American Revolution
Students examine the ideas and values behind the American Revolution, and what drove the colonists to seek independence, through nonfiction texts including Liberty! How the Revolutionary War Began.
Unit Summary
In this unit students continue the exploration of factors that influence change by examining the events that led up to the American Revolution. Over the course of the unit, students will build a deeper understanding of the significant ideas and values at the heart of the American Revolution, what drove the colonists to seek independence, and how conflict between England and the colonists ultimately influenced change in our country. Students will see the American Revolution from multiple perspectives, starting with analyzing the difference in perspectives between the British and the colonists and how each side’s actions often instigated each other. Students will also explore how class structure influenced colonists perspectives. Later in the unit, students will think about the perspectives of black people, women and Native Americans who were forced to choose a side and why they may have had a different point of view of the events of the revolution.
An important part of this unit is pushing students to focus on seeing history from multiple different perspectives. The core text Liberty! How the Revolutionary War Began offers one perspective on events, however, the prespective is limited to that held by white elite colonists. Therefore, students also read excerpts from A Young People's History of the United States in order to build a deeper understanding of all sides of the Revolution.
Texts and Materials
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Core Materials
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Book: Liberty! How the Revolutionary War Began by Lucille Recht Penner (Random House Books for Young Readers, 2002) — 780L
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Book: A Young People's History of the United States by Howard Zinn, Adapted by Rebecca Stefoff (Seven Stories)
Supporting Materials
Book: Paul Revere’s Ride by Henry Wadsworth Longfellow, illustrated by Ted Rand (Puffin Books, 1996)
Book: Let It Begin Here! Lexington and Concord by Dennis Brindell Fradin (Bloomsbury USA Childrens, 2009)
Article: “William Barton’s Opinion Letter” (Retrieved from Engage NY Grade 4, Module 3B, Unit 3, Lesson 1)
Book: Black Heroes of the American Revolution by Burke Davis (HMH Books for Young Readers, 1992)
Book: Great Women of the American Revolution by Brianna Hall (Capstone Press, 2015)
Article: “African-Americans in the Revolutionary War” by Michael Lee Lanning, The Gilder Lehrman Institute of American History (adapted by Newsela staff)
Article: “American Revolution: The Indians' War of Independence” by Colin G. Calloway, The Gilder Lehrman Institute of American History (adapted by Newsela staff)
Book: If You Lived at the Time of the American Revolution by Kay Moore (Scholastic Paperbacks, 1998)
Resource: Recommended Texts for Independent Reading (Grade 4 Unit 2)
See Text Selection Rationale
Assessment
These assessments accompany this unit to help gauge student understanding of key unit content and skills. Additional progress monitoring suggestions are included throughout the unit.
Unit Prep
Essential Questions
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- What key events led to the outbreak of the American Revolution?
- How did opinions differ on the idea of independence?
- Were the colonies really a land of equality and liberty?
- Why is it important to look at history from multiple perspectives?
Vocabulary
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Text-based
allies authorized bombarded boycott class condemn defied delegate demonstrations desert disguise elite enforce enlist heroines indentured infuriate insults intolerable jeer lanterns liberty local loyal loyalists militia monopoly mourn mutiny neutral oppression possessions rebellion rebel repeal riot settle/settler seize steeple tyranny unite
Root/Affix
-sion -tion en- in-
Related Teacher Tools:
Content Knowledge and Connections
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Previous Fishtank ELA Connections
Future Fishtank ELA Connections
Lesson Map
1
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Liberty! pp. 1 – 5
RI.4.3
Defend if the actions of the French and Indian War support the idea that America was the land of liberty.
2
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A Young People's History of the United States pp. 38 – 55
RI.4.3
RI.4.6
Defend if the colonies really were a land of liberty and equaltiy.
3
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Liberty! pp. 6 – 11
RI.4.2
RI.4.3
Explain how the colonists united together and if they united together in a productive way.
4
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Liberty! pp. 12 – 15
RI.4.2
RI.4.3
RI.4.6
Summarize what happened during the Boston Massacre.
5
Writing
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Liberty!
RI.4.2
W.4.2.a
W.4.2.b
W.4.9
Summarize what happened during the Boston Massacre.
6
Writing
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Liberty!
W.4.9
L.4.1.f
L.4.2.c
Use subordinating conjunctions to write more interesting and complex sentences.
7
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A Young People's History of the United States pp. 57 – 66
RI.4.3
Analyze and explain the unrest felt by colonists in the lead up to the Revolutionary War.
8
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Liberty! pp. 16 – 17
RI.4.2
RI.4.3
Summarize what happened during the Boston Tea Party.
9
Discussion & Writing
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Liberty!
SL.4.1
Discuss and analyze unit-essential questions by preparing for and participating in a class discussion using evidence from the text.
10
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Liberty! pp. 18 – 21
RI.4.2
RI.4.3
Defend if the British army or the militia would win if “blows decided."
11
Writing
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Liberty!
W.4.9
L.4.1.f
L.4.2.c
Use subordinating conjunctions to write more interesting and complex sentences.
12
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Liberty! pp. 22 – 25
RI.4.2
RI.4.3
Describe what happened at the First Continental Congress and if all of the delegates were in agreement.
13
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“Opinion Letter”
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If You Lived... pp. 19 – 27
RI.4.2
RI.4.3
RI.4.6
SL.4.3
SL.4.4
Compare and contrast the beliefs of the Loyalists and the Patriots and why they had such different beliefs.
14
Discussion & Writing
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All unit texts
W.4.1
SL.4.1
SL.4.3
Defend whether one should side with the Loyalists or the Patriots.
15
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Liberty! pp. 26 – 29
RI.4.2
RI.4.3
Defend the statement, “The minutemen were too weak and had no chance of beating the redcoats."
16
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Paul Revere’s Ride
RI.4.2
RI.4.3
RI.4.7
Describe how Ted Rand uses illustrations to help a reader better understand the events of Paul Revere’s ride.
17
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Let It Begin Here!
RI.4.2
RI.4.3
Summarize what happens in Lexington and Concord and how both battles showed that the Americans would fight for their freedom.
18
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Liberty! pp. 30 – 31
RI.4.2
RI.4.3
Summarize how the Battle of Bunker Hill showed both sides how terrible war would be.
19
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A Young People's History of the United States pp. 71 – 79
RI.4.3
Describe the role poor people, Indigenous people and black people played in the revolution.
20
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“African-Americans in the Revolutionary War”
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“American Revolution: The Indians' War of Independence”
RI.4.2
RI.4.3
SL.4.3
SL.4.4
Explain the role of African-Americans and Indigenous people in the revolution.
21
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Liberty! pp. 34 – 37
RI.4.2
RI.4.3
Explain what the Declaration of Independence was and why it was a turning point for the Americans.
22
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A Young People's History of the United States pp. 67 – 70
RI.4.2
RI.4.3
SL.4.1
Analyze why the Declaration of Independence was written and who it represented.
23
2 days
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Great Women of...
RI.4.3
W.4.9
SL.4.1
SL.4.3
SL.4.4
Analyze the role women played in the American Revolution and why they were referred to as everyday heroines.
24
2 days
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Black Heroes of...
RI.4.2
RI.4.3
W.4.9
SL.4.3
SL.4.4
Analyze the role of black heroes in the American Revolution and why they were important.
25
Discussion & Writing
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All unit texts
SL.4.1
Discuss and analyze unit-essential questions by preparing for and participating in a class discussion using evidence from the text.
26
Assessment
27
4 days
Opinion Writing
W.4.1
W.4.1.a
W.4.1.b
W.4.8
W.4.9
L.4.1.f
L.4.2.a
Write an essay defending if the colonists were or were not justified in declaring independence and fighting the Revolutionary War.
Common Core Standards
Language Standards
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L.4.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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L.4.1.f — Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
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L.4.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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L.4.2.a — Use correct capitalization.
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L.4.2.c — Use a comma before a coordinating conjunction in a compound sentence.
Reading Standards for Informational Text
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RI.4.2 — Determine the main idea of a text and explain how it is supported by key details; summarize the text.
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RI.4.3 — Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
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RI.4.6 — Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
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RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Speaking and Listening Standards
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SL.4.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
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SL.4.3 — Identify the reasons and evidence a speaker provides to support particular points.
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SL.4.4 — Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Writing Standards
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W.4.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons and information
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W.4.1.a — Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
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W.4.1.b — Provide reasons that are supported by facts and details.
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W.4.2 — Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
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W.4.2.a — Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
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W.4.2.b — Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
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W.4.8 — Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
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W.4.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
Spiral Standards
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