Grade 5
Social Studies
Unit: 04
Lesson: 02
Suggested Duration: 4 Days
¡Llegan los británicos!
Lesson Synopsis:
In this lesson students explore events that led to the American Revolution, and the economic and political issues
surrounding them. They look at the time period from 1763–1774 and include the French and Indian War and the Boston
Tea Party. Students create an illustrated and annotated timeline of these issues and events. The annotation provides
students an opportunity to organize their thoughts about the cause and effect relationships between the events, as well as
explain the issues involved.
TEKS:
5.2
History. The student understands how conflict between the American colonies and Great Britain led to American
independence. The student is expected to:
5.2A
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.
Social Studies Skills TEKS:
5.24
5.24A
5.24B
5.24E
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
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
Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences
and conclusions.
Identify the historical context of an event.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Create an illustrated and annotated timeline of the economic and political issues and events that led to the
American Revolution. Provide information about the cause and effect relationships between the events and
explain the issues involved. (5.2A; 5.24A, 5.24B, 5.24E).
1C, 2G
Key Understandings and Guiding Questions:

Diferentes perspectivas sobre asuntos económicos y políticos con frecuencia llevan a un conflicto.
— ¿Qué eventos llevaron a la Guerra de Independencia?
— ¿Qué asuntos económicos y políticos había antes de la Guerra de Independencia?
— ¿Cuáles diferentes perspectivas sobre esos asuntos tenían las personas?
— ¿Cómo diferentes perspectivas llevan a conflictos?
Vocabulary of Instruction:




perspectiva
oportunidad económica
deuda
proclama




impuesto
deber
representación
parlamento




traidor
boicot
leal al rey
patriota
Materials:

Refer to the Notes for Teacher section for materials.
Attachments:


Handout: Graphic Organizer (optional, 1 per group)
Handout: Events Leading to the American Revolution (1 per student)
©2012, TESCCC
01/07/13
page 1 of 6
Grade 05
Social Studies
Unit: 04 Lesson: 02
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Handout: Looping Cards (1 set per group, cut apart and shuffled)
Handout: Economic and Political Characteristics (optional for display or distribution)
Handout: Political and Economic Chart (1 per student)
Teacher Resource: Political and Economic Chart KEY
Teacher Resource: PowerPoint: Primary Source Documents Related to Events of the American Revolution
(optional)
Teacher Resource: Economic and Political Reasons for the Conflict KEY (optional)
Resources and References:



Boston Massacre: http://www.gilderlehrman.org/history-by-era/road-revolution/resources/paulrevere%E2%80%99s-engraving-boston-massacre-1770
Boston Massacre: http://www.masshist.org/revolution/massacre.php
Library of Congress, Revere etching: http://www.loc.gov/pictures/item/2008661777/
Advance Preparation:
1. Become familiar with content and procedures for the lesson, including the causes and effects of events prior to
and during the American Revolution, including the French and Indian War and the Boston Tea Party.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare charts for the “Engage” activity.
6. Prepare Handout: Looping Cards sets for each group. There are 10 Looping Cards provided. Create more
cards or delete cards depending on class size.
7. Prepare materials and handouts as needed.
Background Information:
Revolution was not what the colonists had in mind. However, as more and more taxes were enacted by Parliament and
enforced by intruding British soldiers, freeing themselves from the King and his rules became a necessity.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Statements of Rebellion
1. Post chart papers around the room with statements such as
the following: Come to a Costume Party at Boston Harbor,
Don’t Buy Stamps, We Won’t Pay for Protection, Resist
Drinking Tea Today, etc.
2. Student pairs speculate about what the statements might
mean and write their thoughts about the statements on stickynotes (one sticky note per chart/statement).
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 5 minutes
Materials:
 chart paper with statements written on them
 sticky notes (several per pair of students)
Purpose:
Build interest and for understanding the American
Revolution
TEKS: 5.2A
3. Pairs travel around the room and put their thoughts on the
appropriate chart paper statement.
4. Teacher reads their notes aloud and prepares students to
learn about the real-life events they are related to. Use words
such as
 We have learned about significant people of the
revolutionary war period. Now we are going to learn
©2012, TESCCC
01/07/13
Instructional Note:
 Additional background information can be found
online at several reliable sources. See
Resources and References.
 Students may (correctly) infer that the posters
and statements resemble protest signs.
page 2 of 6
Grade 5
Social Studies
Unit: 04 Lesson: 02
Instructional Procedures
Notes for Teacher
about some of the events they participated in that led
to the American Revolution.
EXPLORE – Events Leading to War
1. To remind students of the background for events leading to the
Revolution, read again the Teacher Resource: Before the
American Revolution (from Lesson 1) or another suitable
overview of the events on the road to revolution.
2. Distribute (or students draw) a graphic organizer on which to
gather their information. (If desired, use the Handout: Graphic
Organizer. Student groups write the name of their event in the
center, leaving room for an illustration at the end of the
research time. Then they search to find the facts of the event
(Who, What, When, Where, Why/How. Then they draw a
picture in the center to represent the event.)
3. In groups of 4 or fewer (to make at least 7 groups), students
research the following events, using the textbook, other library
and classroom materials, and appropriate websites:
 French and Indian War (1754)
 Proclamation of 1763
 Quartering Act (1765)
 Stamp Act (1765)
 Boston Massacre (1770)
 Boston Tea Party (1773) (include the Sons of Liberty and
the Liberty Tree )
 First Continental Congress (1774)
4. Provide access to information on the events that contributed to
the American Revolution (textbook, library and classroom
materials, appropriate websites, etc.)
5.
Suggested Day 1 (continued) – 45 minutes
Materials:
 Teacher Resource: Before the American
Revolution from Lesson 1
Attachments:
 Handout: Graphic Organizer (optional, 1 per
group)
 Handout: Events Leading to the American
Revolution (1 per student)
Purpose:
Students build knowledge of events leading to the
American Revolution.
TEKS: 5.2A, 5.24B
Instructional Note:
 Add additional significant events as desired or
based on the number of student groups.
 Provide a variety of resources, including primary
resources, for students to use to collect the
information needed. Textbooks, books from the
LRC, and appropriate websites on the Internet.
Consider preparing information packets if
Internet is not available.
 Allow approximately 20 minutes for research
and then 2-3 minutes per group to present their
information. Adjust times as needed.
In their research, students gather information and facts of the
event, including what the colonists thought about the event,
and add the information to their graphic organizer.
6. Teacher circulates, probing with questions, clarifying and
correcting information, and adding information as needed.
7. When finished, student groups post their graphic organizer in
chronological order.
8. Distribute to all students the Handout: Events Leading to the
American Revolution.
9. Student groups present, in order, what they have learned
about the events to the rest of the class, using the notes on
their posted graphic organizers.
10. Students take notes from the presentations on the Handout:
Events Leading to the American Revolution.
EXPLAIN – Gallery Walk and 3-2-1
1. Conduct a gallery walk of the timeline created by the graphic
©2012, TESCCC
04/11/13
Suggested Day 2 – 15 minutes
Materials:
page 3 of 6
Grade 5
Social Studies
Unit: 04 Lesson: 02
Instructional Procedures
Notes for Teacher
organizers to provide students an opportunity to refresh their
memories of learning from Day 1.
2. As students visit each organizer, they add or adjust
information as needed.
3. Review events leading to the American Revolution by using
the Handout: Looping Cards.
4. Distribute a set of the Handout: Looping Cards to each
group. (To use the cards as provided, divide students into
groups of 10. Add or subtract events/cards as needed
depending on class size.)

Students’ completed Handout: Events Leading
to the American Revolution from Explore on
Day 1
Attachments:
 Handout: Looping Cards (1 set per group, cut
apart and shuffled)
Purpose:
Provide an opportunity for students to solidify their
thinking about events leading to the American
Revolution
TEKS: 5.2A; 5.24B
5. Students play the Looping Cards Game to review the order of
events.
6. Revisit the K-H-W-H-L-H chart begun in Lesson 1. Ask
questions such as:
 What are 3 things you have learned?
 What are 2 questions you have?
 What 1 event do you find most interesting?
7. Add information to the chart.
EXPLORE – Economic and Political Effects
1.
Review the basic understanding of economic and political
characteristics. (If desired, use the Handout: Economic and
Political Characteristics, either to display or distribute.)
2.
Students return to their Handout: Events Leading to the
American Revolution and consider the political and
economic causes and effects of each event, adding
information to their Handout: Political and Economic Chart.
3.
Teacher models the first row on the Handout: Political and
Economic Chart (model the thought process, a “ThinkAloud,” for students) to build understanding of whether the
French and Indian War had political or economic causes
and/or political and economic effects.
4.
Student pairs consider the political or economic causes and
effects of the events leading to the American Revolution and
add information to their Handout: Events Leading to the
American Revolution.
5.
Facilitate the discussion to help students understand the
cause and effect relationship between the events, and
between the events and the Revolution.
6.
Continue the discussion to help students draw conclusions
about the economic and political causes and effects. If
desired, use the Teacher Resource: Political and Economic
Chart KEY.
Attachments:
 Handout: Economic and Political
Characteristics (optional for display or
distribution)
 Handout: Political and Economic Chart (1 per
student)
 Teacher Resource: Political and Economic
Chart KEY
Instructional Note:
 There are 10 Looping Cards provided. Create
more cards or delete cards depending on class
size.
 To play the Looping Card Game, begin with the
Liberty Tree. Student #1 reads the Who Has
section of the card at the bottom. The student
with the answer to the Who Has question reads
his I Have section first, and then reads his Who
Has section. Play continues until the last
student asks his Who Has section for which the
answer is Liberty Tree.
Suggested Day 2 (continued) – 10 minutes
EXPLAIN
©2012, TESCCC
Suggested Day 2 (continued) – 25 minutes
Materials:
 Students’ completed Handout: Events Leading
to the American Revolution from Explore on
Day 1 (if needed)
04/11/13
page 4 of 6
Grade 5
Social Studies
Unit: 04 Lesson: 02
Instructional Procedures
Notes for Teacher
1.
Revisit the K-H-W-H-L-H chart begun in Lesson 1.
2.
Facilitate a discussion where students add information to the
chart and use academic language when summarizing what
they have learned.
EXPLORE – Primary Source Documents
1.
Provide a variety of primary source documents related to the
events leading to the American Revolution. If desired, use the
Teacher Resource: Primary Source Documents for Events
Leading to the American Revolution.
2.
Student pairs examine the documents.
3.
Conduct an analysis of the Boston Massacre etching by Paul
Revere.
 The Historical Relationship strategy. Use a T-chart. On the
left side, list the details from the image. On the rights side
relate the details to information about the period and
events.
4.
Context and analysis information for the Revere etching can
be found at:
 http://www.gilderlehrman.org/history-by-era/roadrevolution/resources/paul-revere%E2%80%99sengraving-boston-massacre-1770
http://www.masshist.org/revolution/docviewer.php?item_id=151
EXPLAIN
1.
Revisit the K-H-W-H-L-H chart from Lesson 1 to reinforce
learning for this lesson.
2.
Display, again, the chart paper posters from the Day 1
Engage.
3.
Student pairs discuss the statements, relating them to specific
events leading to the American Revolution. They use
academic language to discuss the causes and effects of
events prior to the American Revolution, including the larger
context of related political and economic factors, as well as
points of view.
4.
Students create a 3-2-1 summary by writing:
 3 events leading to the American Revolution
 2 people involved (and their roles/contributions, from
Lesson 1)
 1 major factor that influenced colonial actions
ELABORATE – Conflicts Today
1. Student pairs participate in a discussion where they answer
questions such as the following:
 What differences (political, economic, beliefs) led to
conflict between the British colonies and England?
 What other American conflicts do you know about?
©2012, TESCCC
04/11/13
Suggested Day 3 – 35 minutes
Materials:
 primary source documents related to the events
leading to the American Revolution
 The Revere etching propaganda poster for the
Boston Massacre:
http://www.gilderlehrman.org/history-byera/road-revolution/resources/paulrevere%E2%80%99s-engraving-bostonmassacre-1770
Attachments:
 Teacher Resource: PowerPoint: Primary
Source Documents for Events Leading to the
American Revolution (optional)
Instructional Note:
 Other suggestions for visual analysis strategies
include: 4-quarters, APPARTS,
People/Objects/Activities, etc.
 Another primary source could be used instead
of the Revere etching.
Suggested Day 3 (continued) – 15 minutes
Materials:
 chart paper with statements written on them
from Day 1 Engage
Suggested Day 4 – 15 minutes
Instructional Notes:
 Teacher Resource: Economic and Political
Reasons for the Conflict KEY (optional)
Purpose:
page 5 of 6
Grade 5
Social Studies
Unit: 04 Lesson: 02
Instructional Procedures

Notes for Teacher
(Answers will vary.)
What issues or events led to those conflicts? (Answers
will vary.)
Students build understanding that political and
economic differences between citizens can lead to
conflict.
2. Tie all learning for this lesson (and Lesson 1) together by
providing an opportunity for students to answer the guiding
questions and provide support for the Key Understanding.
 Different perspectives on economic and political
issues often lead to conflict.
— What economic and political issues existed prior
to the Revolutionary War?
— What different perspectives on those issues did
people hold?
— How could different perspectives lead to conflict?
Instructional Note:
 Suggestions for conflicts to include in the
discussion Mexican War, Civil War (students
studied these in 4th Grade), World War I, World
War II, Vietnam, Afghanistan, Iraq. Also include
other conflicts related to economic and physical
characteristic.
EVALUATE – Timeline
1. Create an illustrated and annotated timeline of the economic
and political issues and events that led to the American
Revolution. Provide information about the cause and effect
relationships between the events and explain the issues
involved. (5.2A; 5.24A, 5.24B, 5.24E).
1C, 2G
Suggested Day 4 (continued)– 35 minutes
Materials:
 paper for creating a timeline
 markers or colored pencils
2. Students create a timeline of events leading to the American
Revolution. Include dates, illustrations, and call-out boxes to
identify the events and provide information about cause and
effect relationships and economic and political issues related
to the event (i.e., Because England owed a huge debt after
the French and Indian War, ___. Since the colonists ___,
they ___.)
©2012, TESCCC
04/11/13
Purpose:
Provide evidence of learning related to the events
leading to the American Revolution
TEKS: 5.2A; 5.24A, 5.24B, 5.24E
page 6 of 6