Common Core Standards:
RI5.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI5.6 - Analyze multiple accounts of the same event, noting important similarities and differences in the point of view they represent.
RI5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RI5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
W5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
RI5.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI5.6 - Analyze multiple accounts of the same event, noting important similarities and differences in the point of view they represent.
RI5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RI5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
W5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
January 23-28: We spent some time revisiting our understanding of the 13 British colonies and the French territory in America. We needed to understand that the Ohio River Valley was fertile farm land that many British colonists wanted to settle and farm. The problem was that the French controlled the territory. This dispute over the area known as the Ohio River Valley led to the French and Indian War. We read in our social studies book to find the causes leading up to war.
1) The French built forts to keep the British out of the area. The French wanted to continue their peaceful, trading relationship with the Native Americans.
2) The small army, led by George Washington, that was sent to the territory was defeated by the French.
3) This prompted King George III to send an even larger army, which began the war between Britain and the French (along with their allies - the Indians).
After learning the major causes of the French and Indian War, we then looked at the effects of that war on the colonists living in America.
1) Pontiac's Rebellion - Ottawa Indians were fighting to keep the Ohio River Valley out of British control.
2) Proclamation of 1763 - Pontiac's Rebellion led to King George III making this proclamation to keep the peace with the Indians. The Proclamation of 1763 stated that colonists could not settle west of the Appalachian Mountains - the land they had just fought for in the French and Indian War.
3) The Proclamation of 1763 made many colonists angry. Because of this, colonists began working together to oppose their government.
January 29-31: TAXES - no one likes them, but they are a necessary evil...We spent some time reading about taxes, how they started, how they are collected and used, and why - oh why - do we have to pay them??!! We watched a BrainPop video that explained about the different types of taxes and what they are used for. We read a few articles about taxes - the Republican viewpoint vs. the Democrat viewpoint. We were then able to explain the differing viewpoints about taxes today, as well as write about our own opinion about taxes. Understanding taxes today will help us understand the colonists feelings about taxes. We will be able to compare our viewpoint with that of the colonists in the 1760's.
February 4, 6, & 7: Wow - snow days are really cutting into our schedule! These three days we spent really looking at the different viewpoints of taxes in the 1760's. The British people believing that the colonists should help pay for the cost of war - especially since much of that cost came from protecting the British colonies. The colonists (some of which were born in the colonies and therefore had never been to Britain) believing that they should not pay the taxes - especially since their point of view wasn't represented in Parliament. Then we spent some time digging through our social studies textbook to chart the taxes (or acts), tell what was being taxed, and the reactions to those taxes (both British and colonist reaction). This is getting interesting! The attached document below is an example of the chart students created in class:
1) The French built forts to keep the British out of the area. The French wanted to continue their peaceful, trading relationship with the Native Americans.
2) The small army, led by George Washington, that was sent to the territory was defeated by the French.
3) This prompted King George III to send an even larger army, which began the war between Britain and the French (along with their allies - the Indians).
After learning the major causes of the French and Indian War, we then looked at the effects of that war on the colonists living in America.
1) Pontiac's Rebellion - Ottawa Indians were fighting to keep the Ohio River Valley out of British control.
2) Proclamation of 1763 - Pontiac's Rebellion led to King George III making this proclamation to keep the peace with the Indians. The Proclamation of 1763 stated that colonists could not settle west of the Appalachian Mountains - the land they had just fought for in the French and Indian War.
3) The Proclamation of 1763 made many colonists angry. Because of this, colonists began working together to oppose their government.
January 29-31: TAXES - no one likes them, but they are a necessary evil...We spent some time reading about taxes, how they started, how they are collected and used, and why - oh why - do we have to pay them??!! We watched a BrainPop video that explained about the different types of taxes and what they are used for. We read a few articles about taxes - the Republican viewpoint vs. the Democrat viewpoint. We were then able to explain the differing viewpoints about taxes today, as well as write about our own opinion about taxes. Understanding taxes today will help us understand the colonists feelings about taxes. We will be able to compare our viewpoint with that of the colonists in the 1760's.
February 4, 6, & 7: Wow - snow days are really cutting into our schedule! These three days we spent really looking at the different viewpoints of taxes in the 1760's. The British people believing that the colonists should help pay for the cost of war - especially since much of that cost came from protecting the British colonies. The colonists (some of which were born in the colonies and therefore had never been to Britain) believing that they should not pay the taxes - especially since their point of view wasn't represented in Parliament. Then we spent some time digging through our social studies textbook to chart the taxes (or acts), tell what was being taxed, and the reactions to those taxes (both British and colonist reaction). This is getting interesting! The attached document below is an example of the chart students created in class:
taxes_chart.docx | |
File Size: | 15 kb |
File Type: | docx |
February - March 25: After completing our reading assessment about the taxes imposed on the colonies by King George III, we turned our attention to the colonists and their desire for independence. Our focus question was: How do a person's beliefs influence their actions? We read about Paul Revere and his midnight ride to warn colonists of the British movement through Massachusetts. We read "And Then What Happened, Paul Revere" by Jean Fritz and "The Midnight Ride" by Henry Wadsworth Longfellow. Through these two texts, we learned about the obstacles that Paul Revere had to overcome in order to have a successful mission. We also learned that the author's opinion of the topic (in this case, Paul Revere) strongly influences how they describe events in the "story". Both of these authors felt that Paul Revere was heroic and we were able to pinpoint evidence in each text to prove this opinion. It was also amazing to learn about all the cool things that Paul Revere did! Did you know that Paul Revere was a dentist? Later, he made massive bells and learned how to make copper sheeting, which then covered the roof of the Massachusetts State House. He was a Patriot that believed in independence from Britain - he was a leader for the Sons of Liberty and a spy to find out plans of the British army.
From there, we learned a little more about another Patriot/Founding Father/President of the United States - John Adams. We watched a clip from the HBO series "John Adams" about his role as the defense attorney for the British soldiers involved in the Boston Massacre. John Adams, being a lawyer, was concerned with rights and justice - following the law. That's why he was a Patriot - fighting for the rights of the colonists to break free from Britain and rule themselves. This was VERY interesting!
Next, we read a literature piece called Katie's Trunk. This was the story of a family that remained loyal to King George III in the midst of the Revolution. It was eye opening to us to find out that many friends, families, and neighbors were separated by their beliefs at this time. Those that chose to remain loyal to the King were often treated poorly by Patriots - name calling, robbing of personal possessions, taking of lives. Some of us found out that Ben Franklin's own son, William, remained a loyalist at this time, which divided the Franklin family.
On March 25th, we completed a reading assessment where we used two texts to complete a chart about the issues and/or problems faced by Patriots, Loyalists, and "fence-sitters" during the American Revolution.
Articles of Confederation, United States Constitution, and the Bill of Rights
We completed a pre-assessment to test our knowledge of the Articles of Confederation. We learned that we didn't really know much about this important document in our country's history! See below to find out the things we learned about these three founding documents:
- The Articles of Confederation was the first document forming our government after America won its freedom from Britain.
- The Articles did not work because it gave more power to the states and not the federal government. Did you know that the federal government couldn't even make the individual states pay taxes??? With a weak federal government, the nation was doomed to fail.
- The United States Constitution created the government that we know of today
- There is an executive branch, a judicial branch, and a legislative branch. This system allows for a "Checks and Balances" so that more power isn't given to one branch of government over the other, and it allows for a balanced government with shared responsibilities between the federal government and the state government.
- The Bill of Rights are the first 10 Amendments to the Constitution.
- The Bill of Rights outlines rights that cannot be taken away from the citizens of the United States.
From there, we learned a little more about another Patriot/Founding Father/President of the United States - John Adams. We watched a clip from the HBO series "John Adams" about his role as the defense attorney for the British soldiers involved in the Boston Massacre. John Adams, being a lawyer, was concerned with rights and justice - following the law. That's why he was a Patriot - fighting for the rights of the colonists to break free from Britain and rule themselves. This was VERY interesting!
Next, we read a literature piece called Katie's Trunk. This was the story of a family that remained loyal to King George III in the midst of the Revolution. It was eye opening to us to find out that many friends, families, and neighbors were separated by their beliefs at this time. Those that chose to remain loyal to the King were often treated poorly by Patriots - name calling, robbing of personal possessions, taking of lives. Some of us found out that Ben Franklin's own son, William, remained a loyalist at this time, which divided the Franklin family.
On March 25th, we completed a reading assessment where we used two texts to complete a chart about the issues and/or problems faced by Patriots, Loyalists, and "fence-sitters" during the American Revolution.
Articles of Confederation, United States Constitution, and the Bill of Rights
We completed a pre-assessment to test our knowledge of the Articles of Confederation. We learned that we didn't really know much about this important document in our country's history! See below to find out the things we learned about these three founding documents:
- The Articles of Confederation was the first document forming our government after America won its freedom from Britain.
- The Articles did not work because it gave more power to the states and not the federal government. Did you know that the federal government couldn't even make the individual states pay taxes??? With a weak federal government, the nation was doomed to fail.
- The United States Constitution created the government that we know of today
- There is an executive branch, a judicial branch, and a legislative branch. This system allows for a "Checks and Balances" so that more power isn't given to one branch of government over the other, and it allows for a balanced government with shared responsibilities between the federal government and the state government.
- The Bill of Rights are the first 10 Amendments to the Constitution.
- The Bill of Rights outlines rights that cannot be taken away from the citizens of the United States.