4th Grade Module 1 – Conflict Leads to Change
Elaborated Unit Focus / In this unit students will investigate the cause and effect relationships between events, people, and battles that led to the Revolutionary War. Students will analyze primary and secondary sources in order to draw conclusions about a series of events that led to the “Birth of America”. Students will interpret the meaning of the Declaration of Independence and the purpose for each section of the document.
Culminating Tasks: In section one, students will work in a cooperative group to revise a Reader’s Theater script based on one of the causes of the Revolutionary War. Students will revise for factual information and dialogue. In section two, students research a key figure of the Revolutionary War and develop a storyboard showing interactions between two or more of these key figures. Using information gathered during section three, students will develop an electronic presentation that presents Tier 3 vocabulary, summarizes key meaning, and selects an appropriate primary or secondary image to represent the vocabulary word. In section four, students will work in cooperative groups to develop a music video representing key points and vocabulary from the Declaration of Independence.
Taking Informed Action:Have students think of a time when they were not treated fairly at school (by another student or rule imposed by class or school). Have students devise a response to the issue by writing a declaration identifying the issue and ways to resolve it.
Connection to Connecting Theme/Enduing Understandings / Conflict and Change: The student will understand that when there is conflict between or within societies, change is the result. What were the cause and effect relationships between the colonies and Great Britain that led to the Revolutionary War? How did control of the Ohio Valley lead to conflict between the colonists, Great Britain, France, and American Indians? How was the Declaration of Independence written as a reflection of the conflict that existed between the colonists and Great Britain?
Location: The student will understand that location affects a society’s economy, culture, and development.Why was control of the Ohio Valley so important to the colonists, Great Britain, France, and American Indians? How were the colonists able to take advantage of the physical geography of Concord/Lexington, Saratoga, and Lexington and win those battles?
GSE for Social Studies
(standards and elements) / SS4H1 Explain the causes, events, and results of the American Revolution.
a. Trace the events that shaped the revolutionary movement in America; French and Indian War, 1765 Stamp Act, the slogan “no taxation without representation”, the activities of the Sons of Liberty, the activities of the Daughters of Liberty, Boston Massacre, and the Boston Tea Party.
b. Describe the influence of key individuals and groups during the American Revolution: King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, John Adams, Paul Revere, and Black regiments.
c. Describe major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown.
d. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.
SS4G1 Locate important physical and man-made features in the United States.
a. Locate major physical features of the United States: the Atlantic Coastal Plain
b. Locate major man-made features of the United States: Boston, MA, Philadelphia, PA
SS4G2 Describe how physical systems affect human systems.
a. Explain how each force (American and British) attempted to use the physical geography of each battle site (Lexington and Concord, Saratoga, and Yorktown) to its benefit.
SS4CG1 Describe the meaning of:
a. Natural rights found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness)
Connection to Literacy / ELAGSE.4.RI.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
ELAGSE.4.RI.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
ELAGSE.4.RI.4: Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
ELAGSE.4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
ELAGSE.4.RI.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
ELAGSE.4.W.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
ELAGSE.4.RI.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
ELAGSE.4.RI.4: Determine the meaning of general academic language and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
ELAGSE.4.RI.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
ELAGSE4W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Connection to Informational Processing and/or Map and Globe Skills / Map and Globe Skills:
  • use a map to explain impact of geography on historical and current events
  • use map key/legend to acquire information from historical, physical, political, resource, product, and economic
  • draw conclusions and make generalizations based on information from maps
Information Processing Skills:
  • compare similarities and differences
  • identify issues and/or problems and alternative solutions
  • identify main idea, detail, sequence of events, and cause and effect in a social studies context
  • identify and use primary and secondary source
  • identify social studies reference resources to use for a specific purpose
  • analyze artifacts
  • draw conclusions and make generalizations
  • analyze graphs and diagrams
  • check for consistency of information

Essential Questions and Related Supporting/Guiding Questions
Essential Question # 1 /
  1. How did pivotal events influence the outcome of the Revolutionary War?
a. How did the French and Indian War change British relations with colonists?
b. Why was the Ohio Valley instrumental in increasing tensions between the French, British and
AmericanIndians?
Essential Question # 2 /
  1. How did British policies and colonial responses inflame tensions in the American colonies?
  1. How did the American Revolution produce leaders for America?
  2. What impact did each key leader have in the war?

Essential Question # 3 / 3. How did significant battles play a role in the outcome of the American Revolutionary War?
  1. How did foreign aid impact the outcome of the Revolutionary War?
  2. Whywas the Battle of Saratogaconsidered the “turning point” of the American Revolutionary War?
  3. How was the Continental Army able to defeat the more powerful British Army?

Essential Question # 4 / 4. Why do countries declare independence?
a. How does the Declaration of Independence make an argument for independence?
b. What are the big philosophical ideas of the Declaration of Independence?

Sample Instructional Activities/Assessments

Section 1: The Revolutionary War- Causes 8 Days

Prior to this mini unit, post a timeline dated from 1750-1880. As events and people are discussed, have students write a brief summary of the event and add to timeline. This timeline should be developed over the course of the year. Model this for students using some of the information from the French and Indian War section.
Description – (You may choose to use the power point to drive instruction. Slides 1-30)
  1. Slide 1: Explain to students that this year they will be “thinking like a historian” as they do their Social Studies work. Show short video (hyperlinked on title) (8 minutes) and debrief as partnerships and then as class. (10 min)
  2. Slide 2: Show anchor chart and explain to students that these questions will frame their thinking throughout the year (see files for printable copy). Pay close attention to the column “Cause and Effect” since this first section is on the series of events that caused the Revolutionary War. (5 min)
  3. Slide 3: Have students turn and talk about how conflict can lead to change. (2 min)
  4. Slides 4: Read and quickly discuss the learning targets.(2 min)
  5. Slide 5: Read the compelling question for this element. Have students turn and talk about their thinking. (5 minutes)
  6. Slide 6: Show students the graphic organizer they will use to gather notes about the French and Indian War. Explain that this is a cause and effect graphic organizer. Revisit the questions on the “Thinking like a Historian” anchor chart. A teacher sample of the graphic organizer is provided in the files below. (7 minutes)
  7. Slide 7: Read the bullet points and model for students how to add information to the graphic organizer. (7 minutes) Note: This could be the end of day 1
  8. Slide 8: Show the map and explain the key. Have students turn and talk about what they notice about the map. Ask students why they think the map doesn’t show any land claimed by the American Indian tribes. Read the bullet points making sure to emphasize how important the Ohio Valley was to each group. Have students add notes to their graphic organizer. (6 minutes)
  9. Slide 9: Set the purpose for the video (hyperlinked on painting) by telling students the 4:00 video gives additional information about the French and Indian War. Ask students to collect key phrases and key people mentioned during the video. Show the first fifteen seconds of the video, pause, and model recording on your graphic organizer (started yesterday). Debrief using additional notes on teacher notes on the slides. Make sure to emphasize statement on video, “These feelings along with other events soon lead to the American Revolution.” Make sure students are clear on what the statement means and why these feelings could lead to war.(15 min)
  10. Give students the passage, French and Indian War (located in files below) and have them work with a partner doing a Close Read. Students have learned this process in ELA class. Students should first read the passage for the gist and unknown words, re-read for key details, and finally read to put it all together. Use the Close Reading graphic organizer (see files) for students to gather their thinking. Debrief as a class by asking the following questions: (20 min) This could be the end of day 2
Which details support the idea that the English came to America to permanently live?
What events caused the war to turn in favor of England?
Why did the English victory in the war cause additional problems?
Students should add additional notes to the French and Indian War graphic organizer as peers share. It may be necessary for you to remind students how to write a brief summary.
  1. Slide 10: Even though the standards only refer to the Stamp Act, students need to be aware that there were other taxes being imposed on the colonists. As colonists protested one tax, Parliament would pass a different tax. Read each bullet point and additional notes on the slides page. Students should return to their graphic organizer (started on Day 1) and add new information in boxes labeled Effects of War and British Response. Teacher example provided. (5 min)
  2. Slide 11: Show photograph of stamp made by colonists in protest of the stamp act. Read the bullet points and the quote. Have students Think, Jot, Share if they think this could be a true statement. Debrief their thinking as a class. (5 min)
  3. Slide 12: Read bullet points and caption. Click on graphic for quick song about slogan. Quickly discuss lyrics of song after watching. Have students return to their Cause and Effect graphic organizer and add new information to the Effects of Taxation and British Response boxes.(7 min)
  4. Slide 13: Have students look at photos of famous Americans who were members of the secret society called the Sons of Liberty. Have students turn and talk about any background information on these people. Debrief as a class – chart. Show political cartoon by Benjamin Franklin. Have students Think, Jot, Share what they think Benjamin Franklin meant by publishing the cartoon. Debrief as a class (10 min)
  5. Slide 14: Give additional information to students about the Sons of Liberty by reading the bullet points. After the last bullet ask students, “Could there have been other ways the Patriots could have handled their disagreement with England?” (10 min)
  6. Slide 15: Read the bullet points and the quote. Reread the last sentence of the quote and ask, “How could making cloth become a political act of resistance? Students should do a quick write answering the question.(7 min) This could be the end of Day 3
  7. Slide 16: Read the bullet points giving some background knowledge on the Boston Massacre. The word broadside is hyperlinked to an example and definition. Click and discuss with students. (5 min)
  8. Slide 17: Explain the graphic organizer students will use to analyze the engraving by Paul Revere. Make sure students understand they will only be completing the chart at this point. (5 min)
  9. Slides 18-21: Show each slide for 10 seconds. Students should complete one box for each quadrant on the chart independently. (8 min)
  10. Slide 22: Read the text beside the picture. Have students turn and talk about what they recorded for each quadrant. Students should complete the questions independently. Debrief questions as a class. (20 min) This could be the end of Day 4
  11. Slide 23: Teach students the # strategy (see files for specific directions on how to introduce the strategy). After introducing the strategy, model for students how to do this using the first paragraph. Each of the bold words are hyperlinked to the definitions. Make sure to click discuss each of the words. Students should work with a partner to read and # the second paragraph. Students should independently # the last paragraph. Debrief with class by reading the paragraphs aloud and discussing the hashtags. (15 min)
  12. Slides 24-27: Review the graphic organizer used for the Boston Massacre. Students will once again analyze a primary source lithograph using quadrants. Review the graphic organizer and follow the same procedure as before. View for 10 seconds then record in boxes. (8 min)
  13. Slide 28: Have students turn and talk about what they recorded for each quadrant. Students should complete the questions independently. Debrief questions as a class. (20 min) This could be the end of Day 5
  14. Slide 29: As a review of the Boston Tea Party, students will be put into four groups. One group will represent a person who participated in the Boston Tea Party. Another group will be a bystander loyal to the Patriots. The third group will represent a bystander loyal to the English (Loyalist) and the fourth group will be a tea merchant who has lost inventory (money) because of the Boston Tea Party. Each group will be given the Perspective Handout appropriate for their role. Groups should read and discuss the additional information as well as the scenario for their role. One student from each group will then become part of a round table discussion about the Boston Tea Party and what they think about it. Remind students to stay in their role throughout the discussion. Facilitate the discussion by listening to each round table discussion and giving questions to guide their talk. (30 min)
  15. Slide 30: Three different Reader’s Theater scripts are provided to help students better understand the events that led to the Revolutionary War. Students should be assigned parts based on readability of script. Explain to students that they should read through the script thinking of additional dialogue and facts they could add that would help the audience better understand the historical event. Students should use their notes and graphic organizers to help them add the factual information. As scripts are performed, audience members will use the Reader’s Theater rubric to offer feedback to their peers. Quickly go over the rubric prior to performances.(Culminating Task) Introduction to assignment (15 min). This could be the end of Day 6. Two additional days may be used for reading, editing, and performing the scripts.
  16. As a formative assessment, students should answer the three compelling questions from slide 5. A two point rubric is provided for students and teachers.
Differentiation: