Social Studies Lessons

Estimated Time: 48 minutes
Lesson Topic/Subject: The American Revolution/Social Studies
Grade Level: 5
At War with the Homeland

• I. Goal: Students will interpret the goals and intent of the Second Continental Congress, analyze the strengths and weaknesses of the Continental army, and compare and contrast the British army with the Continental army..
  
• II. Objectives:
  The students should be able to:
  (5)4.2 record and interpret events on a graphic organizer, such as a
  calendar or time line [NS 1.5.2]
  (5)4.11 describe colonial life in North America [NS 5.5.11]
  (5)4.12 identify the events that led to the Declaration of Independence [NS 6.5.4]
  (5)4.13 describe the significance of the American Revolution
  (5)4.14 identify key people of the American Revolution, including: George
  Washington, Ben Franklin [NS 6.5.5]
  
• III. Prerequisite learning or experiences: Students should have already read Chapter 7: Differences Divide Britain and its Colonies and understand the events that have lead up to the American Revolution.
  
• IV. Materials:
  One Social Studies textbook for per student (provided in desks)
  One Social Studies textbook cassette accompaniment and tape player (provided in classroom)
  The Redcoats Are Coming! (worksheet from Activity Book page 46 blackline)
  The Great Seal of the United States (extra credit worksheet made by me, one for each student)
  Six white boards with marker and eraser (one for each table, provided by me)
  Six puzzles with olive branch image(one for each table, provided by me)
  One bag of fake money (provided by CML)
  One sheet of paper representing an enlistment sign-up (provided by me)
  Seven red paper hats and vests, and one watergun (created/provided by me)
  Two olive brances and one paper spade (created/provided by me)
  One butcher paper poster entitled Comparing Two Armies
  
• V. Procedures:
  a. Introduction: (5 minutes)
  Sponge Activity: Students will engage in a puzzle silently as a group at each table. The puzzle will display an image of an olive branch. On each table’s white board I want a member to write what they believe the image is of. I will write blank lines for O L I V E B R A N C H on the whiteboard if the students have not identified the image, fill in "branch", take more guesses, and come to "olive branch".
  What do you think an olive branch symbolizes?
  It is a symbol of peace, used in different emblems.
  b. Developmental activities:
  i. Link to lesson: (3 minutes)
  *Share Great Seal of the United States
  Thirteen is hidden within this image more than once, for example, there are thirteen olives and leaves on this olive branch. Open your textbooks to page 220 and someone tell me what that green area is.
  ii. Accessing prior knowledge: (5 minutes)
  French and Indian War (1763)
  Stamp Act (1765)
  Committee of Correspondence
  Boston Tea Party (1773)
  Continental Congress (Patriots): agreed that if the demands for their freedoms were not met, they would meet again in May 1775
  Lexington and Concord (April)
  iii. Visual Analysis: (3 minutes)
  Text book page 246
  Mercy Otis Warren: "First Lady of the Revolution", pro-revolutionary movement, expressed her anti-British opinions freely.
  Have a volunteer read the quotation aloud and ask a student to restate it in his/her own words.
  iv. At War with the Homeland (15 minutes)
  Listen to chapter 8 on tape. Pause to interject:
  Why did colonial leaders call a second meeting of the Continental Congress?
  What was the Continental army like when Washington took charge?
  Choose two students to represent Continentals (one enlists,
  one has a spade, two are given olive branches)
  List characteristics on Comparing Two Armies
  - Fought in irregular lines and from hiding places
  - Had never fought as an army
  - 14,500 soldiers
  - No uniforms
  - weak guns, spears and axes
  How was the British army different from the Continental army?
  Choose ten students to represent the British army
  List characteristics on Comparing Two Armies
  - Professional Soldiers with training
  - Newest weapons
  - Mercenaries
  - 3,000 miles from home; difficult to get supplies
  - Attacked in straight lines
  - Bright red uniform
  Lesson 1 Review (3 minutes)
  What actions did the Second Continental Congress take?
  What gave the British army an advantage over the
  Continental army as the war began?
  What do you think might have happened if the British king
  had accepted the Olive Branch Petition?
  George Washington overcame many problems in leading
  his soldiers against the British army. What qualities should
  a good leader have?
  c. Culminating Activity (10 minutes)
  Students will work on The Redcoats Are Coming! worksheet.
  d. Extension
  Students who finish early will have the choice to work on the extra credit sheet The Great Seal of the United States.
  
• VI. Student Evaluation (4 minutes)
  At the conclusion of the instructional time we will correct the worksheet The Redcoats Are Coming! as a class. Grades will be recorded. Extra credit will be collected on Friday and checked for deep understanding.