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Third Grade Overview

Tim Osebold

Pimp My Unit: Grade 5Road to the RevolutionPIMP #1 - Teaching 5th grade history, a timeline should be observable to every student at all time, because this section is so condensed, an addition time line would be added to expand the focus of time and add important details easier to the time line. Doing this, you can prompt the students to pull out their personal timeline sheets and do this together.PIMP #2 (If Possible) Connection to place outside of local community, (Field Trip): Educational Program: Three Cultures in Conflict at Fort Necessity - http://www.nps.gov/fone/forteachers/upload/FONE-4th-Grade-FandI-SiteB_NBl_pc2012.pdfThree very different cultures came into conflict over trade and land, sparking the Battle at Fort Necessity which had important ramifications on our nations history. This half-day program helps students learn about the French, the British and the American Indians; and the circumstances that led to war. The program includes a workshop in the learning lab where students learn about the three cultures through hands-on activities, a guided tour of the reconstructed fort, a tour of the exhibits, viewing the 20- minute film, visiting the bookstore and access to picnic tables for lunch.PIMP #3 22.5. Tell students that they will write a parody using a familiar tune: Yankee Doodle. Listen to the song: http://www.youtube.com/watch?v=IzRhFH5OyHo

Distribute the lyrics to Yankee Doodle: http://lcweb2.loc.gov/diglib/ihas/loc.rbc.hc.00037b/enlarge.html?page=1&from=pageturnerSing the song with the students to remind them of the melody. Organize students into small groups and assign each group the responsibility to rewrite one stanza of Yankee Doodle. Possible topics for individual stanzas can include: Causes of the war, Colonies, George Washingtons mission that led to the first battle, the first battle, Fort Necessity, The French and Indian War (7 Years War).

PIMP #4 As you add important people to the chart, play a short video about that person, so students can get a better visual about that person.

Washington: http://www.history.com/topics/us-presidents/george-washington/videos#george-washingtonBen Franklin: http://www.earlyamerica.com/videos/ben-franklin-story/PIMP #5 (If Possible) Connection to place outside of local community, (Field Trip): Colonial Michilimackinac /Fort Mackinac. Being that Pontiacs Rebellion effect Michigan, what better way to enhance the excitement then to check out our states very own fort: http://www.mackinacparks.com/

If a fieldtrip is out of the question, students can explore and learn about the fort online at: According to http://www.mightymac.org/michilimackinac.htm, the French garrison departed the Mackinac Straits at the conclusion of the French and Indian War and British troops arrived 1761. The French civilian community remained and encouraged the Native Americans to drive out the English. During Pontiac's Uprising in 1763, Native Americans defeated the British garrison, using the subterfuge of a bagataway (lacrosse) game to take the British unexpectedly. Many of the British were killed with some taken prisoner. PIMP #6 Social/Political Action Activity: Divide the class to have a debate on the results of the Proclamation of 1763. Consider both the British Reason and the Colonists. Have at least 3 reasons why it is either fair or unfair for your side.PIMP #7- As you add important people to the chart, play a short video about that person, so students can get a better visual about that person. Watch Video on Chief Pontiac and rebellion. Note Mention of Fort Detroit! http://www.youtube.com/watch?v=KVx0Is3XKu0&spfreload=10PIMP #8 Art Connection - For excitement and review, pick groups in the class to do a show. With a little guidance by the teacher, and using the Effects of the French and Indian War each group could represent a different group The British, French, Natives and the Colonists would each get their time to shine. Half of each group would perform what they thought would happen as a result of the war, the other would perform what actually happened. The students are actively involved with the ambitions of each group and then acting out the actual mood of each group after the result of the war. After each skit, students can add to their chart things they learned and havent previously added.

PIMP #9 - As you add important people to the chart, play a short video about that person, so students can get a better visual about that person. http://www.teachertube.com:8808/video/james-otis-140214PIMP #10 Work in pairs. Write a script for a news report breaking the news about the Stamp Act passed by Parliament. Find quotes from colonists and add them to your report. Using an Ipad, record your report with your partner. Resources for your report can be found here: http://www.u-s-history.com/pages/h642.html and http://www.historywiz.com/stampact.htmPIMP #11 As you add important people to the chart, play a short video about that person, so students can get a better visual about that person. Watch video: http://www.history.com/topics/american-revolution/samuel-adamsPIMP #12 As you add important people to the chart, play a short video about that person, so students can get a better visual about that person. Watch Video on Patrick Henry: http://www.biography.com/people/patrick-henry-9335512.PIMP #13 : Working in a small group, create a 2 minute skit about oneof the following laws passed by Great Britain during the pre-revolutionary time period. Each skit must show the viewpoint of the colonists and why the colonists would not like the law. You will be given a background story as a starting point but you can create any number of characters, narrators or changes in the plot. Your skits should be serious in tone as if you were truly experiencing the harshness imposed by Great Britain. Link: http://emssocialstudies.com/documents/Unit_1/The%20Intolerable%20King%20Skit%20Assignment.pdfBooks

Fritz, Jean. Why Dont You Get a Horse, Sam Adams? New York: Putnam Juvenile Press, 1996. (optional)Maestro, Betsy, and Giulio Maestro- Liberty or death: the American Revolution, 1763- 1783 - New York - HarperCollins - 2005

Maestro, Betsy, and Giulio Maestro.Struugle for a Continent the French and Indian Wars. N.p.: Harper Collins, 2000. Print.

Moore, Kay, and Daniel O'Leary.--if You Lived at the Time of the American Revolution. New York: Scholastic, 1997. Print.

Schanzer, Rosalyn,George Vs. George: The American Revolution As Seen By Both Sides.Washington, DC: National Geographic, 2004.

Woodruff, Elvira,George Washington's Socks.New York: Scholastic, 2010.

NCSS Books

Brown, Don.Henry and the Cannons: An Extraordinary True Story of the American Revolution. N.p.: Roaring Brook, n.d. Print.Delano, Marfe Ferguson., and Lori Epstein.Master George's People: George Washington, His Slaves, and His Revolutionary Transformation. N.p.: n.p., n.d. Print.

Freedman, Russell.Becoming Ben Franklin: How a Candle-maker's Son Helped Light the Flame of Liberty. N.p.: n.p., n.d. Print.

Kidd, Ronald, Karen Zacarias, La Puma Deborah Wicks, and Ard Hoyt.Chasing George Washington. New York: Simon & Schuster for Young Readers, 2009. Print.

ImagesBritish Soldiers

French and Indian War in Pennsylvania Example of a Stamp Act stampFort Macilimackinac

British Parliament: Quartering Act

Marching into battle playing Yankee Doodle?

French and Indian War

Battle at Fort Detroit

Reference Page(in order of use)"Atlas - Unit 5: Road to Revolution."Atlas - Unit 5: Road to Revolution. Rubicon International, 2014. Web. 10 Nov. 2014.

< http://oaklandk12-public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?BackLink=291493&strkeys=social+studies&UnitID=13492&YearID=2015&CurriculumMapID=112&SourceSiteID=2599>

Education Program for 4th, 5th & 6th Grade Classes. (n.d.). Retrieved November 7, 2014.< http://www.nps.gov/fone/forteachers/upload/FONE-4th-Grade-FandI-SiteB_NBl_pc2012.pdf>DigitalHistory. (n.d.). Retrieved November 7, 2014.< http://www.digitalhistory.uh.edu/era.cfm?eraID=3&smtID=6>

Yankee Doodle ( American PatrioticSong). (n.d.). Retrieved November 7, 2014.< http://www.youtube.com/watch?v=IzRhFH5OyHo>

Yankee Doodle. [songsheet]:Song Sheet Enlargement: Performing Arts Encyclopedia, Library of Congress. (n.d.). Retrieved November 7, 2014.

The Ben FranklinStory- Archiving Early America. (n.d.). Retrieved November 7, 2014.

Colonial Fort Michilimackinac - Mackinaw City, Michigan. (n.d.). RetrievedNovember8, 2014.

Pontiac's Rebellion.wmv. (n.d.). Retrieved November 8, 2014.< http://www.youtube.com/watch?v=KVx0Is3XKu0&spfreload=10>

Stamp Act. (n.d.). Retrieved November 7, 2014.

The Stamp Act - HistoryWiz American Revolution. (n.d.). Retrieved November 7, 2014.< http://www.historywiz.com/stampact.htm>

Samuel Adams. (n.d.). Retrieved November 8, 2014.

Patrick Henry. (2014). The Biography.com website. Retrieved Nov 08, 2014.

EMS Social Studies (n.d.). Retrieved November 8, 2014.http://emssocialstudies.com/documents/Unit_1/The%20Intolerable%20King%20Skit%20Assignment.pdfImages

Colonial Fort Michilimackinac - Mackinaw City, Michigan. (n.d.). RetrievedNovember8, 2014.http://www.mightymac.org/michilimackinac04.jpg*The French and Indian War of the 1750s. 31 January 2012

Examples of Stamp Act Stamps. The American Revolution Website. 31 January 2012

Colonial Fort Michilimackinac - Mackinaw City, Michigan. (n.d.). RetrievedNovember8, 2014.http://www.mightymac.org/michilimackinac01.jpg"Quartering Act."Of 1774 ***. N.p., n.d. Web. 10 Nov. 2014. < http://1-ps.googleusercontent.com/h/www.landofthebrave.info/images/parliament-1700