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Grade 5 3-1 G,H,I,J, K, L (redirected from Grade 5 3-1 G,H,I,J)

Page history last edited by Pam Merrill 3 years, 10 months ago

Oklahoma Academic Standard 3. The student will examine the foundations of the American nation established during the Revolutionary Era. 

Objective 5.3.1   Examine the causes and effects of significant events leading to armed conflict between the thirteen American colonies and Great Britain including:

G.  Quartering Act

H.  Boston Massacre

I.   Tea Act and The Boston Tea Party

J.  Coercive Acts (Intolerable Acts) 

K.  British raids on Lexington and Concord

L.   publication of Common Sense, by Thomas Paine 

In a Nutshell

Students should understand that resistance to increased taxation sometimes led to the destruction of property. This continued to develop into physical confrontations between colonists and British troops. British response to the colonial protests included retaliatory actions, increased hardships for the colonies, and a series of reactionary events. This objective also focuses on the earliest armed engagements between colonists and the British army, which would lead to a war for independence. Students should examine the significance of propaganda as a fuel for colonial resistance, with particular in-depth analysis of the ideas stated in Paine’s pamphlet.

Teacher Action 

Student Action 

  • Assist students in explaining multiple causes and effects for the growing animosity between colonists and British authority.

  • Provide opportunities for students to gather, compare, and analyze information from primary and secondary sources related to the intensified conflicts between colonists and British policies. 

  • Guides students to compare perspectives of individuals and groups during the same historical period. 

  •  Assist students in explaining the contributions of individuals that shaped events leading to the revolution, such as the writings of Thomas Paine.

  • Provide students with opportunities to compose narratives to develop and examine topics in social studies, such as the series of events leading to Lexington and Concord. 

  • Describe the specific contributions of individuals and groups who have shaped significant historical changes in regional and national events. 

  • Explain the challenges people have faced and the strategies used to address historical problems.

  • Create timelines to identify multiple causes and effects from given information featuring major turning points leading to armed conflict. 
  • Identify democratic principles in historic documents and describe examples of civic virtues and democratic principles at work in colonial efforts to gain independence.

  • Create and explore essential questions that are important to others, as well as enduring across the social studies, such as “What, if anything, is worth fighting for?” 

Key Concepts 

Misconceptions 

  • retaliation, port closures, presence of British military, restrictions on imports, monopoly, non-importation agreements

  • Sons of Liberty, Sam Adams, destruction of property

  • trial of Boston Massacre, John Adams, use of colonial propaganda

  • convening of the First Continental Congress 

  • Thomas Paine, pamphlet, persuasion, justification for resistance, challenge to authority and monarchy, public morale

  • independence, democratic republic, origin of government authority

  • "shot heard round the world", militia, armory, stockpile, "midnight ride", military engagement, British "regulars", General Thomas Gage

  • historical accuracy versus myths and legends 

  • Some students mistakenly conclude that all colonists took sides in the growing disputes; whereas, a significant number of colonists attempted to remain neutral. 

  • Many students will not comprehend the magnitude of the destruction of private and public property as questionable acts of civil protest. 

  • Most students will find it challenging to consider how time and viewpoints impact the accuracy of what we consider as historical fact, such as the myths and legends surrounding the first skirmishes of the Revolutionary War. 

Instructional Resources

Access suggested instructional resources correlated to the learning standard and objective.

 

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