Standards:
5.5 Students explain the causes of the American Revolution.


  1. Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).
  2. Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.
  3. Understand the 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. Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).

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. Describe the contributions of France and other nations and of individuals to the outcome of the Revolution (e.g., Benjamin Franklin’s negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Ko´sciuszko, Baron Friedrich Wilhelm von Steuben).
  3. Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).
  4. Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation, and laws against hoarding goods and materials and profiteering.
  5. Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped serve as models for the U.S. Constitution.
  6. Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of western lands, the Northwest Ordinance of 1787) and those policies’ impact on American Indians’ land.
  7. Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.

Objectives
The first half of the unit will be on chapter 7.

Days 1-2
  • We will begin this unit focusing on the French and Indian war. The students will be able to explain the competition between France and Britain for the control of North America and identify the events leading up to the war. They will also be able to summarize the impact of the French and Indian war. (5.2.4, 5.3.1, 5.3.2, 5.3.3)

Days 3-4
  • In the next part of the unit the students will learn about the early conflicts between the colonies and Britain. Specifically, the students will be able to explain the role of taxation without representation as a cause of the American Revolution. The students will also be able to describe multiple ways the colonists resisted the unwanted British policies. (5.4.5, 5.5, 5.5.1)

Days 5-6
  • The next two days will focus on how these conflicts between the colonists and Britain grew. The students will analyze how the Boston events increased tensions between colonists and the British. They will understand the significance of the first Continental Congress and the Committees of Correspondence. (5.5, 5.5.1, 5.5.2)
  • In this section the students will be identifying and interpreting multiple causes and effects of events.

Days 7-8
  • The end of this chapter focuses on the begining of the American Revolution. They will evaluate the impact of key individuals early in the Revolution. The students will also be able to describe the first major battles of the American Revolution.

The second half of the unit will be on chapter 8.

Days 9-10
  • Chapter eight begins with a focus on the United states derclaring thier independence from England. Students will understand the events that led to the declaration of independence. They will be able to explain the basic ideas and ideals of the Declaration of Independence. Standards HSS 5.5.4, 5.5.3, 5.5.4

Day 11
  • Next students will learn what life was like during the Revolutionary War. They will have an understanding of why people chose to become Loyalists or Patriots. They will also know what the roles of women entailed during the war. They will also be able to describe the personel and economic impacts of the war. Standards HSS 5.5.4, 5.6.3, 5.6.4

Day 12
  • Students will understand the war in the North. They will be able to identify military campaigns and battles in the North. They will know the contributions of France and other nations to the war's outcome. Standards HSS 5.6, 5.6.2

Days 13-14
  • The final section is on winning the war. Students will identify military campaigns and battles in the South and West. They will also explain how the Americans won the war. Standards HSS 5.6, 5.6.2, 5.6.7

Incorporation of other curricular areas:
Math:
  • During the section where students will analyze how the Boston events increased tensions between colonists and the British, specifically the Boston Tea Party, a math lesson will be integrated. For this math lesson the students will need to be able to read tables and create line graphs. In this activity, the students will analyze a table with the amounts of tea being imported into the American colonies at different times. The students will then take the information from the table and use it to create a line graph. Once completed, the students will analyze the information and relate the amount of tea imports to major events of the American Revolution. Standards HSS 5.5.1 & Math 1.1.2, 1.1.5

Language Arts:
  • Students will be creating a persuasive letter to the Continental Congress. Students will pick a Revolutionary War character of their choice (ex. Patrick Henry, Nathan Hale, Betsy Ross etc.) In their letter they must explain who they are and their role in the war. They must also persuade the Continental Congress to claim independence in America and free ties with Britain or convince them that the colonies should remain under the control of Britain. They will also have to state how life would change in the 13 colonies if the Continental Congress takes their advise. The letter will be peer edited and a final draft must be constructed. Standards HSS 5.5.1, 5.5.2, 5.5.4 & ELA 2.2.4

Previous Unit
  • Prior to this unit the students will have learned about the settlement and growth in the New England Colonies. In this section, they will study the geography and the social life of the New England Colonies. Following the New England colonies, the students will learn about the middle and southern colonies prior to the French and Indian war.

Future Units:
  • Directly after this unit we will be moving into the immigration, colonization, and settlement patterns of the American people from 1789 to the mid-1800's. They will already have strong base for how our country was founded and fought for, and now they will be learning how America came to be the country it is today. This includes waves of immigration, naming of states, and westward expantion.