Standards SS.5.A.

5: American Revolution and Birth of a New Nation

SS.5.A.5.1: Identify and explain significant events leading up to the American
Revolution.
Access Point #: SS.5.A.5.Su.a: Recognize an event that led to the American Revolution,
such as unfair taxes.
Objectives  Understand events leading to the American Revolution.
 Explain specific events leading to the American Revolution.
 Understand why the American Revolution happened.
 Recognize who wanted freedom and what they did during the time era.
Duration 3 days – approximately 45 minutes a day
Materials  https://www.youtube.com/watch?v=BWtW0gmh3kg
 https://kids.wordsmyth.net/we/?level=2&rid=35263
 Whiteboard
 Whiteboard markers
 Butcher paper
 Markers
 Paper
 Pencils
 https://biteable.com/watch/primary-vs-secondary-sources-2589964
 https://drive.google.com/file/d/1243Z4Q_turIibVx20JLOm0DoVjkesBV_/view
?usp=sharing
 https://www.archives.gov/education/lessons/worksheets
 https://create.piktochart.com/output/47215013-event-sources
 SmartBoard
 Computer with internet access
 https://www.youtube.com/watch?v=VC1KtU5_LK0
 https://www.youtube.com/watch?
v=OvLdawL3wHM&list=PLSbHTZkaXc8zj6dlD8L87OksMroJ1o9KB
 https://www.youtube.com/watch?v=p8BwWBc571k
 https://create.piktochart.com/output/47213578-american-revolution-prior-
events-timeline
Procedures Day 1:
1. Begin class by having the students brainstorm independently what they think
the word “revolution” means for 5 minutes.
2. Break students into groups where they will share their thoughts and form a
group definition.
3. One member from the group will write their definition on the white board.
4. Write the definition of revolution on the board: “a very great change in
something that causes many other things to change.”
(https://kids.wordsmyth.net/we/?level=2&rid=35263)
5. Students will brainstorm things that make them mad by creating a list for
about 5 minutes. Teacher will provide examples (i.e. chores, homework, no
dessert, etc).
6. Students will share their thoughts with a new group, and they will create a
large list for the whole group.
7. On butcher paper set up on the walls of the class, each group will go write
down their list. Instruct students to stay at their butcher paper.
 8. While students are at their group paper, ask the following questions. If a
student answers yes or no, ask them why.
 If your parents asked you to do something on your list, would you do
it?
 If you absolutely had to do some of the stuff on your list, would you
do it?
 Would you ever rebel against the things on your list?
 What would you do to get rid of these things?
9. Now that the students are thinking of how they could change items on their
list and know the definition of “revolution”, ask them if they would start a
revolution in order the change their list. Ask them why.
10. Have students return to their seats and show them the video “The American
Revolutionary War for Kids” (https://www.youtube.com/watch?
v=BWtW0gmh3kg)
11. For a daily informal assessment, have the students write what revolution
means and one thing they learned from the video.
Day 2:
1. Begin by showing the students a timeline of the events leading to the
American Revolution (https://create.piktochart.com/output/47213578-
american-revolution-prior-events-timeline).
2. Have the student use the provided timeline worksheet to write down the
events and their dates in order
(https://drive.google.com/file/d/1243Z4Q_turIibVx20JLOm0DoVjkesBV_/view
?usp=sharing)
3. Give an overview of each event shown on the timeline and have students to
write down notes on their timeline template.
4. Tell the students we will now use primary and secondary sources from the 4
events to help us understand them better.
5. Show the students the primary v. secondary sources video
(https://biteable.com/watch/primary-vs-secondary-sources-2589964)
6. Pass out and show students the primary and secondary sources analysis
worksheets and explain how to use them.
(https://www.archives.gov/education/lessons/worksheets)
7. Pull up the primary and secondary resources sheet and, as a class, work
though the first two together
(https://create.piktochart.com/output/47215013-event-sources).
8. The first source is for the Stamp Act. Have students pick which analysis
worksheet they should use and as a class, work to analyze the source. Have
students document on their own analysis sheets.
9. The second source is for the Boston Massacre. Have students pick which
analysis worksheet they should use and, as a class, work to analyze the
source. Have students document on their own analysis sheets.
10. For the daily informal assessment, students will turn in their timeline sheet
and analysis sheets for the first two sources.
11. Play the School House Rock video on the American Revolution (
https://www.youtube.com/watch?v=p8BwWBc571k)

Day 3:
 1. Begin by having the student pick up their analysis sheets and timelines from
the previous day.
2. Pull up the primary and secondary sources page (
https://create.piktochart.com/output/47215013-event-sources).
3. Have students work independently to analyze the sources from the Boston
Tea Party and the First Continental Congress Meeting. Students should use an
analysis worksheet for each source.
4. Pull up the American Revolution music playlist and play this as background
music as the students work (https://www.youtube.com/watch?
v=OvLdawL3wHM&list=PLSbHTZkaXc8zj6dlD8L87OksMroJ1o9KB).
5. Students will be grouped into partners.
6. Students will share with their partner the following:
 The first thing they noticed about one of the sources.
 One thing they learned.
 How the source helped them understand the event.
 Their favorite part about analyzing the sources.
 What they think the source is.
7. As the students talk, the teacher walks around to observe the students and
their conversations, talking to each group and asking them one of the parts
from above for an informal assessment.
8. Students will then write a paragraph about their favorite source, what they
learned about the event from analyzing the source, and how that event led to
the American Revolution.
9. Play the “Causes of The American Revolution - Review Rap Song” as a fun
review (https://www.youtube.com/watch?v=VC1KtU5_LK0).

Assessment Day 1: Students will provide an “exit ticket” about what “revolution” means and one
thing they learned from the video.

Day 2: Students will turn in their timeline sheet and analysis sheets for the first two
sources.

Day 3: Teacher will observe students while they are in partners talking about the
primary sources. Students will also turn in a paragraph about their favorite source,
what they learned about the event from analyzing the source, and how that event led
to the American Revolution.
ESOL Beginner:
Accommoda  Label timeline worksheet in student’s native language as well as in English
tions and fill in most of the information.
 Use closed captioning on the video (video already accommodated because it
speaks slowly).
 Use a class volunteer, ESOL specialist, or another student who speaks the
student’s native language as a partner when analyzing the sources.
 Allow the student to point, use one-word answers, or other nonverbal
gestures when observing for understanding.
 Change the assessments to answering simple yes or no questions or allow the
student to write one or two sentences in their native language.
 Intermediate:
 Label worksheet in student’s native language as well as in English.
 Use closed captioning on the video (video already accommodated because it
speaks slowly).
 Use a class volunteer, ESOL specialist, or another student who speaks the
student’s native language as a partner when analyzing the sources.
 Allow the student to use one word or short sentences when answering
questions.
 Have the student write one to two sentences for their assessment or allow
them to write a paragraph in their native language.
Advanced:
 Use closed captioning on the video (video already accommodated because it
speaks slowly).
 Use a class volunteer, ESOL specialist, or another student who speaks the
student’s native language as a partner when analyzing the sources.
Resources Additional Resources:
 https://www.nationalgeographic.org/topics/resource-library-american-
revolution/?q=&page=1&per_page=25
 https://www.pbs.org/ktca/liberty/teachers.html
 https://www.historyisfun.org/learn/learning-center/colonial-america-
american-revolution-learning-resources/american-revolution-lesson-plans-
activities/