Grade 5 Social Studies
Time Frame: 4-6 Weeks
“How has geography affected the social, economic, and governing
development of the United States?”
“What factors contributed to conflicts between the colonists and other
groups of people and how did they attempt to resolve those conflicts?”
“How did economics influence exploration and growth of the colonies
leading to the creation of the United States as a separate country?”
Performance Indicators
Choose a topic from the American Revolution, research it using at least three sources, take notes,
write a focus question, write a research paper which includes an introductory paragraph, body
paragraphs, an ending paragraph, and a bibliography. 5.LA.3.1.1, 5.LA.3.1.4, 5.LA.4.2.2,
5.LA.2.2.3, 5.LA.3.5.1
Students will research the events that led up to the issuance of the Stamp Act and will take on the
role of a colonist either as a loyalist, a patriot, or a neutralist, and will present a case for or against
the policies of the King of England. 5.SS.1.1.3; 1.1.4; 1.1.6; .4.4.3; 3.1.4; 3.2.1; 1.1.7; 5.1.4;
5.LA.1.2.3; 2.1.3; 2.2.1; 2.2.3; 6.1.1; 6.1.2; 6.2.1; 6.2.2; 6.2.3; 6.2.4; 6.2.5; 6.3.5
Students will research the people involved in and the events that led up to the First Continental
Congress and will present arguments as a loyalist, a patriot, or a neutralist in a simulation of the
debates. 5.SS.4.1.3; 1.1.3; 1.1.4; 1.1.6; .4.4.3; 3.1.4; 3.2.1; 1.1.7; 5.1.4;
5.LA.1.2.3; 2.1.3; 2.2.1; 2.2.3; 6.1.1; 6.1.2; 6.2.1; 6.2.2; 6.2.3; 6.2.4; 6.2.5; 6.3.5
Students will research the people involved in and the events that led up to the Second Continental
Congress and present arguments as a loyalist, a patriot, or a neutralist in a simulation of the
debates. 5.SS.4.1.2; 4.1.3; 1.1.3; 1.1.4; 1.1.6; .4.4.3; 3.1.4; 3.2.1; 1.1.7; 5.1.4;
5.LA.1.2.3; 2.1.3; 2.2.1; 2.2.3; 6.1.1; 6.1.2; 6.2.1; 6.2.2; 6.2.3; 6.2.4; 6.2.5; 6.3.5
Complete Challenge Project: Draw a map of the thirteen colonies. Include the major population
centers and areas of political activity. 5.SS.2.1.1; 2.1.2;
Materials
See attached copy of print list and materials for the simulation Independence.
 U.S. History Timeline Power Point
 Editable Rubrics for Unit
Motivation
Students will participate in the King’s M & M’s activity. Included in Independence materials.
 View or display the U.S. History Timeline Power Point
Learning Activities
Independence introduces students to Colonial America during the turbulent years from the end of
the French and Indian War until the Declaration of Independence. Working in groups of
loyalists, patriots, and neutralists, students will read about the crisis items facing the colonies
during the Stamp Act Congress, and the First and Second Continental Congress. They will think
about the crisis items, determine how to respond, and debate with one another, striving to win
over the neutralist group of students.
See Activity Plan on following page.
Independence Activity Plan
(As suggested by Interact author with
District 91 Curriculum Writers’ Recommendations)
Blackline masters of all documents listed in italics are available in teacher guide. District provides copies each year as
ordered by your building’s grade level.
Day 1
Day 2
(Recommend Day 1-2)
Objectives
 Introduce the simulation and identities
 Introduce POWS, PACTS, and factions
Materials
 Student Guide (pages 1-5)
 Identities
 Cooperative Group Work Rubric (optional)
 Loyalist Arguments
 Patriot Arguments
 Research Papers and/or Challenge Projects
 Research Paper Rubric
 Individual Score Sheet
Day 5
(Recommend Days 6-7)
Objectives
 Conduct Stamp Act
Congress
 Gain or lose POWS due
to actions of Congress
 First objective test
Materials
 Actions of the ____
Congress
 Objective Test 1: Stamp
Act Congress
Days 10-11
(Recommend Days 13-14)
Objectives
 Prepare for Second
Continental Congress
 Factions use PACTS
 Read Fates
Materials
 Historical Bulletins 18-21
 PACTS Taken
 Chairperson’s Direction
 Crisis 3: Second Cont.
Cong.
 Crisis 3 Questions
Day 6
(Recommend Day 8)
Objectives
 Research Day
Day 12
(Recommend Days 15-16)
Objectives
 Read Historical Bulletin
22
 Conduct Second Cont.
Cong.
 Gain or lose POWS
 Third objective test
 Prepare for Debriefing
Materials
 Actions of the ____
Congress
 Objective Test 3:
Second Cont. Congress
(Recommend Day 3)
Objectives
 Students make ID tags
 Factions plan strategy
and prepare for debate
Materials
 Student Guide (p. 7)
 PACTS Taken
 Crisis 1: Stamp Act
Congress
 Debates in Congress
Rubric
 Crisis 1 Questions
 Cooperative Group Work
Rubric
Days 3-4
(Recommend Days 4-5)
Objectives
 Factions prepare for
Stamp Act Congress
 Factions use PACTS
 Read Fates
Materials
 Historical Bulletins 1-7
 Historical Bulletins
Recording Sheet
 PACTS Taken
 Chairperson’s Directions
Days 7-8
Day 9
(Recommend Days 9-10)
Objectives
 Prepare for First
Continental Congress
 Factions use PACTS
 Read Fates
Materials
 Historical Bulletins 8-17
 PACTS Taken
 Chairperson’s Directions
 Crisis 2: First Cont.
Cong.
 Crisis 2 Questions
(Recommend Days 11-12)
Objectives
 Conduct First Continental
Congress
 Gain or lose POWS due
to actions of Congress
 Second objective test
Materials
 Actions of the ____
Congress
 Objective Test 2: First
Continental Congress
Day 13
(Recommend Day 17)
Objectives
 Debriefing
Materials
 Student Guides
Days 14-15
(Recommend Days 18-20)
Objectives
 Written exam (optional)
 Student presentations of
Research Papers and
Challenge Projects
Materials
 Research Papers
 Challenge Projects
Simulation Assessment/Grade Options
1.
2.
3.
4.
5.
6.
Individual Cooperative group behavior score.
Objective Tests 1, 2, & 3.
Research paper rubric
Debate participation rubric
Individual culmination activity: Challenge projects
See folder of Editable Rubrics
Culmination
1. Research paper (rubric)
2. Challenge Projects
Print List - “Independence” Teacher Instructions
Description
p.47-49
# of Copies
(per teacher)
1
Cooperative Group Work Rubric
p.50
1/1/20
Loyalist Arguments
Patriot Arguments
Research Papers
Research Paper Rubric
p.51
p.52
p.53
p.54
10
10
30
30/1
Challenge Projects
Individual Score Sheet
PACTS Taken
Crisis 1: Stamp Act Congress
p.55
p.56
p.57
p.58
30
30
39
30/1
p.59
p.60
p.61
p.62-64
p.65-66
p.67
p.68-69
1
30
30
1 of each
3
3
30
P.70-71
p.72
30
30/1
Crisis 2 Questions
Objective Test 2: First Continental
Congress
Historical Bulletins 18-21
Crisis 3: Second Continental
Congress
p.73
p.74-75
30
30
p.76
p.77
30
30/1
Crisis 3 Questions
Objective Test 3: Second Continental
Congress
p.78
p.79-80
30
30
Identities
Debates in Congress Rubric
Crisis 1 Questions
Historical Bulletins 1-7
Historical Bulletins Recording Sheet
Chairperson’s Directions
Actions of the ____ Congress
Objective Test 1: Stamp Act
Congress
Historical Bulletins 8-17
Crisis 2: First Continental Congress
Page #
Special Instructions
Cardstock, laminated (copy
each page separately), cut
apart cards
Make 1 transparency/make
1 on blue cardstock/20
regular copies per teacher
Use red cardstock
Use blue cardstock
30 copies on regular
paper/1 copy on red
cardstock
30 copies on regular
paper/1 copy transparency
Use yellow cardstock
Use transparencies
Copy as 2 sided
Copy as 2 sided
30 copies on regular
paper/1 copy on
transparency
Copy as 2 sided
30 copies on regular
paper/1 copy on
transparency
Copy as 2 sided
Materials List


Reference materials about the American Revolution
Gavel (not necessary to have an actual gavel, but having one does help in creating the
atmosphere of the simulation)
 Hat, basket, bag for drawing of Identities (optional)
 Index cards—30
 Markers or colored pencils—class set
 Pins or string (18” lengths)—class set
 Stopwatch or timer
 Podium—borrow or devise a raised podium. It may be free standing or sit on a table. At
the least, provide a separate table or desk at the front of the room for each Congress
Chairperson
ID Tags—one per student (see p.6 of the Independence simulation manual
 U.S. History Timeline Power Point
 Editable Rubrics for the Unit