2010-P1-Starla

= = Project Overview
 * Title**: The Revolutionary War
 * Grade Level**: 5
 * Subject Area**: social studies
 * Time Frame (when, duration)**: late 2nd or 3rd qtr 1-2 weeks

=Description=


 * Summer:** Complete the first **four** sections
 * Workshops:** Complete the entire proposal

Arizona Content Standards may be found at: [] Language from Bloom's Taxonomy for describing student outcomes may be found at: []

//A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.// ||  ||   ||< Students will develop the knowledge to understand the essentials, source, and history of the constitutions of the United States and Arizona. Students will understand the importance of each person as an individual with human and civil rights. This new understanding will enable the students to create a story board depicting one of the contributors associated with the creation of the American government, such as John Adams. || //What will guide student inquiry?// ||  ||   ||< What **//accomplishment//** was made by this person that contributed to the creation of the American government? What **//r//ole** did this person play? Why did this person become involved? || //Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  ||   ||< **//SOCIAL// ST//UDIES//** //What will students learn and do?// ||  ||   ||< * Students will learn the ideals that prompted the Revolutionary War. //Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||  ||   ||< Students will have a rubric that informs them what and how items will be graded and what is expected. There will be steps involved with this rubric since it will be a new technology piece for kids to be involved in, making the story board. At the end of the unit, there will be a quiz to assess the students in what they learned about the Revolutionary War, and documents associated with that time period, such as the Declaration of Independence. || //(e.g., content, technology, etc.)// ||  ||   || doubleClickHereAndType || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||< doubleClickHereAndType || //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||  ||   ||< doubleClickHereAndType || //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||  ||   ||< doubleClickHereAndType || //Special Ed, Gifted, ELL// ||  ||   ||< doubleClickHereAndType ||
 * < **Summary of Unit**
 * < **Essential Questions**
 * < **Academic Standards**
 * S1C4: Revolution and New Nation The development of American constitutional democracy grew from political, cultural, and economic issues, ideas, and events.
 * S1C4P3 Identify the impact of individuals on the Revolutionary War.
 * S3C1 Foundations of Government The United States democracy is based on principles and ideals that are embodied by symbols, people, and documents.
 * S3C1P2 Recognize the contributions and roles of individuals in creating the American government ||
 * < **Student Outcomes**
 * Students will learn the contributions made by specific individuals.
 * Students will learn to create a photo story that identifies who and what. ||
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**