Social Studies - 5th Grade (2024)
Lesson Plans

Strand 2: Road to Self-Government

Students will examine British colonial policies that led colonists to becoming Loyalists, Patriots, or neutral leading up to the American Revolution. They will recognize how the actions of key individuals influenced the outcome of the Revolution. Students will explain how the colonists prevailed in gaining their independence and summarize significant ideas in the Declaration of Independence.

Compelling Questions:

• What motivated some groups to be revolutionary, some to be loyalists, and others to be neutral?
• In what ways was the American Revolution a war of ideas?
• Under what circumstances did the Declaration of Independence justify rebellion?
• What are factors that may lead to victory in war?

Standard 5.2.3

Explain how the actions of key individuals and groups influenced the outcome of the American Revolution (for example, George Washington, Thomas Jefferson, Thomas Paine, Benjamin Franklin, Mercy Warren, Alexander Hamilton, King George III, Haudenosaunee (Iroquois) Confederacy, Marquis De Lafayette, Phillis Wheatley).

• American Founders and Constitution Month Constitutional Fitness
  This is an optional program for use by Utah LEAs, schools, and teachers to observe Founders Month and Consitution Day. It aligns with and supports mastery of many Utah Core Social Studies Standards in grade K-5. Standards alignment is provided, along with resources for possible use.
• Was the American Revolution Avoidable?
  C3. Inquiry based lesson plan posits the question about whether or not the American Revolution avoidable. Students explore the relations between the British and the colonists, how British policies affected these relations, and how the colonists responded. Includes graphs, charts, maps, historical excerpts, information about the sugar, stamp, tea and quartering tax (along with others), illustrations and pictures that allow students to gather information to create an evidence-based argument as to whether or not war was avoidable.
• Why Do Countries Declare Independence?
  C3. Inquiry based lesson plan that focuses on why countries declare independence. Students explore three supporting questions, and develop an argument based in evidence from historical sources. Includes pertinent background knowledge for the teacher, an activity to introduce the concepts, the Declaration of Independence text (broken into parts) for students to analyze with an organizer, charts that show other countries and the dates they declared independence, maps, a Declaration of Independence for Haiti, Mexico, and Venezuela (for comparison), graphic organizers, formative, and summative tasks to complete.

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Robert  Austin and see the Social Studies website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.