INTRODUCTION TO OUR NATION

Grade 5
ROAD TO THE REVOLUTIONARY WAR
Written by Brittany Ferrier

“We hold these truths to be self-evident, that all men are created equal, that they are endowed by
their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit
of Happiness…”—Thomas Jefferson (Declaration of Independence)

“We began a contest for liberty ill provided with the means for the war, relying on our own
patriotism to supply the deficiency. We expected to encounter many wans and distressed... we
must bear the present evil and fortitude…”—George Washington (1781)
Introduction
Rationale:
This instructional unit outlines the American Revolution and the specific causes that
led to the Revolutionary War. The road to Independence was a representation of the
determination and fight colonists had to try and end the tension, conflict, and power
British officials had on the New Americas. Activities that students engage in will aid
their learning and understanding that this colonial revolt was the establishment of our
country’s independence from the control of Great Britain. A series of lessons will focus
on the events that led to the American Revolution, how colonists worked together to end
control, and the changes that resulted in the Declaration of Independence.
Historical Context:
The road to The Revolutionary War stemmed from a growing strain between residents of
Great Britain’s 13 North American colonies and the colonial government which
represented the British crown. Altercations between British troops and colonial militia in
Lexington and Concord started the armed conflict and by the following summer, rebels
were in defense for their independence and freedom. British government officials wanted
to raise revenue by taxing the colonies which created protest among many colonists. The
Boston Massacre was a result of colonial resistance where violent British soldiers opened
fire on a mob of colonists, killing five men. The Boston Tea Party was another event that
lead to the Revolutionary War where a band of Bostonians dressed up as Mohawk
Indians and boarded British ships, dumping over 340 chests of tea in the Boston Harbor.
This outraged Parliament to the point that they passed a series of acts that were designed
to reestablish authority in Massachusetts.
In response to the controversy, a group of colonial delegates met in Philadelphia
in September of 1774 to address their grievances against British authority. This First
Continental Congress declared taxation without representation as well as issuing
acknowledgment of the rights of life, liberty property and assembly of trial by jury. This
group of intellects decided to meet again in May of 1775 to consider further actions
however, violence had already broken out in Lexington and Concord, marking the first
decisions in the Revolutionary War. A final plea was made by Congress to King George
to avoid war by sending the Olive Branch Petition letter stating that colonist were still
loyal to Britain and that war would be avoided if the colonies were given more freedom
to govern themselves. However, the King never responded. Conflicts continued to rise
between colonies and Britain. After one year of fighting, Patriots, people who believed
colonies should separate from Britain wanted to officially break from Britain rule. Many
Patriots wrote Propaganda to support their cause. Thomas Paine published Common
Sense, stating that people have the right to govern themselves rather than be ruled by a
king. His powerful words convinced many colonists that it was finally time to declare
independence. The Second Continental Congress met and created a committee to prepare
a document stating its goals declaring colonies to be “free and independent states” in June
of 1776. Congress later approved the document written by Thomas Jefferson and his
associates on July 4th 1776, rallying around these ideas in their fight to free themselves
from Britain.
History-Social Science Standard(s):
H-SS 5.5.1- Understand how political, religious, and economic ideas and interests
brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the
Townshend Acts, taxes on tea, Coercive Acts). Students will develop an understanding
for how specific events affected both parties in the Revolution based on people’s
political, religious, and economic decisions.

H-SS 5.5.2- Know the significance of the first and second Continental Congresses
and the Committees of Correspondence. I will teach my students the purpose and
significance in how these events in our history shaped the outcome of the Revolutionary
War.
H-SS 5.5.3- Understand the people and events associated with the drafting and
signing of the Declaration of Independence and the documents significance, including the
key political concepts it embodies, the origins of those concepts, and its role in severing
ties with Great Britain. Students will be able to identify key detail and elements of the
Primary source of the Declaration of Independence and understanding the individuals
who wrote this risky and groundbreaking document.

H-SS 5.5.4- Describe the views, lives, and impact of key individuals during this
period (e.g, King George III, Patrick Henry, Thomas Jefferson, George Washington,
Benjamin Franklin, John Adams). This standard will be taught to address how important
individuals paved out nation’s history providing and enduring an incredible fight to
obtain freedom and liberty.

History-Social Science Analysis Skill(s):

Research, Information and Technology Skills
1. Students categorize and sequence events that led up to the Revolutionary War by
viewing historical documents, reading text, and viewing artifacts, photos, and maps.
2. Students will participate in persuading, compromising, debating and negotiating in
resolutions of conflicts and differences by using primary and secondary sources.
3. Students will compare, contrast and make connections between different ideas and
events.

Student Outcomes:
1. Interpret primary and secondary sources
2. Make connections between specific events that led to the Revolutionary War using
cause and effect
3. Report on sequence of events and how the order of each event brought the colonist
together in the effort to gain freedom.
4. Explain main ideas and supported with details that are contextualized and evidential

Essential Questions:
1. The American Revolution was caused by changes in political, religious, and
economic ideas. What specific events led Americans to decide to fight for
independence?
 2. As conflicts came about with Britain, the colonists realized the importance of
working together. How did the colonists work together to cause change?
3. Writing the Declaration of Independence was a key event for the colonists. Why was
the signing of the Declaration of Independence important to the colonists?
4. It took many individuals to push for the cause of independence. How did the Patriots
contribute to American independence?
5. Imagine you were a Patriot or Loyalist, what do you think life would have been like
during this state of conflict and what side would you choose to be on if you were
alive during the Revolutionary War?

Essential Vocabulary:
American Revolution Lexington and Concord Sugar Act
Benjamin Franklin Loyalist Taxes
Boston Massacre Martha Washington Thirteen Colonies
Boston Tea Party Minutemen Thomas Jefferson
Britain Molly Pitcher Thomas Paine
Colonist Natural Rights Townsend Act
Common Sense No Taxation without Treaty of Paris
Representation
Constitutional Convention Oceans apart United States of America
Continental Congress Parliament U.S. Constitution
Declaration of Independence Patrick Henry Valley Forge
England Patriots Victory
Freedom Paul Revere War
French and Indian War Phyllis Wheatley William Howe
George Washington Quartering Act Louis XVI
Henry Clinton Redcoats Yorktown
Independence Revolutionary War Zealous
John Adams Samuel Adams
John Handcock Sons of Liberty
July 4, 1776 Stamp Act
King George III Star Spangled Banner

Primary Sources and Secondary Sources:

-Newspaper Article: Boston Massacre Boston Gazette
-Map (Thirteen Colonies)
- Our Nation Textbook
- George vs. George: The American Revolution as Seen from Both Sides
-Image of Declaration of Independence
-On the Road to Revolution book
-DK Eyewitness American Revolution book
- American Revolution School House Rock Video
https://www.youtube.com/watch?v=D727LW8GENQ
 -Boston Tea Party Primary Source from a participant in the Boston Tea Party
-American Revolution from Colonies to Constitution The Road to Revolution
https://www.youtube.com/watch?v=lZgc1-nNoYU
- You Wouldn't Want to Be at the Boston Tea Party!: Wharf Water Tea You'd Rather Not
Drink (You Wouldn't Want to...) book
- Primary Source: Letter from Boston’s Committee of Correspondence, 1774
- “Join, or Die” Cartoon (Benjamin Franklin)
- If You Were a Kid During the American Revolution- Wil Mara book
- What is the Declaration of Independence? by Michael C. Harris
-Copy of the Declaration of Independence
-Image of the First Continental Congress
-Copy of Thomas Paine Common Sense

English Learners and Special Needs Strategies:

English Language Learners and Special Education students are important and valued in
the classroom environment. Their opinions, discussions and thoughts are respected, treasured,
and appreciated. Equal opportunities for pair shares and small groups to improve communication
and build vocabulary will be offered within this unit to incorporate students who are second
language learners and students who need educational support. These accommodations will help
English Language Learners complete tasks and assignments with support from their peers all
while feeling included in the classroom and build vocabulary and language. By repeating
information, checking for understanding, discussing readings and asking expansion type
questions, students will remember content easier and increase knowledge on the topic. Students
will also be able to review what they have learned throughout the unit and discuss anything they
might find confusing while completing each lesson or project.
In addition, I will encourage visual aids, videos, large font books, pictures, maps,
enjoyable activities and hands on learning opportunities to support children’s ideas of the lessons
and formulate a reference for students who are English language learners. Students can use prior
knowledge and their own experiences to complete activities well and become more
knowledgeable about the American Revolution. Students will also be able to work one-on-one
with the teacher if needed, given additional time to complete any work, and opportunities for
brain breaks will be provided to meet students’ academic needs. Modified instruction,
differentiated word choice when discussing and teaching lesson, adaptations to meet students
educationally will be included and fostered during this unit to aid students individually. In order
to not overwhelm students with material and difficult content or topics that are new for them, I
will ask an abundant amount of questions and front load information beforehand to make
students aware of what will be discussed next and help them understand material. After the unit
is complete, I will check in with these students and verify their understanding of what they have
learned in this lesson, if they have any questions to be answered or clarified and their feelings
toward the content of the unit and how it has shaped their knowledge on American history of our
nation associating their understanding of the unit with their own experiences.
Beginning the Topic: Road to Revolutionary War, 5th Grade,
What Events Led to the American Revolution
Lesson Outcome: Students will use prior knowledge from previous unit and cause and effect
strategies to derive connections between specific events that led to the Revolutionary War.
Lesson Focus Question: Using prior knowledge of previous lesson, what was the colonist’s life
like in the colonies, and what were some of the reasons and undesired aftermath of specific
events that led to the Revolutionary War?

Teaching Sequence for this Lesson

 Anticipatory Set: This lesson would be initiated and scaffold off our previous unit called
“Life in the Colonies.” Students will have to use their schema and understanding of that
lesson by participating in an activity that uses paper and crayons. Students have to make a
foldable organizer divided into four separate boxes, illustrating characteristics and images
of how life is like in the new nation and 13 colonies. This activity would help jog
students’ memories while also concluding what they learned about the colonists while
also using their social studies text to find information and ideas for their foldable.
Following this activity, I would show students a Schoolhouse Rock video, “No More
King” to set the scene and introduce what we will be discussing in this next lesson. This
video briefly organizes what occurred after colonist settled in the new found land and
highlights some events that occurred due to frustration and division between the King and
the colonist. These two activities will connect students to the previous lesson while also
building knowledge on content that will be discussing next based on causes and effects
that were consequences of people’s decisions and actions.
 Input: One the Road to Revolution would be read to the students and they would each
have their own copy of the book. Students would be given post its or sticky notes to write
down the events that led to the war, focusing on the major causes that upset the colonist
while they are reading One the Road to Revolution. After this activity, students would be
given a worksheet with all the events leading to the American Revolution. Students would
use their social studies interactive notebook and create a timeline out of construction paper
and the worksheet, gluing the events in order of occurrence. I would have a teacher copy
that I would have made as a guide or “cheat sheet” as an example to help students who are
stuck with the order or facilitate ideas. I want this activity to be a framework of our unit
but also an image of all the major events that played out leading to the war in addition to
visualizing how much time was between each event. Students will also be able to use their
social studies textbook, the book On the Road to Revolution and DK: Eyewitness Books:
American Revolution as resources to help students complete their timeline. This
activity/timeline will be something students can look back to and reference throughout the
unit and be a beneficial tool that is visual and individualized. In addition to their timeline
resource in their interactive notebook, I would provide students a packet of all the events
leading to the American Revolution. Each sheet would have the definition or description
of the event that they can also keep with the as a reference throughout the unit.
 Closure: As a homework assignment I would check for students understanding by having
them go on an American Revolution Scavenger Hunt by bringing in and searching for
“artifacts” related to the revolution. For example, they could bring in a tea bag to represent
the Boston Tea Party, a stamp or printed paper product to represent the Stamp Act, a dollar
bill to represent George Washington’s face on it, an American Flag, or even a replica of
the Declaration of Independence. A Newspaper Article of “The Boston Massacre” from
Boston Gazette and Country Journal, March 12, 1770 an image in their textbook would be
shown to them as an example of a primary source and an artifact from the revolution. This
 would give them an idea of something they can bring in to display understanding of primary
sources and also verify knowledge after creating their timeline. This activity would be a
fun way to demonstrate students that there are materials today that embody and remind us
of the fight that was made centuries before.

Developing the Topic (5 Lessons)

1. Vocabulary Lesson

Student Outcome: Become more knowledgeable and understanding with American Revolution
vocabulary and concepts.

Focus Question: What are specific vocabulary words that identify and embody what occurred
during the American Revolution and each vocabulary meaning?

List of Vocabulary Words:

American Revolution Lexington and Concord Sugar Act

Benjamin Franklin Loyalist Taxes
Boston Massacre Martha Washington Thirteen Colonies
Boston Tea Party Minutemen Thomas Jefferson
Britain Molly Pitcher Thomas Paine
Colonist Natural Rights Townsend Act
Common Sense No Taxation without Treaty of Paris
Representation
Constitutional Convention Oceans apart United States of America
Continental Congress Parliament U.S. Constitution
Declaration of Independence Patrick Henry Valley Forge
England Patriots Victory
Freedom Paul Revere War
French and Indian War Phyllis Wheatley William Howe
George Washington Quartering Act Louis XVI
Henry Clinton Redcoats Yorktown
Independence Revolutionary War Zealous
John Adams Samuel Adams
John Handcock Sons of Liberty
July 4, 1776 Stamp Act
King George III Star Spangled Banner

Materials:
- American Revolution A-Z Book
- American Vocabulary Review Worksheet
- Pencils
- Crayons/Colored Pencils
- American Revolution School House Rock Video
https://www.youtube.com/watch?v=D727LW8GENQ
-Document Camera
-Marker or Sharpie
-Our Nation Scott Foresman
Teaching Sequence:
 Anticipatory Set/ Input:
This lesson would begin by the teacher introducing the activity and assignment, the
American Revolution A-Z Vocabulary Book. Using a Ven diagram, the teacher will ask
students to give the teacher known vocabulary words that are based or involve the American
Revolution. The teacher will write those words the students tell her on the Ven diagram
under a document camera.

The teacher will then hand each student a list of vocabulary words. Students can look at the
words and figure out which words are new words to them, words they’ve never seen before,
and words they already know from previous lesson. Students can discuss words with a
partner and compare responses to each word that they see on the list. The teacher will then
read off the list of words out loud so each student is hearing how they are pronounced.
Students will follow along. Teacher will then show a video about the American Revolution
from School House Rock. Students will have to watch the video while also highlighting or
underlining words they either see written in the video or heard.

 Guided/Independent Practice:
In small groups, partners, or individually students will complete the American Revolution A-
Z Vocabulary Book. Students can either use the vocabulary list provided to them or pick
different vocabulary words that are in their textbook but not on the list and assign one word
for each letter in the alphabet, for example, B if for Boston Tea Party. However, each word
has to represent the American Revolution. Students will then write the definition and
sentence/ description of the word under each picture hat students create on their worksheet.
Each page will represent a different word and letter from the alphabet. Creativity and
imagination is encouraged while completing this assignment. This activity and book can be a
useful tool for students that can be used throughout the unit and can be a lesson taught at the
beginning of the unit Road to Revolution.
  Check for Understanding:
After students have completed their A-Z book and in order to check for understanding, the
teacher will provide a American Revolution worksheet to review vocabulary, definitions and
practice key terms. Students should work independently to further understanding and allow the
teacher to comprehend what terms students know and what terms should be highlighted or gone
over again during other lessons in the future.

 Conclusion:
Worksheets can be collected concluding the vocabulary lesson. Teacher should make sure
students names are on their worksheet. A common understanding should be made by the teacher
and any terms that students have questions about should be answered. Teacher will check for
participation and appropriate responses making sure all students are following along and are not
confused on vocabulary while completing in class activities. This will support students learning
and allow the teacher to know what needs to be review or retaught.
 2. Primary Source Lesson
Lesson 2: How did the Colonist Work Together?
Student Outcome: Students will understand persona that established our Nation and how
individuals worked together in order to cause change.
Focus Question: What was the colonist purpose in coming together in unity and forming the
Committees of Correspondence in 1772 and the effects that took place because of their decision?

Common Core State Standards for English

Language Arts History-Social Science Analysis Skills

2. Demonstrate command of the conventions 1. Creating connections between ideas and

of standard English Capitalization, events
punctuation, and spelling when writing.
2. Creating inferences and comparing primary
6. Acquire and use accurately grade- sources
appropriate general academic and domain-
specific words and phrases, including those
that signal contrast, addition, and other logical
relationships.

List of Materials
- If You Were a Kid During the American Revolution- Wil Mara
-Social Studies Interactive Notebook Journal Response
- “Join, or Die” Cartoon
- Committees of Correspondence summary page in student’s packet
- Primary Source: Letter from Boston’s Committee of Correspondence, 1774
- Worksheet Responding to Primary Source
-Pencil
-Whiteboard
- Envelopes Full of Questions about Committees of Correspondence
Teaching Sequence
o Anticipatory Set
This lesson would begin by reading and previewing the book If You Were a Kid During the
American Revolution. This book addresses a different perspective; viewing life during this time
period from how it was like for children living in the thirteen colonies. By viewing content from
this perspective, students can use their own ideas and experiences to try and relate to the
American colonist during this time period of the Revolutionary War. We will discuss the content
of the book and summarize what the story was about. Students will then write a journal entry in
their interactive notebooks responding to:
Write a short response that identifies what you think life would have been like if you were
a child during the American Revolution. What would be your daily tasks or chores you would
have to complete? What decisions would have been made? Are their things that we have now
that would be present in the colonies? Imagine if your father was Benjamin Franklin or Thomas
Jefferson? Use transitions, complete sentences: punctuations, correct spelling, capitalization.
This activity allows students to compare and contrast what their life is like present day and
seeing how different life was for children living during the American Revolution.

o Input
As a class we will go over primary and secondary sources. Using my computer and a PowerPoint
presentation that I have created, I will give examples of both types of sources and have students
identify examples of each source. Students will then have to complete a worksheet that has
primary and secondary sources on it and place the artifacts in each category of the Ven Diagram.
This aids students understanding of which pieces of materials and artifacts correlate with each
source.

o Modeling
Read and review the worksheet from packet: Committees of Correspondence. This goes over
content of the union between the colonists and the drive for freedom. It addresses what life might
have been like with communication, founding of the people group, and issues that were faced
during this time. The effects of this committee was extremely positive and allowed colonies to
communicate to review news information quicker and more efficiently.
 o Check for Understanding
As a class conduct an activity were teams or small groups answer questions from an envelope.
Students can ask questions to each other and quiz each other or The teacher can ask questions to
the class and teams have to answer questions on their whiteboard, whoever answers questions
first raise their whiteboard and that team gets the point.

o Guided and/or Independent Practice

Based on prior knowledge and understanding from going over primary and secondary sources,
students will review a primary source by a letter from Boston’s Committee of Correspondence,
1774. Vocabulary terms are defined on the bottom of the article for students and help them
understand unknown key terms. They will then answer questions about the primary source either
individually or with a partner. Answers will be given to students at the end of the activity.
 o Closure
Concluding this lesson will require the teacher to ask questions and review differences in
primary and secondary sources in addition to addressing what life might have been like for the
colonist. Students can share their journal entry and ideas to a peer share or to the entire class.
This will review ideas as well as highlighting students work by having them present and
participate. Students will use their own experience and the story to conduct and write this
journal. This benefits students and help them remember the content being discussed.

3. Literature Lesson
Lesson 3: Events that Led to the American Revolution

Student Outcome: After this lesson, students will be able to list and identify the sequence of
events that occurred during the road to independence and before the Revolutionary War.
Focus Question: What decisions were made by the colonist or what events occurred that
affected political, religious and economical ideals during the resistance of the British rulers?

Common Core State Standards

2. Determine a theme of a story, drama, or
English Language Arts/ Literacy K-5 poem from details in the text, including how
Reading Standards for Literature characters in a story or dram respond to
Key Ideas and Details: Grade 5 Students challenges or how the speaker in a poem
reflects upon a topic.
7. Analyze how visual and multimedia
elements contribute to the meaning, tone, or
beauty of a text (e.g., graphic novel,
multimedia presentation of fiction, folktale,
myth, poem).
List of Materials
- You Wouldn't Want to Be at the Boston Tea Party!: Wharf Water Tea You'd Rather Not Drink
(You Wouldn't Want to...) – I’ve decided to use this children’s book because this book is
engaging for young readers and will make them feel included in the story. Students receive hands
on learning teaching strategies by inviting themselves to become a main character and reveal as
well as highlight an important event during this time of history. Students will imagine
themselves apart of the story and this will set the scene for other lesson during this unit, picturing
how it must have been like to be a colonist making critical decisions that would in hindsight
effect our nation’s history.
- Interactive Social Studies Notebook-Timeline Line
- American Revolution from Colonies to Constitution The Road to Revolution
https://www.youtube.com/watch?v=lZgc1-nNoYU
- Note paper (take notes during video)
-Textbook
-Flip Book Worksheet Activity
-Boston Tea Party Information Sheet
-Boston Tea Party Primary Source from a participant in the Boston Tea Party

Teaching Sequence
o Anticipatory Set:
Using their understanding of all the events that occurred during the rise to the American
Revolution and their social studies interactive notebooks students will identify and create a flip
book with all the events that led to the American Revolution. Students will watch a video from
YouTube that goes reviews all the events that occurred in addition to describing how each event
scaffold each other causing and effecting the next one. By watching this video, students will be
able to complete the activity of the flip book and be a useful reference for them during this unit. I
will then inform students that I will be choosing one event, The Boston Tea Party that we will
learn about and that I will inform them about today using literature.

o Input
This book describes one event during the American Revolution teaching us about aspects of this
historical occurrence during our nations birth and rise to freedom.
o Modeling
After reading this story, students will discuss the story identifying how character respond to the
challenges of the Boston Tea Party, specific decision they made, and summarize the text in their
social studies interactive notebook. They will use images and textual evidence to aid their
understanding and summarize the story. Students will then read a sheet about the Boston Tea
Party giving additional information about this event. Students will have a packet of all the events
and description of each event so they have it tangible during the entirety of the unit. We will use
this to help students understand in detail about the event specifically the Boston Tea Party. They
can also use the literature story as a reference helping students imagine and picture themselves in
this type of event and understand what it might have been like for individuals participating in the
action that took place in that harbor. We will read this worksheet as a class. Following this
reading we will complete and view a primary source from a participant from the Boston Tea
Party. We will read a statement that he made and discuss the meaning of the participant’s words
and its meaning. Students will then have to imagine what it might have been like if they had been
present during this event and write a similar statement. Once complete they would share their
statement with a partner or in a small group.

o Check for Understanding

In order to verify understanding of events that took place during the American Revolution and
their causes students will complete a worksheet that were they color instances and words that
represent an event leading up to the revolutionary War. Students can use their timeline in their
interactive notebook to complete the activity, however they must finish it independently. Teacher
will check for participation and appropriate responses making sure all students are following
along and are not confused on content or topic.
o Guided Practice
In small groups or with a partner, students will complete a chart that has “Events Leading up to
the American Revolution” similar to the one in the picture. Students will have to identify the
cause and the effect of each event. Students can use their time-line, textbook, or online resources
to complete this activity.
 o Independent Practice
Students will have to form a PowerPoint presentation with choosing one events that occurred
during the road to revolution. Discussing and explaining what happened during this event, why it
took place, and who were the individuals that were a part of this event. Students will have to find
and include primary resources from this event to add in their presentation. Following completion
of this activity they will have to present their findings and research to their classmates and be
graded on their neatness, presentation to their peers, and the flow of their PowerPoint.
o Closure
Reflect and discuss what students have learned about the lesson and the story that was read to
them. Have students identify events by asking questions and clarifying any uncertainty from the
students. Verify that students understand what they learned during this lesson.

4. Geography Lesson
Lesson 4: Who Caused Change in the Colonies?
Student Outcome: Students will understand the risks and changes certain colonist fought for to
gain independence from Britain.
Focus Question: What kind of effect did important colonist have in the colonies in convincing
others to push for independence while forming our new nation?
Geographic Theme: Map from around the time of the First Continental Congress

List of Materials
-Map (above)
- Our Nation Textbook
- George vs. George: The American Revolution as Seen from Both Sides
-Image of Declaration of Independence
-Social Studies Interactive Notebook
 -Continental Congress Worksheet
-Revolutionary War Events packet
Teaching Sequence
o Anticipatory Set
This lesson would begin by reading the story about George vs. George: The American
Revolution as Seen from Both to share a perspective introducing two men, two leaders, two
fighters: one fighting for freedom and detachment from British rule and the other fighting to
remain in control, power and rule over the colonies. George Washington and King George III
had commonalities and differences seen in this book. Both perspectives are shown and students
are lead through both of their stories, seeing both arguments that divided the colonies from the
Kingdom. The author used art, text, and first-hand accounts to illustrate how this period history
had two sides in creating a new nation and the story of our country’s formative years. This
identifies two key individuals that established our nation whether one wanted the results that
took place or not. This book will help identify two perspectives and show students how there are
always two sides to any type of battle, argument or fight. Students can draw a graphic organizer
in their interactive notebooks comparing and contrasting both leaders that were the pivotal
characters in the Revolutionary War. Students can discuss their conclusions and finding with a
partner once they are finished.
Students will then read about the First Continental Congress from their Social Studies
Revolutionary War events packet, giving them additional information about this historical event.

o Input
The map (shown above) shows the thirteen colonies around the time of the First Continental
Congress in 1774. When the colonists needed a meeting place for the Congress, they decided that
Philadelphia was the best choice. Using this map and the map in their Our nation text book
students will discuss and analyze the map by answering questions. They can complete this task in
their Social Studies interactive notebook.
 o Modeling
As a class, answer additional questions in students text Our Nation. Students can read the
information from their text and answers questions that relate to the topic. Students annotate and
underline key details and main ideas from the text. As a class teacher models this activity and
guides students in finding details. Images are also provided in the text for students to visualize
characters who were apart of the First Continental Congress. A video will be played and shown
to students following the reading of the text to highlight how popular and important persona
risked and fought for our freedom as a nation. Our founding fathers pushed for freedom and
convinced fellow colonists to participate in this march and battle for independence. This will aid
and benefit students in building knowledge on why colonists participated in the actions they did
and made the decisions that they did.
o Check for Understanding
Teacher will check for participation and appropriate responses making sure all students are
following along and are not confused on content or topic while we are reading text and
completing in class activities. This will support students learning and allow the teacher to know
what needs to be review or retaught.
o Guided and Independent Practice
Student will complete an activity with a partner that allows them to imagine if they were a part of
the First Continental Congress meeting as one of the founding fathers and identifying what they
might have said if you were also in the room. Glue and paste those quotes around the building.

Independently students will become a journalist or eye witness reporter and write an article or
column about the First Continental Congress. They need to use details and make it feel like the
audience is in the presence of the founding fathers. Students can embed quotes or things they
could imagine the participants of the congress saying if they were on site and in the midst of the
meeting in Philadelphia. Students will present their articles or columns to the class.
 o Closure
Reflect and discuss what students have learned about the lesson that was taught to them. Assist
students in going over geography and maps that were taught during this lesson. Have students
identify key points of the First Continental Congress meeting by asking questions and help
clarify any uncertainty that students might have. Finally, verify students understand and have
comprehended what they learned during this lesson.

5. Technology Lesson
Lesson 5: Why did the Colonists Declare Independence?
Lesson Outcome(s): Using technology, students will understand the purpose and meaning
behind the reasoning of the Declaration of Independence.
Lesson Focus Question: What does it mean to declare independence and what was the reason
colonists decided to write this document?
ISTE Standard:
III. Knowledge Constructor Standard
3b. Students evaluate the accuracy, perspective, credibility, and relevance of information,
media, data or other resources.
List of Materials and Resources:
1. What is the Declaration of Independence? by Michael C. Harris
This book illustrates the true story of one of the most radical and uplifting documents in history
and follow the action that fueled the Revolutionary War. This book showcases the determination
and risk our colonists took for freedom and announcing a new nation.
2. Computers with Internet Access
3. Declaration of Independence Webquest
4. Pencil
5. Social-Studies Interactive Notebook
6. Review Declaration of Independence Mix ‘n Mingle Grievances Activity

Related Websites (at least one for teacher research and one for student use)
Student Resource Website:
https://www.ducksters.com/history/declaration_of_independence.php
This give additional resources and information about the Declaration of Independence.
https://kidskonnect.com/history/declaration-of-independence/
This link provides students with facts and worksheet activities that relate and discuss the
Declaration of Independence.

Teacher Resource Website:

https://www.scholastic.com/
-This online resource gives ideas and lessons for teachers as well as fun and interactive activities
for students and kids. Teachers are able to look at books, magazines, articles, read the teacher
blog and gain insight of lesson plans that correlate with units they need to teach throughout the
school year.
https://www.teacherspayteachers.com/
-This link aids teachers in providing activities and lesson plan ideas for a certain topic or unit.
Anticipatory Set: Introduce the Declaration of Independence lesson with a story
called What is the Declaration of Independence? by Michael C. Harris. This book
organizes content and material in a literature story format that will benefit children in
understanding more about this breakthrough document. Harris communicates and gives
with readers the environment and image of this experience Thomas Jefferson and
colonists had while constructing the Declaration of Independence. By reading this book
to students first, they will grasp the understanding how this document served as an
announcement and risk that cut the ties between Britain, creating a new nation. Children
will be able to see how this radical document fueled the Revolutionary War and how
colonist’s life changed as they fought for freedom. Inform students the agenda and lesson
outcome. An image of the declaration of independence will also be shown to students
before starting activity.

Input: Students either choose to work individually or with a partner and complete a
webquest specifically identifying information about The Declaration of Independence
using a worksheet that the teacher will hand to each student. Students will follow the
directions on the worksheet. Students will access the link on the worksheet in order to
read about this exciting document that demanded independence, stating all the reasons
they were doctoring it. Students will then answer questions on the worksheet that are
found on the link provided. On the website students will read the full Declaration of
Independence and also see a list of individuals who signed the Declaration of
Independence. Finally, students will listen to a recorded reading of this page to conclude
the websquest. Once students have finished the webquest and have answered all the
questions, teacher will review questions with the class. Following, students will have to
find 5 additional credible and reliable sources discussing and providing information about
the Declaration of Independence. In students Social Studies interactive notebook, they
will have to write a paragraph stating the websites they found and identify what makes
these documents a credible and reliable sources.
 Check for Understanding: For a fun review activity using original text of the
Declaration of Independence, students will complete an interactive worksheet as a whole
group or small groups. Dictionaries can be provided for students to identify word
meaning however, students will mostly likely be able to ascertain meaning from
contextual clues or from previous lessons. Students will be given a copy of the activity
sheet. Students will then find a classmate with a matching grievance. The pair will
discuss the grievance and write the grievance in modern language or explain why the
colonist were outraged at this act by the British which made them write and conduct The
Declaration of Independence. Student’s will then find a new classmate with a matching
grievance. Review activity once students are completed with the assignment.

Closure: Make sure names are on the webquest and on the review activity worksheets
and collect them. Review both activities with the class. Discuss questions or comments
students have after they participated in each activity. Ask and communicate what students
had learned and what was interesting to them as they did the webquest and the grievances
worksheet. How was your experience completing the webquest? Did you out any
information that was new to you or anything interesting that you would like to share with
the class? What was the main reason colonists wrote and constructed the Declaration of
Independence?
Culminating the Topic

1. Review Activity-
Review Activity: Students will participate in teams playing American Revolution Trivia
Challenge, similar to Jeopardy. We would create two teams one representing the Americans and
the other representing the British by dividing up the class evenly. Students answer questions and
respond by writing their answers on whiteboards. Students will have to work together and help
each other answer questions about the American Revolutionary War Unit, specifically the causes
or events that led up to the Revolutionary War. Important individuals and people as well as main
details or events that took place during the rise to independence would be asked to students in
this review game. Students will have to use their knowledge from the lesson to answer over 30
questions in this activity. In addition to events and persona that were a part of the rise to
independence, various examples of primary and secondary sources will have to be identified.
 2. Summative Assessment-
Summative Assessment: An assessment will be handed to students at the end of the Road to
Revolutionary Unit. After all events are discussed and lessons have been taught students will
review content from the lesson and then take a test that has all the information and details that
have been deliberated and examined during the unit. This test will check for understanding and
verify how students received all the information and material that was taught to them. The test
will offer multiple choice, fill in the blank, differentiating primary and secondary sources, and
short response questions.
Instructions: “Today is our test for the Causes and Road to Revolution Unit. You will answer
multiple choice questions and complete a couple short answer questions. Using your knowledge
and understanding from the lesson I will see how well you grasped the concepts. Take your time
and make sure you look at what the question is asking you. Answer questions completely and in
complete sentences.”
Criteria you will use to Evaluate Student Learning: This examine will be out of 30 points. For
each question uncompleted or incorrect a point will be taken off. I will examine and check to see
what questions were wrong and which questions were the ones that students struggled with the
most. Based on that I will identify what needs to be reviewed and gone over again.

CAUSES OF AMERICAN REVOLUTION UNIT ASSESSMENT EXAMPLE

Name: ___________________________ Date: __________________ Score: _______________

Part I. Multiple Choice: Circle the best possible answer.
1. The commanding general of the Continental Army and the first president of the United
States was _______.
a. Thomas Jefferson
b. George Washington
c. John Adams
d. King George III
2. Colonists in favor of independence called themselves _______.
a. Patriots
b. Loyalists
c. Patriarchs
d. Sons of Liberty
3. The British military governor of Massachusetts and a general in the war was ________.
a. Thomas Jefferson
b. Patrick Henry
c. Thomas Gage
d. Lord Charles Cornwallis
4. The _______ finally ended the war. It was signed by 3 American negotiators in France on
September 3, 1783.
a. The Treaty of Versailles (1919)
b. The Treaty of Paris (1763)
c. The Treaty of Paris (1783)
d. The Declaration of Independence
5. The _______ convened in May 1775 after the Battle of Concord and Lexington. This
time the congress formed the Continental Army and wrote the Olive Branch Petition.
a. Committees of Correspondence
b. Continental Army
c. Second Continental Congress
d. Sons of Liberty
6. The acts that followed the Boston Tea Party, which were created to punish the colonies
for their rebellious behavior, were known as the _______.
a. Important Acts
b. Intolerable Acts
c. Inconsistent Acts
d. Incorrigible Acts
7. _______ was Governor of Virginia; he became famous for his patriotic cry, “Give me
Liberty, or give me Death!”
a. Patrick Henry
b. John Adams
c. Benjamin Franklin
d. Nathan Hale
8. The ruler of Great Britain during the American Revolution was _______.
a. George Washington
b. King George III
c. King George II
d. King Henry III
9. _______ wrote and published a pamphlet during the Revolution called “Common Sense.”
 a. Thomas Jefferson
b. Benjamin Franklin
c. Thomas Paine
d. John Jay
10. After a string of lost battles, General Washington and his ailing army went to _______
and waited for warm weather to regain their health and spirits.
a. Saratoga
b. Valley Forge
c. Charleston
d. Yorktown

Part II. Cloze: Fill in the blank with the correct term.
11. The _______________ Act imposed taxes on all paper products.
12. The _______________ Act required any colonist to house British soldiers at their
expense.
13. The _______________ Act was one of the first outrageous acts imposed on the colonists.
It taxed items, such as molasses and sugar, imported into the colonies. This act had the
greatest impact on colonial merchants.
14. The _______________ Act was created after the Stamp Act. It imposed taxes on glass,
paint, oil, lead, paper, and tea in the 13 Colonies.
15. The _____________________________________, written by Thomas Jefferson, severed
ties with Mother England. It was approved by the colonies on July 4, 1776.

Part III. Short Answer.

16. Name the three American negotiators who went to France to sign the Treaty of Paris in
1783.
________________________________________________________________________
________________________________________________________________________
17. Describe the series of events that took place on March 5, 1770, which is known as The
Boston Massacre.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 ________________________________________________________________________
________________________________________________________________________
18. Analyze one cause-and-effect relationship that ended with the First Continental Congress.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
19. Explain why the Battle of Concord and Lexington (the first battle of the American
Revolutionary War) took place between British Redcoats and local colonial militia?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Part IV. Primary and Secondary Sources

*Place a P or S on the line to indicate which source is being used.

20. ______ money during the war

21. ______ Benjamin Franklin’s cartoon “Join, or Die”
22. ______ an on-line historical timeline
23. ______ several buttons from a Confederate Soldier’s uniform
24. ______ a social studies text book
25. ______ a diary entry from a minuteman involved in the war
26. ______ a copy of Common Sense written by Thomas Paine
27. ______ the Declaration of Independence
28. ______ newspaper article from the Boston Gazzette and Country Journal, March 1770
29. ______ biography about an American revolutionary war hero
30. ______ an image of the Boston Massacre on-line
 Appendix

Annotated Bibliography:
Textbooks and Children’s Books

Burgan, Michael. (2006), The Boston Massacre (Graphic History). Capstone Press.
(ISBN 0-73686-2021-X). This children’s book gives an insight of the specific event when
American colonists believe that they had been treated and taxed unfairly for years by
Great Britain, leading to opposition against British troops.

Cook, P. (2006). You Wouldn't Want to Be at the Boston Tea Party!: Wharf Water Tea
You'd Rather Not Drink (You Wouldn't Want to...) Danbury, CT: Scholastic Library
Publishing, Franklin Watts. (ISBN 0-531-12422-3) This book is a part of an interactive
series that is engaging for young readers by making them part of the story. Student
receive hands on learning teaching strategies by inviting them to become the main
character and reveal important events in history.

Harris, M. (2016). What is the Declaration of Independence? New York, New York:
Grosset & Dunlap, Penguin Random House LLC. (ISBN 978-0-448-48692-5). This book
illustrates the true story of one of the most radical and uplifting documents in history and
follow the action that fueled the Revolutionary War. This book showcases the
determination and risk our colonists took for freedom and announcing a new nation.

Krull, K. (2013). What was the Boston Tea Party? New York, New York: Grosset &
Dunlap, Penguin Group (USA) Inc. (ISBN 0448462885). The Boston Tea Party stands as
an iconic event of the American Revolution. Outraged by tax and tea, American colonists
chose to destroy the tea by dumping it into the water. This books teaches young readers
about the colonists who fought against the British Monarchy, and this act of rebellion
during our nation’s history.

Mara, W. (2016). If You Were a Kid During the American Revolution. C. Press/F. Watts
Trade, Scholastic Library Publishing (ISBN 0531221687). This book addresses a
different perspective; viewing life during this time period from how it was like for
children living in the thirteen colonies. This allows students to compare and contrast what
their life is like present day and seeing how different life was for children living during
the American Revolution.

Murphy, D, Ph.D. (2008), The Everything American Revolution Book: From the Boston
Massacre to the Campaign at Yorktown-all you need to know about the birth of our
nation. Avon, Massachusetts: F+W Publications Company, Adams Media. (ISBN 1-
59869-5386-X). With vivid details, interesting facts and intriguing pictures, this book
features what each reader needs to know about the road to war during the American
Revolution. It examines the beginning of the colonial rebellion, drafting and signing of
the Declaration of Independence, major battles, and the daily life of soldiers and
colonists. This book overviews the birth of the United States of America and the creation
of a new government and nation.

Murray, S. (2015), DK Eyewitness Books: American Revolution DK Children (ISBN 1-

46543-8580). Student will get to examine and become an eyewitness to the American
struggle for independence by using this encyclopedia informational text. Discover how a
few brave patriots battled a great empire, plus see the muskets and cannons of the armies,
learn how soldiers were drilled and the different roles colonists played during the fight
for freedom.

Rossi, A. (2006). On The Road to Revolution. Pearson. (ISBN 0-3281-4674-9).

This nonfiction book discusses the events that led up to the American Revolution and is a
part of the Scott Foresman reading comprehension series. It includes timelines, maps and
sidebars that emphasize the cause and effects of specific events leading to the
Revolutionary War.

Schanzer, R. (2007). George vs. George: The American Revolution as Seen from Both
Sides. National Geographic Children’s Books (ISBN 14263 00424). This narrative
introduces two men, two leaders, two fighters: one fighting for freedom and detachment
from British rule and the other fighting to remain in control, power and rule over the
colonies. George Washington and King George III had commonalities and differences
seen in this book. Both perspectives are shown and as the reader we are lead through both
of their stories, seeing both arguments that divided the colonies from the Kingdom. The
author used art, text, and first-hand accounts to illustrate how this period history had two
sides in creating a new nation and the story of our country’s formative years.

White, W, Ph.D. (2006), History-Social Science for California: OUR NATION.

Glenview, Illinois: Pearson Education Inc. Scott Foresman. (ISBN 0-328-16673-1). This
5th grade text book outlines and is an overview of 5th grade standards. It includes each
unit the students will learn during the school year, various maps that helps students
visualize the location where these topics occurred, and a glossary with all the vocabulary
that will be discussed. Each unit is divided into lessons that aid the teacher in organizing
lesson plans and creating accurate unit mapping plans in order to teach each point that
needs to be reviewed.

Internet Sources for Students

http://www.ushistory.org/us/9.asp
-This website lays out a timeline of events that led up to Independence showing how
decision making and specific causes have effects and consequences.

https://www.scholastic.com/
-This online resource gives ideas and lessons for teachers as well as fun and interactive
activities for students and kids. Teachers are able to look at books, magazines, articles,
read the teacher blog and gain insight of lesson plans that correlate with units they need
to teach throughout the school year.
https://kids.nationalgeographic.com/
-This website is a resource for students to aid learning in an engaging and innovative
way. Students can play games, watch videos, and even receive help with their homework.
This website it’s a beneficial tool to support children’s learning and support student
success.

https://www.americanhistoryforkids.com/
-This website gives additional information on the American Revolution and the impactful
individuals who transformed our nation and gave us our freedom. This resources outlines
this period of history into sections so children are able to identify which events occurred
during certain times. Words and the language on this website is easy to understand and
comprehend. It gives images and pictures, giving questions and answers to help students
grasp this topic. History for Kids website has quizzes and worksheets for students if they
need additional tools to assist their learning.

https://www.ducksters.com/history/american_revolution.php
-This website outlines the events, people, battles and biographies of individuals who were
involved during the American Revolutionary War.

https://kidskonnect.com/history/american-revolution/
-This website is another resource that outlines the American Revolution in a way children
in 5th grade will understand. It discusses key individuals, a timeline of the Revolutionary
War, Causes and Effects, Historical Background and a video lessons that relate to the
topic. Revolutionary worksheets and activities are also available on this website.

American Revolution Animated Kids Lesson- No More King-Schoolhouse Rock. (2011)

David McCall, Paramount Pictures, Pixar Animation Studios, Cookie Jar Entertainment.
https://www.youtube.com/watch?v=p8BwWBc571k
-An animated video and children’s cartoon that teaches about the Constitution, the
American Revolution, and Independence in U.S. History.

Internet Sources for Teachers

https://www.nationalgeographic.org/education/teaching-resources/
-Teacher resources are given in this website creating a classroom environment that is
explorative and instructional. National Geographic’s offers activities, lessons and units
that are designed I a modular system. Whether the teacher has a day, a week, or a longer
period of time to cover a certain topic, this website helps teachers organize and plan to
address independent learning, topical learning, or learning to accomplish a specific goal.

https://www.bl.uk/the-american-revolution/articles/american-revolution-timeline
-This resource gives an overview of the events leading to Independence. This gives
teachers and students a visual of what event occurred when and how each event caused
an effect on the other. From the signing of the Treaty of Paris to the Constitutional
Convention this outlines our nation’s history in a way that aids understanding.
http://americainclass.org/
-This website presents primary and secondary sources, interactive webinars, lesson plans
and resources teachers can use to align course work with Common Core Standards.
Lesson plans are tailored to meet state standards and are formed to challenge students in
classroom-readiness, give background information and include images to analyze through
close reading strategies. Webinars allow for professional development that is embedded
into this scholarly program. Teachers are able to interact with educators and advocates of
all levels, discussing compelling topics and concepts all while, building and
strengthening their teaching strategies and enhancing their support in education.

https://www.scholastic.com/
-This online resource gives ideas and lessons for teachers as well as fun and interactive
activities for students and kids. Teachers are able to look at books, magazines, articles,
read the teacher blog and gain insight of lesson plans that correlate with units they need
to teach throughout the school year.

http://www.thefreedomtrail.org/
-This website gives individuals the ability to take what they have learned from the Unit
lesson and bring it to life by embarking on a walk into history on the Freedom Trail. This
gives students the chance to see history first hand, the locations where history was made
and the damages that occurred during this nation’s history. This fieldtrip teaches about
the brave people who lived and shaped our country during the Revolution and the
discovery of the rich history of where it all began.

https://www.pearsonschool.com/
-This website gives teacher resources, additionally curriculum guides, books, programs,
and computer sources that will aid teachers to be innovative and productive in their
teaching strategies and ideas.

https://www.teacherspayteachers.com/
-Educational resource tool for teachers to gain insight and ideas for lesson plans,
activities, and worksheets to be used for lessons and unit plans. It is a valuable,
innovative and reliable website that is the largest educational website for educators and
teachers.

Posters and Primary Sources

George Washington (Poster)

George Washington crossing the Delaware River. Emanuel Leutze.

Join, or Die (Political Cartoon) Pennsylvania Gazette, 1754

Franklins attempt to unite colonies and defense against France, however, in 1765
American colonists used it to urge colonial unity against British

Writing the Declaration of Independence (Poster)

 Ben Franklin, Thomas Jefferson, and John Adams writing the Declaration of
Independence in the signing room. PosterRevolution

Boston Tea Party (Poster): PosterEnvy. This poster includes a description of the
resistance of the colonists and an image of the colonist dumping tea in the harbor.

Announcement of the Declaration of Independence

Philadelphia Evening Post, 1776
From Newspaper Collections of the American Antiquarian Society

http://www.teachushistory.org/Revolution/ps-contents.htm
-Additional primary sources for the American Revolution.

Unit-at-a-Glance

Topic: American Revolution- Our NATION: Road to Revolution

Grade Level: 5th Grade

Beginning the topic: Developing the topic: Literature Lesson-

Events that Led to the American Vocabulary Lesson-Relative Events that led to the American
Revolution- Discuss and outline vocabulary that will be Revolution (Cont.) by
events that led to the discussed throughout the unit. sequencing events that occurred
Revolutionary War. during this time period.

Teacher will highlight one event

Teacher will explain and
examine key events that will be
considered throughout the
course of the unit.
Teach will review vocabulary
words and key terms that relate
to the American Revolution.
in particular, the Boston Tea
Party for modeling the
challenges that colonist faced
economically, religiously,
politically etc.

Students will create their Social
Studies Interactive notebook for
this unit and create a timeline
that will organize their thoughts
and outline what will be
presented to them in this topic
unit.
Students will complete and A-Z
vocabulary book that they will
be able to use throughout the
unit as a reference.
Students will make a flip book,
complete worksheets and read
material that aids students in
sequencing important events in
revolutionary history.
(*this can be spread out over a
course of a couple weeks,
discussing each event into more
detail and creating more lesson
that highlight each significant
event during the American
Revolution. Ex. Boston
Massacre, Stamp Act, Lexington
and Concord, Coercive Act,
Quartering Act. )
Primary Source Lesson-
How did Colonists Work
together? Understanding
different important individuals
who created our nation. (EX.
Founding Fathers).
Geography Lesson-
Understanding risks and
challenges colonist took to gain
freedom by looking at
geography and various maps.
Technology Lesson-
Purpose and reason for writing
the Declaration of
Independence.

Teacher will read the story If I Teacher will compare two iconic Teacher will use literature and
were a kid during the American induvial and the fight each technology to teach students
Revolution. person gave during the about this radical document.
American Revolution.

Students will complete a

Students will compare and
contrast life during the 1800s
and present day, identifying
what it would be like if they
lived during the revolution using
primary sources: images and
letters, activities, and
worksheets.
Students will view a map that webquest finding additional
shows the thirteen colonies websites that are credible and
during the time of the First answering questions relating to
Continental Congress. Students the link they researched.
will become news reporters and
eyewitnesses I order to write
about an event as if they were in
the presence of the founding
fathers.

Culminating the topic:

Standards Based Summative Assessment
Review Activity- American Revolutionary Trivia

Students will work together in teams and play American Revolution Trivia similar to Jeopardy by
writing their answers on whiteboards. They will answer questions, view primary and secondary
sources, and identify different people that were present during the American Revolution.