Unit 6American RevolutionGrade 4 Core Knowledge Language Arts Activity Book
Unit 6American RevolutionActivity BookGRAde 4Core Knowledge Language Arts
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Unit 6American RevolutionActivity BookThis Activity Book contains activity pages that accompany the lessons from the Unit6 Teacher Guide. The activity pages are organized and numbered according to thelesson number and the order in which they are used within the lesson. For example, ifthere are two activity pages for Lesson 4, the first will be numbered 4.1 and thesecond 4.2. The Activity Book is a student component, which means each studentshould have an Activity Book.
1.1NAME:DATE:activity pageCore Connections VignetteScene I: European Explorers and the “New World”Characters: Narrators (4), Timeline Tracker, Audience Member, English Royal, English Explorer,French Royal, French ExplorerNarrator 1: The Age of Exploration occurred from around the 1400s to the 1600s. Shipsleft busy ports of Spain, Portugal, France, Holland, and England to sail around theworld. The explorers aboard these ships sought more than adventure. European kingsand queens paid them to find gold, spices . . . and land.Timeline Tracker: [Point out “Age of Exploration” on the Core Connections Timeline ondisplay.]Audience Member: That’s when Christopher Columbus discovered America, right?Narrator 2: Well, not exactly. Native people had lived in the Americas for many, manyyears before Columbus landed. But, you’re right that in 1492 Columbus was one of thefirst Europeans to claim land in the Americas for the king and queen of Spain. Afterthat, many other Europeans followed, curious about what this “New World” had to offer.Timeline Tracker: [Point out “Christopher Columbus” on the Core ConnectionsTimeline.]Narrator 3: In the mid-1500s, both the English and the French began to form colonies inthe “New World” and in 1607 the English established their first permanent colony inJamestown, Virginia.Narrator 1: After that—as they say—the rest is history!Timeline Tracker: [Point out “Jamestown” on the Core Connections Timeline.]Core Knowledge Language Arts Grade 4Activity Book Unit 61
Narrator 4: Imagine now that you live during the early 1600s. Listen as first the king (orqueen) of England and then the king (or queen) of France each talk to an explorer abouttraveling to the “New World.” Both countries are anxious to claim more land in NorthAmerica.Narrator 1: First, the English.English Royal: Spain keeps claiming more and more territory across the Atlantic Ocean.We need to get over there and take a share—a LARGE share—for our homeland!English Explorer: Well, sir (ma’am), it seems Spain has already claimed most of theterritory in Central and South America. No worries, though, we will get as much of theremaining land as we can![English Royal and English Explorer sit down.]Narrator 1: Now, the French.French Royal: We, too, shall sail to this “New World” and get as much land and riches aswe can for France.French Explorer: Yes, your majesty!2Unit 6 Activity BookGrade 4 Core Knowledge Language Arts
1.1NAME:activity pagecontinuedDATE:Scene II: Native American AlliancesCharacters: Narrators (4), Timeline Tracker, Native Americans (2), English Explorer, FrenchExplorerNarrator 1: At about the same time that English colonists settled Jamestown, Frenchcolonists arrived in New France and settled Québec.Timeline Tracker: [Point out “Québec” on the Core Connections Timeline.]Narrator 2: Many of these French and English explorers encountered Native Americantribes already living on the land, just as Christopher Columbus had more than 100 yearsearlier.Narrator 3: Listen as two Native Americans encounter European explorers for thefirst time.Native American 1: Did they say “New World”?Native American 2: What “New World”? We have lived here for thousands of years.Native American 1: Who are these people?Native American 2: And what do they want?Narrator 3: Native Americans had long traded goods with one another, tribe to tribe.Now, they agreed to trade with the Europeans.English Explorer (to Native American 1): We will trade knives, glass, copper, and brass inexchange for meat, fish, animal skins, and furs.Core Knowledge Language Arts Grade 4Activity Book Unit 63
French Explorer (to Native American 2): We will teach you how to hunt with metalweapons if you will teach us to hunt in the wilderness.Narrator 4: For many years, Europeans traded goods with Native Americans. Over time,some tribes formed alliances with the English and others formed alliances with theFrench.4Unit 6 Activity BookGrade 4 Core Knowledge Language Arts
1.1NAME:activity pagecontinuedDATE:Scene III: Competing for the Same LandCharacters: Narrators (2), Map Guide, British General, French General, French (all students)Narrator 1: Explorers from many European countries raced to claim areas of NorthAmerica for themselves. The English established colonies along the east coast of NorthAmerica—between Spanish settlements to the south and French settlements to thenorth.Map Guide: [Point out the English colonies as well as the areas north and south of thecolonies on the Colonial North America Map.]Narrator 2: By 1733, the British had established 13 colonies in America, the last one beingGeorgia in 1733. But it was not enough. They pushed westward, across the AppalachianMountains to an area already occupied by the French—the Ohio River Valley.British General: We need more land so more of our families can build homes. This richriver valley is a true land of opportunity.French General: The French established forts and trading posts here long before theBritish ever crossed the mountains. Everyone knows this land is called New France.Narrator 1: This was not a good combination! The British and the French had beenenemies for years on the other side of the ocean. Now, they were competing for the sameland in North America. Listen as French and British generals justify their claim to thesame land.British General: [clearing throat] Ahem. It is a well-known fact that the land belongs toGreat Britain. The members of the British Parliament even wrote to tell the French toleave at once.Core Knowledge Language Arts Grade 4Activity Book Unit 65
Narrator 2: Hmm. This was a bad sign! [to audience] Do you think the French willcooperate with this request?French (ALL): [pausing as if to consider this request before replying in unison] Non!Narrator 1: The British prepared to defend the land. And so did the French. It seemedconflict was unavoidable.6Unit 6 Activity BookGrade 4 Core Knowledge Language Arts
1.1NAME:activity pagecontinuedDATE:Scene IV: A Long, Long WarCharacters: Narrators (3), Audience Members (2), Timeline TrackerNarrator 1: And so it was that fighting began between the British and the French, bothwanting to control land west of the Appalachian Mountains, the Ohio River Valley.Narrator 2: Both sides knew they could not defeat the other without the help of NativeAmericans who had lived on the land for thousands of years. The French and theirNative American allies were already well-established trading partners.Narrator 3: The British gave gifts and made promises to their Native American allies.Narrator 1: So both sides received help from different Native American tribes when thefighting began.Narrator 2: Eventually, Britain officially declared war on France in 1756. But the Britishand French colonists had already been fighting for two years in the wilderness of NorthAmerica. The French and Indian War was well underway.Audience Member 1: Wait! The French and Indian War? Why isn’t it called the Frenchand British War?Narrator 3: Excellent question. The war is known as the French and Indian War becausethe British fought against the French and their Native American, or Indian, allies.Narrator 1: That’s right. The French and Indian War was not a war between the Frenchand the Indians. It was between the French and the British—part of their ongoingstruggle for control of land in other parts of the world.Core Knowledge Language Arts Grade 4Activity Book Unit 67
Audience Member 2: So, fighting was going on in other parts of the world at the sametime?Narrator 2: Yes, the French and Indian War was just part of more fighting involving manycountries, particularly the French and the British, around the world.Narrator 3: Fighting continued in the wilderness of North America for a very long time—almost nine years in all.Narrator 1: Yes, and that was only the beginning. Even though Great Britain became thedominant power in North America after the war, life in the British colonies was neverthe same.Narrator 2: But that’s a lesson for another day.Timeline Tracker: [Point out “French and Indian War Begins” on the Core ConnectionsTimeline.]8Unit 6 Activity BookGrade 4 Core Knowledge Language Arts
1.2NAME:DATE:activity pageVocabulary for “Bills to Pay”1.conflict, n. a fight or struggle for power or authority (2)2.turning point, n. a time when an important change occurs (2)3.burden, n. something that is heavy or difficult to accept (burdens) (4)4.impose, v. to force or require (imposed) (5)5.tax, n. money a government charges for services it provides to the people (taxes) (5)6.assembly, n. people who gather to write laws for a government or organization(assemblies) (5)7.petition, n. a document people sign to show their agreement or disagreement withsomething (petitions) (6)8.opposition, n. disagreement with or disapproval of something (8)9.mastermind, n. a person who takes the lead in planning and organizing somethingimportant (8)10. militia, n. ordinary people trained to be soldiers but who are not part of the full-timemilitary (9)Core Knowledge Language Arts Grade 4Activity Book Unit 69
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1.3NAME:DATE:activity page17611759175917601754NAME:Timeline I175417551762175617631763175717641758 Core Knowledge Language Arts Grade 4Activity Book Unit 611
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Core Knowledge Language Arts Grade 4177117651765177317671774September 1774April 19, 1775March 17701768177517691770DATE:17741772December 177317661766NAME:1.3Activity Book Unit 6activity pagecontinued 13
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1.4NAME:DATE:Take-HomeExcerpt from “Bills to Pay”Read the following excerpt aloud to a family member and complete the activity that follows.TaxesThe British government had borrowed a lot of money to fight thiswar. A lot of that money had been spent on protecting the colonists fromthe French and their Native American allies. All of the money had to bepaid back, and the British government felt that the colonists should paytheir share. In addition, more money was continually needed to protectthe colonies as well as the newly acquired land.To raise the needed funds, the Britishgovernment imposed new taxes, including severalthat would have to be paid by the colonists.In 1765, King George III and his governmentproposed the Stamp Act.The Stamp Act was a tax on printed materials.Colonists were required to buy stamps when theybought printed items such as newspapers, pamphlets, Stamps were imprintedor embossed on paper.even playing cards. These were not gummed stamps,but rather impressions imprinted or embossed on paper. Many people wereupset about the Stamp Act. They thought it was unfair that the king andhis government in London were making decisions about taxes the colonistshad to pay, while the colonists had no say in the matter.The British government had generally allowed the colonies toraise taxes themselves. For example, if the government of Virginianeeded money, an assembly of representatives from different parts ofVirginia would meet. This assembly was called the House of Burgesses.Members of the House of Burgesses would determine the best way toraise money. They would propose taxes, and they would vote. If manyrepresentatives thought the taxes were unfair, they would not vote forthem and, therefore, the taxes would not be approved. Because theHouse of Burgesses included representatives from different parts ofVirginia, most everyone felt the process was fair.5Core Knowledge Language Arts Grade 4Activity Book Unit 615
Every colony had an assembly similar to the Virginia House ofBurgesses. The assemblies weren’t all called the House of Burgesses, butthey did the same thing: a group of representatives met to discuss newlaws and taxes.Although the colonists continued to raise their own taxes even after1765, they felt that, rather than imposing a new tax on the colonies, theking and his government should have asked these assemblies to find away to raise the money that was needed. Instead,without even as much as a dialogue, the king andhis government created the Stamp Act. They didnot send it to the colonial assemblies, but directlyto Parliament, part of the British governmentresponsible for passing laws and raising taxes.The colonists agreed that there were bills thathad to be paid, and they wanted to contribute.But they also wanted some say in how the money was raised. Theywere concerned that important decisions about taxes were beingmade thousands of miles away, by a parliament that had no colonialrepresentatives. This process didn’t seem fair to them.The Stamp Act wasvery unpopular.Other regions outside of England, such asScotland, had representatives in Parliament. Theirjob was to represent—and stand up for—the peopleof Scotland. But there were no representatives fromthe 13 colonies in Parliament. Not even one!When the colonists became upset about theStamp Act, they expressed their unhappiness invarious ways. They held protest meetings. Theywrote pamphlets. They sent petitions to London.They tried to explain why they thought the StampAct was unfair.The Stamp Act wasseen as an unfair tax.616Unit 6 Activity BookGrade 4 Core Knowledge Language Arts
NAME:DATE:1.4Take-HomecontinuedComplete the following sentences to summarize what you learned from the text in your ownwords.1.The British government raised taxes because . . .2.The Stamp Act required the colonists to . . .3.Many colonists were upset about the Stamp Act because . . .Core Knowledge Language Arts Grade 4Activity Book Unit 617
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1.5NAME:DATE:Take-HomeGlossary for The Road to IndependenceACabstain, v. to choose not to vote (abstained)charge, n. the amount of explosive materialneeded to cause a blastabound, v. to be present in large quantities(abounds)accurate, adj. without mistakes; having the rightfactsambassador, n. the person who represents thegovernment of his or her country in anothercountry (ambassadors)ammunition, n. bullets, shells, and other objectsused as weapons shot from gunsassembly, n. people who gather to write laws for agovernment or organization (assemblies)Bbayonet, n. a sharp piece of metal attached to themuzzle of a musket (bayonets)belfry, n. a bell tower at the top of a churchbewitching, adj. charming, captivating, orenchantingbleak, adj. depressing, grim, badboycott, v. to protest something by refusing tobuy, use, or participatecasualty, n. a person killed or injured duringbattle (casualties)conflict, n. a fight or struggle for power orauthorityconfront, v. to challenge or fight againstconsole, v. to comfort or try to make someonefeel better and less sadconvoy, n. a group of ships traveling together forsafetyDdecisive, adj. important; without any doubtdeclaration, n. an official statement of somethingdefiant, adj. refusing to obeydread, v. to look ahead to the future with greatfearEeliminate, v. to get rid of something (eliminated)breeches, n. pants that cover the hips down tojust below the kneeengraving, n. a design or lettering made bycutting into the surface of wood, stone, or metalburden, n. something that is heavy or difficult toaccept (burdens)enlist, v. to volunteer for military service(enlisted)burly, adj. strong and heavyexport, v. to send out a product to anothercountry to be sold (exporting)Core Knowledge Language Arts Grade 4Activity Book Unit 619
Ffleet, n. a group of military ships that sail underthe same commanderfoil, v. to prevent someone from doing somethingor achieving a goal (foiled)foraging, adj. for the purpose of searching forsomething, usually food or suppliesformidable, adj. extremely powerful; worthy ofrespectfortify, v. to make a place safe from attack bybuilding defenses (walls, trenches, etc.) (fortified)front, n. the place where fighting happens in awar (fronts)Ggrievance, n. a complaint resulting from beingtreated unfairly; a reason for complaining about asituation (grievances)Hheed, v. to respect and follow advice orinstructions (heeded)henpecked, adj. used to describe a man who isconstantly controlled and criticized by his wifehero, n. a person who is respected for bravery orgood qualities (heroes, heroism)heroine, n. a woman who is respected for braveryor good qualities (heroines)Iimpose, v. to force or require (imposed)impress, v. to amaze; to cause others to feeladmiration or interest (impressed)indirectly, adv. not having a clear and directconnectionintolerable, adj. too painful or hard to beacceptedJjeer, n. an insult or put-down (jeers)Lladen, adj. heavily loaded; carrying large amountslevy, v. to use legal authority to demand andcollect a fine or a tax (levied)liberty, n. freedomMmaster, v. to learn something completely; to gainthe knowledge and skill that allows you to dosomething very wellmastermind, n. a person who takes the lead inplanning and organizing something importantmelancholy, adj. sad or depressedmilitia, n. ordinary people trained to be soldiersbut who are not part of the full-time militarymisleading, adj. untrueimplication, n. a possible effect or result that maytake place in the future (implications)20import, v. to bring in a product from anothercountry to be sold (importing)Unit 6 Activity Bookmodel company, n. a group of soldiers deservingto be copied or imitated by othersmorale, n. confidence, level of enthusiasm onefeelsGrade 4 Core Knowledge Language Arts
1.5NAME:continuedDATE:musket, n. a long, heavy gun that is loaded at themuzzlemusket ball, n. ammunition shot from muskets(musket balls)muzzle, n. the opening at the end of a gun orcannon where the ammunition comes outNneutral, adj. not supporting either side of anargument, fight, or warninepins, n. a bowling game played with ninepins
American Revolution Activity Book This Activity Book contains activity pages that accompany the lessons from the Unit 6 Teacher Guide. The activity pages are organized and numbered according to the lesson number and the order in which they are used within the lesson. For example, if there are two activity pages for Lesson 4, the first will be numbered 4.1 and the second 4.2. The Activity Book .
Revolution: Between the 16th and 18th centuries, a series of revolutions helped usher in the modern era of Western history First was a revolution in understanding, called the Scientific Revolution Second was a revolution of ideas, called the Enlightenment Third was a revolution in action—the American Revolution Previewing Themes
The American Revolution Unit 1: Homework Lesson Lesson Content Homework Practice Due In Anticipated Date* 9 Students read a new informational text about Native Americans during the American Revolution for gist. 1. Language Dive Practice: “American Indians and the American Revolution”
11.The Enlightenment and the American Revolution were both major influences on 19th-century uprisings in. Latin American Political Revolution Practice Questions Base your answers to questions 12 and 13 on for the information below A)Emiliano Zapata B)Simón Bolívar . Revolution and the French Revolution have the greatest influence during the .
Unit 2 – Exploration and Colonization Unit 3 – Georgia in the American Revolution Unit 3 – Georgia in the American Revolution Students will also focus select individuals and essential part of the –Exploration and Colonization learn that colonization had a major impact on Native Unit 3 – Georgia in the American Revolution Unit Two .
American Revolution were the same white guys who controlled it after the American Revolution. And this leads us to the second, and more important way that as a revolution, the American one falls a bit short. So, if you've ever studied American history, you're probably familiar with the greatest line in the Declaration of Independence: “We hold these truths to be self-evident, that all men .
Trigonometry Unit 4 Unit 4 WB Unit 4 Unit 4 5 Free Particle Interactions: Weight and Friction Unit 5 Unit 5 ZA-Chapter 3 pp. 39-57 pp. 103-106 WB Unit 5 Unit 5 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and ZA-Chapter 3 pp. 57-72 WB Unit 6 Parts C&B 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and WB Unit 6 Unit 6
The Glorious Revolution, the American Revolution, and the French Revolution had far-reaching consequences as they challenged the institutions that shaped the political structure of the world. Each attempted to establish democratic principles of government, including limiting the power of the government and extending rights to the governed.
French Revolution Unit 2 Notes Slide 1- The French Revolution ! Between 1789 and _, France underwent a violent revolution that overthrew the French monarchy, established a _ with a constitution, degenerated . This would prove to be another _ leading to a revolution. Slide 9- The Enlightenment - New ideas about _ and government .