Anchor Text:
Chains by Laurie Halse Anderson. Lexile: 780L, Fountas & Pinnell: Q, Scholastic Grade Level: 6-8, AR Level: 5.2. These indicators are the quantitative assessment and suggest this title is appropriate for teacher led activities/instruction.
Audience:
5th grade History/Social Studies. Students in this class are at or above grade level.
Set Purpose:
The purpose of this text set is to answer the essential question: “How Does Conflict Create Change?” The theme of this unit is to explore why there was an American Revolution and what it means to be independent as a country and as a person (slavery). This text set will support the California State History/Social Studies Content Standards (see CDE content standards list below) addressing the experience of slavery, the causes of the American Revolution, the realities of war, and the aftermath of the American Revolution. Students will use this text set to build knowledge and understanding about the American Revolution. This text set will also provide a rich selection of resources which will permit the classroom teacher to address Common Core State Standards (see CCSS standards list below).
Standards:
CDE H/SS 5.4, 5.5, 5.6
CCSS RL 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7
CCSS RI 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9
Text Set:
1. ANCHOR TEXT: Chains
Anderson, L. H. (2008). Chains. New York, NY: Atheneum Books for Young Readers.
Annotation:
Historical fiction that follows events of an 11-year old African-American slave, Isabel. The story is set in New York in 1776 during the Revolutionary War.
Will tie to essential question by examining how Isabel’s struggle with her masters leads to change and also how the young colonies of America struggle with British rule leads to change.
2. Declaration of Independence
Declaration of Independence. Retrieved from http://www.prunejuicemedia.com/wp-content/uploads/2011/07/Declaration-of-Independence-1.jpg
Annotation:
Founding document of America, stating permanent separation from Great Britain
Will tie to essential question by serving as the ultimate evidence of change and outcome of the conflict between America and Great Britain.
3. Poem: Paul Revere's Ride, by Henry Wadsworth Longfellow
Longfellow, H. W. (1861). Paul Revere’s Ride. Retrieved from http://www.hwlongfellow.org/pdf/Anderson_revere.pdf
Annotation:
Famous poem about a hero of the American Revolution
Will tie to essential question by demonstrating how raising alarm and creating conflict will lead to change in people’s behavior
4. Timeline of the American Revolution
Brady, T. (2004). Timeline of the Revolution. In Liberty! Chronicle of the Revolution. Retrieved from http://www.pbs.org/ktca/liberty/chronicle_timeline.html.
Annotation:
Timeline of the American Revolution spanning from 1760 - 1791
Will tie to essential question as a visual to demonstrate the flow of conflict and the resulting changes over time
5. Liberty! The American Revolution PBS Series
Hovde, E. (Producer). (1997). Liberty! The American Revolution [Television series]. St. Paul, MN: Twin Cities Public Television, Inc.
Annotation:
Six PBS television mini-series episodes taking viewer through the events preceding, during, and following the American Revolution. Actor dialogue directly from words contained in primary sources: letters, diaries, and documents from the period. Series interspersed with commentary from Revolutionary scholars.
Will tie to essential question by visually telling story of the conflict between a young America and Great Britain and the ultimate outcome resulting from that conflict.
6. Book: George vs. George by Rosalyn Schanzer
Schanzer, R. (2004). George vs. George: the American Revolution as seen from both sides. Washington, DC: National Geographic.
Annotation:
Considers the lives of George III, King of England and George Washington affected the American Revolution.
Will tie to essential question by demonstrating how leaders of different countries can have vastly differing opinions on the same subject which then leads to conflict and change using each country’s resources.
Chains by Laurie Halse Anderson. Lexile: 780L, Fountas & Pinnell: Q, Scholastic Grade Level: 6-8, AR Level: 5.2. These indicators are the quantitative assessment and suggest this title is appropriate for teacher led activities/instruction.
Audience:
5th grade History/Social Studies. Students in this class are at or above grade level.
Set Purpose:
The purpose of this text set is to answer the essential question: “How Does Conflict Create Change?” The theme of this unit is to explore why there was an American Revolution and what it means to be independent as a country and as a person (slavery). This text set will support the California State History/Social Studies Content Standards (see CDE content standards list below) addressing the experience of slavery, the causes of the American Revolution, the realities of war, and the aftermath of the American Revolution. Students will use this text set to build knowledge and understanding about the American Revolution. This text set will also provide a rich selection of resources which will permit the classroom teacher to address Common Core State Standards (see CCSS standards list below).
Standards:
CDE H/SS 5.4, 5.5, 5.6
CCSS RL 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7
CCSS RI 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9
Text Set:
1. ANCHOR TEXT: Chains
Anderson, L. H. (2008). Chains. New York, NY: Atheneum Books for Young Readers.
Annotation:
Historical fiction that follows events of an 11-year old African-American slave, Isabel. The story is set in New York in 1776 during the Revolutionary War.
Will tie to essential question by examining how Isabel’s struggle with her masters leads to change and also how the young colonies of America struggle with British rule leads to change.
2. Declaration of Independence
Declaration of Independence. Retrieved from http://www.prunejuicemedia.com/wp-content/uploads/2011/07/Declaration-of-Independence-1.jpg
Annotation:
Founding document of America, stating permanent separation from Great Britain
Will tie to essential question by serving as the ultimate evidence of change and outcome of the conflict between America and Great Britain.
3. Poem: Paul Revere's Ride, by Henry Wadsworth Longfellow
Longfellow, H. W. (1861). Paul Revere’s Ride. Retrieved from http://www.hwlongfellow.org/pdf/Anderson_revere.pdf
Annotation:
Famous poem about a hero of the American Revolution
Will tie to essential question by demonstrating how raising alarm and creating conflict will lead to change in people’s behavior
4. Timeline of the American Revolution
Brady, T. (2004). Timeline of the Revolution. In Liberty! Chronicle of the Revolution. Retrieved from http://www.pbs.org/ktca/liberty/chronicle_timeline.html.
Annotation:
Timeline of the American Revolution spanning from 1760 - 1791
Will tie to essential question as a visual to demonstrate the flow of conflict and the resulting changes over time
5. Liberty! The American Revolution PBS Series
Hovde, E. (Producer). (1997). Liberty! The American Revolution [Television series]. St. Paul, MN: Twin Cities Public Television, Inc.
Annotation:
Six PBS television mini-series episodes taking viewer through the events preceding, during, and following the American Revolution. Actor dialogue directly from words contained in primary sources: letters, diaries, and documents from the period. Series interspersed with commentary from Revolutionary scholars.
Will tie to essential question by visually telling story of the conflict between a young America and Great Britain and the ultimate outcome resulting from that conflict.
6. Book: George vs. George by Rosalyn Schanzer
Schanzer, R. (2004). George vs. George: the American Revolution as seen from both sides. Washington, DC: National Geographic.
Annotation:
Considers the lives of George III, King of England and George Washington affected the American Revolution.
Will tie to essential question by demonstrating how leaders of different countries can have vastly differing opinions on the same subject which then leads to conflict and change using each country’s resources.