Q4W4 4/10-4/17


Study Guide

TeacherDanielle Bartlett
Subject AreaELA & Social Studies
Grade Level5
Week #
Unit of InstructionUnit 8
Standard(s) Taught

Standards Addressed in Lesson:

·         See attachment for ELA

·         SS.5.A.5.1 – Identify and explain significant events leading up to the American Revolution.

·         SS.5.A.5.2 – Identify significant individuals and groups who played a role in the American Revolution.

·         SS.5.A.5.3 – Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in American independence.

·         SS.5.A.5.4 – Examine and explain the changing roles and impact of significant women during the American Revolution.

·         SS.5.A.5.5 – Examine and compare major battles and military campaigns of the American Revolution.

·         SS.5.A.5.6 – Identify the contributions of foreign alliances and individuals to the outcome of the Revolution.

·         SS.5.A.5.7 – Explain economic, military, and political factors which led to the end of the Revolutionary War.

·         SS.5.A.5.8 – Evaluate the personal and political hardships resulting from the American Revolution.

·         SS.5.A.5.9 – Discuss the impact and significance of land policies developed under the Confederation Congress (Northwest Ordinance of 1787).

·         SS.5.A.5.10 – Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in American democracy.


Learning Targets and Learning Criteria
  • Students will be able to define “revolution” and “revolt.”
  • Students will be able to explain what the French and Indian War was and how it began to create tension between England and the colonies.
  • Students will be able to explain the what the phrase “no taxation without representation” means.
  • Students will describe the causes of the war and the battles of Lexington and Concord.
  • Students will explore and discuss the major battles of the war leading up to the Declaration of Independence.
  • Student will explain what the Declaration of Independence was.
  • Students will explore and discuss the major battles of the war happening after the Declaration of Independence.


·         What does water mean to people and the societies they live in?


Classroom Activities

·         Summarizing text

·         Writing a research report

·         Figurative Language

·         Characterization

·         American Revolution Review (summative test will be 4/13)

Assignments Due

·         Benchmark U8W2

·         Vocabulary test – 4/14

·         Spelling Test – 4/14

·         Reading Quiz – 4/14

·         American Revolution Summative 4/13


Additional Resources

Know how to spell all words as well as the definition for each word.

Vocab – Lesson 31

1.       Construction – the act or process of building something such as a house or a road; the way something is built or made.

2.       Destructive – causing a large amount of damage; causing destruction or harm.

3.       Instruct – to teach someone a subject or skill; to give someone an order or command.

4.       Reconstruct – to rebuild something damaged or destroyed; to find out and describe or show the way an even or series of events happened.

5.       Structure – the way something is built, arranged, or organized; something that is built by putting parts together and likely stands on its own.

6.       Enforce – to make a law or rule active or effective; to make sure that people do what is required by rule or law.

7.       Enlighten – to give knowledge or understanding to someone; to explain something to someone.

8.       Entitle – to give a right to someone.

9.       Encourage – to make someone more determined, hopeful, or confident; to make something more appealing or more likely to happen.

10.   Encounter – to have or experience problems or difficulties; to meet someone (or something) without expecting or intending to.



**All plans are subject to change**

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