Unit Plan 18 (Grade 5 Social Studies): Midyear Inquiry Project — “Why Revolution?”
Students investigate multiple causes of the American Revolution and craft a clear, evidence-based claim—using sources, perspectives, and reasoning—to explain what most drove colonists toward independence.
Focus: Develop an evidence-based claim explaining the main cause of American independence, using sources, perspectives, and clear reasoning.
Grade Level: 5
Subject Area: Social Studies (Inquiry/Skills • History • Reading/Argument)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
Students step back from individual events and ask a big question: “Why Revolution?” They review the French & Indian War, taxes and laws, protests and boycotts, ideas of rights and liberty, and British/colonial responses. Working like junior historians, they frame questions, gather sources, evaluate bias and perspective, and then write or present a short claim–evidence–reasoning (CER) response explaining what they think was the main cause of independence.
Essential Questions
- Why did many colonists decide that independence was the best (or only) choice?
- Which cause of the Revolutionary War was most important—taxes, trade rules, rights/ideas, or British actions—and how do we know?
- How can primary and secondary sources help us answer big questions about the past?
- How do bias, point of view, and perspective shape what a source says about Revolution?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Frame a clear, focused inquiry question about the main cause of independence (e.g., “Were unfair taxes the biggest cause of the American Revolution?”).
- Gather information from multiple primary and secondary sources (maps, charts, texts, images, digital) related to key causes of the Revolution.
- Evaluate sources for relevance, credibility, bias, and perspective, including viewpoints of Indigenous peoples, enslaved people, women, and patriots/loyalists.
- Explain causes and effects in the road to independence using cause–effect chains and timelines.
- Develop a short written or oral claim about the main cause of independence, supported by at least two pieces of evidence with simple citations (title/author/source).
Standards Alignment — 5th Grade (C3-based custom)
- 5.C3.Inq.1 — Frame compelling and supporting questions about U.S. beginnings and civic ideals.
- Example: “Why did some colonists choose independence while others stayed loyal?”
- 5.C3.Inq.2 — Gather information from multiple sources (maps, charts, primary/secondary texts, artifacts, digital).
- Example: Use a colony map, a tax notice, and a diary excerpt to study boycotts.
- 5.C3.Inq.3 — Evaluate sources for relevance, credibility, bias, and perspective; distinguish fact, opinion, and claim.
- Example: Identify a pamphlet’s point of view and evidence used.
- 5.C3.Inq.4 — Develop written/oral claims supported by evidence with simple citations (title/author/source).
- Example: Write a paragraph arguing the most important cause of the Revolution with two cited sources.
- 5.C3.Hist.2 — Use primary/secondary sources to explain causes and effects in major events.
- 5.C3.Hist.3 — Describe diverse perspectives/experiences (Indigenous peoples, enslaved people, women, patriots/loyalists, immigrants).
- 5.C3.Hist.4 — Explain big ideas and turning points (colonial self-government, Revolution, Articles vs. Constitution, Bill of Rights).
Success Criteria — Student Language
- I can write a clear question about the main cause of independence.
- I can find and use sources (texts, images, charts, maps) that actually help answer my question.
- I can tell the difference between facts, opinions, and claims, and spot bias or point of view in at least one source.
- I can describe at least two causes of the Revolution and explain how they are connected.
- I can write or present a short claim about “Why Revolution?” with two pieces of evidence and simple citations.