INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 04
TITLE : Unit 04: Road to Revolution
SUGGESTED DURATION : 10 days
State Resources:
IFD Legend
Bold, italic black: Knowledge and Skill Statement (TEKS)
Bold black: Student Expectation (TEKS)
Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity)
Italics blue: provides unit level clarification
Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units
EXEMPLAR LESSONS
Grade 05 Social Studies Unit 04 Exemplar Lesson 01:
Who Are These People and What Did They Do?
Grade 05 Social Studies Unit 04 Exemplar Lesson 02:
The British Are Coming!
Grade 05 Social Studies Unit 04 Exemplar Lesson 03: No
Taxation Without Representation
Estudios Sociales Grade 05 Unit 04 Exemplar Lesson 01:
¿Quiénes son estas personas y qué hicieron?
Estudios Sociales Grade 05 Unit 04 Exemplar Lesson 02:
¡Llegan los británicos!
Estudios Sociales Grade 05 Unit 04 Exemplar Lesson 03:
No a los impuestos sin representación
RUBRIC(S) FOR PERFORMANCE INDICATORS
Grade 05 Social Studies Unit 04 Rubric 01
Grade 05 Social Studies Unit 04 Rubric 02
Grade 05 Social Studies Unit 04 Rubric 03
UNIT TEST
Social Studies Grade 05 Unit 04: Road to Revolution
Estudios Sociales Grade 05 Unit 04: El camino a la
Independencia
RATIONALE:
This unit bundles student expectations that focus on the events, issues, and individuals that led the thirteen English colonies to revolt against Great Britain. The differences in the
perspectives of the government in Great Britain and the colonies on economics and participation in government, in addition to the physical distance between England the the colonies,
Last Updated 06/01/2012
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page 1 of 13 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 04
TITLE : Unit 04: Road to Revolution
SUGGESTED DURATION : 10 days
created a divide that eventually resulted in open conflict which we call the American Revolution.
Prior to this unit students learned about the people who settled in colonial American, their reasons for coming, and how they set up structures to govern themselves. Also discussed
were the beliefs and values the colonists brought from England concerning representation. During this unit students learn how colonists’ ideas and values were in conflict with British
Policy.
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
None identified
PERFORMANCE INDICATORS
Grade 05 Social Studies Unit 04 PI 01
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
Leadership
Societies identify individuals as great leaders based on
Contributions
their contributions and actions during times of conflict.
Create a script of a conversation between two historical
figures expressing their views on a topic of importance
during the pre-revolutionary time period. Use at least one
primary source quote from each of the historical figures.
Standard(s): 5.2A , 5.2B , 5.24A , 5.24D
ELPS ELPS.c.3E , ELPS.c.3G
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page 2 of 13 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 04
TITLE : Unit 04: Road to Revolution
PERFORMANCE INDICATORS
Grade 05 Social Studies Unit 04 PI 02
Create an illustrated and annotated timeline of the
SUGGESTED DURATION : 10 days
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
Region
Different perspectives on economic and political issues
Conflict
often lead to conflict.
Perspective
economic and political issues and events that led to the
American Revolution. Provide information about the cause
and effect relationships between the events and explain
the issues involved.
Standard(s): 5.2A , 5.24A , 5.24B , 5.24E
ELPS ELPS.c.1C , ELPS.c.2G
Grade 05 Social Studies Unit 04 PI 03
Democratic process
Belief in the democratic process inspires individuals to
Perspective
take action based on those beliefs.
Write a speech to be delivered by a colonial leader on the
need for the colonies to be represented in Parliamentary
discussions on taxation. Include at least three important
justifications.
Standard(s): 5.2A , 5.2B , 5.24B
ELPS ELPS.c.5F
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
Revolution – a sudden, radical, or complete change; a fundamental change in political organization, especially the overthrow or renunciation of one
government or ruler and the substitution of another by the governed
Patriot – one who loves his or her country and supports its authority and interests
Primary Source – evidence produced by someone who participated in an event or lived during the time being studied
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Grade 5 Estudios Sociales,Social Studies
UNIT : 04
TITLE : Unit 04: Road to Revolution
SUGGESTED DURATION : 10 days
Leader – an individual/individuals who significantly affects the thoughts, feelings, and/or behaviors of a number of individuals
Democratic process – process of government in a democratic society where the governed have a voice in the government, and the majority rules with
consideration of minority viewpoints, and where equal opportunity for participants exist
Perspective – a point of view regarding a situation or topic
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
5.2
History. The student understands how conflict between the American
colonies and Great Britain led to American independence. The student is
expected to:
5.2A
identify and analyze the causes and effects of events prior to and during the American
Revolution, including the French and Indian War and the Boston Tea Party.
Identify
CAUSES AND EFFECTS OF EVENTS PRIOR TO AND DURING THE
AMERICAN REVOLUTION
Including, but not limited to:
French and Indian War
The portion of a war between England and
France (the Seven Years War) that took place in
colonial America. The English victory doubled
their colonial territory since France ceded much
of its North American claims, but the cost of the
war left the British treasury depleted. (The Indian
tribes allied with the French.)
In order to gain money to repay war debts (and
to reassert authority over British colonies), the
British government passed laws and taxes that
were unpopular in the American colonies.
Sugar Act, Stamp Act, Townshend Acts:
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page 4 of 13 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 04
TITLE : Unit 04: Road to Revolution
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
British laws that placed taxes on almost
everything that colonists needed or used
in their daily lives
Boston Tea Party – in 1773, a band of American
colonists led by Samuel Adams (and the Sons of
Liberty) boarded British ships (East India Company)
and dumped tea into Boston Harbor to protest the Tea
Act. As a result, Boston port was closed and town
meetings were banned. The Tea Party led to a
crackdown by the British government, including the
punitive Intolerable Acts (e.g., the Boston Port Act that
closed the Port of Boston, the Massachusetts
Government Act that essentially put the Massachusetts
colonial government directly under British control and
limited town meetings, the Administration of Justice Act
that allowed trials to Great Britain, the Quartering Act
that allowed British governor to house soldiers in
private homes).
Declaration of Independence – in 1776, Jefferson
wrote that when a form of government destroys the
rights of people it governs, they have a right to abolish
it. A declaration for the independence of the American
colonies from Great Britain was written, and this led to
a war between the colonists and Great Britain.
5.2B
identify the Founding Fathers and Patriot heroes, including John Adams,
Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the
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Identify
CONTRIBUTIONS OF SIGNIFICANT INDIVIDUALS DURING THE
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Grade 5 Estudios Sociales,Social Studies
UNIT : 04
TITLE : Unit 04: Road to Revolution
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Sons of Liberty, and George Washington, and their motivations and
contributions during the revolutionary period
REVOLUTIONARY PERIOD
Including, but not limited to:
Founding Fathers – political leaders and statesmen
instrumental in founding the United States. They
signed the Declaration of Independence, participated
in the American Revolution, helped establish the
United States Constitution, or contributed in some
other important way. The term usually refers to
Benjamin Franklin, George Washington, John Adams,
Thomas Jefferson, John Jay, James Madison, and
Alexander Hamilton.
John Adams – significant leader in advocating a
growing movement to declare independence from
Great Britain.
Samuel Adams – political activist and organizer of the
rebellion against British policies. He spoke and wrote
articles against British restrictions in Massachusetts
and was a leader of the Boston Tea Party. He attended
the First Continental Congress and signed the
Declaration of Independence.
Benjamin Franklin – a Founding Father, statesman
and diplomat during the American revolutionary period,
intimately involved in writing the Declaration of
Independence and Constitution and instrumental in
forging an alliance between the colonies and France
that helped win the war. In 1783, he was one of the
negotiators of the Treaty of Paris that ended the
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page 6 of 13 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 04
TITLE : Unit 04: Road to Revolution
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
American Revolution.
Nathan Hale – lieutenant in the Continental Army and
American patriot who was caught by the British for
being behind enemy lines while out of uniform (spying).
Condemned as a spy, Hale was hanged (by the British)
for treason. Captain Montresor, witness to Hale’s
execution, quoted Hale’s last words on the gallows as,
“I only regret that I have but one life to lose for my
country.”
Thomas Jefferson – Founding Father and principal
author of Declaration of Independence; early and
effective leader in the American Revolution
Sons of Liberty – workers and tradesmen who
originally banded together to undermine the Stamp
Act; they were the driving force behind the Boston Tea
Party. Their motto became, “No taxation without
representation.”
George Washington – commander in Chief of the
Continental Army during the American Revolution; led
the colonies to independence when the British
surrendered at the Battle of Yorktown
MOTIVATIONS DURING THE REVOLUTIONARY PERIOD
Including, but not limited to
These significant leaders were motivated by deeply
held beliefs that they were willing to stand behind with
words and actions.
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page 7 of 13 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 04
TITLE : Unit 04: Road to Revolution
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
5.21
Culture. The student understands the relationship between the arts and the
times during which they were created. The student is expected to:
5.21A
identify significant examples of art, music, and literature from various periods in U.S. history
such as the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride".
Identify
SIGNIFICANT EXAMPLES OF ART, MUSIC, AND LITERATURE
Including, but not limited to:
“Yankee Doodle” – song from Seven­Years’ War era
(French-Indian War) originally sung by British to mock
the colonial "Yankees" (“doodle” from the German
dudel or dödel, meaning "fool" or "simpleton")
“Paul Revere’s Ride” – Longfellow poem that recounts
a historical event, though exaggerates Revere’s role.
Others also rode that night.
5.24
Social studies skills. The student applies critical-thinking skills to organize
and use information acquired from a variety of valid sources, including
electronic technology. The student is expected to:
5.24A
differentiate between, locate, and use valid primary and secondary
sources such as computer software interviews biographies oral, print,
and visual material documents artifacts to acquire information about the
United States
Differentiate, Locate, Use
PRIMARY AND SECONDARY SOURCES
Including, but not limited to:
Computer software
Interviews
Biographies
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Grade 5 Estudios Sociales,Social Studies
UNIT : 04
TITLE : Unit 04: Road to Revolution
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Oral, Print, and Visual Material
Documents
Artifacts
5.24B
analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing
inferences and conclusions
Analyze
INFORMATION
Including, but not limited to:
Sequencing
Categorizing
Comparing
Contrasting
Finding the main idea
Summarizing
Making generalizations
Predictions
Drawing inferences
Drawing conclusions
5.24D
identify different points of view about an issue, topic, or current event
Identify
POINTS OF VIEW
Including, but not limited to:
Points of view about an issue
Points of view about a topic
Points of view about a current event
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Grade 5 Estudios Sociales,Social Studies
UNIT : 04
TITLE : Unit 04: Road to Revolution
SUGGESTED DURATION : 10 days
TEKS#
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.
SE#
5.24
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources,
including electronic technology. The student is expected to:
5.24A
differentiate between, locate, and use valid primary and secondary sources such as computer software interviews biographies oral,
print, and visual material documents artifacts to acquire information about the United States
5.24B
analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main
idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
5.24C
organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
5.24D
identify different points of view about an issue, topic, or current event
5.24E
identify the historical context of an event.
5.25
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
5.25A
use social studies terminology correctly
5.25B
incorporate main and supporting ideas in verbal and written communication
5.25C
express ideas orally based on research and experiences
5.25D
create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
5.25E
use standard grammar, spelling, sentence structure, and punctuation.
5.26
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of
settings. The student is expected to:
5.26A
use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
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page 10 of 13 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 04
TITLE : Unit 04: Road to Revolution
SUGGESTED DURATION : 10 days
TEKS#
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.
SE#
5.26B
ELPS#
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English
language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement
ELPS as an integral part of each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with
the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a
manner that is linguistically accommodated to help the student acquire English language proficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
ELPS.c.1
Cross-curricular second language acquisition/learning strategies
ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order
for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to
acquire basic and grade-level vocabulary
ELPS.c.2
Cross-curricular second language acquisition/listening
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension
of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of
English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and
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Grade 5 Estudios Sociales,Social Studies
UNIT : 04
ELPS#
TITLE : Unit 04: Road to Revolution
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics,
language, and contexts are familiar to unfamiliar
ELPS.c.3
Cross-curricular second language acquisition/speaking
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal)
using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning,
intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level
learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.
The student is expected to:
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended
discussions on a variety of social and grade-appropriate academic topics
ELPS.c.5
Cross-curricular second language acquisition/writing
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content
areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In
order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has
reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and
sentences in increasingly accurate ways as more English is acquired
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page 12 of 13 INSTRUCTIONAL FOCUS DOCUMENT
Grade 5 Estudios Sociales,Social Studies
UNIT : 04
TITLE : Unit 04: Road to Revolution
SUGGESTED DURATION : 10 days
Last Updated 06/01/2012
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
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