TitleIII Technology Literacy Challenge Grant

Learning Unit

LU Title: Birth of a Nation Also see congruent Music Unit - Call it Macaroni....Music of the American Revolution	Author(s): Betty Compeau
Grade Level: 5 Adaptable for other levels and Topics.	School : Alexandria Central
Topic/Subject Area: SS/LA	Address: 34 Bolton Ave., Alexandria Bay, NY 13607
Email: covelady@gisco.net	Phone/Fax: (315) 482-9971

OVERVIEW

The students have learned how and why each colony was settled. This unit will extend that knowledge starting in 1750 and ending with the signing of the Constitution. The students will understand through the study of The Road to War and The American Revolution how this diverse group of people joined together in a common goal to form this great nation. Each student will study this through the eyes of one of the actual framers of the Constitution. They will summarize each class period with a journal entry through the framer's eyes. The culminating experience will be the actual framing and signing (or not signing) of the Constitution.

CONTENT KNOWLEDGE

Declarative	Procedural
Compare and synthesize information from different sources, use a wide variety of strategies for selecting, organizing, and categorizing information	Framer's journal
Organize information in graphic organizers	Framer's timeline
Sequence events using a time line	Framer Biography Sheet
Investigate key turning points in New York State and United States history and explain why events or developments are significant	Framer introduction sheet
Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and the United States Constitution, Bill of Rights, and other important historical documents	Colonial Character Hunt
Relate new information to prior knowledge and experience, understand and use the text features that make information accessible and usable, such as format, sequence, level of diction, and relevance of details	1750's Graphic organizer
	Event essay and Web page
	Learn Webpage design and Netscape Composer

ESSENTIAL QUESTIONS

What was life like in the 1750’s?

What did the British do to make the colonists revolt?

Why did the colonies correspond with each other and eventually work together?

Why did many colonists remain loyal to Great Britain?

How did a group of informally trained men overcome one of the world's most powerful nations?

What made the separate states decide to become a nation?

Why didn't the Articles of Confederation work?

How was our government formed?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

SS Standard 1

Students will use a variety of intellectual skills to demonstrate the understanding of major ideas, eras, themes, developments, and turning points in history of the United States and New York.

Benchmarks:

1. The study of New York and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

2. Important ideas, social and cultural values, beliefs, and traditions from York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

3. Study about major social, political, economic, cultural, and religious developments in New York State and the United States history involves learning about the important roles and contributions of individuals and groups.

4. The skills of historical analysis include the ability to explain the significance of historical evidence, weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; the importance of changing and competing interpretations of different historical developments.

ELA Standard 1

Students will read, write, listen, and speak for information and understanding.

Benchmarks:

1. Listening and read to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.

Speaking and writing for critical analysis and evaluation requires opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria an which the opinion or judgment is based.

MST Standard 2

Students will access, generate, process, and transfer information using appropriate technologies.

Benchmark:

Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

INITIATING ACTIVITY

The students will walk through the time portal (door) the morning of the unit kick off and will enter Mount Vernon in the year of 1752. Each student will receive a folder with their new identity (which includes the biography of the framer they will be for the rest of the unit, an introduction sheet, and a biography sheet). The teachers are playing the roles of George Washington and Ben Franklin through the unit. George Washington will be at the door to meet them and welcome them to his home. Washington, who is 20, will explain that he had a vision that they will all be very important men and that he wanted to meet them all. The students and teachers will use their biographies to fill out the Introductory Sheet and then introduce themselves to other men from their colony. All will then introduce themselves to the whole gathering. The students will take their biographies and biosheets home to fill them out. This will help them sort out important facts they will want to know later.

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

1. Initiating activity. Fill in biosheets with the help of an adult.

2. Colonial Character Hunt (See copy at end of unit.)

3. Study life in the 1750's using lecture and textbook.

4. Make journals and learn how to make first person entries using historical fiction. (See rubric under Culminating Experiences.)

5. Introduce webpage project.

6. French and Indian War: The story told by George Washington starting his trip back from Fort Dusquence to the Proclamation of 1763. Start timeline. http://www.pbs.org/ktca/liberty/chronicle/timeline.html

7. Tax Acts of Parliament: Lecture using text. Journal entry 1765 must include Stamp Act, boycott of British goods, and Stamp Act Congress.

8. Boston Massacre and British reaction: Begin lesson with letter circulating from Committee of Correspondence. Lecture using text and internet. Journal entry 1770: must include Boston Massacre and a reaction.

9. Show movie "Johnny Tremain" Point out period style of dress, transportation, customs of the times, and historical fiction used to show an event in history.

10. Tea Act, Boston Tea Party, and Intolerable Acts: Lecture using text and Internet. Journal entry 1773: must include Tea Act and Boston Tea and Journal entry 1774: must include Intolerable Acts.

http://www.ga.k12.pa.us/academics/LS/4/sstudies/Colonial/4K/4k98/4keot.htm

11. First Continental Congress, Patrick Henry, Minutemen, Battle of Lexington and Concord. Lecture using text and Internet. Journal entry 1775: must include reaction to battle and Intolerable Acts.

http://www.trnty.edu/depts/education/TEACH/war/DifferentPages/lexing.html

http://www.ga.k12.pa.us/academics/LS/4/sstudies/Colonial/4K/4k98/4keoj.htm

12. Second Continental Congress, Declaration of Independence, Bunker Hill, Journal Entry 1776 must include a reaction to the Declaration.

13. Compare British and American Armies. Use text and work in pairs. Use Compare and Contrast chart.

14. Trenton, Saratoga, and Valley Forge. Lecture and text. Journal entry and 1778: must include a reference to at least two of the events studied.

15. Battles in the West and South, John Paul Jones. Lecture, text, and Internet Journal entries 1779: must include information about John Paul Jones.

http://www.comptons.com/encyclopedia/ARTICLES/0075/00975872_A.html

16. Battle of Yorktown and End of the War!!!! Lecture, text, and Internet. Journal entries 1781 - 1783: must include the fact that we are free!

http://www.asij.ac.jp/elementary/links/currlink/5-m/mike.htm

17. DBQ practice and review.

18. DBQ final test.

19. Articles of Confederation: Lecture and text.

20. Culminating activity will be framing the Constitution and setting up the United States Government. (See Culminating Activity)

21. Students view all web pages and grade each other using rubric.

CULMINATING PERFORMANCE
Include rubric(s)

The student will have finished their assigned web page and the compilation will be viewed and graded by the class. (Document and rubric 1)

Time lines will be finished.

Journals will be finished and students will choose an entry they would like to share with the class.

(See document and rubric 2)

The students will take the final DBQ test. To be corrected by teacher at teacher's discretion.

The students will frame the Constitution. The classroom will become (Independence Hall) in Philadelphia on May 14, 1787. The students will sit by colony and be lead by George Washington and Ben Franklin (their teachers) in framing the new Constitution of the United States.

They will set up a Federal Government system for the United States and understand the system of checks and balances. All will be in period costume.

*Project Rubric 1 Web page Project Rubric (All documents may be reproduced and used)

	Contents	Form	Sequence	Appearance
4	Accurately and clearly describes event in history. Well researched, showing at least three sources (text, book, and internet	Excellent paragraphing, spelling, sentence variety, adult words, and mechanics. Good introduction and conclusion.	Excellent sequencing of events with dates and facts that are clear and interesting.	Uses clear, easy to read font. Has attractive background. Graphic is appropriate and well placed. Title stands out in same font.
3	Accurately describes event in history. Well researched, showing at least three sources (text, book, and internet)	Good paragraphing, spelling, sentence variety, adult words, and mechanics. Good introduction and conclusion.	Good sequencing of events with dates and facts that are clear	Uses clear, easy to read font. Has attractive background. Graphic is appropriate and well placed. Title stands out in same font.
2	Describes event but may have some gaps or false information. Needed more sources.	Mistakes in paragraphing, spelling, sentence variety, and mechanics. Poor or no introduction and/or conclusion.	Fair sequence of events with dates and facts.	Too many or hard to read fonts. Background. Graphic not well placed or not appropriately. Title stands out.
1	Is not a clear description of the historical event. Not well researched.	Many mistakes in paragraphing, spelling, sentence variety, adult words, and mechanics. Lacking introduction and conclusion.	Poor or no sequencing of events.	Poor font choice. Poor background. No graphing or poorly done. Title not clear.

Rubric 2 - Journal Rubric

	Contents of each entry	Form	Historic Information	Appearance
4	Clearly describes main idea of daily lesson in first person as told by Framer. Includes how student things Framer would react to the situation.	Excellent paragraphing, spelling, sentence variety, adult words, and mechanics. Written like a believable personal diary.	Events in history are explained correctly with dates.	Neatly written in cursive with date at the top. Margins used.
3	Describes main idea of daily lesson in first person as told by Framer. Includes how student things Framer would react to the situation.	Good paragraphing, spelling, sentence variety, adult words, and mechanics. Written like a believable personal diary.	Events in history are explained correctly.	Neatly written in cursive with date at the top. Margins used.
2	Mentions main idea of daily lesson. Tries to use first person. Not accurate feelings of Framer.	Mistakes in paragraphing, spelling, sentence variety, adult words, and mechanics. Not a believable diary entry.	Mistakes in historical events.	Could be neater. Cross outs. Crowding.
1	Main idea mentioned. Not written in first person. Feelings not included or accurate.	Many mistakes in paragraphing and spelling. Incomplete sentences. Poor mechanics. Not a diary entry.	Historic event not mentioned.	Not done in cursive. Sloppy!

PRE-REQUISITE SKILLS

Students need to know how to search and research using the Internet.
Students need to know how to copy and save graphics from the Internet.
Students need to know how to use Netscape Composer.

MODIFICATIONS

Individual student's IEP plans should be followed at all times. Many of the activities are done in teacher created pairs or groups, which will help the students with learning disabilities orally discuss answers and not have to write responses. They will be able to be essential parts of the teams.

UNIT SCHEDULE/TIME PLAN

The Unit should take 20 school days using the Social Studies, Language Arts, and computer periods. Use SS period for lecture and time line, LA period for journals and research papers, and Computer period to design webpages.

TECHNOLOGY USE