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Title – Revolutionary War- The Battle of Bunker Hill

By – JoAnn Raccuglia
Subject - Social Studies
Additional Subjects - Math, Science, Social Studies, Music, Language Arts
Grade Level - 5th

Concept / Topic To Teach: First major battle of the American Revolution.


Within two months after the Battles of Lexington and Concord, more than
15,000 colonial troops assembled near Boston to prevent the British army
from occupying several hills around the city, including Bunker and Breed's
hills. The colonists fortified Breed's Hill in Charlestown, across the Charles
River from Boston. They withstood a cannonade from British ships in Boston
Harbor and fought off assaults by 2,300 British troops but were eventually
forced to retreat. Although the British won the battle, it was a victory that lent
considerable encouragement to the revolutionary cause. British casualties
(about 1,000) and the colonists' fierce resistance convinced the British that
suppressing the rebels would be difficult.

Essential Knowledge and Skills Standards Addressed:


Social Studies, Grade 5:

(1) History: The student understands traditional historical points of


reference in U.S. history through 1783. The student is expected to:
(A) explain the significance of the following dates: 1774, 1775,
1776, and 1781-1783.

(2) History: The student understands individuals, issues, and events of the
Revolutionary War. The student is expected to:

(A) explain the roles played by significant individuals during the


Revolutionary War, including , John Hancock, Benjamin Franklin,
Thomas Jefferson and George Washington
(B) explain the issues surrounding significant events of the
Revolutionary War, including the Battle of Bunker Hill, the battle of
Saratoga, Paul Revere’s ride and The Battle of Yorktown

(C) analyze taxation during the Revolutionary War including the


Intolerable Acts, Stamp and Sugar Act and The Quartering Act

(3) Geography: The student understands the location and characteristics


of places and regions of the United States, past and present. The student
is expected to:
(A) analyze the effects of physical and human geographic factors
on major historical and contemporary events in the United States.

General Goals:

• Students will develop a deeper understanding of how physical and


geographic factors limit the use of resources during the Revolutionary War
by creating a diorama of the battle on bunker hill.

Specific Objectives:

• Students will be able to answer specific questions from information on the


Internet pertaining to the Revolutionary War.
• Students will be able to list the causes of the Revolutionary War.
• Students will be able to identify significant events during the Revolutionary
War period.
• Students will create and be able to explain a diorama of a the battle of
bunker hill
• Students will research on how a country’s resources impact its war time
fighting ability, how physical geography affects battles and how a society’s
values humans can affect a wars outcome.
• Students will learn about the significant individuals and events of the
Revolutionary War era.
• Students will re-create a key battle and explain the effects of physical and
human geographic factors on the outcome of the war.

Required Materials:

• Computer with internet connection, Photo Shop (or similar software)


• Vocabulary List
• Various texts containing information on the revolutionary war. (textbooks,
biographies, encyclopedias, books on the revolutionary war, etc.)
• Maps of the Confederacy, The Union, Major battles, Modern Maps
• Setup computer time for research
• Shoebox, construction paper, small army figurines
• Access to the following websites:
o http://www.nps.gov/archive/bowa/edprogram4/mapkey.html (US
map)
o http://www.historyisfun.org/Yorktown-Victory-
Center.htm?gclid=CKmK_sLtmpwCFU1M5QodV10wfw
(Revolutionary War Statistics)
o http://images.google.com/images?hl=en&q=revolutionary+war+cart
oons&um=1&ie=UTF-8&ei= (Revolutionary War Cartoons)

Biographies:
1. Give short biographies of significant characters of the Revolutionary War:
a. John Hancock
b. Benjamin Franklin
c. Thomas Jefferson
d. George Washington
2. Introduce Revolutionary War timeline
3. Introduce major battles of the Revolutionary War using a map
4. Discuss copyrights and crediting of photos and music

Step-By-Step Procedures:

1. Divide class into groups of two or three.


2. Set due dates for photo story diorama, a due date for teacher review that
allows time for student to revise their work and a due date for final class
presentation.
3. Give out copies of the significant person biographies, major battles of the
Revolutionary War and a listing of the suggested websites.
4. Determine which group will research which battle.
5. Sign up computer time for research, photo story development. Before,
during and after school.
6. Students will create a diorama for their photo story project showing the
pictures, captions, narration and effects.
7. Students will create a storyboard for their Diorama showing the questions
to be answered, their answers, effects they plan for the slides.
8. Students will submit the work for approval and revision three days before
final presentation.
9. Students will present their work for the entire class.
10. Students will create a ten-question multiple-choice test on their project for
the other students to use.

Plan for Independent Practice:

The students will research the material, create the project and prepare
their presentations.

Reflection:

• Students will present their projects to the class and answer questions
about the project during a discussion session.
• Students will take notes on other student’s projects and ask questions
about the projects during a discussion session.
• Students will give their fellow students a ten-question multiple choice test
on their project.

Assessment Based On Objectives:


Category 7 pts 5 pts 3 pts 1 pt
The project's
appearance is The project's
The project's
quite appearance is
The project's appearance is
professional somewhat poor.
appearance is quite poor. Many
Appearance of and polished Some
professional. distractive
the Project with few distractive
elements.
distractive elements.
elements.
The project The project The project
The project
content is content is good content is
content poor
mastery and and suggests fair/poor and
and suggests
Content suggests the the student has suggests the
the student has
Facts student has discovered student has not
not done
discovered the most of the discovered most
sufficient
important ideas important facts of the important
research.
of his/her topic. of his/her topic. facts.
All images or Some images or
All images or Too few images
models are models are
models are or models are
Images & effective, but effective but
effective and used to be an
Models there are too their use is not
balanced with effective
few or too balanced with
text use. presentation.
many. text use.
Included less
Included 20 or Included 10-15
Included 15-20 than 10 items.
more items. items. Several
items. Very few Significant
There are no minor spelling
Content spelling or number of
spelling or or labeling
Labeling labeling errors. spelling or
labeling errors. errors. A few of
All labels are labeling errors.
All labels are the labels are
neatly written. Labeling is not
neatly written. messy.
neat.
Display is Some parts of
Display is
Display is interesting and the display are
uninteresting.
interesting and attractive. interesting.
Materials are
attractive. Materials are Some materials
incomplete and
Style & Materials are complete and are completely
not organized.
Organization complete and well organized. organized.
Presentation
organized to Presentation Presentation
has no
present the has sequence has some
sequence or
ideas well. and plan sequence and
plan evident.
evident. plan evident.
Creativity & Project is Good creative Some attempt Little attempt to
Appearance excellently effort. Project is made to add add color or
presented, neat and shows color and originality.
Project has
creative and a evidence of originality.
sloppy
lot of thought.time spent on it. Project is neat.
appearance.
The diorama The diorama The diorama The diorama
demonstrates a demonstrates demonstrates demonstrates
thorough good some very little
Knowledge
knowledge of knowledge of knowledge of knowledge of
the subject the subject the subject the subject
investigated investigated investigated. investigated.
The student had
The student The student notes about
had notes about had notes about most of the
The student had
all the events all the events events and facts
not prepared
and facts s/he and facts s/he the student
adequate notes
wished to wished to wished to
Preparation before
include in his include in his include in
beginning or
video before video before his/her video
notes were not
beginning. beginning. before
submitted.
Notes were Notes were beginning.
submitted. submitted. Notes were
submitted.
The diorama The diorama The diorama
shows the use shows the use shows very little The diorama
of a variety of of several variety in the looks as if one
sources of sources of sources of or two sources
Resources
information information information only were used
which have which have which have in it's
been cited in a been cited in a been cited in a preparation.
bibliography. bibliography. bibliography.
You have not
You have
You have You have properly
properly
properly properly documented the
documented
documented 4 documented sources for your
Documentation less than 4
or more good less than 4 topic and the
sources for your
sources for your good sources sources are too
topic, some of
topic. for your topic. few or
which are weak.
inappropriate.

Adaptations (For Students with Learning Disabilities):

• Adaptations will be created based according to students Individual


Education Plan and with input from the special education teacher.
• Alternative assessments and presentations may be developed based
upon this plan.

Extensions (For Gifted Students):

• An individual plan will be developed with these students to let them


explore further into the areas of the research which interest them.
• Alternative assessments and presentations may be developed for them
based upon this plan.

Possible Connections to Other Subjects:

• Research into Revolutionary War literature connects to English Language


Arts, i.e. reading the Fighting Ground by Avi
• Research into the use of Revolutionary War technology and its affects on
battles connects to science, i.e. the development and use of smokeless
gunpowder.
• Use of Colonial era music connects to the arts
• Use of Revolutionary War photographs and paintings connects to the
visual arts
• The use of statistics, monetary costs and battlefield dimensions connect to
mathematics.