SST 309

Revolutionary War Unit

Plan
5th Grade
Emily Ferris
12 December 2016

Table of Contents
Stage I:
Unit Overview & Rationale - 2
Considering the Learners - 2
Considering the Content - 4
Behavioral Objectives - 6
Stage II:
Informal Assessments - 7
Paper & Pencil Test - 8
Performance Assessment
Overview, Rationale, Instructions - 9
Rubric - 10
Stage III:
Unit Calendar & Lesson Catalog - 14
Hooking Lesson - 16
Academic Vocabulary Activity - 18
Literacy Lesson - 22
Concept Formation Lesson - 28
Instructional Resources - 30
Stage IV:
Reflection - 31

Stage I: Considering the Content and the Learners

Unit Overview
The compelling question of this unit is: How is a war won without soldiers or politicians?
Students will be learning about the roles of women, children, Native Americans, the
French, and African slaves in the American Revolutionary War and how these groups had
an effect on the wars outcome. Students will participate in hands-on learning by
analyzing and comparing primary and secondary sources, using the arts, discussing with
classmates, and writing. This unit is meant to present differing perspectives on the
revolution and give students information they may not easily find out in other
Revolutionary War units.
This unit is designed for students who already have a base knowledge on the causes of the
revolution and the basic timeline of the conflict. It would be preceded by a beginning
revolution unit covering causes and major battles, people and events in the revolution,
including the French and Indian War. The unit would be followed by a unit on the Articles
of Confederation and the Constitution.

Unit Rationale
Understanding the roles played by different groups during the American Revolution gives
a multifaceted view of the causes and effects of the event. It is important for students to
understand as democratic citizens that the American Revolution was an issue that was
controversial to many and involved differing opinions across the colonies and Europe;
with the current division of our political system in America students must learn to accept
and understand multiple viewpoints and positions. This unit aligns with the Michigan
content standards for social studies as well as the C3 Framework in introducing students to
varying roles in the revolution and reinforcing democratic values such as patriotism and
empathy.

Considering the Learners

At this grade level, students have already learned about how America went from Native
nations to a colonial system as well as the roles of citizens in a democracy. Students should
be knowledgeable about the structure and purposes of governments at this point. They
should also know basic characteristics of places and regions, human systems, and the
interactions of the environment with society. This prior knowledge is necessary for students
to fully benefit from this unit.
Students may hold the misconception that every American was in favor of the revolution at
that time or that the revolution was based simply on the issues of taxation and religious
freedom, when there were in fact many other elements at play. Prior to the unit, students
may not have known that women, slaves, Natives and the French were participants in the
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Revolution. They may find some concepts difficult to understand, such as the effects of
boycotts. For english language learners and those with special needs, this unit can be
adapted to include simplified terms and definitions as well as partner and group work
sessions.
Students can connect this unit to life beyond school through the analysis of social roles and
stereotypes in todays world; understanding and appreciating the ways civil rights and
womens rights have helped shape our modern society and the freedoms that people have
gained since the revolution. Students can also use the lessons in this unit as encouragement
for responsible political involvement and free expression of ideas and opinions. To engage
student learning, I would employ the use of interesting artifacts and sources, dramatic and
creative activities, writing, and in-class discussion.

Considering the Content

Enduring Understanding:
Although people tend to focus on the British and colonial governments when
discussing the American revolution, there are multiple dynamics that influenced
the war, such as the responsibilities and roles of women, slaves, Native Americans,
children, businesses, and the French government.

Compelling & Supporting Questions:

Compelling Question: How is a war won without soldiers or politicians?
Supporting Questions:
What was everyday life like for colonial women and children, Native
Americans, and African slaves at the time of the American Revolution?
How were women able to participate in the revolution?
What roles did the Native Americans and the French play in the revolution?
How did French involvement influence the beginning and the end of the
war?
What side did African slaves fight for in the revolution?
Why did African slaves choose to fight in the war?

Important Knowledge & Skills

Key Concepts/Vocabulary:
Boycott- To refuse to buy, use, or participate in something as a form of
protest.
Blockade- An act of war in which one country uses. ships to stop people or
supplies from entering or leaving another country.
Disguise- To change the usual appearance, sound, taste, etc., of someone or
something so that people will not recognize that person or thing.
Proclamation- The act of saying something in a public, official, or definite
way; an official statement or announcement made by a person in power or
by a government.
Protest- To show or express strong disagreement with or disapproval of
something, possibly at a public event with other people.
Quarter- To provide someone with a place to stay for a usually short
period of time; to provide living quarters for someone.
Rebellion- An effort by many people to change the government or leader
of a country by the use of protest or violence.
Revolution- The usually violent attempt by many people to end the rule of
one government and start a new one.
Slave- Someone who is legally owned by another person and is forced to
work for that person without pay.
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Taxes- An amount of money that a government requires people to pay

according to their income, the value of their property, etc., and that is used
to pay for the things done by the government.

Important Facts:
The American Revolution was preceded by the French and Indian war,
where France lost to Britain.
Many Native Americans chose to fight on the side of the British.
France fought for American independence from the British.
Many colonists protested British rule through boycotts of imported goods.
Women were not allowed to vote or petition the government during the
time of the revolution.
Some colonial women worked for the American army as nurses,
seamstresses and cooks.
Some children worked as spies during the revolution.
Slaves were offered freedom for fighting for the British army.

Disciplinary Literacy Skills:

Using primary and secondary sources to understand differing perspectives
on the revolution.
Understanding social roles in different societies and time periods and how
they affect the human experience.
Being able to express an opinion clearly through multiple means.

Behavioral Objectives
Students will be able to:
Michigan GLCE Standards:
Describe the role of the French and Indian War in the American Revolution, how
British policy toward the American colonies changed between 1763 and 1775,
and how people of the colonies felt about the new policies. (5 U3.1.1)
Compare the roles of women, African Americans, Native Americans, and the
French government in terms of the outcome of the war. (5 U3.2.3)
Describe the significance of the Treaty of Paris. (5 U3.2.4)
Using an event from the Revolutionary era, explain how British and colonial
views on representative government differed. (5 U3.1.3 )
Identify a problem for people in the colonies, identify different choices for
addressing the problem with possible consequences, and describe the course of
action taken. (5 U3.1.8 )
Describe some causes of the American Revolution. (5 U3.1.2)
Use a hypothetical event from the Revolution to explain views on authority (5
-U3.1.3)
C3 Social Studies Standards
Explain why individuals and groups during the same historical period had
differing perspectives. (D2.His.4.3-5.)
Explain connections among historical contexts and peoples perspectives at the
time. (D2.His.5.3-5.)
Identify core civic virtues and democratic principles that guide government, society,
and communities. (D2.Civ.8.3-5.)
Compare information from different historical sources about the past.
(D2.His.10.3-5.)
Use evidence to develop a claim about the past. (D2.His.16.3-5.)
Common Core Standards
Explain the relationships between two or more events, ideas, individuals, or
concepts in a historical text based on information in the text.
(CCSS.ELA-LITERACY.RI.5.3)
Analyze the relationship between a primary and secondary source on the same
topic. (CCSS.ELA-LITERACY.RH.6-8.9)
Analyze multiple accounts of the same event or topic, recognizing important
similarities and differences in each point of view.
(CCSS.ELA-LITERACY.RI.5.6)
Write explanatory documents examining the American Revolution and clearly
conveying information and ideas. (CCSS.ELA-LITERACY.W.5.2)
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 Determine two or more main ideas of a text and explain how they are supported
by key details; summarize the text. (CCSS.ELA-LITERACY.RI.5.2)

Stage II: Considering and Designing Assessments

Informal Assessments
This unit will begin with a pre-test to assess students prior knowledge on the subject of
the American Revolution. Student progress will be assessed throughout the unit through
teacher questioning, observation, and the use of assignments. Students will be asked to
answer questions on worksheets, draw and create, discuss topics in groups and as a class,
and write summaries and opinion pieces. As students progress through the unit, they will
be given several tickets out the door asking them to summarize the things they learned in
that lesson and what opinions they have on the topics.

Paper and Pencil Test

1. In what ways did women participate in the American Revolution? (circle all
that apply)
a. Nurses
b. Soldiers
c. Boycotts
d. Generals
2. Who won the French and Indian War?
a. The French
b. The British
c. The Indians
3. What was the result of the French and Indian war?
The British received Canada from France and Florida from Spain

4. What made many Native Americans side with the British in the revolution?
Native Americans did not want the colonists to move into more of their
territory.
6. Why did the French and Indian war have an effect on the American
Revolution?
France wanted to get revenge on Britain for their loss in the war.

Performance Assessment
Overview:
This assessment contains a variety of matching, short answer, multiple choice, and true
false questions.

Objectives:
C3 Social Studies Standards
Explain why individuals and groups during the same historical period had
differing perspectives. (D2.His.4.3-5.)
Explain connections among historical contexts and peoples perspectives at the
time. (D2.His.5.3-5.)
Identify core civic virtues and democratic principles that guide government, society,
and communities. (D2.Civ.8.3-5.)
Michigan GLCE Standards:
Describe the role of the French and Indian War in the American Revolution, how
British policy toward the American colonies changed between 1763 and 1775,
and how people of the colonies felt about the new policies. (5 U3.1.1)
Compare the roles of women, African Americans, Native Americans, and the
French government in terms of the outcome of the war. (5 U3.2.3)
Common Core State Standards:
Write explanatory documents examining the American Revolution and clearly
conveying information and ideas. (CCSS.ELA-LITERACY.W.5.2)

Instructions:
Student instructions are written within the assessment. The teacher should go over the
directions with students after passing out the test. Allow students 45 minutes to complete
the assessment. If students have questions, they may raise their hands for help.

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Name:
Matching: Write the letter of the definition in the blank next to the matching word.
1. Boycott _A_
2. Blockade _D_
3. Disguise _C_
4. Proclamation _B_
5. Quarter _E_
A. To refuse to buy, use, or participate in something as a form of protest.
B. The act of saying something in a public, official, or definite way; an official statement or
announcement made by a person in power or by a government.
C. To change the usual appearance, sound, taste, etc., of someone or something so that
people will not recognize that person or thing.
D. An act of war in which one country uses. ships to stop people or supplies from entering or
leaving another country.
E. To provide someone with a place to stay for a usually short period of time; to provide
living quarters for someone.
Multiple Choice: Circle the correct answer.
6. Who issued a proclamation inviting slaves to join the British army in exchange for their
freedom?
a. Colonel Tye
b. Lord Dunmore
c. George Washington
d. Joseph Brant
7. Which group was allowed the right to vote in this time period?
a. Women
b. Slaves
c. Native Americans
d. White men
8. The French helped the American army win the war because:
a. The king of France was good friends with Ben Franklin
b. The treaty of Paris forced France to defend the colonies
c. They wanted to weaken Britain
d. The French were promised land from the colonies
9. During the war, Native Americans:
a. Stayed out of the action
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b. Fought for the British to protect their lands

c. Fought for the British because they had a trade agreement
d. Fought with the Americans
10. Titus Cornelius, also known as Colonel Tye, was:
a. A former slave who became a colonel in the American army
b. A former slave who bravely fought for the British
c. A close friend of George Washington
d. A famous colonel who won a major battle in the revolutionary war
Short Answer: Write a 2-3 sentence response.
11. In your own words, what does freedom mean?

12. Why were so many advertisements about boycotts targeted at women?

13. Who was Joseph Brant and why was he an important figure in the revolution?

True/False: Write true or false below the question. If the answer is false, explain why.
14. The Native Americans were the winners of the French and Indian war.
False, the British won the French and Indian War
15. Some slave owners feared going away to war because their slaves would run away.
True
16. Many families followed the union army from battle to battle.
True
17. Native Americans fought with the British Army because they were promised gold and riches.
False, Native Americans fought with the British to protect their lands
18. Some children acted as spies for the American army.
True
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Stage III: Considering Lessons and Learning Activities

Unit Calendar & Lesson Catalog
Day One: The French and Native Americans
Hooking Lesson: Lunch Wars (attached)- Students will be divided into four
groups, each representing a different contributor to the revolution. They will be
given a hypothetical example of an event in the school that relates to the revolution
and affects each group in a different way. Groups will discuss their options and
come to a conclusion as to what actions to take. (30 minutes)
American Revolution Pretest: used to assess students prior knowledge on the
revolution.

Day Two: The French and Native Americans

The French and Indian War- Students will analyze and compare primary and
secondary sources detailing the results of the French and Indian War and
perspectives from each group. (30 minutes)
Assignment: Students will be divided into groups representing the French and the
Native Americans and asked to create individual drawings representing the
perspectives of each side.

Day Three: Native American Perspectives

Students will be shown a short video detailing Native perspectives on the
revolution, after which they will be presented with primary sources from the sides
of the Natives and British. (30 minutes)
Assignment: Students will be asked to write a short essay in which they put
themselves in the place of a Native American in this time period and must choose
which side in the revolution to support. (30 minutes)

Day Four: Colonial Women and Children

Academic Vocabulary Activity (attached)- Students will read a chapter from the
textbook discussing colonial women and children and focus on three vocabulary
words within the text. The words and examples will be discussed as a class along
with word associations. (30 minutes)

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Assignment: Students will complete a worksheet over the vocabulary words.

Paper and Pencil Test: (attached) A short summative quiz covering what weve
learned in the unit so far.

Day Five: Colonial Women and Children

Literacy Lesson: Women in the Revolution (attached)- Students will analyze
primary sources directed toward colonial women and discuss the significance and
meaning of these sources as a class. (60 minutes)
Assignment: Students will be asked to create their own song, poem, or poster
directed at colonial women and encouraging patriotism during the revolution.

Day Six: African Slaves

Concept Formation Lesson: Freedom (attached)- Students will play a game of
Simon Says and have a period of free dance. They will compare and contrast the
two to understand the concept of freedom, creating a classroom definition of the
term. Students will then spend time answering a few short questions based on the
concept in relation to the American Revolution. (60 minutes)

Day Seven: African Slaves

Students will read and compare primary and secondary sources detailing the lives
of slaves. They will then be presented with the British proclamation from Lord
Dunmore promising freedom to slaves who fight for the British side and read a
document about Colonel Tye and his accomplishments in the war. (45 minutes)

Day Eight: Performance Assessment

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Hooking Lesson
Length of lesson: 30 minutes
Title of lesson: Lunch Wars
Compelling Question: How is a war won without soldiers or politicians?
Overview:
Students will be divided into four groups representing Native Americans, slaves, the French, and
colonial women and children. They will be presented with a hypothetical situation in which the
lunch staff is imposing a new lunch tax: the first bite of every lunch sold. Students must decide,
given their differing situations, which side to take and what to do about the tax.
Objectives:
Students will identify a problem, identify different choices for addressing the problem with
possible consequences, and describe the course of action taken. (5 U3.1.8 )
Use a hypothetical event to explain views on authority (5-U3.1.3)
Anticipated student conceptions or challenges to understanding:
Students will need some prior knowledge on the French and Indian war, slavery, and life in
colonial times. They will also need an understanding of what taxes are. Students may have the
conception that they are powerless to the rule of adults in the school and must follow them no
matter what.
Materials/Evidence/Sources:
Whiteboard and dry-erase markers
Assessment:
This lesson will not include a formal assessment. Student understanding will be informally
assessed through questions throughout the activity.
Instructional Sequence:
1. Divide the class into four groups. Explain that we will be looking at a hypothetical
situation in which the lunch staff at the school has instituted a new lunch tax that will
affect each group in a different way. In this situation, students should imagine that they
each normally purchase hot lunch every day. Write a brief overview of each groups
situation on the board. (10 minutes)
a. Group One: The lunch staff will take a big bite of your lunch every day.
b. Group Two: The lunch staff will not take a bite of your lunch, but a week ago,
they took over your locker and stole some of your lunch money.
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2.

3.

4.

5.

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c. Group Three: The lunch staff will not ask for a bite of your lunch, but now other
hungry students want a bite. The lunch staff will not let them eat your lunch, but
without the lunch staff it is fair game and all of your lunch may be eaten up.
d. Group Four: The other students keep eating all of your lunch because they are so
hungry. The lunch staff promises that if you let them take a small bite out of your
lunch, other students wont eat it and you can go to recess early.
Explain to the class that there is a group of students who are working with the principal to
create their own lunch program and kick the lunch staff out of the school. Tell the
students that unfortunately, only fourth graders are allowed to participate. (5 minutes)
a. The fourth graders want a say in how big a bite is taken out of our lunches and
what items will be on the menu. The only problem is, they havent designed a
menu before, so it may have some imperfections.
Ask the students to discuss in their groups and write down a few ideas as to what they
would do about the situation. Write some questions on the board to prompt discussion (10
minutes)
a. Would you simply allow the tax to continue as it is?
b. Would you help the fourth graders? If so, how?
c. Would you be on the side of the lunch staff? Why?
As students are discussing, walk around the room to answer questions and listen to
student responses. As the discussion dies down, ask for volunteers to explain how they
would respond and why, given the rules of their group. (5 minutes)
a. Students will likely respond differently according to their group- Groups one and
two will likely side with the fourth graders while groups three and four may go
with the lunch staff.
As we can see, even if we cant directly fight for something we can still do things to
influence how it turns out. Explain that we will now be beginning a new social studies
unit focused on the roles of people that influenced the revolution even though they may
not have been directly involved.

Academic Vocabulary Activity

Hakim Ch 22 Terms & Classroom Definitions:
Quarter: To provide someone with a place to stay for a usually short period of time; to provide
living quarters for someone.
Disguise: To change the usual appearance, sound, taste, etc., of someone or something so that
people will not recognize that person or thing.
Blockade: An act of war in which one country uses. ships to stop people or supplies from
entering or leaving another country.

Step 1: Briefly introduce words and definitions, provide examples

We will be reading chapter 22 of the text aloud in class today. Before we read, Id like to go over
a few vocabulary words we will encounter in the chapter.
Have students repeat words back.
Write terms and definitions on the board.

Step 2: Read chapter 22 aloud with class.

Have students take turns reading by paragraph. Ask students to put their hands up when they see
one of the words discussed in the reading.

Step 3: Ask students to go back over the text and give examples on how the words were used in
context. Briefly discuss their results.

Step 4: Go over definitions again and ask questions for volunteer answers
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Why did the women in the chapter disguise themselves? When is another time someone might
wear a disguise?
Why was Lydia Mintern Post unhappy about quartering soldiers in her home? How would you
feel if you were forced to quarter someone in your own house?
What did the British blockade do? What would happen if someone put a blockade on the
schools supplies, like paper, pencils, crayons?

Step 5: Word associations

Which word goes with Halloween? (Disguise)
Which word goes with Supplies? (Blockade)
Which word goes with Hotel? (Quarter)

Step 6: Pass out worksheet for independent learning (attached)

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Name:
Vocabulary Learning Worksheet
Squabble, Blockade, Disguise
1. Write the best fit in each blank from todays vocabulary words.
a. Nick and his brother had an argument over whose turn it
was to set the table. When the time came, Jake was
nowhere to be found, but there was a mysterious person in a
mask sitting at the un-set table. Nick lifted the mask to
discover Jake was in ________. Jake then ran down the
hall and set up a ________ of toys and pillows so that Nick
could not get into the room. Jake said he would let Nick in,
but only if Nick ________ him and let him stay there for
the night.
b. The relationship between the British and Americans was
made worse by the British ________ that prevented
supplies from coming in to America. In the war, some women
entered the army in _________ so they could fight for the
revolution. Many women were angry that they were made to
________ soldiers that were strangers.
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2. Circle the correct example for the term.

a. Disguise
Going to school with a hat on

Going to school dressed as Batman

b. Blockade
Britain raises taxes on sugar

British ships block out the harbor

c. Quarter
Keshas sister sleeps in her room Kesha gives her sister $.25
3. Which comment matches which vocabulary word?
a. The women of the revolution knew they could not fight if
people knew of their true identities. _________
b. The British tried to make it harder for the Americans to
get the supplies they needed to win the war. _________
Colonial women were not happy that they had to keep soldiers in their
homes without a say. ________

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Literacy Lesson
Length of lesson: One hour (approximate)
Title of Lesson: Women in Revolution
Overview: This lesson will begin a unit on the American Revolution by discussing womens
roles in the turmoil preceding the revolution. Students will use sources to interpret information
about some of the causes of the revolution. We will begin with a class discussion to assess
students prior knowledge of the conflict and move into analyzing the poem Patriotic Poesy
from 1768 and A Revolutionary Broadside as well as singing a Revolutionary War song.
Lesson adapted from http://www.learner.org/courses/amerhistory/pdf/WomenRev_LOne.pdf
Objectives:
Students can describe some causes of the American Revolution. (5 U3.1.2)
Students can describe the roles of women in the time preceding the American Revolution. (5
U3.2.3)
Students can determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text. (R1.5.2)
Students can analyze multiple accounts of the same event or topic, noting important similarities
and differences in the point of view they represent. (R1.5.6)
Students can integrate information from several texts on the same topic in order to write or speak
about the subject knowledgeably. (R1.5.9)
Anticipated student conceptions or challenges to understanding: Students will need some
background to understand this lesson- knowledge of the concepts of taxes, boycotts, and colonies
Students may have questions as to why some colonists chose the side of the British.
Students may have trouble understanding the language of this era in documents.
Materials/Evidence/Sources:
Patriotic Poesy handouts and overhead slide or projector image
Modern version of Patriotic Poesy overhead slide or projector image
A Revolutionary Broadside handouts and overhead slide or projector image
To the Ladies song handout
Assessment: Students will be asked to create their own song, poem, or poster directed at colonial
women and encouraging patriotism during the revolution.
Instructional Sequence:
1. Briefly discuss the reasons for the American Revolution. (10 mins)
a. Colonists thought of themselves as English and felt they were entitled to decide
their own taxes. After a war with the French lost the English a lot of money,
England left many of their soldiers in the colonies. The colonists were expected to
feed and house the British soldiers as well as pay higher taxes to England, which
they disagreed with. They thought they should set their own taxes since they
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werent represented in Englands government. England began to heavily tax

imported goods such as sugar, glass and tea, all of which were very important to
the colonies.
b. Check for understanding: Can anyone tell me why the taxes would make the
colonists angry? Would you be angry if you had to pay extra taxes to a
government across the ocean?
2. Once the class has a grasp on these concepts, ask students, How did the colonists might
have responded to the unfair taxes? What do you think you would have done? (5 mins)
a. lead discussion toward the tactic of boycotts
3. Tell the class that we will now take a look at some documents that historians use to study
the colonists responses to Englands policies at this time. Hand out Patriotic Poecy
original version. Ask students to quietly read the document themselves for a few minutes.
(5 mins)
4. When everyone has finished reading, split the class into groups of three to four students
and ask the groups to discuss the document. (10 mins)
a. What is the main idea?
b. Who is the audience?
c. What does this say about life at this time?
5. Walk around the room to answer questions and monitor group progress. When the groups
have made their conclusions, ask each group to send a volunteer to write their answers on
the board. Compare and contrast the answers of different groups. (5 mins)
6. Pull up a side-by-side on the projector of the original and modernized versions. Read the
modern version aloud to the class. (5 mins)
a. Briefly revisit the meanings behind the text now that the information is more
clear. Women could not vote or petition, so their version of protest was to
boycott, or stop buying certain goods. Why would this have an effect on the
Revolution?
7. Pass out and pull up on the projector A Revolutionary Broadside, Read the text aloud
to the class, explaining unfamiliar terms such as posterity. Discuss: (10 mins)
a. What is the purpose of this document? After a brief discussion, explain that this
document is comparable to a billboard or pamphlet.
b. Who do you think William Jackson is?
c. Why would the sons and daughters of liberty not buy from him?
8. Discuss: Women could not vote or petition in the 1700s. Why then do you think womens
roles in boycotting imported goods were so important? (5 mins)
a. What were womens jobs/roles in this time period? How have things changed
since then?
9. Concluding activity: Pass out copies of To the Ladies and ask students to get back into
their groups. Assign a section of the song to each group and ask them to do their best to
interpret a student-friendly version of the verse. Sing the song as a class. (10 mins)
10. Assessment: Ask each student to create their own poster, song, or poem directed at
colonial women and encouraging patriotism during the revolution.

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retrieved from: http://www.learner.org/courses/amerhistory/pdf/WomenRev_LOne.pdf

24

retrieved from:http://www.learner.org/courses/amerhistory/pdf/WomenRev_LOne.pdf

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retrieved from: http://www.learner.org/courses/amerhistory/pdf/WomenRev_LOne.pdf

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To the Ladies
1769
In the year 1768, the people of Boston resolved that they would not import any tea, glass, paper, or
other commodities commonly brought from Great Britain, until the act imposing duties upon all such
articles should be repealed. This poetical appeal to the ladies of the country, to lend a "helping hand"
for the furtherance of that resolution, appeared in the Boston News Letter, anonymously.

TO OUR LADIES.
YOUNG ladies in town, and those that live round,
Let a friend at this season advise you;
Since money's so scarce, and times growing worse,
Strange things may soon hap and surprise you.
First, then, throw aside your topknots of pride;
Wear none but your own country linen;
of economy boast, let your pride be the most
To show clothes of your own make and spinning.
What if homespun they say is not quite so gay
As brocades, yet be not in a passion,
For when once it is known this is much worn in town,
One and all will cry out - 'Tis the fashion!
And, as one, all agree, that you'll not married be
To such as will wear London factory,
But at first sight refuse, tell 'em such you will choose
As encourage our own manufactory.
No more ribbons wear, nor in rich silks appear;
Love your country much better than fine things
Begin without passion, 'twill soon be the fashion
To grace your smooth locks with a twine string,
Throw aside your Bohea, and your Green Hyson tea,
And all things with a new-fashion duty;
Procure a good store of the choice Labrador,
For there'll soon be enough here to suit you.
These do without fear, and to all you'll appear,
Fair, charming, true, lovely and clever;
Though the times remain darkish, young men may be sparkish,
And love you much stronger than ever.
Then make yourselves easy, for no one will tease ye,
Nor tax you, if chancing to sneer,
At the sense-ridden tools, who think us all fools;
But they'll find the reverse far and near
http://www.americanrevolution.org/war_songs/warsongs9.php

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Concept Formation Lesson

Length of lesson: 55 minutes
Title of lesson: Freedom Concept Formation
Overview: Students will play a game of Simon Says followed by a free dance period to music to
begin to develop and understanding of the concept of freedom. We will discuss as a class the
benefits and negatives to each activity and what attributes make them similar or different. Once
the class has developed a rough definition of freedom, we will discuss how the concept applied
to African slaves in the American revolution.
Objectives:
Students will compare the roles of women, African Americans, Native Americans, and the
French government in terms of the outcome of the war (5 U3.2.3)
Students will be able to define the critical attributes of freedom and differentiate between
examples and non-examples of the concept.
Students will identify core civic virtues and democratic principles that guide government,
society, and communities. (D2.Civ.8.3-5.)
Anticipated student conceptions or challenges to understanding: Students may have trouble
interpreting the concept of freedom as children who are under the control of their parents,
teachers, etc a majority of the time. They also may understand the concept as meaning that
anyone can do anything any time- it is important for the teacher to emphasize that freedoms have
limits and there are responsibilities that come along with freedom.
Materials/Evidence/Sources: Lesson adapted from
http://constitutioncenter.org/media/files/FreedomDayLessonES.pdf
Songs for free-dance
Assessment: During instruction, I will assess student understanding by asking questions to the
class and observing who is participating. After the lesson, I will provide a formal assessment in
the form of a worksheet.
Instructional Sequence: List the steps in teaching this lesson including ways you intend to
introduce and close the lessons and details of student and teacher actions. These steps should be
appropriately detailed so that a substitute teacher could teach the lesson. This lesson should use
the steps for an inductive or deductive concept formation lesson. You can also use
list-group-label if appropriate. Provide an approximate time frame for each step.
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1. Play two to three rounds of Simon Says, no more than three minutes per round. Begin
with the teacher as the leader and allow students to volunteer for subsequent rounds.
During the games, students should stand in place beside their desks. If the leader makes a
command without saying Simon says first, those students who follow the command
will be asked to sit down. (10 mins)
2. Write Simon Says on the board. Ask for student input on how they felt during the
activity- what they liked or didnt like, how it felt to have to sit down, etc. (5 mins)
3. Start music and ask students to stand again. Explain that students are allowed to dance
any way they like during the song and move about the room. (5 mins)
4. When the song ends, ask students to find their seats again. Next to the Simon Says list,
write Dancing. Ask students for their opinions on dancing and how it made them feel.
(5 mins)
5. Ask students to look at both lists and think about similarities and differences between
Simon Says and dancing. Using suggestions, create a venn diagram out of student
responses. Ask students to copy the diagram onto a piece of paper. (10 mins)
a. Class discussion: How do these activities relate to freedom? What do you think
freedom means? Which activity represented freedom?
6. Explain that we will be creating a classroom definition of the word freedom. Take student
suggestions- direct ideas toward critical attributes: (5 mins)
a. Being free, able to do what you want to do
b. Not being under the control of others
c. Being able to go where you want to go
7. Using projector, go to http://learnersdictionary.com/definition/freedom (5 mins)
a. Compare and contrast classroom definition with learners dictionary. Add to/make
changes to classroom definition on the board if necessary.
b. Ask students to copy classroom definition into notebook.
8. Informal Assessment: divide students into groups for follow-up questions. Ask that the
groups discuss each question and agree upon an answer according to the classroom
definition of freedom. (10 mins)
a. Were womens lives in the time of the American revolution a good example of
freedom?
b. What has changed since then?
c. Why did many African slaves fight for the British army?
d. In what ways were slaves in America denied freedom?
e. Were the colonists free before the revolution?

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Instructional Resources
Freedom Day Lesson Plan. (n.d.). Retrieved December 14, 2016, from
http://constitutioncenter.org/media/files/FreedomDayLessonES.pdf
Merriam-Webster's Learner's Dictionary. (n.d.). Retrieved December 14, 2016,
from http://learnersdictionary.com/
Pearson, J. (2000). Women of the American Revolution. Retrieved December 14,
2016, from
http://www.learner.org/courses/amerhistory/pdf/WomenRev_LOne.pdf
To the Ladies 1769. (n.d.). Retrieved December 14, 2016, from
http://www.americanrevolution.org/war_songs/warsongs9.php

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Stage IV: Reflecting on the Unit

Before I began constructing this unit, I knew very little about the Revolutionary War.
Most of what I had been taught in my elementary school years had been forgotten. As I
progressed through my unit I began doing research to learn more, especially when the time came
to create assessments. Doing this made me realize how important it is for me as a teacher to be
knowledgeable of the content Im teaching to students. I want to be able to answer questions
from students without having to look in a book or on the internet.
I chose to focus my unit on contributions made by those outside of the armies and
governments, because I think these stories are ones children dont hear enough of. When I was
learning about the American Revolution in school, we learned about George Washington, Ben
Franklin, and the like. We were not given much of a glimpse into the experiences of women,
Native Americans, slaves, etc. As a teacher, I want to present my class with as many different
views and opinions as I can in order to give them a broad and diverse view of the world.
I will use what Ive learned in this unit in future planning by using the backward design
model. Knowing what I want my students to understand before designing my lessons made
planning the unit much easier and kept the focus on my objectives. The biggest challenge of this
project was creating assessments that tested content knowledge but also asked students to think
critically and meet the objectives. I was most proud of my hooking lesson; the first lesson I
created did not work out, but I thought my second try turned out very well. I designed the lesson
completely by myself without using any suggestions or help from the internet or other students,
and I used my own creativity to create a fun activity that helped students relate the Revolutionary
War to something in their own lives.
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Planning this unit has changed my perspective; I had underestimated the work that goes
into creating units and lessons as well as the knowledge that I will be required to have as a
teacher. The amount of revisions and edits I had to make after peer review was much more than
what I expected. Overall, I learned a lot about teaching through this project.

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