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11.07 - Military
Campaigns of American Revolution
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Plan Author: David Riddick
Date Created: 6/10/2003 11:38:43 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
Instructional Strategies
- Instructional conversation
- Activation of students' background knowledge
- Visual aides: definitions on board, supplemental grammar packets
- Direct Instruction
- Repetition of (vocabulary, concepts)
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Subject Area(s):
Social Studies
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Goal(s):
Students will have an understanding of the major military campaigns and
turning points of the American Revolution.
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Concept(s):
Students will learn to write a diary entry as a general from either the
British or Colonial Army to describe in detail a military campaign of the
American Revolution.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Understanding and Organizing Subject
Matter for Student Learning
TPE: A. Making Subject Matter Comprehensible to Students
CSTP Description: Teachers exhibit strong working knowledge of subject
matter and student development. Teachers organize curriculum to
facilitate students’ understanding of the central themes, concepts, and
skills in the subject area. Teachers interrelate ideas and information
within and across curricular areas to extend students’ understanding.
Teachers use their knowledge of student development, subject matter,
instructional resources and teaching strategies to make subject matter
accessible to all students.
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• CSTP Key Element : Developing student understanding through
instructional strategies that are appropriate to the subject matter.
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 Question : use a variety of
instructional strategies and approaches to illustrate a concept and its
connections within and across subject areas?
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CA- California K-12 Academic Content
Standards
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• Subject : History & Social Science
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• Grade : Grade Five
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• Area : United States History and Geography: Making a New Nation
Students in grade five study the development of the nation up to 1850,
with an emphasis on the people who were already here, when and from where
others arrived, and why they came. Students learn about the colonial
government founded on Judeo-Christian principles, the ideals of the
Enlightenment, and the English traditions of self-government. They
recognize that ours is a nation that has a constitution that derives its
power from the people, that has gone through a revolution, that once
sanctioned slavery, that experienced conflict over land with the original
inhabitants, and that experienced a westward movement that took its
people across the continent. Studying the cause, course, and consequences
of the early explorations through the War for Independence and western
expansion is central to students’ fundamental understanding of how the
principles of the American republic form the basis of a pluralistic
society in which individual rights are secured.
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• Sub-Strand 5.6: Students understand the course and consequences of
the American Revolution.
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Standard 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.
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Objective(s):
Cognitive: Students will learn the major military campaigns and turning
points of the American Revolution.
Observable behavior: Students will research information through the Social
Studies textbook, handouts, and internet to write diary entries to describe a
military campaign of the American Revolution.
Criteria: Given a rubric, students will write a diary entry describing in
detail a military campaign of the American Revolution and score a 3 or 4 on
the established criterion chart.
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Prerequisite Background Skills/Knowledge:
Students should be aware the American Revolution was fought for liberty
against the British. Students should be aware that Britain was the main
superpower of this time.
The conflict began initially over taxes, but soon turned into a quest for
liberty.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes from the textbook and handouts for their
research and copy into their Social Studies journal.
Reading: Students read p. 268 - 274 for descriptions and details of military
campaigns. Students may also read information from prior notes and handouts.
Vocabulary: liberty, aggression, tyranny, representation, justice, colonist,
declaration, independence, propaganda, boycott, repeal, hessians, loyalist
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Materials:
1) Pencil & Paper
2) Markers - red, green, blue
3) Transparencies
4) Transparency pen
5) Chart paper
6) Social Studies textbook p. 268-274
7) Graphic Overview - "Battles of American Revolution"
8) Computers - Internet - "Google"
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I will ask students to imagine a basketball game. All
of the players on one team are older and taller than the players on the other
team. Ask students which team they predict would win the game.
Then point out the younger team has advantages as well. Though smaller, the
players are quicker and better shooters than the players on the other team.
Discuss how these advantages might balance those of the other team.
Predicting the outcome of an event is difficult when each side has different
strengths.
Procedure: Body
Input:
1st: Point our standards we are working on (posted).
2nd: Establish a sense of academia by introducing vocabulary for this lesson.
3rd: Explain the American Revolution campaigns swayed back and forth from
victories by the British in the beginning to final defeat by the Colonists in
the end.
4th: Display flow chart on the overhead, "Battles of American
Revolution."
Early British victories:
- Lexington & Concord, 1775
- New York City, 1776
Colonists fight back:
- Trenton - Christmas, 1776
- Saratoga, Oct. 7th., 1777
British move fight to the more vulnerable south.
British victories in south:
- Savannah - December, 1778
- Charleston - May, 1780
British feel confident from southern victories
British try to retake the North
Washington and French set a trap at Yorktown and defeat British:
- Yorktown, August, 1781
5th: Students will write diary entries from the perspective of a journalist
or a general of the era. Students will work in cooperative groups to jigsaw
military campaigns of the North, South, and Yorktown. Students must include
details in their diary entries.
6th: Students may work independently or in cooperative groups. Students share
with each other their articles and provide positive feedback.
7th: INSTRUCTIONAL STRATEGIES:
- Instructional conversational
- Activation of students' background knowledge
- Visual aides: definitions on board, supplemental grammar packets
- Direct Instruction
- Repetition (of vocabulary, concepts)
8th: ADAPTATIONS FOR STUDENTS WITH SPECIAL NEEEDS:
As students are researching independently,I will work with my student(s) in
assisting research and in guiding the student(s) inquiry investigations. I
will write with the student(s)to assist and support his/her learning. If the
student learns best orally, I will engage in a discussion to promote higher
level thinking skills. Graphic flow charts and pictures from text will be
utilized as well.
Additional Adaptations for Students with Disabilities:
· Provide student(s) with a definition/vocabulary list of the grammar
required. This list should include example and pictures that illustrate the
definition and use (if possible).
· Have the student(s) choose or pre-select a web tale that requires fewer
grammar selections. Perhaps focus only on nouns and verbs.
· Provide visual cues for the elements of grammar on their web tale
worksheet.
· Have the student(s) review the elements of grammar and their use
individually with the teacher before sharing them with the class.
· Allow students to work with a partner.
Guided Practice:
I will write what they know and their questions on the transparency.
We will discuss ways to research. We will facts from the flow chart together
from the American Revolution.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Some students will research answers on the computer, while other students
will use the textbook and handouts.
Students will jigsaw information to cover the battles of the American
Revolution.
Procedure: Close
To close the lesson, students will share their final articles and read them
to the class. We will discuss how the hopes and fears colonists had during
this time.
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Assessment:
A rubric will be utilized to determine student proficiency in creating a
diary entry describing in detail a military campaign of the American
Revolution, scoring a 3 or 4 on the established criterion chart.
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Assessment/Rubrics:
Rubrics:
Diary of American Revolution Military Campaigns
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Reflection:
The objective of the lesson was achieved. Students were able to create a
diary entry describing a military campaign of the American Revolution. My
students have become quite successful at taking the point of view of a
historical character to express their thoughts, actions and feelings. I
correctly anticipated students would be engaged by the flow chart. The flow
chart enabled students to visually connect the military battles in sequence.
The instructional strategies were beneficial in scaffolding factual
information to my students. The visual aides and direct instruction proved
the most successful.
I did not anticipate some students would simply restate information I gave
them in the flow chart. A few students simply restated information from my
direct instruction. If I were to teach this lesson again, I would have
included in the rubric that students must research and include details to
extend from information from the flow chart. This lesson was on grade level
and appropriate because the instructional strategies were successful in
exploring the battles of the American Revolution.
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