FRAME THE LESSON
TEACHER:
CLASS: 5th Grade
DATE: October 19-20
M T W TH F
Tensions with Britain
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
2A: identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and
Indian War and the Boston Tea Party
Pearson’s 5th Grade
Building Our Nation TE
2B: identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale,
Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary
period
(p. 204-209)
24A; differentiate between, locate, and use valid secondary resources such as biographies to acquire information about the United
States.
Critical Writing prompt:
Ask each student to play the part of a colonist and write a letter to a friend about the effects of the Stamp Act. The letter should explain four things
you want or need that will be affected by the Stamp Act.
Objective/Key Understanding:





Know that the British government wanted the colonist to British rule.
Understand the effects of Parliament’s action.
Identify leaders who organized protest.
Analyze how British actions caused the colonists to stage boycotts and work together.
Describe the effects of the colonists’ protests.
Vocabulary
tariff
debt
congress
repeal
boycott
effigy
Closing Product/ Question/ Informal Assessment:

Got it Questions 1-8 (p. 204-209)
Critical Writing Prompt:

Ask each student to play the part of a colonist and write a letter to a friend about the effects of the Stamp Act. The letter should explain four things you want or need that
will be affected by the Stamp Act.
Stop and Check for Understanding- High Level Questions
Trouble Over Taxes (p.204)
 What is a debt:
 Why did Britain decide to tax American colonists?
 What was the Stamp Act?
 What is Britain’s Parliament?
 How did many colonists react to the Stamp Act?
 What was a main cause for the colonists’ anger?
 How would you react when you believe you were treated unfairly?
No Taxation Without Representation (p.205)
 Why did the colonist think that Parliament should not tax them?
 What was the effect of the colonists’ protests?
The Colonists Take Action (p.206)
 Why was Patrick Henry’s speech a significant event leading up to the American Revolution?
 What was the effect of the colonists’ protest?
 How did many colonists react to the Stamp Act?
 What was a main cause for their anger?
 What is the objective of hanging an effigy?
 How is the sales tax you may pay similar to or different from the stamp tax?
 Why was “No taxation without representation!” an effective slogan for the anti-tax protesters?
New Taxes From Great Britain (p.207-208)
 What is an imported good?
 What were the Townshend Acts?
 How did the colonists react to the Townshend Acts?
 What is one way that Parliament could react to the colonists’ boycotts and protests?
 What was the same about the colonists’ reaction to the Stamp Act and the Townshend Acts?
 What effect did the boycotts probably have on Britain’s debt?
 How did Great Britain try to solve its war-debt problem?
 How were the Townshend Acts similar to or different from the Stamp Act?
 What group of women played a significant role in boycotting English goods?
 How did the Daughters of Liberty protest the Townshend Acts?
 Why was cooperation among the colonists especially important at this time?
 What do you think Mercy Otis Warren meant by her statement: “We’ll quit the useless vanities…?
 Are there any “useless vanities” in your life? If so, what are they”?
 Would you be willing to give those things up to help your country?
Townsend Acts Repealed, Mostly (p. 209)
 What did the British do to try and stop the protests?
 What did Parliament do to stop the protests in 1770?
 What did the colonists want most from Britain?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p.204)
 Read to the class the Key Idea: “I will know that the colonists believed that fighting against unfair laws was worth the risk.” Tell students in this lesson they
will be learning about this concept and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 180).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 Trouble Over Taxes (p.204)
 No Taxation Without Representation (p.205)
 The Colonists Take Action (p.206)
 New Taxes From Great Britain (p.207-208)
 Townsend Acts Repealed, Mostly (p. 209)
Students are to read assigned sections and be prepared to share findings with class.
~ Tell students they will learn that the colonists believed that fighting against unfair laws was worth the risk.
Trouble Over Taxes (p.204)
 Leaders in Great Britain decided to tax American colonists to pay for part of the debt. The money raised from taxing colonists would also help pay the costs
of defending the colonies. George III was king of Great Britain and supported the idea of taxing colonists. So did many members of Britain’s Parliament, the
assembly that makes Britain’s laws. The members of Parliament represented different areas in Great Britain. To them, the tax seemed fair.
No Taxation Without Representation (p.205)
 When the colonists learned about the Stamp Act, they complained. None of Parliament’s representatives came from the American colonies. Since colonists
had no representatives in Parliament, they thought Parliament should not tax them. A common cry in the colonies was, “No taxation without representation!”
The Colonists Take Action (p.206)
 Patrick Henry was a young lawyer from Virginia. He opposed the Stamp Act. He gave a powerful speech to Virginia’s lawmakers. Parliament had no right to
tax the colonists, he argued. Other leaders agree with Henry. In October 1765, representatives from nine colonies met in New York City. They included
lawyers, farmers and businesspeople. The meeting they held was called the Stamp Act Congress. A congress is a formal meeting. It can also be a lawmaking
body. The Congress asked Parliament to repeal, or cancel, the Stamp Act.
New Taxes From Great Britain (p.207-208)
 Although Parliament had repealed the Stamp Act, Great Britain still needed money. King Georg III and Parliament also wanted the American colonists to
understand that Great Britain had the right to tax them. In 1767, a British leader named Charles Townshend called for a new set of laws to control the
colonies. These were called the Townshend Act. The laws placed a tariff, or tax, on many goods that the colonist imported from Britain. These goods
included paper, wool, glass, paint, and lead.
Townsend Acts Repealed, Mostly (p. 209)
 The boycotts were successful. Many British merchants lost money. In an attempt to limit the protests, the British government sent warships and troops to
Boston Harbor in 1768. The troops did not stop the colonists. And the British merchants continued to lose money. They asked Parliament to repeal the
Townshend Acts. In 1770, Parliament agreed. It repealed all the taxes except a tax on tea.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
Students will demonstrate mastery by completing the Got It Questions:
 Identify and circle the part of the stamp that shows it is from a royal government
 Identify and fill in the missing cause and effect.
 This image (p.206) shows protestors carrying an effigy of a stamp agent. Label the effigy and the protesters. Then explain why the colonists are protesting.
 Identify and fill in the chart with details about the Townshend Acts.
 Identify and fill in the missing effects.
 Identify how British taxation motivated colonist such as the Sons of Liberty.
 Your family runs a printing shop. Write a letter to a friend in Great Britain describing how your family feels about the Stamp Act.
 Identify how women helped to bring about the repeal of the Townshend Acts.
FRAME THE LESSON
Using Primary Sources
TEACHER:
CLASS: 5th Grade
DATE: October 21
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
24A: differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies;
oral, print, and visual material; documents; and artifacts to acquire information about the United States
Pearson’s 5th Grade
Building Our Nation
TE
(p. 210-211)
Objective/Key Understanding:



Identify primary source.
Distinguish between primary and
secondary sources.
Analyze a primary source from the
American Revolution.
Closing Product/ Question/ Informal
Assessment:

Apply the Skill Activity (p. 211).
Rigor & Relevance: (Real World Connection)

Preview the Sill (p. 210)
Show students a primary source such as a letter or newspaper article. Tell students that the writers of these
sources had direct information about an event, place, or time because they were there.
 How do primary sources help us understand history?
Practice the Skill (p. 210)
Turn to the skill pages in the Worktext. Have students read the introductory text and examine the primary
source that follows.
 What clues did you use to identify the text as a primary source?
Apply the Skill (p. 211)
Direct students’ attention to the Try it! Section. Remind them that when they read primary source, they should
pay attention to what the witness explains about an event that might not be possible to reveal in a secondary
source. Have students answer question 1-4 independently and then compare their answers in small groups.
Remind students: As they read the newspaper article to think about what a primary source offers them that they
might not get from a secondary source.
 Look at the images in the newspaper article. Each black shape stands for a coffin, or narrow box for
burying a dead body. Each coffin has initials on it. What do you think these stand for? Explain why
the coffin images are a primary source.
 As you read the text in the newspaper, underline the words used to describe the mood, or feeling, of the
day. How might this eyewitness account of the funeral be different from a secondary source of the
same event?
 How might a secondary source written years after the funeral be useful?
 Look at the illustration of the colonists protesting the Townshend Acts on page 207. Explain whether it
is a primary or a secondary source.
Engage
Preview the Skill (p.210)
Show students a primary source such as a letter or newspaper article. Tell students that the writers of these sources had direct information about an
event, place, or time because they were there.
 How do primary sources help us understand history?
Using Primary Sources (p. 210)
Explore
A Primary source is a description of an event, a place, or a time by someone who was there. Primary sources can be letters, diaries, documents, newspaper articles,
speeches, or even maps. Visual primary sources include illustrations and photographs.
Information created after an event is a secondary source. Textbooks, some magazine and newspaper stories, encyclopedias, and some Internet sites are secondary
sources. Maps created after an event may be secondary sources.
The newspaper article represented below is a primary source because it was written by someone who was at the event. The subject of this newspaper article is the
funeral for the victims of the Boston Massacre. The source is the Boston Gazette and Country Journal. The article was written on March 12, 1770.
Turn to the skill pages in the Worktext. Have students read the introductory text and examine the primary source that follows.

Explain
What clues did you use to identify the text as a primary source?
Practice the Skill (p. 210)
Review clues to use in identifying the text as a primary source. Instruction is then differentiated to meet the varied needs of students as follows:
Special Needs:
 Ask students to write a short description of something they saw this morning. Then have them pair up and exchange their descriptions. Have students write a
sentence describing what their partner saw. Tell students that the first piece of writing is a primary source and the second piece of writing is a secondary
source.
Extra Support:
 Ask students to work in pairs and present each pair with six to ten different sources. Have them identify each source as a primary or secondary source.
On-Level:
 Present pairs of students with a primary-source document. Ask them to underline the information that only an eyewitness would know.
Challenge/Gifted:
 Present pairs of students with a secondary source document and ask them to underline information that most likely came from a primary source.
Elaborate
Evaluate
After students learn about using primary sources, use the ELPS support note on page 204b to help English Language Learners.
Beginning
 Point out the term current event in Try IT! question 4. Show students a newspaper article and say current event. Tell them that current mean “now” and event
means “happening.”
Intermediate
 Point out the term eyewitness in the introduction section and give students additional examples of how it is used in a sentence.
Advanced
 Ask students to work with a partner to use the terms eyewitness, current events, and primary source in sentences about researching.
Advanced High
 Ask students to research primary sources in a library. Ask them to look for both eyewitness accounts and primary-source current-event sources. Then have
students orally explain each one to the class using the terms eyewitness and primary source.
Try It (p. 211)
As you read the newspaper article, think about what a primary source offers you that you might not get from a secondary source. Have students answer questions 1-4 on
page 211 independently and then compare their answers in small groups. Students will answer/respond to the following:
 Look at the images in the newspaper article. Each black shape stands for a coffin, or narrow box for burying a dead body. Each coffin has initials on it. What
do you think these stand for? Explain why the coffin images are a primary source.
 As you read the text in the newspaper, underline the words used to describe the mood, or feeling, of the day. How might this eyewitness account of the funeral
be different from a secondary source of the same event?
 How might a secondary source written years after the funeral be useful?
 Look at the illustration of the colonists protesting the Townshend Acts on page 207. Explain whether it is a primary or a secondary source.
TEACHER:
CLASS: 5th Grade
DATE: October 22-23
M T W TH F
FRAME THE LESSON
The Colonists Rebel
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
2A: identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the
Boston Tea Party
Pearson’s 5th Grade
Building Our Nation TE
(p. 212-219)
2B: identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson,
the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period
6A: apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps
21A: identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress,
"Yankee Doodle," and "Paul Revere's Ride";
Objective/Key Understanding:





Explain the causes and effects of the Boston Massacre.
Identify Patriot and British leaders at the beginning of the Revolution and their activities.
Describe the events leading up to the British response to the Boston Tea Party.
Summarize the activities and decisions of the Continental Congress.
List the location and results of the first battle of the Revolution.
Introduce Vocabulary Activity (p. 191)
Rigor & Relevance
6A
Massacre
quarter
martial Law
Patriot
Loyalist
neutral
apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps
militia
21A
Closing Product/ Question/ Informal Assessment:
identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress,
"Yankee
Doodle,"
"Paul Revere's Ride";
Got it Questions
1-9 and
(p. 212-219)
Critical Writing/Real
World Connection:
Stop and Check for Understanding- High Level Questions
Boston Massacre (p. 212-213)
 What caused the Boston Massacre?
 Why did John Adams defend the British soldiers in court?
 What is a massacre?
 Was the “Boston Massacre” really a massacre?
 Why do you thing the colonists called the event a massacre?
 Should the British soldiers have fired into the crowd?
Letters by “Express” (p. 213)
 Why was it important for colonists to hear news about protests and British actions?
 What does the map tell you about the difficulty of sharing news among the colonies?
 What kinds of information would be important during a time of conflict?
 Why is it important for this information to travel as quickly as possible?
 Why would Samuel Adams need information quickly?
 Which routes were the quickest?
 Which route was the slowest?
 What might happen to a rider during his route?
 Compare a message sent by an express rider to a message sent today by computer. Which is safer and quicker?
The Boston Tea Party (p.214)
 What options did the colonists have besides protesting and boycotting tea from the British East India Company?
 What does the illustration tell you about the effect of the Tea Act?
 Why might the colonist have disliked the British East India Company?
 What problem did the British have with the colonists after the Boston Tea Party?
 What is something that you like to buy?
 How would you feel if you suddenly had to pay more money for that item and could only buy it from one place?
 Why did the colonist throw tea into the harbor?
 Why did the colonists refuse to buy British tea?
 What were the cause and effect of the Boston Tea Party?
Great Britain Reacts (p. 215)
 Why did the colonists call the new laws the “Intolerable Acts?
 To control is to rule or direct something. How did Britain show they had control over the colonies?
 Before the Intolerable Acts, what other acts had Britain passed that made many colonists angry?
 Who were the Loyalists? Who were the Patriots? Do you think you would have been a Patriot, a Loyalist, or undecided?
 How did British respond?
 Do you think that passing the intolerable Acts was a good idea?
 What were the main actions of the Intolerable Acts?
 How did the Intolerable Acts affect the colonists?
Patrick Henry Speaks Out (p. 216)
 What sentence is Patrick Henry probably saying in the illustration?
 The word inevitable means “certain to occur.” What made Patrick Henry feel a war was inevitable?
Stop and Check for Understanding- High Level Questions (Continued)
Paul Revere’s Ride (p. 217)
 Why did the British want to capture Samuel Adams and John Hancock?
 Why did Thomas Gage march some of his troops out of Boston?
 What did the lantern hung inside the church mean to Patriots?
 According to the illustration, how did Paul Revere let people know that the British troops were coming?
 Why did Patriots hang lanterns?
 How did colonial women help the Patriots?
 Would the British have been likely to retreat without the warning of Paul Revere and William Dawes?
 Why do you think the British army wanted their plans to remain secret?
The First Shots (p. 218-219)
 What caused the militia and British soldiers to begin fighting in Lexington?
 What happened when the British reached Concord?
 Why did the Patriots want to keep the British soldiers in Boston?
 What important event let the British know that the colonists were ready for war?
 How do you think the British soldiers felt as they began their retreat to Boston?
 Before the Revolution began, one British leader said, “the very sound of cannons”
 What would cause Patriots to run way “as fast as their feet will carry them.” Was this a fact or an opinion?
Engage
Explore
Explain
Introduce the Key Idea & Vocabulary (p.212)
 Read to the class the Key Idea: “I will know how fighting between the colonists and British soldiers began”. Tell students in this lesson they will be learning
about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 190).
Students are to complete the Using the Words to Know Worksheet before reading the lesson. Tell students they know how Great Britain became the greatest colonial
power in North America.
Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 Boston Massacre (p. 212-213)
 Letters by “Express” (p. 213)
 The Boston Tea Party (p.214)
 Great Britain Reacts (p. 215)
 Patrick Henry Speaks Out (p. 216)
 Paul Revere’s Ride (p. 217)
 The First Shots (p. 218-219)
Students are to read assigned sections and be prepared to share findings with class.
Tell students they know how fighting between the colonists and British soldiers began .
Boston Massacre (p. 212-213)
 On the night of March 5, 1770, a group of workers in Boston argued with a British soldier, throwing snowballs, and yelling insults. More soldiers arrived, but
the crowd grew larger. Then, unexpectedly, some soldiers fired gunshots into the crowd.
Letters by “Express” (p. 213)
 At the time of the Boston Massacre, some colonial leaders were looking for ways to share news about British actions and colonial protests. Samuel Adams
and others in different colonies formed Committees of Correspondence. Letters and other written messages are kinds of correspondence.
The Boston Tea Party (p.214)
 In 1773, Parliament passed a new law the Tea Act. This law said that only one British company, the East India Company, could sell tea in the colonies. The
law actually lowered the price of tea, but it kept the teas tax that was left over from the Townshend Acts. This ended up making the tea more expensive.
Great Britain Reacts (p. 215)
 King George III and Parliament were furious when they heard about the Boston Tea Party. They passed a series of laws to punish the people of Boston. The
colonists called these laws the Intolerable Acts. Intolerable means “unbearable.” These punishments included the following:
o The colonist had to quarter, or give food and shelter to, British troops.
o The colony of Massachusetts was put under martial law. That meant it was controlled by the military, under British general Thomas Gage.
o British navy ship blockaded Boston Harbor. The port would stay closed until colonists paid for the tea they had destroyed.
Patrick Henry Speaks Out (p. 216)
 In March 1775, Patrick Henry gave a speech at a church in Virginia. His goal was to convince people to prepare for war with Britain. He proposed that
Virginia form a volunteer army. He said, “The war is inevitable-and let it come!...Gentlemen may cry Peace, Peace but there is no peace. The war is actually
begun!” Then he spoke the words he is most famous for: “I know not what course others may take; but as for me, give me liberty, or give me death!”
Paul Revere’s Ride (p. 217)
 In April 1775, British leaders in Boston worried about the new militias. General Thomas Gage heard that Patriots were storing weapons in Concord about 20
miles from Boston. He also knew that Samuel Adams and John Hancock, another Patriot Leader, were staying in Lexington, between Boston and Concord.
The First Shots (p. 218-219)
 The British soldiers reached Lexington at 5:00 a.m. on the Morning of April 19, 1775. About 70 minutemen were waiting for them. The soldiers approached
the colonists and told them to leave. Then someone, no one knows who, fired a gunshot. Both sides began shooting, and the British killed eight minutemen.
Elaborate
Questions from the Stop and Check for Understanding- High Level Questions are to be used here.
(Please see this information above).
Students will demonstrate mastery by completing the Got It Questions:
Evaluate









Analyze and write a newspaper headline that describes this event. (p.212)
Analyze and write how long it would take a rider to carry a message from Boston to Philadelphia, get a response, and return to Boston.(p.213)
This illustration shows the Boston Tea Party. Explain why you think the Sons of Liberty disguises themselves and boarded the ships at night.(p.214)
Identify the laws that were an effect of the Boston Tea Party. Analyze and write what Samuel Adams and Thomas Hutchinson might have said about these
laws.(p.215)
Analyze Patrick Henry’s words, “Give me liberty, or give me death.” In your own words, explain what he meant. (p.216)
Identify and fill in the missing events for boxes 2 and 4. (p.218)
Identify an action by the Sons of Liberty that angered the British. How did it contribute to the revolutionary cause? (219)
You can see the Battle of Bunker Hill from the window of your home in Charlestown. Do you think the colonists should be fighting the British? Explain why
or why not.
What led Patriot heroes, such as Samuel Adams, to fight the British? Identify the motivations and contributions of Adams. (p.219)