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A New Nation: The Creation of the United States
Lauren Jordan, Iesha Lewis, David Montgomery, Tamra Butler, and Bailey Bollinger
University of Missouri-St. Louis
Grades: 4th- 5th
Topic: Social Studies (Civics, Geography, History, and Economics)
Rationale:
● It is important for students to understand the origins of which this country was founded. Students will also explore many depths of knowledge whilst simultaneously exploring their country’s heritage, including analyzing data in order to think critically and make a decision, reflecting on personal thoughts and beliefs in order to identify possible biases, exploring new vocabulary and learning to use those words within context. Finally, students will be engaged in exploring economic and geographic concepts when dealing with the first settlements of our country. This lesson will also be a great way to orient English Language Learners to new facts about our county, as well as exploring new vocabulary. By the end of this unit, students will have greater grasp on incidents which led to the founding of the United States, new vocabulary, and a greater depth of knowledge on economic concepts.
Objectives
● Given a problem, students will read the text George vs. George and use that information to come up with an answer, being sure to explain their choice with evidence.
Schanzer, R. (2004). George vs. George: The American Revolution as seen from both sides. Washington, DC: National Geographic.
● Given two conflicting opinions/perspectives, students will compare and contrast each side in order to form their own opinion.
● After coming up with their opinion on which side to support in the Revolutionary War, students will present their choice along with supporting details to the class.
● Students will be able to identify an opportunity cost and the decision that they had to make from a personal experience in the form of a written reflection with 100% accuracy.
● As a class students will be able to analyze the hardships early western settlers faced and contrast it with the other colonists through examples and discussion with 100% accuracy.
● Students will compare and contrast the pros and cons of The American Revolution as seen from both sides (The colonies and Great Britain).
● By working in groups, students will gather information about the American Revolution to present to the class.
Standards
● CCSS.ELA-Literacy.W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
● CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons that are supported by facts and details.
● CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
● CCSS.ELA-Literacy.W.5.1d Provide a concluding statement or section related to the opinion presented.
● CCSS.ELA-Literacy.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
● CCSS.ELA-Literacy.W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
● CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
● 5.SS.History.3a.C Outline the discovery, exploration and early settlement of America
● 5.SS.History.3a.D Explain the American Revolution, including the perspectives of patriots and loyalists and factors that explain why the American colonists were successful
● 4.SS.Tools.7.A Explain the American Revolution, including the perspectives of patriots and loyalists and factors that explain why the American colonists were successful
● 5.SS.Econ.4.A Apply the following economic concepts: a. scarcity b. supply and demand c. trade - offs ( opportunity cost )
● 5.SS.Principles.1.A Identify important principles in the Constitution including a. limited government b. rule of law c. majority rule d. minority rights e. separation of powers f. checks and balances
Continued…
Activity One: Whose side should you take in the American Revolution? (Civics and Geography)
Problem: You are the President of a distant country with lots of money and military power in the 1770’s. You have been asked by both the 13 colonies and Great Britain to send aid to help them win the Revolutionary War, but you are not sure which side to choose. Who is more worthy of your help, the young and vivacious colonies or the proud and noble Great Britain?
Orient Students to the Problem:
1. Pass out a strip of paper to each student with the following problem written on it:
You are the President of a distant country with lots of money and military power in the 1770’s. You have been asked by both the 13 colonies and Great Britain to send aid to help them win the Revolutionary War, but you are not sure which side to choose. Who is more worthy of your help, the young and vivacious colonies or the proud and noble Great Britain?
2. Have a student read the problem out loud.
3. Pass out copies of George vs. George
4. Explain to students that they will be using this book to compare and contrast the good and bad (pro’s and con’s) of each side. Students will use this information to determine which side they will support. Within your presentation include:
● How the location of the war affected your decision in choosing a side.
● What factors helped you decide which side to choose?
● Finally, why you choose the young and vivacious colonies or the proud and noble Great Britain?
5. Ask students to write down questions they would have for each side and look for those answers as they read the book.
6. Answer any student questions.
Organize students for study
1. Break students up into groups of 3-4.
2. Have each group decide the name of their country and come up with a flag using the construction paper and coloring utensils.
3. Have students decide among themselves who will be which part:
a. Informant: Reads the story and chooses the important details that will help their country decide who to support.
b. Secretary: Writes down the important information in an organized, neat, and clear manner.
c. President: Oversees the group and makes the ultimate decision on who to support based on the information presented by the secretary and informant.
d. Delegate (optional): The presenter to the class of all the information and explains why they chose whichever side. If group does not have a delegate, decide amongst themselves who will present.
Assist independent and group investigation.
1. Have students begin work
2. Walk around the room and make sure that everyone is participating, and discussing the importance of each detail they chose to take into consideration.
Develop and present artifacts and exhibits.
1. Have each student present their findings, including:
a. Poster of their country’s name and flag
b. Which side they chose to support
c. Important details that helped them make their choice
2. Have each group answer any questions students might have about their country or their decision.
Analyze and evaluate the problem-solving process.
1. Have students return to their seats and answer the following questions individually to be turned in:
a. How easy/difficult was this activity for you?
b. What new/interesting fact did you learn during this activity?
c. What was your favorite part of this activity?
d. What was your least favorite part of this activity?
e. Is there any part of this project that you feel you could’ve done better?
f. What would you change about this activity?
Activity Two: How Did The U.S. Get Its Start? (History)
Introduction- In 1776, a year after the Revolutionary War began, the 13 colonies became the United States of America. In order to run the country, the United States had to form some type of government. In 1787, the United States formed the nation’s government and called it the U.S. Constitution. The Constitution is made up of the Preamble, the 7 articles and the amendments. The first 10 amendments or changes of the Constitution are called the Bill of rights. The first 3 articles make up the 3 branches of government. The 3 branches of government are called the Judicial branch, Executive branch and the Legislative Branch. All of these different parts make up the constitution.
1. Explain that the U.S. Constitution is the highest law in our land.
2. Tell students that the constitution explains how the whole government works and how it lists the basic freedoms that all Americans enjoy.
3. Talk to students about the three parts of the Constitution such as the Preamble, Seven Articles, and the Amendments.
4. Guide students to understand that the Constitution was written more than 200 years ago, but is still very important in our lives today.
5. Tell students that they are going to read the sentences and determine which word fits in the blank.
● The Constitution of the United States was ______in 1787 at the "Constitutional Convention" held in Philadelphia, Pennsylvania.
● The men at the convention are called The "Founding ______" of the USA.
● Some of the famous framers are George Washington the ______President of the United States, James Madison, the fourth ______of the United States, ______Franklin and Alexander Hamilton.
● The US Constitution was ______on June 21, ______.
● The Preamble of the Constitution is the short introduction to the Constitution. It states, "We the ______of the United States, in Order to form a more perfect ______, establish Justice, insure domestic tranquility, provide for the common ______, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America."
● The Constitution sets up the US government, it has three ______of governments.
● The ______branch makes the national laws and consists of Congress.
● The ______branch is headed by the President.
● The ______branch interprets the Constitution and laws, and consists of judges in courts.
● The Constitution sets up the power balance between ______and the Federal government.
● Many ______have been made to the Constitution throughout the years.
● The first 10 amendments, called the Bill of ______and were added to the Constitution in 1791.
● The Bill of Rights preserves the rights of the people, including the freedom of ______and religion, among others.
FathersPeople
branches
Judicial
Legislative / President
Rights
defense
speech / Executive
amendments
states
written / approved
Benjamin
Union
1788
1st
Activity Three: How did Settlers move west in the late 1700s? (Geo-Economics)
1. The teacher will explain that in the late 1700s, people called settlers moved west of the Appalachian Mountains. These settlers chose to move westward (despite King George II declaring that the land belonged to the Native Americans) for many different reasons. Editor’s note: Use the attached US map to review where settlers travelled. Teacher: direct students to sketch routes on the map travelled by settlers. See below for geographic reasons for moving.
2. Settlers however, made sacrifices.
3. The teacher will then explain these sacrifices as the Opportunity Cost. The Opportunity Cost is the second best choice, or the thing you give up when making a decision.
4. The teacher will give the following examples to explain Opportunity Cost (the examples below may not fit in their corresponding category depending on your students’ interest). The students will either raise a red flag or blue flag depending on their main choice. The teacher will call on students to explain why they made their choice, and what was the opportunity cost of their decision
Example of Opportunity CostRed Choice / Blue Choice
Your parents allow you to get a pet! Your choices are either a dog or a fish.
If you chose to get a dog, then your opportunity cost would be a fish.
Dog / Fish
You can hang out with any one of you friends today! However, you also got a new toy (or video game) that is one player.
If you chose to play with your toy, then your opportunity cost would be hanging out with your friends.
Playing with Toy (video game) / Hanging out with friends
You can either go to Chuck E. Cheese, the park, the library, or Six Flags. If your favorite place to go is Six Flags, but also enjoy Chuck E. Cheese then your opportunity cost would be Chuck E. Cheese.
Six Flags / Chuck E. Cheese.
5. Then the teacher will explain that settlers who moved west of the Appalachians did so for the opportunity for land, which they could get at a low cost and use to farm. The high populated areas in the original thirteen colonies made it hard to farm. Even though there were benefits, the illegality and danger involved with the move along with the isolation made it difficult. Therefore, the colonist who moved west made some choices at an Opportunity Cost.
6. The teacher will ask the students what they believe to be the opportunity cost for the following examples.
Example of Opportunity CostChoice / Opportunity Cost
What was the opportunity cost for moving out west of the Appalachians and breaking the law.
Breaking the Law / Not running the risk of being in trouble with the law (British)
Moving to a large piece of land in the middle of the wilderness.
Moved to where the settlers would have land. / Being around civilization
6. Students will then be asked to write a paragraph about a time in their lives when they or someone they know had to make a hard choice. What was the opportunity cost in the situation and why?
67 Students will then share with the class their experience when they had to make a hard decision. Within this conversation, the class will discuss their experience with opportunity cost.
Final Assessment
Students will make a three part foldable to demonstrate their understanding of the events of a New Nation. The foldable will display the Revolutionary War, the start of the United States, and the settlers traveling west. The students will draw a picture in each section and write 2-3 sentences about each section. A rubric will be given for grading criteria.
3 / 2 / 1Pictures / Pictures are easily identified, use color, and adequately fill the space on the paper. / Pictures are easily identified, use some color, and most space is adequately filled. / Pictures are hard to identify, lacks color, and space is not adequately filled.
Written Content / At least 2-3 sentences are written for each section. Sentences include accurate facts and vocabulary. / 1-2 sentences are written for each section. Sentences include some facts and some vocabulary. / 1 or no sentences are written for each section. Sentences do not include facts or vocabulary.
Knowledge of Content / Shows little understanding of geographic and economic concepts based in historical context. / Shows some understanding of geographic and economic concepts based in historical context. / Shows full understanding of geographic and economic concepts based in historical context.
Grammar and Mechanics / There are 0-3 grammar and mechanical errors. / There are 3-6 grammar and mechanical errors. / There are more than 6 grammar and mechanical errors.
*Adjustment can be made based on student’s level with teacher discretion.