretching from what is now Georgia northward to what is now Maine

Some of the immigrants to this part of America came for religious freedom because they wanted to practice a religion that was outlawed or discouraged by their government Others came to the Colonies for economic reasons They thought they could become rich in America Some poor people came to America as indentured servants They agreed to work for the master, who paid for their ticket to come to America, for a period of years, usually seven, after which the person could move and start his own life working for himself Some people came to America against their will They included prisoners from over-crowded English jails, Irish prisoners of war, and black Africans captured in intertribal warfare or kidnapped and sold to Portuguese traders In 1775, all these people were living in the area now known as the United States They were living as children ,colonies, of the mother country

—Great Britain

This unit focuses on the Revolutionary War between the colonies and Great Britain This war gave birth to a new nation when the

13 British colonies won their freedom and became the independent United States of America The war began unofficially on April

19, 1775, when a group of colonists fought British soldiers at Lexington, Massachusetts Hours later in nearby Concord, more colonists fired “the shot heard round the world” when they battled British troops near a bridge The war lasted 8 years and was ended by the Treaty of Paris in 1783.

Before we talk about what caused the war and how different people suffered in different ways during the war, you need to know a little bit about the King of England, the Parliament, and the way the Colonies were governing themselves from 1619 until 1775 The King of England got his job by being born to the previous king That’s called a hereditary monarchy and there has been a

So let’s go back to 1775 Problems between the mother country, Great Britain, and the colonies had been brewing for over ten years British laws controlled the Colonies For example, although most colonists were farmers, they sold a lot of their crops to merchants in Britain They had to buy the manufactured goods they wanted from Britain Then, there was a war between Great Britain and the French who were allied with the Indians The king and parliament were so busy with this war they didn’t pay much attention to the Colonies The Colonies did what they wanted Once they won the war, the British began to restore their power and authority over the Colonies They started enforcing laws they hadn’t paid attention to for a long time Another thing, the king and Parliament decided they needed a full time army stationed in the colonies but they didn’t want to pay for it They wanted the colonists to pay for it The said it was only right they pay for it since it would keep them safe How do people pay for things like an army? Well, for thousands of years, since a Mesopotamian king names Hammurabi in Babylonia, people have paid for things like armies and public buildings and roads through taxes So, parliament wanted to raise taxes on the Colonies However, the Colonies were not allowed to elect any members of parliament They thought it was unfair to be taxed by a government they can’t officially talk to by sending a representative to parliament They called this “taxation without representation” and it made the colonists mad In 1764, the Navigation Act law said the colonists had to pay a 3-penny tax on every gallon of molasses (liquid sugar) from the West Indies That made the colonists madder! In 1765, parliament passed the Queartering Act It required Amercians to provide a room, fuel, candles, cider or beer, and transportation for British troops stationed in the colonies This made the colonists madder still!! Then they got the Stamp Act, which was a law that said you had to buy a stamp from the government and put it on newspapers, playing cards, diplomas,and other legal documents This made the colonists even more angry! In 1767, parliament passed the Townshend Acts This law placed duties, a form of tax, on imports to the colonies like tea, paper, lead, and paint The colonists started a boycott and refused to buy the imports or any good from Britain They were getting madder and madder In 1770, some people in Boston who were really frustrated by the British laws were throwing snowballs at the British soldiers standing on guard duty The snowball fight turned into a fight with rocks and clubs The British troops fired into the crowd and killed some people This is known now as the Boston Massacre After that, parliament had to repeal, or take back, the

Townshend duteis, except for the tax on tea The colonists were still boycotting British tea, and were buying from the Dutch and Spanish, so parliament made it so even with the tax British tea was cheaper than Dutch or Spanish tea Some men who called themselves the Sons of Liberty realized the trick and decided to play a trick back In 1773, a band of colonists disguised as Mohawk Indians raided British ships in Boston harbor, lifted boxes of tea from their holds, and tossed them overboard The said

“Boston Harbor will be a teapot tonight” and ever since it has been called the Boston Tea Party In 1774, there were the Intolerable Acts, which forced Boston harbor to be closed—no ships in and no ships out—until is said it was sorry for the Boston Tea Party Around this time, leaders in the other colonies (GA, SC, NC, VA, DE, MD, PA, NY, NJ, NH, RI, CT) decided they had better get together before Britain started treating them the same way The formed the first Continental Congress and met in Philadelphia in September, 1774 They decided to stick together and not import or export any goods to England until the abuses happening in Massachusetts were corrected In 1775, when the British decided to use their army to fight the revolting colonists, by marching on targets in Massachusetts, the other colonies were very worried The story of the battles of Lexington and Concord were told all along the eastern seaboard, from colony to colony George Washington was asked to form an army to help defend Massachusetts Enough people were angry enough to join him Some joined the Continental Army and others joined their state’s militia In the meanwhile, King George III and parliament were angry, too They felt the colonies were like naughty children disobeying their parents By 1776, many more colonists were ready to revolt and join the revolution Thomas Jefferson’s Declaration of

Independence in 1776 really crystalized the feelings of lots of people The colonies were at war with Britain.

In this unit you’ll find out how it felt to live in this epoch It was an important time that led to our country as it is today We pay a great price for our political freedom today, and our ancestors paid a great price in their time Do you think it was worth it?

AMERICAN REVOLUTION-NARRATIVE

SYBIL LUDINGTON

At eight or nine by the clock, that evening, a tired, muddy horseman reached Colonel

Ludington's home with the news British soldiers had taken Danbury and, in a drunken frenzy, were burning all homes occupied by Patriots But, what to do, thought the Colonel, his regiment was

disbanded, its members at their homes, some, very far away It was April, planting season, and the farmers needed to tend their fields and were granted leaves to get their farm work done He must stay

to muster the men as they came and the messenger was too exhausted to go any further In this

emergency, he turned to his daughter, Sybil, who a few days before had passed her sixteenth birthday

He bade her to take a horse, ride for the men and tell them to be at his house by daybreak

As Sybil ran for the barn, carrying the trousers she would change into, the pitch black night closed down like a shutter There followed a slight struggle with the horse, Star, for it was dark, wet, and cold and he objected Off they went, Star picking up a little as he warmed up They rode for what seemed to be a very long time The rain started down in earnest Was that Jake Hunter's farm on the left, she wondered? No, only the Gillette's She rode Star up to the window, no matter that she tramped

on the flowers, and hammered on the window with her fist The door swung open and there was Mrs Gillette "Father sent me to carry warning," she began politely in a nervous voice "That you gal, at thistime of night? Hitch your horse and git on in here," said Mrs Gillette

Sybil took a deep breath and tried again in a firmer voice "The British are burning Danbury Tell Mr Gillette that the troops are to muster immediately Women and children need to be ready to bundle up valuables and drive away the livestock if the redcoats come this way Please spread the word

to your neighbors." With that, Sybil rode off, hoping that Mrs Gillette believed her

Only a short ride to the next farm The house was dark, should she waken them? Then she remembered that Jake Hunter was a corporal and she was on military business She hammered on the shutter and yelled loudly, "Rouse, rouse, the British are burning Danbury." Jake's head peaked out from a window, "That will mean a mustering," he said "I'll tell my neighbors." Sybil rode off with a sense of relief, Jake would know what to do and tell the nearby neighbors Sybil rode off in a different direction, she urged Star to go faster and faster This was going to take forever Thank goodness she had changed to trousers; by now her skirts would have been a cold, sodden mass; as it was, the shawl over her head slapped in a wet lump against her chest, carried water like a gutter along her leg; and when it was caught by a tree, she let it go She could scarcely get wetter

The next two households were wakened with no trouble, but at the next farm, Mrs Oppenshoreutterly refused to waken her deaf husband "There have been a sight too many musterin's A man's got

a duty to his farm Probably a false alarm anyway." Upset with the woman, Sybil tried again,

"Danbury's burning", she started "Let the Danbury folks fight'em", she replied Sybil was so angry shesaid, "The redcoats are likely finished there by now and starting to march here." "Redcoats comin' here? Timothy wake up, redcoats are coming" Sybil didn't wait, off she rode

squatter and trappers living in small ill-built cabins With murmurings and a gentle hand, she steadiedStar to a safer pace "We're important, Star, if you break a leg, the British may catch people in their beds." Behind her, she knew, people were now ready, bonfires being lit, ammunition readied, livestockand valuables being hidden.

But before her, nothing but darkness, sleep, unreadiness No, for there was a glow ahead, a glow of a firelight through the trees Soldiers, mustering, perhaps, to march to the Ludingtons', had kindled a small blaze? But it seemed unlikely

Whoever they were they must be told She turned Star off the road, headed him in the direction

of the bonfire, and left it to him to thread his way between the rocks and undergrowth

She could see six men or thereabouts And horses And, yes, firearms were propped beside the seated men as they warmed themselves at the blaze

But no man with farming to do would be awake and camped out in the open at this time of night, and the British could scarcely have reached here as yet It was relief to see that the men wore no colored uniform Which made it likely they were militia

She was near enough now to shout And was just about to, when a stone turned under Star's hoof and went rattling down a short slope A man sprang up from the fireside and grabbed his musket

Sybil jerked tight the rein The appetizing odor of roast mutton had reached her And there, slowly turning on a greenwood spit beside the fire, was the best part of a stolen sheep

Not British, not militia, these men They were thieves and robbers, cowboys or skinners.Desperately she turned the yearling; and, eyes blinded by the firelight, headed him

back into the darkness

A chorus of shouts The cutthroats were after her

There was no knowing what these outlaws would do if they caught her And if they captured her, who would spread the alarm? Her safety, Star's safety, was nothing beside the safety of the whole countryside

She had a hundred paces' start Add a few moments while the cutthroats were

catching and saddling their horses If only she could gallop, gallop, lose herself in the

darkness

But here under the thick trees there was no chance even of picking her direction

And at every panic attempt to make for the road, boulders, a streambed, giant tree trunks,

headed her off Star stumbled and slipped at a scrambling walk She was lost, but in a

moment she was glad of it

For from eastward in the probable direction of the road came the wrathful shout of

So they had taken her for a man? That was somehow encouraging.

But how lucky that she hadn't got down to the road and been caught between the two lots of skinners When it served their turn these outlaws murdered as freely as they robbed, and they wouldn't think twice of putting a musket ball into an unlucky witness who had caught them roasting that stolen sheep

She pulled up Star and waited a moment, listening No sound but the creak of the saddle to Star's wearied breathing: and he, the darling, was listening too, head up, ears pricked Then she caught a sound, a man's footfall; faint though it was, she was sure of

it Not that she could hear each step But a stone rolled,-a sodden twig snapped It came

no nearer, seemed to retreat

In the tenseness of her waiting, moments seemed hours; as long as she was silent she was safe But someone must carry the call to arms; she couldn't wait here till

daylight, when the skinners would have moved off And which way were they going? North or south? If only she knew

Twice the yearling nearly fell and all but pitched her off in his efforts to recover balance She dismounted and tried to lead him; that might be easier for Star, but it was harder, a heap harder, for Sybil Slipping and sliding over wet leaves, wedging a foot between rocks, blundering into tree trunks, she could have cried with sheer fatigue and vexation And every moment of delay might be bringing the enemy closer, closer; while militiamen, badly needed, slumbered in their homes

Frightened she was now, and she would admit as much after that meeting with the skinners It called for all the courage she could lay hand on to ride in off the road and rouse the next farm At Ben Hasbrouck's, at the turn of the road, they set her on her new direction, and surprised her by telling her it was no later than midnight, when she had thought the dawn itself must be close But more than half her ride was over; Star, who had gone lame for a while, had only caught a stone in his hoof, and once she had that out,

he was striding out as gallantly as before Never, as long as she lived, would she forget how brave, how helpful he was If ever there was a good patriot, it was Star this night Heavens, how tired she was! Every muscle ached, and legs and even arms were bruised from floundering around among those rocks But strangely enough she had never been happier in her life, though she didn't know it herself till she found herself singing

A mile of so later and with a good hour's ride still ahead of her, her troubles were already over; someone riding from the opposite direction had already spread the alarm First there were lighted houses; then there were armed men, in twos and threes, striding

on grimly to muster for defense, to fight for freedom They gave her a shout and some gave her a cheer as Star, spurred on by excitement, galloped past Soon she was traveling among a little group of horsemen, men who had come from farther west

rumble of men's voices, the sharp bark of orders from officers: Sybil had seen and heard

it all before, but this time she was a part of it She had received her orders and carried them out like a soldier

At the gate someone took Star and offered to stable him Reluctantly she

surrendered him 'Twas like giving up part of herself "Best rub him down," said Sybil

"He's done a long ride." The gathering at the house door made way for her

"Here she is, Colonel Here's your aide, sir." And Father himself threw down his quill and, in full regimentals, rose from the table to greet her and hear her report, just as

he would for a soldier This surely was the proudest moment of her life

NARRATIVE INPUT CHART – for Houghton Mifflin Theme 3, gr 5

Paul Revere's Ride

BY Henry Wadsworth Longfellow

Of the midnight ride of Paul Revere,

On the 18th of April, in Seventy-five;

Hardly a man is now alive

Who remembers that famous day and year

He said to his friend, "If the British march

By land or sea from the town to-night,

Hang a lantern aloft in the belfry arch

Of the North Church tower as a signal light,

One if by land, and two if by sea;

And I on the opposite shore will be,

Ready to ride and spread the alarm

Through every Middlesex village and farm,

For the country folk to be up and to arm."

Then he said "Good-night!" & with muffled oar

Silently rowed to the Charlestown shore,

Just as the moon rose over the bay,

Where swinging wide at her moorings lay

The Somerset, British man-of-war;

A phantom ship, with each mast and spar

Across the moon like a prison bar,

And a huge black hulk, that was magnified

By its own reflection in the tide

Wanders and watches, with eager ears,

Till in the silence around him he hears

The muster of men at the barrack door,

The sound of arms, and the tramp of feet,

And the measured tread of the grenadiers,

Marching down to their boats on the shore

Then he climbed the tower of the Old North Church,

By the wooden stairs, with stealthy tread,

To the belfry chamber overhead,

And startled the pigeons from their perch

Beneath, in the churchyard, lay the dead,

In their night encampment on the hill,

Wrapped in silence so deep and still

That he could hear, like a sentinel's tread,

The watchful night-wind, as it went

Creeping along from tent to tent,

And seeming to whisper, "All is well!"

A moment only he feels the spell

Of the place and the hour, and the secret dread

Of the lonely belfry and the dead;

For suddenly all his thoughts are bent

On a shadowy something far away,

Where the river widens to meet the

bay, A line of black that bends and floats

On the rising tide like a bridge of boats

Booted and spurred, with a heavy stride

On the opposite shore walked Paul Revere

Now he patted his horse's side,

Now he gazed at the landscape far and near,

Then, impetuous, stamped the earth,

And turned and tightened his saddle girth;

But mostly he watched with eager search

The belfry tower of the Old North Church,

As it rose above the graves on the hill,

Lonely and spectral and sombre and still

And lo! as he looks, on the belfry's height

A glimmer, and then a gleam of light!

He springs to the saddle, the bridle he turns,

But lingers and gazes, till full on his sight

A second lamp in the belfry burns

A shape in the moonlight, a bulk in the dark,

And beneath, from the pebbles, in passing, a spark

Struck out by a steed flying fearless and fleet;

That was all! And yet, through the gloom and the light,The fate of a nation was riding that night;

And the spark struck out by that steed, in his flight,Kindled the land into flame with its heat

He has left the village and mounted the steep,

And beneath him, tranquil and broad and deep,

Is the Mystic, meeting the ocean tides;

And under the alders that skirt its edge,