Social Science Unit for EDU 383 Social Science Methods

Name Mackenzie Gallagher

Social Studies Unit Topic

Grade Level
American Revolution
4th Grade
Enduring Understanding
Many factors contributed to the American Revolution that created the United States of America we know

today.
TABLE OF SPECIFICATIONS AND UNIT DESIGN
Essential Questions for the Unit (2-5)
1. What are the causes/events that led up to the

Revolutionary War? (geography, history,

economics)
2. How did the actions of the British affect the
colonists? (anthro/soc, history, economics)
3. Why was the Declaration of Independence
written? (civics, history)
4. Why is the American Revolution important to us
today? (civics, history, anthro/soc)
5. How does the government affect citizens? (civics,
economics, history, anthro/soc)

Background Materials Used:

Pinterest
http://www.teachinginroom6.com/2012/01/a
merican-revolutionsome-ideas-and.html
http://youngteacherlove.com/role-playing-wit
h-american-revolution/
http://mrnussbaum.com/

Introductory Lesson Role Playing Hook Activity

1) I can explain why American colonists were upset
with British taxation.

Content Areas Addressed

Anthropology/Sociology
History
Economics
Math
ELA

Possible Lesson Activities/Integrated Learning

Students will role play as American colonists, tax collectors (parliament), and the King to understand why
colonists were upset with British taxation. The king will read off tax cards and the colonists will have to
pay the taxes using candy pieces. At the end of the activity the King and his/her tax collectors will get to
keep all of the candy. Students will feel that this is unfair, showcasing the feelings of the American
colonists towards British taxation.
Yes/No Cards - I will call out vocab and influential figures from the American Revolution
Day #2 Lesson List Learning Targets for Lesson
1) I know why the Revolutionary War began.
2) I can list two events that led up to the
Revolutionary War.
3) I can explain why the actions of the British affected
the US Colonists.
4) I know the concept of cause/effect.

Content Areas Addressed

Geography
History
Economics
Anthropology/Sociology
ELA

Possible Lesson Activities/Integrated Learning (Bulleted listing is fine)

Talk about and create an anchor chart with causes of the revolution and the effects each had on the
American colonists

 Students choose one cause to research and make a cause/effect foldable

Day #3 Lesson List Learning Targets for Lesson
1) I can name similarities/differences between
George Washington and King George.

Content Areas Addressed

History
Sociology/Anthropology
ELA

Possible Lesson Activities/Integrated Learning

George vs George read aloud - after listening to the book, in groups, students will compare and contrast
the lives/opinions of George Washington and King George using the handout provided
Day #4 Lesson List Learning Targets for Lesson Content Areas Addressed
1) I can point out the thirteen colonies on a map.
Geography
2) I know where important battles in the
History
Revolutionary War took place.
Art
Possible Lesson Activities/Integrated Learning
Talk about important battles of the Revolutionary War and place markers on a map
Great Colony Plates Craft - students will research a colony and draw a representation of it on a paper plate
Day #5 Lesson List Learning Targets for Lesson
1) I know why the Declaration of Independence was
created.
2) I can explain what some of the words/phrases in
the Declaration of Independence mean.
Possible Lesson Activities/Integrated Learning
Read aloud the Declaration of Independence book
by Sam Fink and stop to discuss throughout

Content Areas Addressed

History
Civics
ELA

 Add key phrases on an anchor chart

Day #6 Lesson List Learning Targets for Lesson
1) I know about important figures in the American
Revolution.

Content Areas Addressed

History
Anthropology/Sociology
ELA

Possible Lesson Activities/Integrated Learning

Wrap up any lessons or topics that need finished or readdressed

Throughout the unit students will be visiting a learning center where they research a Revolutionary War figure of
their choice and choose how to show their knowledge to the class through a performance (speech, song, poem,
etc.)
Day 7 - Possible Assessments to assess
STUDENT performance
Traditional pencil and paper test
Collect projects
Performance on day six
List some of the ways you addressed the
Cognitive, Affective, and Psychomotor needs
of students within this unit plan
C= researching, cause/effect foldable, declaration of
independence discussion
A= group work
P= role playing activity, performance about key figure

Personal reflection on what was most

challenging and most rewarding for YOU during
the planning of this unit
The most challenging thing was making sure to fit all of
my essential questions into the six days without making
a lesson too long. Planning out projects that students
would be excited to create was the most rewarding.
List some differentiated instruction techniques
you have used based on:
Content - different leveled books in a book bin in our
class library
Product/Interest Level- choice of which figure to
research and how to show it

If you choose to provide a performance event, describe what the event might look like - Throughout the unit
students will be visiting a learning center where they research a Revolutionary War figure of their choice and
choose how to show their knowledge to the class through a performance (speech, song, poem, etc.). I will
record the performance projects and upload them to our class website for parents to view.