American Revolution Unit Grade 2 CI 448

1
American Revolution UnitGrade 2CI 448
2
Organization of the Unit

• American Revolution
• Different Forms of Government
• Taxation Then and Now
• Causes and Effects of the American Revolution
• Declaration of Independence
• 4th of July
• The Geography of the Revolution

3
Brainstorming
4
Key Perspectives

• The key perspectives of the unit are for students
  to gain a better understanding of
• Diversity and Difference
• - We will teach about the many differences
  among people during this time period including
  patriots, loyalists, African Americans, Native
  Americans, and Women.
• Historically excluded people
• - We will describe the roles of unrepresented
  groups during this time in history. Including
  how Women, African Americans and Native Americans
  contributed to the revolution.

5
Key Perspectives Continued

• Thinking critically
• - Students will analyze the causes and effects
  of the American Revolution in a critical manner.
  They will compare traditional representations of
  the causes and effects with nontraditional
  representations such as other points of view
  including
• Patriotic views
• Loyalist views
• African-American views
• Native American views
• Women's views
• Justice, rights and responsibilities
• - Students will examine the role the ideas of
  justice and rights played in the cause of the
  American Revolution. They will also explore the
  responsibilities of people before and after the
  American Revolution in relation to the
  responsibilities of citizens today.

6
Essential Questions

• How does the government affect citizens?
• How do taxes affect the population?
• What causes a Revolution?
• How do people express their beliefs or ideas?
• What role do holidays play in various
  cultures/countries?
• How does geography influence Revolution?

7
Enduring Understandings

• Students will understand
• That the American Revolution was the birth of the
  America we know today.
• That taxation played a large role in the American
  Revolution and is still a critical issue today.
• How government does and does not provide for the
  needs and wants of people, establishes order and
  security and manages conflict.
• How citizens can influence government decisions
  and policies.
• How important events are commemorated.
• How historical events are affected by geography.

8
Perspectives from School

• Second Grade Curriculum
• Rural School The American Revolution is not
  specifically taught in second grade. The units
  covered in second grade are
• Neighborhoods (and a specific unit on Thomasboro)
• Working Together-Rules and Laws
• Working for Needs and Wants
• Living on Earth Land and Water (Science
  integration with Oceans also)
• America, Long Ago
• Celebrating America
• Geography Maps and Globes

9

• For this unit, teaching the American Revolution
  could possibly be included in the unit America,
  Long Ago. However, the American Revolution does
  not have its own unit. The second grade teacher
  said that she does not teach the American
  Revolution as a unit but she may discuss it on a
  particular day.

10
Perspectives from School

• Fourth Grade Curriculum
• In the same rural school, the American Revolution
  is taught in fourth grade.
• The American Revolution is introduced in the unit
  of History of the Northeast. Although this
  unit may seem like it is only a Geography Unit,
  the teacher goes into historic detail about each
  region of the United States.
• The fourth grade teacher said she feels very
  comfortable teaching the American Revolution. She
  helps her students understand the two sides of
  the American Revolution by introducing people
  such as George Washington, Baron Von Steuben, and
  Paul Revere.
• Within the unit, the class also discusses the
  importance the war had for colonists and how it
  affected the history of the United States.
• This unit is connected to the lives of the
  students because the class discusses the
  relationship between Washington and Steuben (how
  the armies lined up) and they also talk about how
  the American Revolution helped shape America into
  what it is today.

11
A Second Graders Perspective(An Interview with
a Second Grade Boy)

• What is the American Revolution?
• I dont know.
• Have you ever heard of it?
• Yes, a little, but I cant remember anything.
• If you had to guess, what would you think it is?
• I dont know.
• If you think of the word revolution, what comes
  to mind?
• Some sort of honoring.
• If you put America in front of it, what would it
  mean?
• Honoring America.
• Who ruled America before it was free?
• I dont know the name, but I can draw the flag.
  (drew flag and knew that it was blue and red)
• How did America become free?
• Some kind of world war,.from a war.
• How long ago did America become free?
• 1946..a long time ago.

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Drawing from Student

• The boy could draw the flag and describe the
  appropriate colors.

13
Background Information from Academic Readings

• Background Information
• We chose to research areas of the American
  Revolution that we were unfamiliar with.
• All three of us had learned the basic timeline of
  the American Revolution and were aware of what
  happened however we had not learned about some
  of the minority groups and the roles they played
  in the American Revolution.
• We also decided to review the issues of taxation
  as a cause of the American Revolution due to its
  importance and complexity.

14
African American Perspectives

• Many African Americans joined the British army or
  the Revolutionary Army depending on where they
  were and who offered freedom to any slaves that
  joined the army and fought against colonists.
• Both sides offered freedom to the slaves if they
  fought for them. Some patriot supporters sent
  their slaves in their place and allowed the
  slaves to earn freedom by fighting in their
  place. Many of them would join the British army
  as soon as they were close to them because their
  freedom was more assured within the British army.
  
• African American slaves viewed joining either
  army as their opportunity for life, liberty and
  the pursuit of happiness. The country did not
  matter to them the principles of freedom were
  more important.
• After the American Revolution those slaves that
  fought for the British were evacuated and moved
  to either Nova Scotia to settle there or were
  brought back to England.

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Native American Perspectives

• Like the African Americans, the Native Americans
  saw the American Revolution as their chance to
  obtain the same principles the revolutionaries
  fought for.
• The Native Americans overwhelmingly sided with
  the British since they had witnessed the
  expansion made by the colonists and feared that
  when the colonists gained their independence the
  Native American people would loose their
  independence.
• Despite their efforts in fighting with the
  British army, the British simply abandoned the
  Native American tribes that supported them when
  they signed over the Native American tribes land
  over to the colonists in the peace treaty.

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Taxation

• The issue of taxation began very peacefully. The
  American settlers truly believed that no violence
  would be necessary to repeal the increased
  taxation on goods.
• This conflict over taxation lead to further
  difficulties. The colonists began to scrutinize
  all of the laws more carefully and with that
  tensions over taxation increased.
• George III as a monarch believed that he was
  completely within his rights to tax and that all
  of the colonists were indeed represented by
  parliament. All members of parliament,
  regardless of their actual location, were
  considered to be representatives of the people
  whether they lived in their area or across the
  ocean.

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Academic Reading Sources

• Morgan, E. (ed) (1965). The American Revolution
  Two Centuries of Interpretation. Prentice-Hall,
  Inc. Englewood Cliffs, NJ.
• Fowler, W. and Coyle, W. (ed). (1979). The
  American Revolution Changing Perspectives.
  Northeastern University Press. Boston, MA.
• Greene, J. (ed) (1987). The American revolution
  Its Character and Limits. New York University
  Press. New York and London.

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Rationale

• Why is it important to teach in 2nd grade?
• To learn basic concepts of two forms of
  government and the role of citizens in each form
  of government.
• To learn how we came to celebrate the 4th July in
  the United States.
• To learn about the meaning of the term
  democracy.

19
Rationale

• How does this unit contribute to the field of
  social studies?
• To learn more about the two different forms of
  government.
• It is the study of people and how a country was
  started.
• It addresses the movement of people from place to
  place.

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Rationale

• How is this unit shaped and informed by current
  debate and discussion about best practices in
  social studies education?
• Making Connections between the unit and students
  lives
• One of the surest ways to help children make new
  information meaningful is to connect the new
  information to their lives (Hood Steffey,
  1994, p.4).
• Using a KWL Chart throughout the unit
• KWL (Know, Want to know, and Learned) charts can
  be very useful to start students thinking about a
  given topic (Steffey Hood, 1994, p 75).

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best practices continued

• Creating an active environment for learning
  social studies
• Teachers learn what students can do historically
  by engaging them in authentic historical
  activities students talk, question setting,
  research, and interpretations all offer insights
  into what they know and what they still need to
  learn. (Barton Levstik, 2001. p. 27)

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Instructional Strategies

• Various levels of Inquiry will be embedded in the
  Unit (both guided inquiry and full inquiry)
• In 1981 Morrisett wrote about six needs and
  directions for change to be implemented into the
  classroom. These six changes had to do with the
  change in the teachers roles, students
  responsibility for learning, active learning,
  change the way teachers grade, and using tools
  besides a textbook. The things Morrisett
  mentioned were all a component of inquiry.
  (Steffey Hood, 1994, p. xxvii-xxviii)
• Among the procedures at our disposal, , is the
  development of a community of historical inquiry
  Students historical understandings of
  development are shaped by this community. And
  their understandings will be different than those
  arising from more lecture-or textbook-based
  history instruction precisely because they
  developed in a context where students are
  responsible for putting their understanding to
  work (Levstik Barton, 2001, p.191-2)
• Inquiry will be used to reach many goals such as
• helping students learn how to gather and
  analyze information about the past. (Levstik
  Barton, 2001, p.191)

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Instructional Strategies

• Integration of Children's Literature will also
  be used throughout the unit.
• Students find that use of literature in social
  studies is more memorable than the use of a text
  book, My biggest memory was reading books
  instead of textbooks. It put a big impression on
  you. You could really tell how things were in a
  fiction book rather than out of a textbook
  (Steffey Hood, 1994, p 81).
• Responding to books can help students better
  understand both the text and the concept
  represented in the book. The purpose of the
  projects would be to deepen their understanding
  of the novel and encourage them to continue to
  discuss the book while they worked (Steffey
  Hood, 1994, p 79).

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Instructional Strategies Continued

• Simulations within the unit with be used to
  further student understanding and do allow
  students to do history.
• For example, we plan to incorporate concepts of
  the American revolution by asking students to
  lining up Washington and Von Steuben style,
  engage students in taxation simulations with
  coins or other small objects, and create a
  culminating simulation representing the two sides
  of the war.
• These simulations will help student to understand
  the history. Students might, for instance,
  participate in simulations and role plays, or
  creative bibliographies or historical stories
  that require imaginative entry into a historical
  era or event. In doing so, they use historical
  information to help them either assume the role
  of historical actors or vividly describe
  historical events or people (Barton Levstik,
  2001, p. 26).

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Literacy Link

• How will literature be incorporated?
• Literary sources will be used throughout the unit
  to shape not only the main aspects of the unit,
  but also to give students a more in depth look at
  the human side of history by following characters
  or actual historic people through their
  experiences in the American Revolution.
• Both fiction and nonfiction sources will be used
  in order to a balanced look at various
  perspectives during the American Revolution.
  Some books will be used to give students insight
  as to life during this time and others will be
  used to include perspectives frequently left out
  of the study of the American Revolution.
• Students will also be keeping a journal
  throughout the unit. Students will have the
  opportunity to draw a picture and then write
  several sentences about the picture to serve as a
  journal entry.

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Literacy Link

• In additional to fiction and nonfiction texts,
  students will also be introduced to primary
  sources that the teacher has adapted to students
  reading level.
• Using multiple sources is extremely important, I
  wanted the students to come to know the country
  from multiple perspectives, so we chose fiction
  and nonfiction adult books as well as picture
  books (Steffey Hood, 1994, p 47).
• Students of history need experience with
  multiple historical genres. Fiction is certainly
  one of those genres, but so is informational
  literature (Levstik Barton, 2001, p 112).

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Literacy Sources

• In 1776 by Jean Marzollo- This book would serve
  nice as a read aloud introduction to the
  Revolutionary War in that it gives a brief
  overview of what happened. It uses a consistent
  rhyming pattern, which helps to move the story
  along. It makes the main concepts of the
  American Revolution understandable to younger
  children.
• Katies Trunk by Ann Turner- This is an
  interesting look at the American Revolution in
  picture book form in that shows the side of the
  loyalists whereas many books geared to younger
  children focus on the side of the rebels. It
  would be good to use as a read aloud to spark
  discussion.
• Mr. Revere and I by Lawson, Robert - It offers
  both sides of the story showing the loyalist
  views as well as the patriotic ones. Reading
  this novel would be a good introduction to the
  start of the Revolutionary War and a more in
  depth way to explore Paul Reveres famous ride.
• Will You Sign Here, John Hancock? by Jean Fritz-
  This book would make a good read aloud to look at
  taxation of the time as well as the signing of
  the Declaration of Independence. It also gives a
  clear picture of John Hancocks role in the
  American Revolution.

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Literacy Sources Continued

• Revolutionary War on Wednesday by Mary Pope
  Osborne- This book would make a good read aloud
  when discussing the causes and effects of the
  American Revolution. It is told from a childs
  perspective so it is relatable.
• Women of the American Revolution by Louise
  Slavicek- This book would be used throughout the
  unit as a way to look at the contributions of
  women throughout the American Revolution. The
  chapters on Native American women and African
  American women are particularly interesting and
  include information that is not traditionally
  taught when teaching about the American
  Revolution.
• African Americans and the Revolutionary War by
  Judith Harper- This book would be useful in the
  classroom to show that African Americans made a
  great contribution to the American Revolution and
  were not passive. It is very informational so it
  would be best used in small sections or chapters
  at a time throughout the unit.

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Critical Perspectives Why use literature?

• Teachers Many teachers say that they find
  literature to be extremely effective when
  teaching all subjects. It can be a great way to
  truly engage students in learning about a
  subject.
• Literature Professors These professors stress
  the importance of incorporating literacy
  throughout the curriculum. Literacy skills are
  extremely important especially in the early
  grades and should a play a role in all subjects.
  
• Social Studies Readings Many readings
  throughout the Social Studies course describe how
  literature can add to student learning and
  understanding of social studies. By reading
  about a person, event or time period students can
  gain historical perspective and develop stronger
  understanding of history.
• Students find that use of literature in social
  studies is more memorable than the use of a text
  book, My biggest memory was reading books
  instead of textbooks. It put a big impression on
  you. You could really tell how things were in a
  fiction book rather than out of a textbook
  (Steffey Hood, 1994, p 81).

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Unit Sketch

• Essential Questions
• How does the government affect citizens?
• How do taxes affect the population?
• What causes a Revolution?
• How do people express their beliefs or ideas?
• What role do holidays play in various
  cultures/countries?
• How does geography influence Revolution?
• Enduring Understandings
• The American Revolution was the birth of the
  America we know today.
• Taxation played a large role in the American
  Revolution and is still a critical issue today.
• How government does and does not provide for the
  needs and wants of people, establishes order and
  security and manages conflict.
• How citizens can influence government decisions
  and policies.
• How important events are commemorated.
• How historical events are affected by geography.

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Standards Addressed
I.   Culture Social studies programs should
include experiences that provide for the study of
culture and cultural diversity, so that the
learner can C. describe ways in which language,
stories, folktales, music, and artistic
creations serve as expressions of culture and
influence behavior of people living in a
particular culture. III. People, Places,
Environment Social studies programs should
include experiences that provide for the study
of people, places, and environments, so that the
learner can I. explore ways that the
earths physical features have changed over time
in the local region and behy9on and how these
changes may be connect to one another.
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Standards Addressed

• VI. Power, Authority, Government Social
  studies programs should include experiences that
  provide for the study of how people create and
  change structures of power, authority and
  governance, so that the learner can
• C. give examples of how government does or does
  not provide for needs and wants of people,
  establish order and security, manage conflict
• X. Civic Ideals Practices Social studies
  programs should include experiences that provide
  for the study of the ideals, principles, and
  practices of citizenship in a democratic
  republic, so that the learner can
• E. explain actions citizens can take to
  influence public policy decisions

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Brief Description of Lessons

• Seven Steps of the Inquiry Process
• Tuning In
• Preparing to Find Out
• Finding Out
• Sorting Out
• Going Further
• Making Connections
• Taking Action

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Tuning In Activity

• Read In 1776 by Jean Marzollo aloud to the class.
  Next, read Katies Trunk by Ann Turner. After
  reading both texts, discuss the different
  perspectives represented in each story. Then
  facilitate the students in a class discussion
  about the different sides of the American
  Revolution.
• This lesson would use the instructional strategy
  of incorporating childrens literature in lessons
  in order to grasp the students interest in the
  Revolution.
• This lesson would address the following essential
  questions
• What causes a Revolution?
• How does the government affect citizens?
• How do taxes affect the population?
• The lesson would briefly introduce all of the
  enduring understandings for the unit.

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Preparing To Find Out Activity

• Students will brainstorm what they already know
  about the American Revolution by creating a KWL
  Chart. At this point in the unit, students will
  complete the K portion of the chart as a class.
  This lesson uses the strategy of making
  connections with students prior knowledge.
• Students will also create the W portion of the
  chart and make individual lists of questions that
  they would like to research throughout the unit.
• Students can complete a journal entry of what
  they already know about the American Revolution.
  This can be used as a benchmark at the end of the
  unit to measure how much each student has
  learned.
• This activity addresses the Essential Question
• How do people express their beliefs and ideas?
• The activity has the potential to address all of
  the the Enduring Understandings depending on
  students previous knowledge.

36
Finding Out Activity

• Begin Mr. Revere and I by Robert Lawson as a read
  aloud in class. Discuss different perspectives
  represented in the book such as loyalist and
  patriotic views. The instructional strategy used
  will be the incorporation of literacy.
• Students would begin researching nonfiction texts
  to find the answers to questions they wrote at
  the beginning of the unit. Students will work in
  cooperative groups to research a specific
  question that they will later present to the
  class. This uses the instructional strategy of
  full inquiry because students pose questions to
  research.
• All Essential Questions addressed in this
  activity because the teacher will be sure to
  guide each group towards an Essential Question.
• Students will learn the Enduring Understanding
  that applies to their group question and through
  the class presentation they will learn about the
  other Enduring Understandings.

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Finding Out Activity 2

• In this activity we will perform a series of
  simulations. They will also present their group
  work from the previous activity before beginning
  the simulation. The instructional strategy used
  will be creating a simulation.
• The first simulation will be done after
  discussing Barron Von Steuben and George
  Washington. The students will be asked to line
  up Von Steuben and Washington style. This
  simulation could be carried on throughout the
  rest of the unit as students lined up in class.
• The second simulation will be a taxation
  simulation where students will be given play
  money. Student will earn money for good behavior
  and turning in homework. The teacher would act
  as the government and impose unfair taxes to the
  entire class. This would lead the students to
  not have much money and they will be unable to
  cash in their money for the prizes they would
  like.
• This activity addresses the following Essential
  Questions
• How do taxes affect the population?
• How does the government affect citizens?W
• What causes a Revolution?

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Sorting Out Activity

• For this lesson, students will present the
  information they found in their group research.
  Students will present their information in any
  creative form that they would like as long as the
  presentation includes their main research
  question and factual information related to the
  question. Examples of these presentations are
  skits, poster boards, short stories, etc.
• The teaching strategy used for this activity is
  guided inquiry.
• This activity has the potential to addresses all
  the essential questions.
• All of the enduring understandings (other than
  the one regarding holidays) will be addressed in
  this lesson.

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• The activity addresses the following Enduring
  Understandings will be addressed
• Taxation played a large role in the American
  Revolution and is still a critical issue today
• How government does and does not provide the
  needs and wants of people, establishes order and
  security and manages conflict
• How citizens can influence government decisions
  and policies.

40
Going Further Activity

• For this activity we will conduct another
  (longer) simulation. We will start by reading
  portions of Women of the American Revolution by
  Louise Slavicek and African Americans and the
  Revolutionary War by Judith Harper. Then we will
  split the class into two groups loyalists and
  patriots. Within each group, students will
  assume the role of women, African-Americans,
  Native-Americans, and white men.
• Each student would be given a card with his or
  her role and would assume that role for the
  chosen portion of the day.
• This incorporates the instructional strategies of
  using literature and creating class simulations.
• The Essential Questions in this lesson are all
  but the question regarding holidays.
• All of Enduring Understandings are addressed in
  this lesson.

41
Making Connections Activity

• During this lesson, students will begin making
  connections with the simulation and the world
  around them. We will come back as a class and
  discuss the simulation. Students will also
  complete the L portion of the KWL chart.
• As part of the grand conversation, we will
  discuss how the American Revolution is remembered
  today and how it impacted America today. We will
  touch on the roles of each student during the
  simulation and how each student felt in his or
  her role.
• This uses the instructional strategy of guided
  inquiry and making connections.
• All of the Essential Questions will be addressed.
• All of the Enduring Understandings will be
  addressed as well.

42
Taking Action Activity

• Students will write a letter to the government.
  They will write a draft of a letter in their
  journal and then the drafts will be discussed in
  a class discussion. The letters will be about
  either something they think should be changed in
  the current government after completing the
  simulation or a holiday that should be
  celebrated. As a class, we will compose a final
  letter and send it to our local representative.
• The instructional strategy used is literacy
  because the students are writing.
• The strategies of guided inquiry and making
  connections are also prevalent.
• Due to the high level of inquiry, the Essential
  Questions and Enduring Understandings addressed
  will be based upon student interest.

43
Assessment Plan

• Formative assessment will be conducted through
  observations of journal writing and class
  discussions.
• Summative assessment will be based upon final
  group presentations and the drafts of the letters
  to our local representative. The final group
  presentations and drafts will be graded using a
  rubric. The students will receive a checklist
  prior to completion of the activities so that
  they know what is expected. The checklist will
  be a student friendly version of the teachers
  rubric.

44
Unit Bibliography

• Teachers Literature
• Beyer, B., Craven, J., McFarland, M., and
  Parker, W. (1991). Regions Near and Far
• The World Around Us. MacMillan/McGraw-Hill
  School Publishing Company.
• New York, NY.
•  
• Levstick, L. and Barton, C. (2001). Doing History
  Investigating with Children in Elementary and
  Middle Schools. Lawrence Erlbaum Associates,
  Publishers. Mahwah, NJ.
•  
• Steffey, S. and Hood, W. (ed.). (1994). If This
  Is Social Studies, Why Isnt It Boring?.
  Stenhouse Publishers. York, ME.
•  

45
Unit Bibliography

• Childrens Literature
• Fritz, Jean. (1979). Will You Sign Here, John
  Hancock?. Coward, McCann Geoghegan, inc. New
  York, NY.
•  
• Harper, Judith. (2001). African Americans and the
  Revolutionary War. The Childs World.
•  
• Lawson, Robert. (1953). Mr. Revere and I. Little,
  Brown and Company. Boston, MA.
•  
• Marzollo, Jean. (1994). In 1776. Scholastic.
  Broadway, New York.
•  
• Osborne, M. (2000). Revolutionary War on
  Wednesday. Scholastic INC. New York, NY.
•  
• Slavicek, Louise. (2003). Women of the American
  Revolution. Lucent Books. Farmington Hills, MI.
•  
• Turner, Ann. (1992). Katies Trunk. Macillan
  Publishing Company. New York New York.
•  
•  
•  

46
Unit Bibliography

• Background Reading for the Teacher
• Fowler, W. and Coyle, W. (ed). (1979). The
  American Revolution Changing Perspectives.
  Northeastern University Press. Boston, MA.
•  
• Greene, J. (ed) (1987). The American revolution
  Its Character and Limits. New York University
  Press. New York and London.
•  
• Morgan, E. (ed) (1965). The American Revolution
  Two Centuries of Interpretation. Prentice-Hall,
  Inc. Englewood Cliffs, NJ.
•  

47
Full Lesson Plan

• Living During the American Revolution
• Purpose
• Enduring Understanding
• - Taxation played a large role in the American
  Revolution and is still a critical issue
  today.
• - How government does and does not provide for
  the needs and wants of people,
• establishes order and security and manages
  conflict.
• - How citizens can influence government
  decisions and policies.
• Essential Questions
• - How do taxes affect the population?
• - How does the government affect citizens?
• - What causes a Revolution?
• Key Concepts
• - Taxation Then and Now
• - Students will understand how colonists
  viewed taxation as unfair through their
• own experience of taxation.
• - Causes and Effects of the American Revolution
• - Students will be able to describe the
  reasons for the start of the American
• Revolution.

48

• Standards Alignment
• VI. Power, Authority, Government Social
  studies programs should include experiences that
  provide for the study of how people create and
  change structures of power, authority, and
  governance so that the learner can
• C. give examples of how government does or
  does not provide for the needs and wants of
• people, establish order and security,
  manage conflict
• X. Civic Ideals Practices Social studies
  programs should include experiences that provide
  for the study of the ideals, principles, and
  practices of citizenship in a democratic republic
  so that the learner can
• E. explain actions citizens can take to
  influence public policy decisions
• Adaptations for individual or group differences
• Students that need additional assistance could
  be paired with a stronger student for the
  simulation. More or less structure could be
  provided depending on the groups level of
  comfort with inquiry. The teacher could guide
  students that need extra help with suggestion or
  cue cards on how to act during the simulation.
• Materials
• Taxation books
• Regions Near and Far by Beyer, Craven,
  McFarland, and Parker
• Play money
• Cards for each role
• Cue cards with suggestions (for adaptation)

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• Procedure
• 1. Read a section of Regions Near and Far aloud
  to the class. Read potions of pages 107-110 and
  discuss George Washington and Baron Von Steuben
  as leaders of the army.
• a. Pay special attention to their tactics in
  lining up the troops.
• 2. Discuss which way would be better to line up
  in the halls. Ask students to present the pros
  and cons of each method.
• a. Which way is faster? Which way is easiest?
• 3. Line up and practice marching in both
  Washington and Von Steuben style.
• 4. As students march back into the classroom,
  they will march into 1776 and collect their
  wages. Each students wage is based on classroom
  behavior and assignments collected for the day.
• a. Money handed out will be based upon
  supplies available and the students ability to
  work with different numbers and coins.
• 5. Show students objects that they can buy with
  their money and ask them to think about what they
  might buy.
• 6. Ask students to link up at the purchasing
  table Washington style.
• 7. As students are standing in line, the
  teacher will announce a tax for being a second
  grader.
• 8. Explain that this will be an ongoing process
  and that there may be additional taxes later in
  the week as students earn their wages.
• 9. For a culminating discussion, ask students
  whether or not they believe it is fair that the
  teacher could impose a tax for no reason at all.

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• 10. Ask students to write an entry in their
  journals. Write the requirements and prompts on
  the board.
• a. Draw a picture of how to line up
  Washington and Von Steuben style. Give one
  reason why an army might line up in each style.
• b. Answer the following questions Do you
  think the tax was fair? Do you think the
  patriots had cause to rebel?
• Assessment
• Formative assessment would be based upon student
  participation and behavior as well as the class
  discussion at the end of the activity. Summative
  assessment would be conducted through a journal
  entry. Students must have both components for
  their journals. Final journal entry will be
  graded using a rubric. See the rubric on the
  next slide.

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52
Reflection

• Reflect on Process
• We enjoyed interviewing students and teachers in
  order to find out their thoughts on the American
  Revolution. The background knowledge gained
  through the additional readings helped us create
  a historically accurate unit. Also, working with
  the big picture made planning the unit more
  interesting because we could focus on the overall
  goals of the unit. However working with the
  Seven Steps of the Inquiry Process made the
  project a little more difficult to try to find a
  valid activity that fit with the goals of the
  unit.
• Reflect on Content
• We learned how to look at different perspectives
  that may not have been addressed when we were in
  elementary school. We also learned how to make
  the American Revolution easily understood to
  children at the second grade level.

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Reflection Continued

• How will this influence our future with students?
• This will influence our future teaching because
  we will put an emphasis on the idea of looking at
  an event through multiple perspectives.
• We also learned how to effectively write
  essential questions and enduring understandings
  which will help later in our teaching as we
  create units.