Unit Overview
Objectives:
5.H.1 Analyze the chronology of key events in the United States.
5.H.1.1 Evaluate the relationships between European explorers (French, Spanish and
English) and American Indian groups, based on accuracy of historical information (beliefs,
fears and leadership).
5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen
colonies.
5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of our
nation through Reconstruction.
5.H.2 Understand the role of prominent figures in shaping the United States.
5.H.2.1 Summarize the contributions of the “Founding Fathers” to the development of our
country.
5.H.2.2 Explain how key historical figures have exemplified values and principles
of American democracy.
5.G.1 Understand how human activity has and continues to shape the United States.
5.G.1.1 Explain the impact of the physical environment on early settlements in the New
World.
5.C&G.1
5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States
government.
5.C.1 Understand how increased diversity resulted from migration, settlement patterns and
economic development in the United States.
5.C.1.1 Analyze the change in leadership, cultures and everyday life of American Indian
groups before and after European exploration.
Essential Questions:
How is independence gained?
How did European settlement change the land and people of North America?
What were the causes of the American Revolution?
What was the aftermath of the American Revolution?
Assessment:
Assessment should be done throughout the unit, as you see student understanding of concepts
through class discussion. Short quizzes can be given at any appropriate time within the unit, based
on the essential questions of the lesson. By the end of the unit, students should be able to answer all
of the essential questions listed above using the cumulative assessment. The goal is to understand
concepts rather than memorize facts.
Revised August 2013
Day
Standard
Essential
Question
Lesson Title
Teacher
Preparation
Assessment
1
Anticipatory Set
Anticipatory Set
Anticipatory Set
Review powerpoint
for the day
Informal Observation
2
5.C.1.1 Analyze the change
in leadership, cultures and
everyday life of American
Indian
groups before and after
European exploration.
How is independence
gained?
13 Colonies
Geography
copy 13 colonies for
class
familiarize self with
13 colonies and 3
colonial regions
13 Colonies Maps
5.H.1.1 Evaluate the
relationships between
European explorers
(French, Spanish and
English)
and American Indian
groups
How is independence
gained?
Understand the
Foundation of the 13
Colonies
copy graphic
organizer for class
check out research
material from school
library
13 Colonies Graphic
Organizer
French and Indian
War
copy handouts for
class
familiarize self with
handouts and history
Activity Sheet
3-5
How did European
settlement change
the land and people
of North America?
How did European
settlement change
the land and people
of North America?
5.H.1.2 Summarize the
political, economic and
social aspects of colonial
life in the thirteen
Colonies
5.G.1.1 Explain the impact
of the physical
environment on early
settlements in the New
World.
5.C.1.3 Explain how the
movement of goods, ideas,
and various cultural groups
influenced the
development of regions in
the United States.
6-7
5.H.1.2 Summarize the
political, economic and
social aspects of colonial
life in the thirteen
colonies.
5.H.1.3 Analyze the impact
of major conflicts, battles
and wars on the
development of our
nation through
Reconstruction.
How is independence
gained?
What were the
causes of the
American
Revolution?
Day
Standard
8-9
5.H.1.2 Summarize the
political, economic and
social aspects of colonial
life in the thirteen
colonies.
5.H.1.3 Analyze the impact
of major conflicts, battles
and wars on the
development of our
nation through
Reconstruction.
10
5.H.1.2 Summarize the
political, economic and
social aspects of colonial
life in the thirteen
colonies.
5.H.1.3 Analyze the impact
of major conflicts, battles
and wars on the
development of our
nation through
Reconstruction.
How is independence
gained?
5.H.1.2 Summarize the
political, economic and
social aspects of colonial
life in the thirteen
colonies.
How is independence
gained?
5.H.2.1 Summarize the
contributions of the
“Founding Fathers” to the
development of our
country.
5.H.2.2 Explain how key
historical figures have
exemplified values and
principles
of American democracy.
5.C&G.1.3 Analyze
historical documents that
shaped the foundation of
the United States
government.
How is independence
gained?
1112
1315
Essential
Question
Lesson Title
Teacher
Preparation
Assessment
Understand Impact of
Major Conflicts
before the Revolution
copy handouts for
class
familiarize self with
handouts and history
Prior to the beginning
of class, set up 8
stations throughout
your classroom
Colonist Letter
13 Colonies Taxation
candy in cups
copy handouts
Ticket out the door
13 Colonies Taxation
Propaganda
copy handouts
retrieve materials
retrieve Prezi
http://prezi.com/pbht8fcbzhn/propagandato-promote-the-ideasof-the-revolution/
Propaganda project
Declaration of
Independence
Review Declaration of
Independence
Ensure that students
will have computers to
work with on day 3
Set-up groups
Informal Observation
What were the
causes of the
American
Revolution?
What were the
causes of the
American
Revolution?
What were the
causes of the
American
Revolution?
Revised August 2013
16
1719
20
5.H.1.3 Analyze the impact
of major conflicts, battles
and wars on the
development of our
nation through
Reconstruction.
How is independence
gained?
5.H.2.1 Summarize the
contributions of the
“Founding Fathers” to the
development of our
country.
5.H.2.2 Explain how key
historical figures have
exemplified values and
principles
of American democracy.
5.C&G.1.3 Analyze
historical documents that
shaped the foundation of
the United States
government.
How is independence
gained?
All curriculum covered in
Days 1-20 of the
Revolutionary Unit
How is independence
gained?
Revolutionary
Battles
Familiarize self with
ppt and battles
Student notes
Constitutional
Convention
Familiarize yourself
with the layout options
of a “RAFT”
Assignment
Constitutional “RAFT”
Assignment
What was the
aftermath of the
American
Revolution?
What was the
aftermath of the
American
Revolution?
Copy handouts
Set-up groups
Assessment/
Anticipatory Set
copy assessment
Assessment
Lesson Concept and Purpose:
Anticipatory Set to Uncover Students’ Prior Knowledge and Gain Interest
Day 1
Prior Knowledge:
Common Core Objective: Format of the lesson:
From the exploration unit students
n/a
Direct Instruction
should have an understanding of basic
and Think Pair Share
US geography
From the NCSCOS 4th SS curriculum
students should have foundational
knowledge of the American Revolution
Materials:
Necessary Prep:
Ppt, butcher paper for small groups
familiarize self with ppt
markers or sharpies
Phases of the Lesson
Introduction
The teacher will write the following questions on the board, “What do you see?
What do you think about that? What does it make you wonder?”
The teacher will have students answer the questions above in their social studies notebooks while looking at the
picture on the powerpoint.
After students have had ample time to review the picture and jot down notes, have a class discussion about their
thoughts.
Direct Instruction
The teacher will introduce the next unit with students by explaining that students will learn about the thirteen
colonies and the American Revolution in the upcoming weeks. Allow students a few quiet minutes to think
about what they already know about this topic.
Activity
Students will break into small groups to brainstorm the answer to three questions. The teacher will dictate the
three questions in order to give students enough time to articulate their ideas before moving on to the next
thought. Students will record their answers as a group in their social studies notebooks.
-What do you think you know about the 13 colonies and the American Revolution?
-What questions or puzzles do you have?
-How can you explore this topic further?
Conclusion
After students have had enough time to discuss reconvene as a class, and create a whole class think, puzzle,
explore list.
**It is likely that some students will have misconceptions about a topic at this point. Include them on your
whole class list, and make sure to return to these ideas as the unit continues and at the conclusion of the unit to
help clear up any confusion. Students may list simplistic questions or ideas. Include these on your list, but
push students to think about things that are truly puzzling to them.
Assessment
Teacher observation of whole class discussion and partner work
Possible Student Resources
n/a
Works Cited
http://bit.ly/cGfv2M Visible Thinking- Howard Gardner
http://1.usa.gov/cGoTwx National Archives
Revised August 2013
Lesson Concept and Purpose:
Introduction to 13 Colonies Layout and Geography
Day 2
Prior Knowledge:
From the exploration unit students
should have an understanding of
basic US geography
Materials:
13 colonies maps, atlas
Optional: Harcourt books
Common Core Objective:
Format of the lesson:
Understand how human activity Direct Instruction
has and continues to shape the and Partner Work
United States
Analyze the change in
leadership, cultures and
everyday life of American
Indian
groups before and after
European exploration.
Necessary Prep:
copy 13 colonies for class
familiarize self with 13 colonies and 3 colonial regions
Phases of the Lesson
Introduction
Read the article “Who Owns the Land” with the class. As you read have the students fill out the graphic
organizer entitled “Who Owns the Land.”
Make sure that students understand the Native Americans settled land in North America before the French,
Spanish, and English. Discuss with the class how Europeans changed the way of life for Native Americans.
Direct Instruction
The teacher will discuss the three colonial regions of New England, the Middle Colonies, and the Southern
Colonies. The teacher will pass out the student maps and have students outline the New England colonies in
blue, the Middle Colonies in red, and the Southern Colonies in green.
Activity
Once they have finished, discuss as a class the significance of physical geography in the late 1700s, when
colonists were settling the area that is now the United States. Some ideas to address in the discussion might
include the following:
 Settlements needed to be near waterways because boats were the most practical way to transport cargo. In
particular, access to the Atlantic Ocean was crucial at the time, as trade with Britain, the rest of Europe, the
Caribbean, and Africa was essential to the colonial American economy.
 Geographical barriers such as rivers and mountains limited settlement because transportation technology
was much less developed than it is now.
 Climate and geography had a major impact on the crops that settlers could grow for food and for trade.
Tobacco, imported from Trinidad in 1612, became an important export crop for the Southern Colonies,
where it grew particularly well. In addition, other crops such as corn and wheat grew well throughout the
colonies. Fishing developed as an important industry, especially in New England, where ocean geography
offered ideal conditions for abundant fish populations. About 4/5 of the colonial population were farmers.
Approximately ¼ of the colonial population were slaves, brought to the colonies against their will from
Africa in the triangular trade system, in which European manufactured commodities were traded for slaves
in Africa, who were then traded for agricultural commodities such as sugar, cotton, and tobacco to be taken
back to Europe and the colonies.

All land was taken from Native Americans, either peacefully or forcefully. Native American friendliness
was the only way that the initial colonies survived. Native American communities did not have the same
sense of land ownership that Europeans had; they shared the land they occupied rather than staking a claim.
Thus, there was a major cultural difference between the Europeans and the Native Americans, which
resulted in major displacements of the latter.
Students will work in partners or in groups utilizing atlases to label and color their 13 colonies map. Teachers
may choose to have students complete the map for homework utilizing their Harcourt atlas or social studies
book or web resources.
Conclusion
The teacher will wrap up the lesson by asking students to discuss the differences between the United States we
know today, and the 13 colonies map they completed throughout the day. The teacher will conclude the lesson
by explaining to students that the land and culture also differed within the colonies. In the upcoming days
students will work together to research these differences.
Assessment
Student Map
Possible Student Resources
Social Studies for Kids – Thirteen Colonies http://bit.ly/1XH3O
Harcourt Social Studies Text and Harcourt Atlases
Who Owns the Land Article: http://www.learnnc.org/lp/editions/nchist-colonial/2027
Who Owns the Land Graphic Organizer http://www.learnnc.org/lp/pages/6465
Works Cited
http://bit.ly/LOXvY2 13 Colonies Blank Map
http://bit.ly/MBsLud 13 Colonies Key
Revised August 2013
Lesson Concept and Purpose:
Understand the foundation of the 13 Colonies
Day 3-5
Prior Knowledge:
Common Core Objective:
From the NCSCOS 4th SS
Understand how human activity has
curriculum students should have shaped the United States
foundational knowledge of the
Explain the impact of the physical
thirteen colonies specifically North environment on early settlements in
Carolina
the New World
Format of the lesson:
Direct Instruction
and Think Pair Share
Materials:
Necessary Prep:
13 colonies graphic organizer
copy graphic organizer for class
Social Studies for Kids Website on Thirteen Colonies check out research material from school library
http://bit.ly/1XH3O or Harcourt Social Studies books
or 13 colonies research material for students
Phases of the Lesson
Introduction
The teacher will refer back to questions that students asked on the first day of the unit. If students did not ask
about the foundation of the 13 colonies, then the teacher will add this question to the list. If a student asked
about the foundation of the 13 colonies, the teacher will highlight the question or questions. The teacher will
begin the lesson by telling the students that they will work in partners to research the answers to these questions
today.
Direct Instruction
The teacher will introduce the 13 colonies graphic organizer and review the 13 colonies regions from
yesterday’s geography lesson. Students will list the appropriate colonies in the appropriate boxes. The teacher
will then explain that students should research each of the thirteen colonies by answer who, what, when, where,
and why, while also listing any additional important information that they find.
Activity
Students will break into small groups or partners to read and research information on the 13 colonies. In order
to save time, teachers may wish to assign groups regions to research, and have each group present their assigned
region to the class for note taking.
Conclusion
On the third day of research, the teacher will allow a small amount of time for students to wrap up their
thoughts. Then, the teacher will ensure that students captured the necessary information by reviewing the 13
colonies power point. Students can add any additional notes that they need to their graphic organizer or their
social studies notebook.
Assessment
13 Colonies Graphic Organizer
Possible Student Resources
A History of US, Book 2: Making Thirteen Colonies by Joy Hakim
Voices from Colonial America by National Geographic
Encyclopedia
Internet Sites:
Right There Research: http://bit.ly/MUAP9Y
In-depth Information: http://bit.ly/ctq8DK
Works Cited – n/a
Lesson Concept and Purpose:
French and Indian War ---- Day 6 and 7
Prior Knowledge:
From the exploration unit
students should have an
understanding of basic US
geography and the countries that
resided in the New World
Materials:
Student handouts
Common Core Objective:
Format of the lesson:
Analyze the impact of major Direct Instruction
conflicts, battles and wars on and Partner Work
the development of our nation
through Reconstruction.
Necessary Prep:
copy handouts for class
familiarize self with handouts and history
Phases of the Lesson
Introduction
Write down the word “perspective” on the board and ask students for their input on the meaning of the word.
Guide them to the understanding that history is made up of perspectives. This political cartoon includes
several issues presented in this lesson so it serves as a tool to access student prior knowledge. Teacher will
need to clarify misconceptions.
Provide each student a copy of the Political Cartoon handout.
As you ask leading questions write the students’ answers on the board or circle items on a copy of the
cartoon. Ask questions such as:
What objects or people do you see in the cartoon? (People with distorted faces, dumping dark substance in
water off ships, tree with noose, club, feather-covered person, teapot, paper, tree, etc.)
What are some words or phrases used by the cartoonist to identify objects or people within the cartoon?
(Bostonians, excise (tax), Liberty Tree, Stamp Act, Tea, etc.)
What do you think the objects or people symbolize? (Bostonians are drawn with distorted faces to symbolize
their lawless behavior against the excise (tax) collector. Stamp Act document is drawn upside down to
symbolize colonists’ rejection of this act. Liberty Tree with a noose on it symbolizes that hanging the tax
collectors will bring liberty. Allow students to express other examples of symbolism.)
What do you think is happening in this cartoon? (Allow students to guess what is happening based on their
prior knowledge about this time period.)
Whose point of view or perspective is represented in this cartoon?
(The British point of view is represented since Bostonians are portrayed as lawless people.)
What groups would agree/disagree with the cartoon’s message? Why? (Agree-British/Loyalists; DisagreeSons of Liberty/Patriots)
Tell the students:
In this lesson we will look at how ones perspective affects historical events.
Revised August 2013
Activity
Place students in small groups and give each group a copy of the French & Indian War Information Sheet
and French & Indian War Debrief. Have students read the information and complete the activity handout
as a group for fifteen to twenty minutes.
Give each student a Vocabulary Journal handout and have them write down the words that are in boldface
in the French & Indian War Information Sheet. Students should use the information from the handout or their
textbook to complete this handout. This may be completed for homework at teacher’s discretion.
Direct Instruction
Put the debrief questions on the board, chart paper or overhead. Have the students share the answers that they
wrote on their handouts.
Based on what you found out about the French and Indian War, what do you think was the biggest
outcome that could become an issue with colonists? (Debt owed by war, taxing of colonists)
How do you think that the colonists might react? (Be angry, refuse to pay, ask to talk to the King, etc.)
From whose perspective can we examine the issues of the French and Indian War? (American Indians,
British, and colonists)
Do you think that they will have different perspectives? Why?
What impact did the French and Indian War have on the relationship between the American Indians,
the British, and the colonists? (They didn’t trust each other, trade was disrupted, differing points of view
over who would pay for the debt, disputes over land.)
How might the perspectives of the American Indians, the British, and the colonists affect future events
that lead to revolution? (The American Indians knew they would have to fight to remain on their land, the
British believed colonists had to pay their share of the debt and protection against the American Indians, and
the colonists believed they had rights as British citizens to be heard by their government.)
Conclusion
The teacher will wrap up the lesson by telling students that they will continue to study events in revolutionary
history in the upcoming days. As they are learning about the revolution, they should continue to think about
how perspectives affected the events leading up to the revolution and the outcome of the war.
Assessment
Activity Sheets
Possible Student Resources
The French and Indian War by Seymour Schwartz
Struggle for a Continent by Betsy Maestro
other book resources: http://www.warforempire.org/learn/recommended_reading.aspx#elementary
Works Cited
Lesson adapted from: http://www.cscope.us/docs/sample_lesson/09_S080301_ss.pdf
French & Indian War
Information Sheet
In 1754, a congress of the British colonies
met in Albany, New York to discuss how to
overcome the French. Benjamin Franklin
thought it best for the colonies to work
together to defeat France. His proposal was
called the Albany Plan of Union where each
colony would still have its own government
but would be united under a central
government to decide on important issues
together.
The
colonial
governments
rejected it. They did not want to lose their
power to a central government.
In 1759, Britain sent more soldiers to North
In the 1750’s, Britain and France had
colonies in North America. Both the British
and the French were competing for control
of a valuable area called the Ohio River
Valley. This area was a great location for
fur trading with Native Americans who lived
there. In an effort to protect their trade with
Native Americans, the French built forts in
America and captured Quebec, the capitol
of New France. This signaled the defeat of
the French and in 1763, Britain and France
ended the war and signed the Treaty of
Paris of 1763. France was forced to give
Britain control of Canada and most of the
land east of the Mississippi River which
made England the dominant country in
North America.
the Ohio Valley on land claimed by the
Virginia. When the French
In addition to becoming the dominant
refused to give up their forts in 1754,
country in North America, England also
George Washington led an army against
acquired heavy debts from the French &
the French. He was defeated, and soon
Indian War. Because of these debts, the
after Britain declared war on France. Most
British Parliament passed several policies
Native Americans in the region were allies
that taxed the American Colonies in an
of the French because the French traded
effort to pay those debts. These policies
with them, but did not settle on their land
angered many colonists and created much
like the British.
tension between England and the Colonies
colony of
Revised August 2013
French & Indian War Debrief Activity
1. What two major countries were involved in the French & Indian
War and why were they fighting?
2. George Washington plays different roles during the American
Revolution. What role does he play in the French & Indian
War?
3. Write a one-sentence explanation of Benjamin Franklin’s
drawing?
4. What was the colonial response to the Albany Plan of the
Union?
5. Highlight 2 major outcomes of the French & Indian War.
Political Cartoon Handout
http://www.bostonteapartyship.com/sons-of-liberty
Revised August 2013
Lesson Concept and Purpose:
Understand Impact of Major Conflicts ---- Days 8-9
Prior Knowledge:
From yesterday’s lesson
students should understand
perspective and have some
understanding of the American
Revolution and its outcome.
Materials:
Student handouts
Common Core Objective:
Format of the lesson:
Analyze the impact of major Direct Instruction
conflicts, battles and wars on and Partner Work
the development of our nation
through Reconstruction.
Necessary Prep:
copy handouts for class
familiarize self with handouts and history
Prior to the beginning of class, set up 8 stations throughout
your classroom using the information sheets for the British
economic policies.
Phases of the Lesson
Introduction
Write down the word “perspective” on the board and ask students for their input on how perspective
affected the outcome of the French and Indian Wars. Explain to students that will be working in groups
of three-four today to investigate events leading up to the American Revolution.
Activity
Place your students in small groups. Initially, each student should be assigned one of the following roles:
• Recorder: This student will be responsible for recording information on the British Policies Graphic
Organizer.
• Reader: This student will be responsible for reading the corresponding information sheets aloud to
their group.
• Leader: This student will be responsible for making sure that the group accomplishes their goals
within the time allotted and that they continue to add to their Vocabulary Journal handout for each
information sheet.
Rotate the roles after each station to ensure that every student is equally participating. Once the groups
and initial roles are assigned, place the groups in a station and explain their assignment. In their groups,
and at each station, the students are to read the information sheet and record the required data onto their
graphic organizer. They will have about 5 minutes at each station. The teacher may need to explain to
clarify the following:
Mercantilism - a system by which a nation increases its wealth and power by obtaining from its
colonies gold and silver. It includes a favorable balance of trade. The colonies became a source of raw
materials for the mother country. The colonies also are expected to be the purchasers of manufactured
goods from the mother country. Mercantilism includes the idea that a colony exists for the economic
benefit of the mother country.
Direct Instruction
Once the groups have completed the British Policies Graphic Organizer, have each group share out their
findings. Write their responses on replica of the organizer that is on chart paper or the board.
Do you think that the British government understood why the colonists were getting angry?
(Colonists did not have a voice in Parliament so many of their complaints were not heard.) Why or why
not? Do you think that the people living in Britain understood why the colonists were getting
angry? (British citizens living in Britain were used to paying taxes so they probably didn’t agree with
colonial arguments against the taxes.) Why or why not?
Why do you think the colonists felt the way they did about the policies that the British government
was enacting? (Colonists were used to making their own decisions in colonial assemblies and making
money from free trade.)
How did mercantilism affect the colonial perspective over British economic policies in place after
the French and Indian War? (Colonists were not used to having trade restrictions so this was affecting
their economy. The acts were impacting the price and availability of goods.)
What do you think is going to happen if the colonists continue to feel their government is
oppressive? (Colonists may feel the need to fight against their government.)
Conclusion
Divide the class into five groups. Assign one economic policy to each group (such as Navigation Acts,
Sugar Act, Stamp Act, Townshend Acts, or Tea Act). Now divide each group into two sides. One side
will represent the American colonists and the other side will represent the British government/citizens.
Give each side a few minutes to come up with a justification for their actions during their assigned event.
Each side will choose one representative to state their case. Provide explicit instructions on your
expectations during their 1-2 minute presentation (such as listen to the other side, be respectful, use
proper academic language, etc.). How does perspective affect people’s actions? (Answers will vary.)
Why would economic policies lead citizens to revolt against the government? (unhappy about losing
money, resentful over control on their way of living, or upset about not having a voice in those decisions)
Assessment
As a concerned colonist, write a letter to a relative in England explaining how British economic policies have
affected your life in America. In your letter, mention your concerns and fears as to what you feel might occur
in the near future.
Possible Student Resources
Harcourt Social Studies Text
The French and Indian War by Seymour Schwartz
Struggle for a Continent by Betsy Maestro
other book resources: http://www.warforempire.org/learn/recommended_reading.aspx#elementary
Works Cited
Lesson adapted from: http://www.cscope.us/docs/sample_lesson/09_S080301_ss.pdf
Political Cartoon: http://lcweb2.loc.gov/cgi-bin/query) Library of Congress
Revised August 2013
Vocabulary Journal
Word
Definition
Describing Sentence
The Proclamation of 1763
Information Sheet
bloodshed,
defeated
the
the
British
Indians
but
tensions remained high. In
an
effort
conflict
to
and
American
George
avoid
more
tension
with
Indians,
III
King
issued
Proclamation
of
the
1763.
It
recognized the Indians’ right
to the land and it did not
allow colonists to settle west
of
the
Appalachian
Mountains.
Even after the French and
Indian War was over, British
soldiers stayed in the Ohio
River Valley to keep order.
Most of the American Indians
wanted the soldiers to leave
the area. An Ottawa chief
named
Pontiac
led
the
Indians in a war against the
British
Rebellion.
called
After
Pontiac’s
much
This
colonists
because
very
they
made
angry
wanted
to
settle on the land and they
did not want British soldiers
to live among them. Because
the
Proclamation
was
difficult to enforce, many
colonists
which
disregarded
showed
unhappiness
with
it,
their
British
attempts to control them
Revised August 2013
Navigation Acts
Information Sheet
The American colonists were never fully
comfortable
became
with
ardently
those
opposed
laws,
but
with
the
passage of the Sugar Act of 1733. Under
that law, a duty was placed on the
importation of sugar from the French
West Indies, forcing the American rum
distillers to buy more costly sugar from
the British West Indies.
When
Britain
decided
to
step
up
enforcement of the Navigation Acts and
other trade acts, Vice-Admiralty courts
were set up to bring criminal charges for
smuggling. Defendants were assumed
The Navigation Acts were efforts to put
guilty until he proved himself innocent.
the theory of mercantilism into actual
Parliament also passed the Currency
practice. Beginning in 1650, Parliament
Act in 1764 which assumed control of
acted to combat the threat of the rapidly
the colonial currency system. There
growing Dutch carrying trade.
were no gold or silver mines and
Under the provisions of this legislation,
trade with the colonies was to be
currency
could
only
be
obtained
through trade as regulated by Britain.
conducted only in English or colonial
The
ships. Certain "enumerated" items (such
Navigation Acts upon American history
as sugar, tobacco and indigo) were to be
was
shipped only within the empire. Trade
manufacturing
destined for nations outside the empire
resentment against the mother country.
had to go first to England. Some of the
legislation was designed to protect
colonial interests. For example, tobacco
production in England was prohibited,
leaving the colonies as the sole source
of that lucrative product.
most
significant
the
stifling
and
result
of
of
the
colonial
increased
colonial women made substitutes for
Stamp Act
the
Information Sheet
boycotted
British
goods.
In
Boston, Samuel Adams also helped
form secret societies called the Sons
of Liberty, which were groups of men
that protested British policies and
sometimes used violence to get their
message across.
In 1765, a congress of nine colonies
met in New York to discuss the taxes
at the Stamp Act Congress. They
decided
that
only
colonial
governments should tax the colonies
and they sent a request to King
George III to repeal the act. Benjamin
In 1765, Parliament passed the Stamp
Franklin, representing Pennsylvania,
Act which taxed anything printed on
spoke before Parliament and urged
paper by requiring colonists to buy a
them to repeal the act so that colonists
stamp, or seal, for paper products.
could end the boycott and prevent a
Parliament continued to try to raise
possible revolution. The protests and
funds to protect the colonies and pay
boycotts worked and King George III
the debt of the French and Indian War
had no other choice but to repeal the
through such taxes. This act caused
Stamp Act. The colonies celebrated
colonists to resent British rule.
the repeal of the act, but they still
Samuel Adams began the Committees
of
Correspondence,
groups
that
contacted other towns and colonies
about British taxes and how to fight
them. One popular protest method was
the boycott, where people refuse to
disagreed with Parliament on many
issues. After the repeal, the King
approved the Declaratory Act which
essentially said that Parliament had
full authority over legislation in the
colonies.
buy certain goods in protest. Many
Revised August 2013
Quartering Act
There were two major issues
Information Sheet
the colonists had with the
Quartering Act. The first was
that colonists did not like
having a standing army of
soldiers
with
warrants,
blank
or
search
writs
of
assistance. They had lost their
sense
of
rights
over
their
property. The other issue was
that housing and supplying the
soldiers
was
costly.
The
After the Stamp Act protests,
British response was that the
Britain sent even more troops
colonists
to keep order in the colonies.
share
Due to the social and political
providing
problems that took place in the
protection from Indian attacks.
colonies after the Stamp Act,
In addition, the soldiers began
the
taking jobs at a lower wage
British
Parliament
also
of
passed the Quartering Act of
which
1765.
colonists
This
act
required
should
the
them
pay
their
expense
of
with
the
further
outraged
and
increased
colonists to quarter, or house
tension between the colonies
and feed British soldiers.
and Britain.
Townsend Acts
but
left
the
tax
on
tea
because the British wanted
Information Sheet
to show that they still had
the power to tax.
Anger
continued to grow against
the British government, and
in
protest,
Liberty
In 1767, Parliament passed
the Townshend Acts which
made colonists pay taxes on
imported tea, glass, paper,
and other items to pay for
the
Sons
continued
to
of
use
violence and attacked the
homes of British officials
and colonial tax collectors.
More
British
troops were
sent to protect the officials.
rising military costs due to
the Quartering Act. Again,
colonists boycotted British
goods. A group of women
called
the
Daughters
of
Liberty made their own cloth
instead
of
buying
British
cloth. By 1770, the protests
worked
and
Parliament
repealed most of the taxes,
Revised August 2013
Boston Massacre
Information Sheet
the Boston
colonists.
Massacre
by
Samuel Adams and other
colonists used the incident as
propaganda,
one-sided
information used to influence
public opinion. Through the
Committees
of
Correspondence,
Samuel
Adams shared news and ideas
with people in other colonies
regarding the incident.
Anger and tension continued
to grow as Britain sent more
soldiers to Boston when
colonists resisted taxes. The
tension exploded on March 5,
1770, when a crowd gathered
around an angry colonist
arguing with a British soldier.
Colonists began to shout
insults and throw snowballs at
the
soldier.
Soon
more
soldiers arrived, and as the
mob grew louder and angrier,
shots were fired. This deadly
riot resulted in five colonists
being killed that evening, and
the event was later branded
John
Adams
chose
to
represent the soldiers in this
infamous trial to demonstrate
that colonists value the right to
a trial by jury for all citizens.
He later stated that this was
his biggest contribution to his
country.
Portrait of Crispus Attucks in Boston Massacre
http://www.pbs.org/wgbh/aia/part2/2h3147b.html
Tea Act & Boston Tea Party
Information Sheet
Liberty contributed to the
boycott efforts by making
their own tea.
On December 16, 1773, some
Sons of Liberty, disguised as
American Indians, illegally
boarded
the
ships
and
In 1773, Parliament passed
dumped 342 crates of British
the Tea Act which made the
tea into Boston Harbor. This
British East India Company
protest
(BEIC) the only company
Boston Tea Party.
was
called
the
allowed to sell tea to the
colonies, which made this a
monopoly over tea. The price
of tea was actually much
lower, but colonists were still
unhappy
that
they
were
forced to pay import taxes to
Britain. In order to avoid
paying these taxes, colonial
merchants refused to unload
the tea from the British ships
or
sell
the
tea
in
the
colonies. The Daughters of
Revised August 2013
Coercive Acts
make the colonists pay for
(Intolerable Acts)
the tea and to keep the
Information Sheet
colonists
from
planning
other attacks.
These laws stopped all trade
between Boston and Britain,
did not allow town meetings,
gave Britain control of the
colony, and strengthened the
Quartering Act. Since the
The Boston Tea Party made
port of Boston was closed,
the
the trading of goods between
British
government
furious.
British
Prime
the colonies also stopped
Minister
Lord
North
which greatly impacted the
convinced
Parliament
to
economies
of
all
the
the
colonies. This led to support
Coercive Acts in the spring
for Boston as goods were
of
colonists
brought in from the other
called the Intolerable Acts
colonies. In addition it stirred
because they were so harsh.
revolutionary
These acts were an effort to
throughout the colonies.
pass
laws
1774,
called
which
spirit
British Policies Graphic Organizer
Event
Important Facts
Outcome
Navigation Acts
Proclamation of 1763
Currency Act
Stamp Act
Declaratory Act
Quartering Act
Townshend Acts
Boston Massacre
Tea Act/Boston Tea
Party
Coercive (Intolerable
Acts)
Revised August 2013
British Policies Graphic Organizer-Key
Navigation Acts
-put theory of mercantilism into practice -trade with colonies was to be
conducted only in English or colonial ships -some legislation protected colonial
interests -stifled colonial manufacturing
Proclamation of 1763
-King George III issued this proclamation which recognized the Indians’ right to
the land -did not allow colonists to settle west of the Appalachian Mountains colonists unhappy with attempt to control them
Currency Act
-controlled colonial currency which could only be obtained through trade as
regulated by Britain
Stamp Act
-taxed anything printed on paper -Committees of Correspondence was formed to
keep in contact with other colonies -Sons of Liberty was formed to protest
British policies -Stamp Act Congress met to request repeal of act -act was
repealed because of colonial boycott of British goods
Declaratory Act
-King George III declared that Parliament had full authority over legislation in
the colonies.
Quartering Act
-required colonists to house and feed British soldiers -colonists did not like
having a standing army -soldiers used writs of assistance, or blank search
warrants -housing and supply soldiers was costly
Townshend Acts
-tax on imported tea, glass, paper, and other items -colonists boycotted -Sons of
Liberty used violence against tax collectors to protest
Boston Massacre
-deadly riot which resulted in five colonists being killed by British soldiers incident used as propaganda
Tea Act/Boston Tea
Party
-made a monopoly over tea; only sold by British East India Co.-Sons of Liberty
illegally boarded British ships and dumped the tea into Boston Harbor
Coercive (Intolerable
Acts)
-effort to get colonists to pay for the tea and keep them from planning other
attacks -closed the port of Boston which stopped trade, did not allow town
meetings, gave Britain control of the colony
Lesson Concept and Purpose:
13 Colonies Taxation
Day 10
Common Core Objective: Summarize Format of the lesson:
Prior Knowledge:
Students must understand
the political, economic and social aspects Brief Simulation and
escalating conflict in 13
of colonial life in the thirteen colonies,
Direct Instruction
colonies and remember recent and role of international trade between the
Proclamation Line being set. United States and other countries.
Materials:
notes handout, candy in cups
Necessary Prep:
Copy tax notes handout
Phases of the Lesson
Introduction
Tell the class that they are going to play a game about taxation. Choose two students to act as British tax collectors,
one as a Member of Parliament, and one as King of England. All other students will be colonists. As a class,
brainstorm some taxes that could exist in a classroom situation, possibly a tax on books, pens, or pencils or a tax on
tardiness.
The tax collectors, Parliamentarian, and king will decide on 6-7 taxes to enact. Have these students write their list on
a piece of chart paper that will be displayed in the classroom. Instruct them to include a tax on noise so students
remain quiet during the lesson.
When the list is complete, give each student a cup of candy. Explain that the British tax collectors will collect taxes
from all the colonists. Read through the list of taxes and tell students that the tax collectors will collect one piece of
candy for each item on the list. If students have a pencil, they must pay the pencil tax with one piece of candy. If
they do not have a pencil, they do not pay the tax. Any student found talking too loudly must pay a tax of one piece
of candy.
Ask the king and Parliament member to stand in the front of the room, observing while one collector takes taxes
from half of the students and the other takes taxes from the other half. If a student refuses to pay a tax, have the
collector escort that person to a "jail" in a corner of the room and take the entire cup of candy. Instruct the tax
collectors to keep 10 percent of the candy they collect, give 40 percent to the Parliament member, and 50 percent to
the king.
After the taxes have been collected and divided, have students count how much candy they have. Tell them that they
will keep only this amount. How many pieces of candy do most of the colonists have? How many pieces of candy
do the tax collectors have? How about the Parliamentarian and the king?
Ask students to talk about how the activity made them feel. Who feels upset and why? Are they angry that they lost
pieces of candy? Is it fair that the king has so much? Were the taxes fair? What happened to a colonist who did not
pay a tax? Was there a way to make the taxes fair? If so, how?
Direct Instruction
Students will use handouts given to take notes on the many taxes put in place during the pre-revolutionary
era.
Conclusion
After students take notes on the taxation in the colonies, ask the class to answer, “In what ways did our introductory
activity resemble the taxation system in colonial America?” on a notecard before leaving class. The teacher will
wrap up the lesson by telling students that tomorrow they will be asked to become either an enraged colonist or a
frustrated loyalist. They will make posters, poems, or brochures that show their emotions towards the taxes and
boycotting that has recently taken place in the Americas.
Assessment
notecard before exiting class and tomorrow’s propaganda
Possible Student Resources
Harcourt Social Studies Textbook
Works Cited
http://www.discoveryeducation.com/teachers/free-lesson-plans/we-the-people-a-history.cfm
Revised August 2013
Lesson Concept and Purpose:
13 Colonies Taxation
Day 11-12
Prior Knowledge:
Common Core Objective:
Format of the lesson:
Students must understand
Summarize the political, economic Direct Instruction, Class Brainstorm, and
escalating conflict in 13
and social aspects of colonial life Project
colonies and remember recent in the thirteen colonies
tax notes.
Materials:
Necessary Prep:
construction paper
copy handouts
colored pencils
sharpies
handouts (propaganda)
Phases of the Lesson
Introduction
Remind students that today they will be asked to become either an enraged colonist or a frustrated
loyalist. They will make posters, poems, songs or brochures that show their emotions towards the taxes
and boycotting that has recently taken place in the Americas. Before asking students to make
revolutionary propaganda show the Prezi entitled “Propaganda to Promote the Ideas of the Revolution”
located at prezi.com. While discussing the prezi, talk to students about the various ways that the
colonists and loyalists could encourage others to feel the same way and choose a side.
Direct Instruction
Review the propaganda handout with students and pass out necessary materials like colored pencils,
construction paper, and sharpies. Tell students that all posters must have one large symbol that
represents their side (whether it be a tory or patriot). Tell students that all projects must have a poem,
paragraph, or short slogan that shows their emotion towards the current issues in the colonies. The
project must also try to encourage others to join the fight for their side (whether it be a tory or patriot).
Example slogans for the patriots might be: Join or Die, No Taxation without Representation
Example slogans for the loyalists might be: Loyalty to our Mother (England), Pences to Pay for
Protection
After giving examples of slogans, have students brainstorm as a class emotion invoking slogans, and
allow students to begin work on their propaganda project.
Conclusion
After students complete work on their propaganda projects, have them share their work with the class
(gallery walk with specific feedback stickies?) explaining how their propaganda would motivate others
to join the “pro” or “con” side. After the entire class has shared, prompt students to discuss how
propaganda may have influenced the patriots/tories to enter into the Revolutionary War.
Assessment
Propaganda
Possible Student Resources
Harcourt Social Studies Textbook
Revolutionary Tea Poem (see discovery education link)
Thomas Paine’s Common Sense
Works Cited
http://prezi.com/pbht-8fcbzhn/propaganda-to-promote-the-ideas-of-the-revolution/
http://www.discoveryeducation.com/teachers/free-lesson-plans/the-american-revolution-causes.cfm
Loyalist/Patriot Propaganda
The fact that wars give rise to intensive propaganda campaigns has made many
persons suppose that propaganda is something new and modern. The word itself
came into common use in this country as late as 1914, when World War I began.
The truth is, however, that propaganda is not new and modern. Nobody would make
the mistake of assuming that it is new if, from early times, efforts to mobilize
attitudes and opinions had actually been called “propaganda.”
The battle for men’s minds is as old as human history.
Directions: Your teachers will discuss propaganda that might have been used by the Colonists AND
by England during the Revolutionary War time period. Your task is to create choosing one of these
points of view, a propaganda poster, article, or song based on the requirements given to you by your
teacher.
Creating your own Patriot/Loyalist Propaganda
List possible slogans used by the Sons of Liberty to convince other colonists
that the British were wrong and the thirteen colonies should rebel (These are
pro-patriot slogans).
Think about the land/war/citizenship situation in our studies of the American
Revolution. Brainstorm possible slogans King George III might have used to
convince the colonists to protect the British, rather than the colonists (These are
pro-loyalist slogans).
List the requirements for your propaganda on the other side of this sheet as
discussed with your teacher in class!
Example Slogans for
pro-Patriot (colonist)
Propaganda
Example Slogans for
pro-Loyalist (Britain) Propaganda
Revised August 2013
Requirements to be shared by both
Lesson Concept and Purpose:
Declaration of Independence
Day 13-15
Prior Knowledge:
Understand the causes of the
American Revolution and what
led colonists to declare
independence
Materials:
Handouts
Common Core Objective:
Format of the lesson:
Summarize the contributions of the
Direct Instruction, Inquiry Learning,
“Founding Fathers” to the development and Small Group
of our country.
Explain how key historical figures have
exemplified values and principles of
American democracy.
Analyze historical documents that
shaped the foundation of the United
States government.
Necessary Prep:
Review Declaration of Independence
Ensure that students will have computers to work with on Day 3
Set-up groups
Phases of the Lesson
Introduction Day One
-Discuss with students that you have overheard them, at times, make various complaints about the
treatment of young people. Complaints not unlike those motivated the Founding Fathers at the time of the
American Revolution.
-Give the students a short time in small groups to list complaints they have about the treatment of young
people. The complaints should be of a general nature (for example: recess should be longer, fifth graders
should be able to see PG videos). Collect the list. Choose complaints to share with the class, so you can
guide the discussion to follow. Save the lists for future reference.
-There are moments when all of us are more eager to express what's wrong than we are to think critically
about the problem and possible solutions. There is no reason to think people were any different in 1776.
It's important to understand the complaints of the colonists as one step in a process involving careful
deliberation and attempts to redress grievances.
-Ask questions to help your students consider their concerns in a deliberate way. WHO makes the rules
they don't like, WHO decides if they are fair or not, HOW does one get them changed, WHAT does it
mean to be independent from the rules, and finally, HOW does a group of people declare that they will
no longer follow the rules?
Activity Day One
Ask the students to imagine that, in hopes of effecting some changes, they are going to brainstorm ideas for
composing a document based on their complaints to be sent to the appropriate audience. (Note to the teacher: The
following questions correspond to the sections of the Declaration, as noted in parentheses, which will be discussed
later. This discussion serves as a prewriting activity for the writing assignment.) Choose one complaint from the
class and answer the questions in whole group.
To whom would you send your complaints? Why? What reasons would you give for your decision to write out your
complaints? (Preamble)
-What makes you think your complaints are worthwhile? Aren't there good reasons why things are the way they
are? Why should things as they are be changed? Would it be possible to summarize the thinking behind your desire
for change in a single sentence? (statement of beliefs, or the thinking behind the complaints)
-Is there anything in particular the reader should notice about your complaints? Is there anything you need to keep
in mind to make sure your audience understands and appreciates your complaints? What kinds of events inspired
your complaints? (the list of complaints)
-Have you already tried to make any changes in the treatment of young people? In what way? (prior attempts to
redress grievances)
-Is it possible to say in a single sentence what it is you really want to happen? It would take time to change the
system to accommodate all of your complaints. What should happen right away? (declaration of independence)
-Who would be willing to sign his/her name to this list of complaints even if it were going to be seen and read by
many people? (the signatures)
Revised August 2013
Activity Day Two
-The Declaration of Independence was created in an atmosphere of complaints about the treatment of the colonies
under British rule. In this unit, students will be given the opportunity to compose a document based on their own
complaints; however, the resulting "declarations" might be more convincing if based on some models already
proven effective.
-Provide every student with a transcript of the Declaration. There is no need to do a close reading of the entire
document at this point. The immediate goal is to understand the structure of the document and the basic intent of
each section. ---Discuss the Declaration with students, using the following section-by-section questions help
students relate this overview of the Declaration to the previous discussion.
Preamble: the reasons for writing down the Declaration (from "WHEN, in the Course of human Events" to "declare
the Causes which impel them to the Separation."). What reason(s) did the Founding Fathers give for their decision
to write out a declaration?
Statement of beliefs: specifying what the undersigned believed, the philosophy behind the document (from "We
hold these Truths to be self-evident" to "an absolute Tyranny over these States"). What beliefs did the Founding
Fathers declare they held?
List of complaints: the offenses that impelled the declaration (from "To prove this, let Facts be submitted to a
candid World" to "unfit to be the ruler of a free people"). What are a few of the complaints? Are any specific events
mentioned? If not, is the information given sometimes sufficient to figure out to which events the complaints refer?
Statement of prior attempts to redress grievances: (From "Nor have We been wanting in attentions to our Brittish
brethren," to "Enemies in War, in Peace Friends.") In what way(s) did the framers claim to have already tried in
addressing the complaints?
Declaration of independence: (From "WE, therefore" to "and our sacred Honour.") What will change in the colonies
as a result of the Declaration?
The signatures: Which signers do students recognize?
Activity Day Three
After a session of work on their declarations, introduce to students the idea of earlier documents that set a precedent
for the Declaration. Let students know that the committee members who drafted our Declaration (John Adams of
Massachusetts, Roger Sherman of Connecticut, Benjamin Franklin of Pennsylvania, Robert R. Livingston of New
York and Thomas Jefferson of Virginia) were aware of documents from earlier years. Some of these documents
served as models as the committee members wrote the Declaration.
Ask students to work in small groups to review some of the earlier documents and find common features
between the historical documents and the Declaration. If desired and appropriate for your class, this
would be a good time to read the entire Declaration.
Students should look at the historical documents for similar structures (the document has a preamble, for
instance) or phrases or passages that relate to the Declaration. As they read the excerpts, students should
refer back to their transcript of the Declaration of Independence. Students should not attempt close
readings of the documents. Instead, they scan key passages for similarities. (If you wish, you could have
students locate documents on their own, using The Avalon Project At The Yale Law School website,
accessible through EDSITEment.)
-The following documents are available through the EDSITEment resource The Avalon Project At The
Yale Law School unless otherwise noted.
-The Digital Classroom offers a digitized copy of the Magna Carta, a translation of a 1297 version, and
an analysis, "Magna Carta and Its American Legacy."
-The First Charter of Virginia (April 10, 1606). A relevant section begins "And we do also ordain,
establish, and agree, for Us, our Heirs, and Successors, that each of the said Colonies shall have a
Council" and ends "pass under the Privy Seal of our Realm of England;" a statement of the colonists'
ability to pass laws.
-Also of interest is the section beginning, "Also we do, for Us, our Heirs, and Successors, DECLARE" to
"any other of our said Dominions."
-The Mayflower Compact (November, 1621).
English Bill of Rights (1689) for comparison to the list of grievances (such as quartering troops, a
standing army, suspending of laws).
-The Royal Proclamation (October 7, 1763) issued at the conclusion of the French and Indian War. Look
at the section beginning with "for the security of the Liberties and Properties" and ending with "and call
General Assemblies."
-The Resolutions of the Continental Congress, also known as The Stamp Act Congress (October 19,
1765). Especially relevant is the list of complaints (such as the complaint beginning "That the only
representatives of the people of these colonies...").
-The Articles of Association (October 20, 1774). For comparison to the list of grievances, look at the
passage from "the present unhappy situation of our affairs is occasioned by a ruinous system of colony
administration" to "whenever a wicked ministry shall chuse so to direct them." Students should also look
at the statement beginning "To obtain redress of these grievances."
The Virginia Declaration of Rights (June 12, 1776), written by George Mason and accessible from
EDSITEment through The Digital Classroom. Especially pertinent are the first three sections.
Conclusion
Once student groups have analyzed the historical documents that preceded the Declaration of
Independence, ask them to share their findings with the rest of the class. In what ways were the earlier
documents similar to the Declaration?
You may wish to create a display of the information students
have uncovered. For example, on a large bulletin board, center the text of the Declaration. Highlight
relevant excerpts. Use a colored strand of yarn to lead from each Declaration excerpt to a posting of the
name and date of a related document.
Assessment
class discussion and small group observation
Possible Student Resources
Edsitement and Avalon Project at Yale School of Law or Harcourt Social Studies Textbook
Works Cited
This lesson was taken directly from EDSITEment – Declare the Causes http://1.usa.gov/nbPQz3
Revised August 2013
Lesson Concept and Purpose:
American Revolutionary Battles
Day 16
Analyze the impact of major Format of the lesson:
Prior Knowledge:
Students must understand
conflicts, battles and wars on Direct Instruction
escalating conflict in 13 colonies. the development of our nation
through Reconstruction.
Materials:
ppt
Necessary Prep:
familiarize self with ppt
Phases of the Lesson
Introduction
Begin the class with a fifteen minute video on the American Revolution battles to gain student interest.
The Discovery Education (formerly United Streaming) video is entitled, “The American Revolution:
From Colonies to Constitution.” Or Free Kidport Video clip (4 min) http://bit.ly/LttOe6 Scroll down
to middle of webpage to access video clip.
Direct Instruction
Students should take notes while the teacher reviews the powerpoint on the American Revolutionary
battles. This is a good time to reinforce note taking skills. Help students summarize the major ideas on
each slide in order to take down meaningful and concise notes. If the teacher would rather, she/he could
always have students read in their textbook prior to the powerpoint and have them take notes while
reading. Then, students can fill in any blanks as they follow along with notes during the powerpoint
presentation.
Conclusion
Wrap up class by explaining that after the conclusion of the war, the colonists had now become free
from Britain. Unfortunately, they had no leader, no government, and no money system. All of these
things had to be put in place, and over the next few days we will be studying how our founding fathers
began to form the United States and its government.
Assessment
notes
Possible Student Resources
powerpoint
Harcourt Social Studies Textbook
Works Cited
Discovery Education (formerly United Streaming) United Streaming
Kidport Video clip (4 min) http://bit.ly/LttOe6 Scroll down to middle of webpage to access video clip.
Lesson Concept and Purpose:
Constitutional Convention - Day 17-19
Prior Knowledge:
Common Core Objective:
Format of the lesson:
Understand what caused Summarize the contributions of the “Founding Small group, inquiry learning,
the American Revolution Fathers” to the development of our country. direct instruction, debate
and notice key participants Explain how key historical figures have
in the fight against Britain exemplified values and principles
of American democracy.
Analyze historical documents that shaped the
foundation of the United States government.
Materials:
Necessary Prep:
Handouts
Familiarize self with structure and development of Constitution
Copy handouts
Separate students into small groups
Phases of the Lesson
Introduction
Day One
Conduct the Pre-Assessment, Attachment A. Conduct a class discussion reviewing the flowchart,
specifically, “What challenges existed in writing and ratifying the Constitution? How were these
challenges met?” Explain to the class that they will be focusing on these questions during this lesson.
Using available resources, including textbooks, trade books, encyclopedias and online resources, have
the students read background information on the Constitutional Convention of 1787.
Activity
Divide the class in half and instruct each half to study and present either the Virginia Plan or the New
Jersey Plan. Have students use Attachment B, Virginia vs. New Jersey, to take notes on the
convention and on the plan they were assigned.
Have each group choose a member to present their plan to the class. Have the two groups present their
plans: The Virginia Plan and the New Jersey Plan. Allow each side to question the other in debate
fashion. Use an overhead transparency of Attachment B to record notes. Have students complete the
box on Attachment B for the opposing plan.
Take a vote to see which plan the class supports and add notes about this to Attachment B. Reveal that
in the Constitutional Convention, neither plan was adopted. The delegates looked for another way to
structure the government. Tell students they will be looking for another way to structure the
government when the class next meets.
Revised August 2013
Day Two
Divide the class into heterogeneous groups of four for the next phase of the lesson.
Distribute Attachment C, Difficult Issues Facing the Convention, and have groups formulate possible
solutions to the most contentious issues at the convention – representation, counting of population and
slave trade. Have each group choose a speaker or have the speaker job rotate to different students.
For each of the three issues, call on groups to present possible solutions to the class. Record ideas on
the board or overhead.
Instruct groups to read information about the three issues from available resources.
Have them complete the sections on Attachment C called “Title and description of actual
compromise” for the three major compromises of the convention.
· The Great Compromise;
· Three-Fifths Compromise;
· Slave Trade Compromise.
Discuss the results of the actual voting at the Constitutional Convention. Circle student solutions on
the board that matched the actual solutions reached at the convention. Allow students to express
opinions on the compromises reached and discuss why they may not have thought of the compromises
that the convention delegates did.
Conclusion - Day Three
Distribute Attachment D, The Great Debate: Federalist vs. Anti-Federalist, as a two- sided handout
with the same list of questions on both sides.
To present the debate between Federalists and Anti-Federalists, divide the class into two groups and
assign one side to each group. Have each group research and answer the first seven questions about
their assigned point-of-view on the front of Attachment D.
Have the groups choose or appoint speakers to present for the Federalists and the Anti- Federalists.
Have the two speakers present their cases in debate fashion. Add notes from both sides to the board or
an overhead. Have students take notes about the opposing side on the back side of Attachment D.
Have the class vote as to which side made a more convincing argument. Have students read
information about how ratification was accomplished, and complete this question on Attachment D.
(Federalists won after agreeing to propose a bill of rights.)
Assign the Constitutional “RAFT” assignment for homework or allow students to work on this during
“Work on Writing” in the Language Arts block.
Assessment
Constitutional “RAFT” Assignent
Works Cited
Lesson taken directly from Ohio.gov Dept of Education: http://bit.ly/MVzT7c
Name_______________________________
Pre-Assessment
Directions: Add any information you already know about these topics.
Weaknesses of the Articles of Confederation:
Reason the Constitutional Convention was called in 1787:
Ways the Constitution addressed weaknesses in the Articles of Confederation:
Challenges of ratifying the Constitution:
How these challenges were met:
Revised August 2013
Name_______________________________
Virginia vs. New Jersey
Directions: Record notes about the Constitutional Convention. Then, record notes for the plan your group was
assigned. When you hear about the other plan, add notes to that box. Be sure to fill in how the class voted and
how the convention actually voted.
Constitutional Convention:
Virginia Plan:
New Jersey Plan:
Results of the Voting in our Class:
Virginia Plan ____
New Jersey Plan ____
Neither Plan ____
Difficult Issues Facing the Convention
Name: _____________________________
Representation: Within the thirteen states, there was a disagreement over how each state should be represented
in Congress. Large states thought representation should be based on _______________. Small states thought
that representation should be based on ___________________. What were some possible ways to solve the
problem? ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Title and description of actual compromise:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Counting of Population: There was a large population of slaves in America, especially in the southern states. If
slaves were not citizens, should they be counted in the population or not? Slave states wanted the slaves to be
counted. Non-slave states thought they should not be counted. What were some possible ways to solve the
problem? ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Title and description of actual compromise:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Slave Trade: There was great debate at the convention as to whether the United States should allow the slave
trade to continue. Many northern and some southern states had already banned trading of slaves. However,
certain southern states refused to agree with the Constitution if it restricted their right to trade slaves. What were
some possible ways to solve the problem?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Title and description of actual compromise:
__________________________________________________________________________________________
______________________________________________________________________
________________________________________________________________________________
Revised August 2013
Name: __________________________________
The Great Debate: Federalist vs. Anti-Federalist
Directions: Take on the role of either a Federalist or Anti-Federalist, research and answer the following
questions from that point of view.
I am a (check one):
•
Federalist
•
Anti-Federalist
What is federalism?
Do you support or oppose the new Constitution?
Why do you feel that way about the Constitution?
How did your group try to convince the people that you were right?
Who were the most important spokesmen for your cause?
What were the main provisions your group wanted to see in the Constitution?
What is a “bill of rights” and what is its purpose?
What agreement was reached that allowed the Constitution to be ratified?
RAFT
Role/Audience/Format/Topic
What is it?
The RAFT strategy (Santa 1988) employs writing activities to
enhance understanding of informational texts. Instead of
writing a traditional essay explaining a concept, students
demonstrate their understanding in a nontraditional format.
This technique encourages creative thinking and motivates
students to reflect in unusual ways about concepts they have
read. RAFT is an acronym that stands for:
Role:
What is the writer’s role: reporter, observer, eyewitness, object, number, etc.?
Audience:
Who will be reading the writing: the teacher, other students, a parent, editor, community members,
historical figures, etc.?
Format:
What is the best way to present this writing: letter, article, report, poem, advertisement, text-message,
etc.?
Topic:
What is this writing about: Is it to persuade a jury to acquit your client? Is it to call for stricter pollution
controls?
The RAFT strategy forces students to process information, rather than merely write out answers to questions.
Students are more motivated to undertake the writing assignment because it addresses various learning styles.
Students often enjoy this type of writing and teachers often find that RAFTs are fun to grade.
How do I use it?
1. Think about the concepts, processes, or skills that you want students to learn as they read a selected passage.
Consider how writing in a fun way may enhance students’ understanding of the topic.
2. Brainstorm possible roles that students could assume in their writing.
3. Determine the audience and the format.
4. You may assign the specific RAFT option to students, or allow them to choose from several options, or
allow them to propose their own option.
5. This assignment may be completed by students in small groups, or as an individual assignment.
6. Think about ways to differentiate your RAFTs so that the choice of formats appeals to a variety of learning
styles.
Revised August 2013
7. You may also differentiate your topic to appeal to a variety of interests.
8. It is also fairly easy to offer differing levels of rigor in RAFTS. Teachers would need to ensure that students
complete the RAFT that is appropriate for their ability.
Option
Role
Audience
Format
Topic
King of England
Committees of
Correspondence
Letter
“We have the right to tax
you and enforce laws
upon you.”
2
Loyalist living in
America in 1777
Next door neighbor
who is a patriot
Monologue
“You’re an idiot!”
3
Leader of Sons of
Liberty
Potential Recruits
Recruitment
Brochure AND
Newspaper
Advertisement
“Join Us and Resist the
Royal Tyrants”
4
Another idea? Check
with me first
1
EXAMPLES - Examining the Causes of
the American Revolution RAFT
 Step One—Read each row carefully and choose the RAFT option that appeals to you the most.
 Step Two—Research events that are related to your choice so you can incorporate specific details into your writing.
Use the list below and be sure to include specific vocabulary and terms as part of your paper.
 Step Three—Write incorporating the role, audience, format, and topic. Be sure to find the “voice” of the role you
have chosen AND use real things learned from research to lend credibility to your writing.
Examples of RAFT Assignments
Role
Audience
Format
Newspaper
Reporter
Lawyer
Readers in the
1870s
U.S Supreme
Court
Obituary
Abraham Lincoln
Dear Abby
Request for Advice
Frontier Woman
Self
Diary
Oral Arguments
Topic
“General George Custer died
today in battle.”
“The police clearly violated
Ernesto Miranda’s constitutional
rights during interrogation.”
“I’m having problems with my
generals.”
“We’ve faced many hardships
since moving west.”
13 Colonies
Chemist
Breakup Letter
Instruction Manual
Plant
King George III
Chemical
Company
Other Wheat
Thins
Sun
Trout
Zero
Self
Whole Numbers
Journal
Campaign Speech
Square Root
Whole Number
Love Letter
Fractions
Greatest Common
Factor
Scroll Saw and
Drill Press
Semicolon
Whole Numbers
Common Factor
Petition
Nursery Rhyme
Middle School
Students
Middle School
Students
Elementary
School Students
Comic Strip
Wheat Thin
The Cat in the Hat
Travel Brochure
Thank-You Note
Diary Entry
Dr. Seuss Book
“I don’t love you anymore.”
“Be careful to avoid certain
chemical combinations.”
“Soon you will begin your journey
through the digestive system.”
“Thanks for all you do to help me
grow.”
“This acid rain is a real bummer.”
“Zero is an extremely important
number.”
“We have such an amazing
relationship.”
“I want to be part of your family.”
“I am the greatest.”
“What we wish middle school
students understood about us.”
“I wish you really understood
where I belong.”
“Good hygiene is important; you
must take a shower. A good bath
will leave you smelling like a
flower.”
Suggested RAFT Categories for Role, Audience, and Format
Possible Categories for
Role and Audience
Activists
Ad Agency
Administrators
Another School
Artists
Athletes
Businesses
Cartoonists
Celebrities
Chambers of
Commerce
Character in a story
Charities
Children
Colleges
Community Figures
Corporations
Dancers
Doctors
Drama Clubs
Ecologists
Historical Figures
Homesteaders
Journalists
Lawyers
Media Outlets
Museums
Musicians
Parents
Patients
Pen Pals
Poets
Politicians
Publishers
Relatives
Restaurants
Salespersons
Scientists
Students
Teachers
Theaters
Travel Agencies
Possible Categories for Format
Acceptance letter
Advertisement
Advice
Apology
Application
Autobiography
Book jacket
Bumper sticker
Caption
Cartoons
Children’s story or
poem
Commercial
Complaint
Confession
Congratulations
Contest entry
Dialogues and
conversations
Dictionary entry
Dramatic monologues
Editorial
Epitaph
Job specification
Jokes
Journals and diaries
Legal brief
Letter to the editor
Letters
List
Magazine
Marriage proposal
Math notes
Memos
Message to future
Metaphors
Minutes of meeting
Monologue
News story
Nominating speech
Obituary
Observation papers
Pamphlets
Petition
Photo essay
Photos and captions
Public notice
Radio play
Radio scripts
Recommendation
Record album covers
Rejection
Reminiscences and
memoirs
Requests
Resignation
Resume
Reviews
Riddles
Satire
Science notes
Sermon
Ship’s log
Sketches
Skits
Slide show scripts
Slogans
Sound tapes
Sympathy
Revised August 2013
Editors
Elderly Individuals
Historians
TV Characters
Writers
Essay
Eulogy
Expense account
Farewell
Fiction
Film
Flyers
Graffiti
Human interest story
Inaugural speech
Inquiry
Invitation
Placards
Play
Poetry
Posters
Prayer
Profiles and portraits
Promotional brochure
Prophecy and
predictions
Protest
Psychiatrist
Public statements
Telegrams
Telephone dialogue
Travelogue
TV script
Undercover report
Wanted poster
War communiqué
Warning
Will
Written debates
Yearbook
Constitutional Journal “RAFT” Assignment
Directions:
Imagine you are an unseen observer at the Constitutional Convention of 1787. You
have taken notes on the major compromises you have seen unfold at the convention.
You have also observed the debates over the ratification of the Constitution. After the
ratification is complete, you decide to write your observations in a journal. As you
create this journal, use the checklist below to be sure you added all the parts that were
most significant.
Choose at least 2 of the entries below to address:
· The Great Compromise
· The Three-Fifths Compromise
· The slave trade compromise
· The debate over ratification
____ Entries that are written in full sentences and in paragraph form
____ Entries stay in first person as though you were there
____ Expressive language shows emotion, like amazement or aggravation
____ Journal has a cover with appropriate date from the time period
_____ Writing is edited for proper grammar, spelling and punctuation
Constitutional Journal Rubric
(Aug. 2013 - This will be updated this year to
include all objectives addressed in this task.)
4
3
2
1
The Great
Compromise
Very accurate,
with extra detail
Accurate, with
some detail
Some
inaccuracies,
with little detail
Mostly inaccurate
The ThreeFifths
Compromise
Very accurate,
with extra detail
Accurate, with
some detail
Some
inaccuracies,
with little detail
Mostly inaccurate
The Slave
Trade
Compromise
Very accurate,
with extra detail
Accurate, with
some detail
Some
inaccuracies,
with little detail
Mostly inaccurate
The
Ratification
Debate
Very accurate,
with extra detail
Accurate, with
some detail
Some
inaccuracies,
with little detail
Mostly inaccurate
Revised August 2013
4
3
2
1
Expression
First person
throughout, with
compelling
emotion
First person
throughout,
with adequate
emotion
Report style, not No evidence of
in first person
being a person’s
journal
Appearance
and Writing
Quality
Sophisticated
word choice and
voice, minor
writing errors
Adequate word
choice and
voice, minor
writing errors
Minimalistic
word choice,
many writing
errors
Significant
writing errors
Lesson Concept and Purpose:
Anticipatory Set Revisited
Prior Knowledge:
Common Core Objective:
From the American Revolution n/a
unit students should be able to
identify misconceptions originally
posted on their think, puzzle,
explore
Materials:
ppt from day one
butcher paper from day one
assessments
Format of the lesson:
Direct Instruction
and Think Pair Share
Necessary Prep:
Copy assessments
Phases of the Lesson
Introduction
The teacher will ask students to review their notes from day one of class where students answered the
questions, “What do you see?
What do you think about that? What does it make you wonder?”
The teacher will post the original powerpoint and review the picture with students using their newfound
knowledge of the American Revolution.
Direct Instruction
The teacher will pass out assessments and allow students to complete the essay questions provided.
Activity
Lastly, students will review their posters that answered the following questions:
-What do you think you know about the 13 colonies and the American Revolution?
-What questions or puzzles do you have?
-How can you explore this topic further?
Students should discuss as a group any information they feel is inaccurate. They should also discuss
lingering questions, and how they might research answers to these questions.
Conclusion
The teacher will guide the students to cross out any original misconceptions and to discuss areas where
students can still explore questions left unanswered. Students should leave the class with the
understanding that their education regarding the American Revolution does not need to end with the
final assessment, and students can continue to research the topic to uncover more events in our nation’s
foundation.
Assessment
Teacher observation of whole class discussion and partner work
Possible Student Resources
n/a
Works Cited
http://bit.ly/cGfv2M Visible Thinking - Howard Gardner
American Revolution Unit Test
Directions: Answer each of the following questions in complete sentences on separate sheets of
paper. You may use your notes and/or handouts as a reference. Be sure to include specific
support from these documents to prove your theories.
1. How is independence gained?
2. How did European settlement change the land and people of North America?
3. What were the causes of the American Revolution?
4. What was the aftermath of the American Revolution?
Revised August 2013