Road to Revolution Unit Plan
Building Pedagogical Content Knowledge
APA
Example:
Fertig, G., & Silverman, R. (2007).
Walking and talking geography: A small-
world approach. Social Studies and the
Young Learner, 20, 15-18.
History.com Staff. (2009). Boston Tea
Party. Retrieved January 12, 2018,
from
http://www.history.com/topics/america
n-revolution/boston-tea-party
The Road to Revolution. (n.d.).
Retrieved January 12, 2018, from
https://www.landofthebrave.info/road-
to-revolution.htm
Stefoff, R., & Zinn, H. (2007). A
Young People’s History of the United
States: Columbus to the Spanish-
American War. New York: Seven
Stories Press.
Important Content/Information
4 important stages to scaffold 1 -3 grade instruction
st rd
that builds on students’ prior knowledge to teach
geographic “sense of place”
1) engagement: drawing and interacting with
imaginary
neighborhood
2) investigation: exploring local environment
3) reflecting: using multiple senses to describe,
label, draw
local environment
4) explanation: creating group diorama maps
 Happened on December 16, 1773
 342 chests of tea were thrown overboard
 It was in defiance of the taxes Britain put on
the colonists goods.
 Tea Act came from this event which was a
law stating that the colonists must ONLY buy
tea from Britain
 Left NO damage to the ship
 Britain closed the Boston Harbor
 Proclamation of 1763
o Colonists believed this was an act of
the British King that sided with the
Native Americans and was the first
act that led to the American
Revolution
 1765 Quartering Act
o Forced American colonists to take in
the British soldiers and to feed them
and house them at their own
expense.
 In 1763 the British defeated France in the
Seven Years’ war (French and Indian war)
 France no longer threatened Britain's
colonies in North America.
 Britain needed taxes from the colonists to
help pay for the war.
 Also, trade with the colonies brought large
profits to Great Britain every year
 Richest colonists controlled fortunes worth
millions in today’s dollars
 Hardships made colonists restless, even
rebellious
 From the 1740s to the 1760s, tenants rioted
and rebelled against landlords

Hoose, P. M. (2001). We were there
too!: young people in U.S. history.
New York, NY: Melanie Kroupa
Books.
No Time for Teas (Elementary Grades
3–5). (2016, September 22). Retrieved
January 12, 2018, from
https://www.socialstudies.org/publicati
ons/socialeducation/september2005/no
-time-for-teas-elementary-grades-35
The Editors of Encyclopædia
Britannica. (2017, October 24).
Intolerable Acts. Retrieved January 12,
2018, from
https://www.britannica.com/event/Into
lerable-Acts
 Stamp act was passed in 1765
 As time went on, British grew stronger.
 After 1768, two thousand British troops were
stationed in Boston
 Conflicts started to arise between local
workers and British soldiers.
 French and Indian War ended in 1763
 To protest the British taxes, they began to
make clothing out of their own materials
 “Patriotic Sewing Circles” all over New
England
 They created their own fashion so they
wouldn’t wear what British women wear
 “Whigs”= patriots, “Tories”= British
Sympathizers
 Tea Act was passed in 1773
o Did not impose new taxes
o Lowered the price of tea
o Colonists took this as a trick
o Cut out local tea merchants
business
 Intolerable Acts were also known as
Coercive Acts
 Happened in 1774
 Happened because of colonists defiance
 Four laws by the British Parliament to
enforce their power over the colonists
o Boston Port Bill
 Closed Boston’s Port until
they paid for the destruction
of the tea
 Massachusetts Government
Act
 Got rid of the colony’s
charter, put a new General
in charge, did not allow town
meetings without approval
 Administration of Justice Act
 Protects British Officials
shared with capital offenses
during law enforcement and
allows another trial in
another colony or back in
England
 Quartering Act
 Allowed British troops to
stay in occupied colonists
houses, later allowed them
to take any unoccupied
building.
Why Did the Colonists Fight When
They Were Safe, Prosperous, and
Free? (2016, June 15). Retrieved
January 12, 2018, from
https://www.socialstudies.org/publicati
ons/socialeducation/march2007/why-
did-the-colonists-fight-when-they-
were-safe-prosperous-and-free
 The colonists were protected from the Native
Americans that would often pose a threat
towards them by England’s Royal Navy.
o They paid about 20-25% of paid
taxes- little amount of money for
their protection
 Members in upper legislative were
appointed by the Crown, while the
members in lower legislative were
elected

First Shots of War - American  Continental Congress agreed to begin

Memory Timeline- Classroom
Presentation | Teacher Resources.
(n.d.). Retrieved January 17, 2018,
from
http://www.loc.gov/teachers/classroom
materials/presentationsandactivities/pr
esentations/timeline/amrev/shots/
preparing to defend themselves
 April 18, 1775 General Thomas Gage
dispatched 1,000 British troops
 Paul Revere and William Dawes rode off to
warn the American troops
 First battle was in Lexington
 No one knows who fired first, but British won
and moved on to Concord

Stage 1: Desired Results (24 points)

1. Unit Title
The Road to the American Revolution

2. Grade Level Content Expectations (GLCEs) and Content Standards, and Anti-
Bias Standards (1 point):

Social Studies Grade Level Content Expectations

U3.1 Causes of the American Revolution
Identify the major political, economic, and ideological reasons for the American
Revolution.
5 – U3.1.1 Describe the role of the French and Indian War, how British policy toward the
colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the
new policy. (National Geography Standard 13 p. 169 C, E)
5 – U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea
Party, the Intolerable Acts, and the Boston Massacre.
5 – U3.1.3 Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering
of soldiers, writs of assistance, closing of colonial legislatures), explain how British and
colonial views on authority and the use of power without authority differed (views on
representative government).
5 – U3.1.4 Describe the role of the First and Second Continental Congress in unifying
the colonies (addressing the Intolerable Acts, declaring independence, drafting the
Articles of Confederation). (C)
5 – U3.1.5 Use the Declaration of Independence to explain why the colonists wanted to
separate from Great Britain and why they believed they had the right to do so. (C)
5 – U3.1.6 Identify the role that key individuals played in leading the colonists to
revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick
Henry, Samuel Adams, John Adams, and Thomas Paine.
5 – U3.1.7 Describe how colonial experiences with self-government (e.g., Mayflower
Compact, House of Burgesses and town meetings) and ideas about government (e.g.,
purposes of government such as protecting individual rights and promoting the common
good, natural rights, limited government, representative government) influenced the
decision to declare independence. (C)
5 – U3.1.8 Identify a problem confronting people in the colonies, identify alternative
choices for addressing the problem with possible consequences, and describe the
course of action taken.

Common Core Language Arts Standards

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas
and expressing their own clearly.

Social Justice (Anti-Bias) Standards

JU.3-5.12 I know when people are treated unfairly, and I can give examples of prejudice
words, pictures and rules.

3. Big Powerful Ideas (5 points):

Macro Level:
 A war begins due to multiple disagreements and involves multiple large groups of
people.
 A government is formed to keep society running smoothly.
 When citizens are being treated unfairly, they will react in a way to work towards
justice.

4. Essential Questions (4 points):

 Is war necessary?
 Does war always solve problems?
 What does the government do in order to keep the society safe and maintained?
 How does the government handle the devastations that can come with war?
 How can citizens show approval and disapproval of actions of the government?

5. Unit Objectives (9 points):

Students will be able to:
 describe one effect of the British policy on the colonies following the French and
Indian war.
 describe at least one cause and effect of events such as the Stamp Act, Boston
Tea Party, the Intolerable Acts, and the Boston Massacre.
 identify the role that key individuals played in leading the colonists to revolution,
including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick
Henry, Samuel Adams, John Adams, and Thomas Paine.
 name a key leader today and evaluate how he/she might handle the changes in
the colonies in today’s society.
 identify a reason why the colonists wanted to separate from Great Britain and
why they believed they had to do so.
 use the Declaration of Independence to help explain how the colonists took
charge of their freedom from Great Britain.
 analyze a situation with more than one side and justify what is fair to them.
  identify a problem confronting people in the colonies and identify 2 alternative
choices for addressing the problem, and describe the course of action taken.
6. Rationale (5 points):
Unit: Explain what or how you are
teaching
Discuss the French and Indian war.
Compare the war to another a
disagreement between two students.
Students will look at the
disagreement in written form and
discuss what is the same and what is
different about the two events.
Students will write a letter to Donald Trump
explaining to him why he should or should
not build the wall between the United
States and Mexico. This assessment will
have requirements that determine if
students met the unit goals of
understanding injustice and having the
right to voice their opinion to a
representative. Students should be able to
use the powerful ideas of war and injustice
to help prove their claim of why or why not
the wall should be built. Students should
use examples from the American
Revolution to persuade Trump to stop the
building of the wall.
Explain: Why you are teaching this?
Meaningful:
This is connected to their real life because
they see wars and riots going on in the
world around them. They also see
disagreements between students at
school. This unit connects to why those
negative events happen. It helps them see
that both sides in a war have an opinion
and it allows for them to see the two sides
and make an opinion based on the
evidence provided by both sides.
Integrative:
This is connected to writing because
students are focusing on what is required
to include in a formal letter that they will
write. I am teaching this because it helps
integrate opinion writing and gives
students the opportunity to voice their own
opinions on a topic that they are deeply
connected with. I also have them writing a
poem, which is integrating both writing and
literacy skills.
Students will be given a letter from
the principal (fake letter. Also will get
approved by principal to make sure
it’s ok to use her name). The letter
will state that their will now be taxes
or “costs” on their school supplies
(desks, chairs, pencil sharpener) that
the students must pay for every time
they use them. Discuss with small
groups if this is fair or unfair and why.
Teacher will put the word “war” on
the board. Students will take turns
coming up to the board and writing
what they think war is, what is it like,
is it necessary etc. Students should
build off each other’s thoughts. Make
a chart as a class on what they Know
about war and what they still wonder.
Discuss that there was a war called
the French and Indian War.
Value-based:
I am teaching this because I want my
students to understand how to address
real life problems that can affect them
directly or indirectly. By reading a letter
from their own principal they are given the
opportunity to challenge what problem is in
front of them. This gives students the
opportunity to make the connection
between a problem such as building the
wall that is happening far away from them
and may not affect them directly at this
time, and a situation that is happening in
their own classroom that affects them
directly. They are also learning about the
value of respect by having them have
discussions on opinions. We will be
encouraging the appropriate way to state
their opinion and ask questions about
other’s opinions.
Challenging:
The conversation that students will have
around the topic of war will challenge them
to think about the patterns that happen
throughout history. They will be challenged
to think about the war that is happening in
their lifetime and make connections to a
war that happened hundreds of years ago.
History repeats itself and the same
characteristics are embedded in topics that
we discuss and it is important for students
to think critically about their world now and
how it was the same and different before
they were alive. With this activity I want my
students to be challenged in thinking
outside the ideas of war that are obvious
(people die, there are weapons, etc.). I
want my students to understand the
deeper issues that are represented
through war.
Students will participate in a silent
discussion. They will read an excerpt
from colonists that were involved in
the Boston Tea party. We will discuss
as a class the topic of “protests.”
Active:
I am teaching this because it opens up
students minds to primary sources from an
event that happened in the past. Students
are using their peers and first impressions
of a primary source to think about the
feelings, actions and emotions that these
colonists experienced. This allows for a
gallery walk of other silent discussions and
creates an open environment for sharing
ideas.

Stage 2: Assessment/Evidence (10 points):

1. Prior Knowledge (2 points):
Social Studies:
 Students have learned about the American Indian Life in the Americas and how
that lead into European explorations.
 Students have learned about interactions between Europeans, American Indians
and Africans in North America.
 Students have learned how the 13 colonies were formed and the different
lifestyles of each of the colonies.
 The students also have prior knowledge in what jobs colonists had and the
disagreements they had with England.
Language Arts:
 Students have prior knowledge in how to participate in discussions, with partners
and one-one conversations.

2. Pre-Assessment: Seeing Student Thinking (3 points):

Topic: The Road to the Revolution
Grade Level: 5th

List the assumptions you made about your students understanding of the
topic before doing your planned activity.
· Understand the relationship between Native Americans and colonists
· A war starts from disagreements between two or more bodies of people.
· Wars cause death
· Location of the 13 colonies
· Location of England and New England
· Development of the emerging labor force in the colonies
· Why there are wars
List the questions you asked or describe the activity you used so you
could see your students’ thinking.
What is war?
Why do people go to war?
How is a war started?
When thinking about the 13 colonies, how were people becoming angry?
What problems did the colonists have with England?
What do you know about past wars? Any names?

What did the students know about the topic? What elements of the topic
did students seem to be unclear with or have uncertainties?
Know:
-Wars defend countries
-Countries want to save us and fight for us.
-People start wars to fight for peace
-There have been several different wars (WW1,WW2)
-England wasn’t following the rules and the colonists were getting angry with
them
-In war people get hurt, die and some people survive
-When a family member goes to war and dies, it is very hard for the family that is
left behind.
Uncertainties:
-They are uncertain about how a war is physically start. A student had an idea
that he thought people just started shooting their guns and would come into your
house and take you. They are unsure on how armies prepare or create plans.
-Why do they start a war? That was a question. Why don’t they just talk it out?

How did the activity affirm or challenge your assumptions about what your
students know? How will this information influence your unit?
The discussion I had with my students has given me a better idea of how I want
to introduce my unit. Originally I wanted to introduce how the war started and
who was involved but after talking with my students I would like to start with a
more clear topic of “what is war?” I want my students to really grasp the idea of
all aspects of a war in general. For example: Reasons a war can start, different
kinds of wars, the effects of wars, etc. I think setting up this foundation of what a
war is will help them to better understand how the American Revolution got
started a long time ago. This will help me connect the American Revolution and
the idea of war to how wars are handled today and the similarities and
differences.

3. End-of-Unit Performance Task (5 points):

For the unit-performance task, students will write a letter to Donald Trump explaining to
him why he should or should not build the wall between the United States and Mexico.
This assessment will have requirements that determine if students met the unit goals of
understanding injustice and having the right to voice their opinion to a representative.
Students should be able to use the powerful ideas of war and injustice to help prove their
claim of why or why not the wall should be built. Students should use examples from the
American Revolution to persuade Trump to stop the building of the wall.

Students will be given a template to organize their ideas into letter form.

“I am writing this letter in strong support of _________ (building a wall at the border
between U.S and mexico, not building).
I believe this for three reasons. First…..

Stage 3: Learning Plan (35 points)

1. Linguistic, social and academic challenges, resources and supports (10 points)

Laura

Student Description of Accommodations/Modifications/Scaffolds to Address Student’s Needs

their Linguistic, Social,
or Academic Needs

Unmotivated Behavior Offer student to become the ‘helper’: helps them stay involved and
help out with the lessons. Give them tasks to do that help you (pass
out papers, collect assignments, etc.)

Restless Have student pass out papers when needed

ESL Student Provide visuals and vocabulary sheet as a reference throughout the
lesson. Seat them by a student who is more fluent who can translate if
needed.

Skylar

Student Description Accommodations/Modifications/Scaffolds to Address Student’s Needs

of their Linguistic,
Social, or Academic
Needs

Emergent ESL I will have a lot of visuals and a translation available for him to follow
Student along with. He also has his iPad that he knows how to translate everything
and speak into it that allows for translation.

Restless I will have her be the manager of the papers and allow for her to collect
papers when necessary. She will be in charge of making sure all materials
are taken care of and that she can be involved in as much activity as
possible.
2. Overview

Activity GLCE Daily Assessmen Lesson

Description Objective t Alignment
s
Lesso Teacher will 5 – U3.1.1 Students On an exit This lesson
n1 put the word Describe the will be able ticket, gives students
“war” on the role of the to describe students will the
board. French and one effect describe one opportunity to
Students will Indian War, of the way war as learn more
take turns how British British affected about war in
coming up to policy toward policy on their life and general and to
the board and the colonies in the how. see an
writing what America colonies example of
they think changed from following war and how
war is, what 1763 to 1775, the French it started.
is it like, is it and colonial and Indian They can use
necessary dissatisfaction war. this to
etc. Students with the new compare to
should build policy. agreements
off each (National and
other’s Geography disagreement
thoughts. Standard 13 p. s they see at
Make a chart 169 C, E) school.
as a class on
what they
Know about
war and what
they still
wonder.
Discuss that
there was a
war called the
French and
Indian War
Lesso Discuss the 5 – U3.1.1 Students On an exit This lesson
n2 French and Describe the will be able ticket, gives students
Indian war. role of the to describe students will the
Compare the French and one effect write about opportunity to
war to Indian War, of the how the learn more
another a how British British disagreemen about war in
disagreement policy toward policy on t should be general and to
 between two the colonies in the handled and see an
students. America colonies why. example of
Students will changed from following war and how
look at the 1763 to 1775, the French it started.
disagreement and colonial and Indian They will see
in written dissatisfaction war. that war is
form and with the new more than
discuss what policy. people
is the same (National shooting at
and what is Geography each other.
different Standard 13 p. They can use
about the two 169 C, E) this to
events. compare to
agreements
and
disagreement
s they see at
school.

Lesso Students will 5 – U3.1.8 Students Students will This will bring
n3 be given a Identify a will be able create an in the fact of
letter from problem to identify argument of how citizens
the principal confronting a reason why it is fair act towards
(fake letter. people in the why the or unfair to injustice.
Also will get colonies, colonists tax school
approved by identify wanted to supplies.
principal to alternative separate
make sure it’s choices for from Great
ok to use her addressing the Britain and
name). The problem with why they
letter will possible believed
state that consequences, they had to
their will now and describe do so.
be taxes or the course of Students
“costs” on action taken. will be able
their school to analyze
supplies a situation
(desks, with more
chairs, pencil than one
sharpener) side and
that the justify what
students is fair to
must pay for them.
every time
they use
them. Discuss
with small
groups if this
is fair or
unfair and
why.
Lesso Students will 5- U3.1.2 Students Students will Students will
n4 participate in Describe the will be able present their be able to get
a silent causes and to analyze argument to a firsthand
discussion. effects of a situation a partner look from a
They will read events such as with more and try to colonist that
an excerpt the Stamp Act, than one persuade was involved
from colonists Boston Tea side and them to join with the tea
that were Party, the justify what their side. party and
involved in Intolerable is fair to make the
the Boston Acts, and the them. connection to
Tea party. We Boston Students what a protest
will discuss as Massacre. will be able is.
a class the to identify
topic of a problem
“protests.” confronting
people in
the
colonies
and
identify 2
alternative
choices for
addressing
the
problem,
and
describe
the course
of action
taken.

Lesso Continuing 5 -U3.1.2 Students Students will This lesson

n5 from the Describe the will be able list 2 effects will bring in
lesson the causes and to analyze of each of the fact of
day before. effects of a situation the events how citizens
How are events such as with more talked about act towards
protests seen the Stamp Act, than one in class and injustice.
in today’s Boston Tea side and describe Students will
society? Read Party, the justify what how they able to see
an excerpt Intolerable is fair to think one how protests
from a Acts, and the them. event could today are
protester Boston Students have been similar and
from a recent Massacre. will be able handled different.
event (the to identify differently.
wall that a problem
trump wants confronting
to build?) people in
Compare the the
two as a colonies
class. and
identify 2
alternative
choices for
addressing
 the
problem,
and
describe
the course
of action
taken.

Lesso Students will 5 – U3.1.3 Students Students will This lesson

n6 participate in Using an event will be able need to pick helps students
creating from the to name a one event make
dialogue Revolutionary key leader that connections to
poems. They era (e.g., today and happened the leaders in
will use the Boston Tea evaluate and how their life and
British and Party, how he/she they would how leaders
colonists as quartering of might have control and
two sides and soldiers, writs handle the handled it work with the
tell their of assistance, changes in differently government
stories closing of the as well as deal
through a colonial colonies in with certain
poem. legislatures), today’s issues.
explain how society.
British and
colonial views
on authority
and the use of
power without
authority
differed (views
on
representative
government).

Lesso Each group of 5 – U3.1.4 Students Students will This lesson

n7 students will Describe the will be able be given a will help
be given a role of the First to analyze situation to students
scenario. and Second a situation analyze and understand
They will read Continental with more decide if the what rights
the scenario Congress in than one outcome citizens have
and decide as unifying the side and was fair and and the role
a group if colonies justify what explain why they play in
what (addressing is fair to or why not. society.
happened is the Intolerable them.
fair or unfair. Acts, declaring
They will independence,
present to the drafting the
class their Articles of
decision and Confederation)
support it . (C)
with
evidence. 5 – U3.1.8
Identify a
problem
confronting
 people in the
colonies,
identify
alternative
choices for
addressing the
problem with
possible
consequences,
and describe
the course of
action taken.

Lesso Students will 5- U3.1.5 Use Students Students will This lesson
n8 create a list the will be able choose one will engage
of qualities of Declaration of to name a of the students in
what makes a Independence key leader leaders from what kind of
“good” to explain why today and the power leaders
leader. Then the colonists evaluate American can have and
they will be wanted to how he/she Revolution how citizens
given a separate from might and create a can use their
leader from Great Britain handle the presentation own power to
the American and why they changes in of why they get through to
Revolution believed they the were a good those leaders.
and decide if had the right colonies in or bad Having a
they were to do so. (C) today’s leader. Did discussion
considered a 5 – U3.1.6 society. they help with students
“good” leader Identify the the colonies about how
or a “bad” role that key or were they they see
leader and individuals unjust? themselves.
why. played in Do they see
leading the themselves as
colonists to a leader? Are
revolution, they a
including follower?
George
Washington,
Thomas
Jefferson,
Benjamin
Franklin,
Patrick Henry,
Samuel

Lesso Students will 5- U3.1.5 Use Students Students will This lesson
n9 analyze a the will be able choose one will build off of
leader in Declaration of to name a of the lesson 8 and
today’s Independence key leader leaders from will engage
society to explain why today and the students in
(Trump). They the colonists evaluate American what kind of
will use the wanted to how he/she Revolution power leaders
same list of separate from might and create a can have and
qualities to Great Britain handle the presentation how citizens
determine if and why they changes in of why they can use their
he is a good believed they the were a good own power to
 or bad leader. had the right colonies in or bad get through to
Then as a to do so. (C) today’s leader. Did those leaders.
class we will 5 – U3.1.6 society. they help
discuss the Identify the the colonies
leaders they role that key or were they
talked about individuals unjust?
in lesson 8 played in
and our leading the
leader today. colonists to
revolution,
including
George
Washington,
Thomas
Jefferson,
Benjamin
Franklin,
Patrick Henry,
Samuel
Adams, John
Adams, and
Thomas Paine.

Lesso Students will 5 – U3.1.8 Students Students will This lesson

n 10 use their Identify a will be able write a letter will give
knowledge of problem to analyze to the students the
how people in confronting a situation president opportunity to
the colonies people in the with more taking a take a stance
felt versus colonies, than one stance on on a situation
how they feel identify side and whether he and reach out
in today’s alternative justify what should build to a
society about choices for is fair to the wall or representative
the wall being addressing the them. not. in today’s
built between problem with Students society.
Mexico and possible will be able
the United consequences, to identify
States. They and describe a problem
will create the course of confronting
their own action taken. people in
argument. the
colonies
and
identify 2
alternative
choices for
addressing
the
problem,
and
describe
the course
of action
taken.
3. Individual Lesson Plans (15 points – 5 points per lesson):

Lesson Procedure #1

Your Name: Laura Krieber & Skylar Corey

Title of Lesson: The Different Roles of War
GLCEs/ CCSS:5 – U3.1.1 Describe the role of the French and Indian War, how British
policy toward the colonies in America changed from 1763 to 1775, and colonial
dissatisfaction with the new policy. (National Geography Standard 13 p. 169 C, E)
Grade Level: 5th grade
Goals/Objectives: Students will be able to describe one effect of the British policy on
the colonies following the French and Indian war.
Big Ideas/Enduring Understanding: This lesson gives students the opportunity to
learn more about war in general and to see an example of war and how it started. They
can use this to compare to agreements and disagreements they see at school.
Assessment: On an exit ticket, students will describe one way war as affected their life
and how.

Components Teacher Activity Student Activity

(include differentiation strategies that show
you are meeting the needs of all learners)

Opening Students will be asked to think to

(engagement and Teacher will put the themselves what the word means to them.
tapping into prior word “war” on the (Low motivation student: Have word
knowledge) board. written on a piece of paper with definition)
Development Once students have had the chance to
Teacher draw reflect with themselves, turn and talk to
(detailed sticks and help their table partner.
activities support discussion
including but let discussion Draw sticks: Have students come up (if
questions, be mostly student they want to) to write on the board their
transitions) thoughts of the word ‘war.’
led.
Create a thinking chart on the board with
ideas of war.

What do you think when you hear about

war?
Explain to students What does the word ‘war’ mean to you?
the transition from What emotions do you feel about war?
the colonies (last How has war affected your life?
unit) and how the Does the French and Indian war affect
war evolved. your life today?
What types of wars do you know about?
Go through
powerpoint slides Once thinking chart has full thoughts,
on the timeline of introduce the French and Indian War.
the French and
Indian War.

Closure Pass out causes Read “Tea Time” in student’s reading

(wrap up) and effects books. Students fill in blanks on their
worksheet and go cause and effects worksheet. Add in
through with notes about cause and effect seen in the
students the French story. Read an excerpt with the class on a
and Indian War. war issue in today’s society. This will help
students relate to the ideas of war in
today’s time.Have students add their own
ideas of cause and effect of war that they
see today. (ex War in Iraq, Trump trying to
build the wall, etc.) How have they
personally seen the effects of war?

On the back of their organizer, students

write 3-4 sentences on how cause and
effect was seen in the story and compare
that to the effect war has had on them
today.
 Materials Timeline None
Needed powerpoint
(teacher and Student sticks
student) Cause and effects
sheet
Exit ticket paper

Lesson Procedure #2

Your Name: Laura Krieber & Skylar Corey

Title of Lesson: The French and Indian War
GLCEs/ CCSS: 5 – U3.1.1 Describe the role of the French and Indian War, how British
policy toward the colonies in America changed from 1763 to 1775, and colonial
dissatisfaction with the new policy. (National Geography Standard 13 p. 169 C, E)
Grade Level: 5th Grade
Goals/Objectives: Students will be able to describe one effect of the British policy on
the colonies following the French and Indian war.
Big Ideas/Enduring Understanding: This lesson gives students the opportunity to
learn more about war in general and to see an example of war and how it started. They
will see that war is more than people shooting at each other. They can use this to
compare to the topic of bullies and if they should be expelled. How does this relate to
power in school versus power of government? (Power of British)
Assessment: Students will write their opinion on if bullies should be expelled. Why or
why not? Students will write a paragraph describing how the consequences of bullies
being expelled are similar and different to the British policy.
Components Teacher Activity Student Activity
(include differentiation strategies that show
you are meeting the needs of all learners)

Opening Review the details Have students name what they know,
(engagement of the French and create a thinking chart on the board to
and tapping into Indian war review what they know.
prior knowledge) discussed in the
previous lesson. Have students name disagreements that
happen to cause the French and Indian
War.
Discuss the British
Policy. Help
facilitate a Pass out information sheet on the British
discussion on how Policy. Discuss as a class what it means
the British policy
Development Pass out a written Bring up the topic of Bullying.
disagreement Question for students: Should bullies be
(detailed between two expelled from school? Why or why not?
activities people.
including First define with the class what a bully is.
questions, (This will be critical. I want students to all
transitions) have the same idea of what a bully does so
Assist in the
discussion of how they can create an opinion based on the
the British policy same definition-- keeping in mind that the
affected the topic of opinion can also come up in
colonies. students different opinions of what a bully
is but that is not the focus-- the focus is
more on the consequence the bully should
receive)
Also define- “explosion”- what it means to
be expelled.
Discuss with students that there are
different beliefs , and different ways of
thinking about how bullying should be
handled.
Who should hold the power of expelling?
Do they get a warning?
Have students turn and talk to their
neighbor about the experiences they have
had with a bully and how they think it
should be handled.
Students should explain if they agree or
disagree with the question. Is this fair or
unfair? Why or why not?

Have students turn and talk about the

similarities and differences of the British
policy and the new bully policy.

Closure Students will write 4-6 sentences. How is

(wrap up) the treatment (punishment) that bullies will
receive similar or different to how the
colonies were treated? Is this fair or
unfair?

Prompt:
“I believe that the consequence of a bully
being expelled is (fair or unfair)
because_________. This is similar to the
British Policy in a way that ________. This
is different than the British Policy because
___________.
 Materials Notes from previous lesson
Needed
(teacher and
student)

Lesson Procedure #3

Your Name: Laura Krieber & Skylar Corey

Title of Lesson: Alternatives to War
GLCEs/ CCSS: 5 – U3.1.8 Identify a problem confronting people in the colonies, identify
alternative choices for addressing the problem with possible consequences, and
describe the course of action taken.
Grade Level: 5th Grade
Goals/Objectives: Students will be able to identify a reason why the colonists wanted to
separate from Great Britain and why they believed they had to do so.
Students will be able to analyze a situation with more than one side and justify what is
fair to them.
Big Ideas/Enduring Understanding: This will bring in the fact of how citizens act
towards injustice.
Assessment: Students will create an argument of why it is fair or unfair to tax school
supplies.

Components Teacher Activity Student Activity

(include differentiation strategies that
show you are meeting the needs of all
learners)

Opening Review that we are Have students review the French

(engagement and talking about the and Indian war.
tapping into prior effects that the French
knowledge) and Indian war has.
 Development Pass out letter from Students will read the letter and
principal that states the comment on how they feel about
(detailed new taxes that will the new taxes that Burton will have
activities including happen at Burton. on it’s school supplies.
questions,
transitions) Discuss as a class students initial
reactions.

Then move into the discussion of

how these taxes are similar to the
taxes that the British put on the
colonies.

Are these new taxes fair? Why or

why not?
What could be done instead of
taxing?
What are you feeling as a student
that now you have to pay for
supplies you have been using for
years?
What do you think Principal
Woodside’s motive was for
creating these taxes? Why would
she start taxing now?

Closure Pass out template for Students will fill out a sheet.
(wrap up) arguing why the taxes
are unfair. Dear Ms. Woodside,

I think the new taxes are fair/unfair.

I think this because

One reason they are fair/unfair is….

Another reason they are fair/unfair

is…

Materials Needed Letter template Pencil

(teacher and
student)