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Unit OverviewObjectives:
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 principlesof 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 NewWorld.
5.C&G.1 5.C&G.1.3 Analyze historical documents that shaped the foundation of the United Statesgovernment.
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 Indiangroups 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 Indiangroups before and after European exploration.
How is independence gained?
How did European settlement change the land and people of North America?
13 Colonies Geography
copy 13 colonies for classfamiliarize self with 13 colonies and 3 colonial regions
13 Colonies Maps
3-5 5.H.1.1 Evaluate the relationships between European explorers (French, Spanish and English)and American Indian groups
5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteenColonies
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.
How is independence gained?
How did European settlement change the land and people of North America?
Understand the Foundation of the 13 Colonies
copy graphic organizer for classcheck out research material from school library
13 Colonies Graphic Organizer
6-7 5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteencolonies.5.H.1.3 Analyze the
How is independence gained?
What were the causes of the American
French and Indian War
copy handouts for classfamiliarize self with handouts and history
Activity Sheet
impact of major conflicts, battles and wars on the development of ournation through Reconstruction.
Revolution?
Day
Standard Essential Question
Lesson Title Teacher Preparation
Assessment
8-9 5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteencolonies.5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of ournation through Reconstruction.
Understand Impact of Major Conflicts before the Revolution
copy handouts for classfamiliarize self with handouts and historyPrior to the beginning of class, set up 8 stations throughout your classroom
Colonist Letter
10 5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteencolonies.5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of ournation through Reconstruction.
How is independence gained?
What were the causes of the American Revolution?
13 Colonies Taxation
candy in cupscopy handouts
Ticket out the door
11-12
5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteencolonies.
How is independence gained?
What were the causes of the American Revolution?
13 Colonies Taxation Propaganda
copy handoutsretrieve materialsretrieve Prezihttp://prezi.com/pbht-8fcbzhn/propaganda-to-promote-the-ideas-of-the-revolution/
Propaganda project
13-15
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
How is independence gained?
What were the causes of the American
Declaration of Independence
Review Declaration of IndependenceEnsure that students will have computers to work with on day 3
Informal Observation
Revised August 2013
have exemplified values and principlesof American democracy.5.C&G.1.3 Analyze historical documents that shaped the foundation of the United Statesgovernment.
Revolution? Set-up groups
16 5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of ournation through Reconstruction.
How is independence gained?
What was the aftermath of the American Revolution?
Revolutionary Battles
Familiarize self with ppt and battles
Student notes
17-19
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 principlesof American democracy.5.C&G.1.3 Analyze historical documents that shaped the foundation of the United Statesgovernment.
How is independence gained?
What was the aftermath of the American Revolution?
Constitutional Convention
Familiarize yourself with the layout options of a “RAFT” Assignment
Copy handoutsSet-up groups
Constitutional “RAFT” Assignment
20 All curriculum covered in Days 1-20 of the Revolutionary Unit
How is independence gained?
Assessment/ Anticipatory Set
copy assessment Assessment
Lesson Concept and Purpose:Anticipatory Set to Uncover Students’ Prior Knowledge and Gain Interest
Day 1
Prior Knowledge:From the exploration unit students should have an understanding of basic US geographyFrom the NCSCOS 4th SS curriculum students should have foundational knowledge of the American Revolution
Common Core Objective:n/a
Format of the lesson:Direct Instructionand Think Pair Share
Materials:Ppt, butcher paper for small groupsmarkers or sharpies
Necessary Prep:familiarize self with ppt
Phases of the LessonIntroductionThe 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 InstructionThe 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.
ActivityStudents 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?
ConclusionAfter 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.
AssessmentTeacher observation of whole class discussion and partner work
Possible Student Resourcesn/a
Works Citedhttp://bit.ly/cGfv2M Visible Thinking- Howard Gardnerhttp://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
Common Core Objective:Understand how human activity has and continues to shape the United StatesAnalyze the change in leadership, cultures and everyday life of American Indiangroups before and after European exploration.
Format of the lesson:Direct Instructionand Partner Work
Materials:13 colonies maps, atlasOptional: Harcourt books
Necessary Prep:copy 13 colonies for classfamiliarize self with 13 colonies and 3 colonial regions
Phases of the LessonIntroductionRead 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 InstructionThe 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.
ActivityOnce 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.
ConclusionThe 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.
AssessmentStudent Map
Possible Student ResourcesSocial Studies for Kids – Thirteen Colonies http://bit.ly/1XH3OHarcourt Social Studies Text and Harcourt AtlasesWho Owns the Land Article: http://www.learnnc.org/lp/editions/nchist-colonial/2027Who Owns the Land Graphic Organizer http://www.learnnc.org/lp/pages/6465
Works Citedhttp://bit.ly/LOXvY2 13 Colonies Blank Maphttp://bit.ly/MBsLud 13 Colonies Key
Lesson Concept and Purpose:Understand the foundation of the 13 Colonies
Day 3-5
Revised August 2013
Prior Knowledge:From the NCSCOS 4th SS curriculum students should have foundational knowledge of the thirteen colonies specifically North Carolina
Common Core Objective:Understand how human activity has shaped the United StatesExplain the impact of the physical environment on early settlements in the New World
Format of the lesson:Direct Instructionand Think Pair Share
Materials:13 colonies graphic organizerSocial Studies for Kids Website on Thirteen Colonies http://bit.ly/1XH3O or Harcourt Social Studies books or 13 colonies research material for students
Necessary Prep:copy graphic organizer for classcheck out research material from school library
Phases of the LessonIntroductionThe 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 InstructionThe 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.
ActivityStudents 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.ConclusionOn 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.
Assessment13 Colonies Graphic Organizer
Possible Student ResourcesA History of US, Book 2: Making Thirteen Colonies by Joy HakimVoices from Colonial America by National GeographicEncyclopediaInternet Sites:Right There Research: http://bit.ly/MUAP9YIn-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
Common Core Objective:Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction.
Format of the lesson:Direct Instructionand Partner Work
Materials:Student handouts
Necessary Prep:copy handouts for classfamiliarize self with handouts and history
Phases of the LessonIntroductionWrite 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; Disagree-Sons of Liberty/Patriots)
Tell the students:In this lesson we will look at how ones perspective affects historical events.
Revised August 2013
ActivityPlace 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 InstructionPut 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.)ConclusionThe 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.
AssessmentActivity Sheets
Possible Student ResourcesThe French and Indian War by Seymour SchwartzStruggle for a Continent by Betsy Maestroother book resources: http://www.warforempire.org/learn/recommended_reading.aspx#elementary
Works CitedLesson adapted from: http://www.cscope.us/docs/sample_lesson/09_S080301_ss.pdf
French & Indian War Information Sheet
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
the Ohio Valley on land claimed by the
colony of Virginia. When the French
refused to give up their forts in 1754,
George Washington led an army against
the French. He was defeated, and soon
after Britain declared war on France. Most
Native Americans in the region were allies
of the French because the French traded
with them, but did not settle on their land
like the British.
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
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.
In addition to becoming the dominant
country in North America, England also
acquired heavy debts from the French &
Indian War. Because of these debts, the
British Parliament passed several policies
that taxed the American Colonies in an
Revised August 2013
effort to pay those debts. These policies angered many colonists and created much
tension between England and the Colonies
French & Indian War Debrief Activity1.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.
Common Core Objective:Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction.
Format of the lesson:Direct Instructionand Partner Work
Materials:Student handouts
Necessary Prep:copy handouts for classfamiliarize self with handouts and historyPrior to the beginning of class, set up 8 stations throughout your classroom using the information sheets for the British economic policies.
Phases of the LessonIntroductionWrite 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.
ActivityPlace 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.
Revised August 2013
Direct InstructionOnce 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.)
ConclusionDivide 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)
AssessmentAs 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 ResourcesHarcourt Social Studies TextThe French and Indian War by Seymour SchwartzStruggle for a Continent by Betsy Maestroother book resources: http://www.warforempire.org/learn/recommended_reading.aspx#elementary
Works CitedLesson adapted from: http://www.cscope.us/docs/sample_lesson/09_S080301_ss.pdfPolitical Cartoon: http://lcweb2.loc.gov/cgi-bin/query) Library of Congress
Vocabulary Journal
Word Definition Describing Sentence
The Proclamation of 1763 Information Sheet
Revised August 2013
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 called Pontiac’s Rebellion. After much
bloodshed, the British defeated the Indians but tensions remained high. In an effort to avoid more conflict and tension with American Indians, King George III issued the Proclamation of 1763. It recognized the Indians’ right to the land and it did not allow colonists to settle west of the Appalachian Mountains. This made colonists very angry because they 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 disregarded it, which showed their unhappiness
with British attempts to control them
Navigation ActsInformation Sheet
The Navigation Acts were efforts to put the theory of mercantilism into actual practice. Beginning in 1650, Parliament acted to combat the threat of the rapidly growing Dutch carrying trade.
Under the provisions of this legislation, trade with the colonies was to be conducted only in English or colonial ships. Certain "enumerated" items (such as sugar, tobacco and indigo) were to be shipped only within the empire. Trade destined for nations outside the empire 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.
The American colonists were never fully comfortable with those laws, but became ardently opposed 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 guilty until he proved himself innocent. Parliament also passed the Currency Act in 1764 which assumed control of the colonial currency system. There were no gold or silver mines and currency could
Revised August 2013
only be obtained through trade as regulated by Britain.
The most significant result of the Navigation Acts upon American history was the stifling of colonial manufacturing and increased
resentment against the mother country.
Stamp ActInformation Sheet
In 1765, Parliament passed the Stamp Act which taxed anything printed on paper by requiring colonists to buy a stamp, or seal, for paper products. Parliament continued to try to raise funds to protect the colonies and pay the debt of the French and Indian War
through such taxes. This act caused colonists to resent British rule.
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 buy certain goods in protest. Many colonial women made substitutes for the 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 Franklin, representing Pennsylvania, spoke before Parliament and urged them to repeal the act so that colonists could end the boycott and prevent a possible revolution. The protests and boycotts worked and King George III had no other choice but to repeal the Stamp Act. The colonies celebrated the repeal of the act, but they still 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.
Quartering ActInformation Sheet
After the Stamp Act protests, Britain sent even more troops to keep order in the colonies. Due to the social and political problems that took place in the colonies after the Stamp Act, the British Parliament also passed the Quartering Act of 1765. This act required colonists to quarter, or house and feed British soldiers.
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There were two major issues the colonists had with the Quartering Act. The first was that colonists did not like having a standing army of soldiers with blank search warrants, or 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 British response was that the colonists should pay their share of the expense of providing them with the protection from Indian attacks. In addition, the soldiers began taking jobs at a lower wage which further outraged colonists and increased tension between the colonies and Britain.
Townsend Acts Information Sheet
In 1767, Parliament passed the Townshend Acts which made colonists pay taxes on imported tea, glass, paper, and other items to pay for 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, but left the tax on tea because the British wanted to show that they still had the power to tax. Anger continued to grow against the British government, and in protest, the Sons of Liberty continued to use violence and attacked the homes of British officials and colonial tax collectors. More British troops were sent to protect the officials.
Boston Massacre Information Sheet
Anger and tension continued to grow as Britain sent more
Revised August 2013
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 the Boston Massacre by colonists.
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.
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
In 1773, Parliament passed the Tea Act which made the British East India
Company (BEIC) the only company 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 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 dumped 342 crates of British tea into Boston Harbor. This protest was called the Boston Tea Party.
Coercive Acts (Intolerable Acts) Information Sheet
Revised August 2013
The Boston Tea Party made the British government furious. British Prime Minister Lord North convinced Parliament to pass laws called the Coercive Acts in the spring of 1774, which colonists called the Intolerable Acts because they were so harsh. These acts were an effort to make the colonists pay for the tea and to keep
the 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 port of Boston was closed, the trading of goods between the colonies also stopped which greatly impacted the economies of all the colonies. This led to support for Boston as goods were brought in from the other colonies. In addition it stirred revolutionary spirit throughout the colonies.
British Policies Graphic OrganizerEvent 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)
British Policies Graphic Organizer-Key
Revised August 2013
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
Prior Knowledge:Students must understand escalating conflict in 13 colonies and remember recent Proclamation Line being set.
Common Core Objective: Summarize the political, economic and social aspects of colonial life in the thirteen colonies, and role of international trade between the United States and other countries.
Format of the lesson:Brief Simulation andDirect Instruction
Materials:notes handout, candy in cups
Necessary Prep:Copy tax notes handout
Phases of the LessonIntroductionTell 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 InstructionStudents will use handouts given to take notes on the many taxes put in place during the pre-revolutionary era.ConclusionAfter 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.
Assessmentnotecard before exiting class and tomorrow’s propaganda
Possible Student ResourcesHarcourt Social Studies Textbook
Works Citedhttp://www.discoveryeducation.com/teachers/free-lesson-plans/we-the-people-a-history.cfm
Revised August 2013
Lesson Concept and Purpose:13 Colonies Taxation
Day 11-12Prior Knowledge:Students must understand escalating conflict in 13 colonies and remember recent tax notes.
Common Core Objective: Summarize the political, economic and social aspects of colonial life in the thirteen colonies
Format of the lesson:Direct Instruction, Class Brainstorm, and Project
Materials:construction papercolored pencilssharpieshandouts (propaganda)
Necessary Prep:copy handouts
Phases of the LessonIntroductionRemind 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 InstructionReview 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.ConclusionAfter 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.
AssessmentPropaganda
Possible Student ResourcesHarcourt Social Studies TextbookRevolutionary Tea Poem (see discovery education link)Thomas Paine’s Common Sense
Works Citedhttp://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
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!
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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.
Example Slogans forpro-Patriot (colonist)
Propaganda
Example Slogans forpro-Loyalist (Britain)
Propaganda
Requirements to be shared by both
Lesson Concept and Purpose:Declaration of Independence
Day 13-15Prior Knowledge:Understand the causes of the American Revolution and what led colonists to declare independence
Common Core Objective:Summarize the contributions of the “Founding Fathers” to the development 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.
Format of the lesson:Direct Instruction, Inquiry Learning, and Small Group
Materials:Handouts
Necessary Prep:Review Declaration of IndependenceEnsure that students will have computers to work with on Day 3Set-up groupsPhases of the Lesson
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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)
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 ThreeAfter 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.
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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.
ConclusionOnce 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.
Assessmentclass discussion and small group observation
Possible Student ResourcesEdsitement 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
Lesson Concept and Purpose:American Revolutionary Battles
Day 16
Prior Knowledge:Students must understand escalating conflict in 13 colonies.
Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction.
Format of the lesson:Direct Instruction
Materials:ppt
Necessary Prep:familiarize self with ppt
Phases of the LessonIntroductionBegin 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 InstructionStudents 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.
ConclusionWrap 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.
Assessmentnotes
Possible Student ResourcespowerpointHarcourt Social Studies Textbook
Works CitedDiscovery Education (formerly United Streaming) United StreamingKidport Video clip (4 min) http://bit.ly/LttOe6 Scroll down to middle of webpage to access video clip.
Revised August 2013
Lesson Concept and Purpose:Constitutional Convention - Day 17-19
Prior Knowledge:Understand what caused the American Revolution and notice key participants in the fight against Britain
Common Core Objective:Summarize the contributions of the “Founding Fathers” to the development of our country.Explain how key historical figures have exemplified values and principlesof American democracy.Analyze historical documents that shaped the foundation of the United States government.
Format of the lesson:Small group, inquiry learning, direct instruction, debate
Materials:Handouts
Necessary Prep:Familiarize self with structure and development of ConstitutionCopy handoutsSeparate students into small groupsPhases of the Lesson
Introduction
Day OneConduct 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.
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.
AssessmentConstitutional “RAFT” Assignent
Works CitedLesson taken directly from Ohio.gov Dept of Education: http://bit.ly/MVzT7c
Revised August 2013
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:
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 ____
Revised August 2013
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: ________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________
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?
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What agreement was reached that allowed the Constitution to be ratified?
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?
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
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.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.
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.
Option Role Audience Format Topic
1King of England Committees of
CorrespondenceLetter “We have the right
to tax you and enforce laws upon
you.”
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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 RecruitsRecruitment
Brochure AND Newspaper
Advertisement
“Join Us and Resist the Royal Tyrants”
4 Another idea? Check with me
first
Examples of RAFT AssignmentsRole Audienc
e Format Topic
Newspaper Reporter
Readers in the 1870s
Obituary “General George Custer died today in battle.”
Lawyer U.S Supreme
Court
Oral Arguments “The police clearly violated Ernesto
Miranda’s constitutional rights during
interrogation.”Abraham Lincoln
Dear Abby Request for Advice “I’m having problems with my generals.”
Frontier Woman
Self Diary “We’ve faced many hardships since moving
west.”13 Colonies King George
IIIBreakup Letter “I don’t love you
anymore.”Chemist Chemical
CompanyInstruction Manual “Be careful to avoid
certain chemical combinations.”
Wheat Thin Other Wheat Thins
Travel Brochure “Soon you will begin your journey through the digestive system.”
Plant Sun Thank-You Note “Thanks for all you do to help me grow.”
Trout Self Journal “This acid rain is a real bummer.”
Zero Whole Numbers
Campaign Speech “Zero is an extremely important number.”
Square Root Whole Number
Love Letter “We have such an amazing relationship.”
Fractions Whole Numbers
Petition “I want to be part of your family.”
Greatest Common Nursery Rhyme “I am the greatest.”
Common Factor
Factor
Scroll Saw and Drill
Press
Middle School
Students
Comic Strip “What we wish middle school students
understood about us.”Semicolon Middle
School Students
Diary Entry “I wish you really understood where I
belong.”The Cat in the
HatElementary
School Students
Dr. Seuss Book “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
Possible Categories for Format
ActivistsAd AgencyAdministratorsAnother SchoolArtistsAthletesBusinessesCartoonistsCelebritiesChambers of CommerceCharacter in a storyCharitiesChildrenCollegesCommunity FiguresCorporationsDancersDoctorsDrama ClubsEcologists
Historical FiguresHomesteadersJournalistsLawyersMedia OutletsMuseumsMusiciansParentsPatientsPen PalsPoetsPoliticiansPublishersRelativesRestaurantsSalespersonsScientistsStudentsTeachersTheaters
Acceptance letterAdvertisementAdviceApologyApplicationAutobiographyBook jacketBumper stickerCaptionCartoonsChildren’s story or poemCommercialComplaintConfessionCongratulationsContest entryDialogues and conversationsDictionary entryDramatic monologuesEditorialEpitaph
Job specificationJokesJournals and diariesLegal briefLetter to the editorLettersListMagazineMarriage proposalMath notesMemosMessage to futureMetaphorsMinutes of meetingMonologueNews storyNominating speechObituaryObservation
Public noticeRadio playRadio scriptsRecommendationRecord album coversRejectionReminiscences and memoirsRequestsResignationResumeReviewsRiddlesSatireScience notesSermon
Ship’s log
SketchesSkitsSlide show scriptsSlogans
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EditorsElderly IndividualsHistorians
Travel AgenciesTV CharactersWriters
EssayEulogyExpense accountFarewellFictionFilmFlyersGraffitiHuman interest storyInaugural speechInquiryInvitation
papersPamphletsPetitionPhoto essayPhotos and captionsPlacardsPlayPoetryPostersPrayerProfiles and portraitsPromotional brochureProphecy and predictionsProtestPsychiatristPublic statements
Sound tapesSympathyTelegramsTelephone dialogueTravelogueTV scriptUndercover reportWanted posterWar communiquéWarningWillWritten debatesYearbook
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 1The Great Compromise
Very accurate, with extra detail
Accurate, with some detail
Some inaccuracies, with little detail
Mostly inaccurate
The Three-Fifths 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
Revised August 2013
4 3 2 1The Ratification Debate
Very accurate, with extra detail
Accurate, with some detail
Some inaccuracies, with little detail
Mostly inaccurate
Expression First person throughout, with compelling emotion
First person throughout, with adequate emotion
Report style, not in first person
No evidence of 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:From the American Revolution unit students should be able to identify misconceptions originally posted on their think, puzzle, explore
Common Core Objective:n/a
Format of the lesson:Direct Instructionand Think Pair Share
Materials:ppt from day onebutcher paper from day oneassessments
Necessary Prep:Copy assessments
Phases of the LessonIntroductionThe 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 InstructionThe teacher will pass out assessments and allow students to complete the essay questions provided.
ActivityLastly, 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.ConclusionThe 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.
AssessmentTeacher observation of whole class discussion and partner work
Possible Student Resourcesn/a
Works Citedhttp://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
