Day Standard Essential Question Lesson Title Teacher Preparation Assessment 1 Anticipatory Set Anticipatory Set Anticipatory Set Review powerpoint for the day Informal Observation 2 5.C.1.1 Analyze the change in leadership, cultures and everyday life of American Indian groups before and after European exploration. How is independence gained? How did European settlement change the land and people of North America? 13 Colonies Geography copy 13 colonies for class familiarize self with 13 colonies and 3 colonial regions 13 Colonies Maps 3-5 5.H.1.1 Evaluate the relationships between European explorers (French, Spanish and English) and American Indian groups 5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen Colonies 5.G.1.1 Explain the impact of the physical environment on early settlements in the New World. 5.C.1.3 Explain how the movement of goods, ideas, and various cultural groups influenced the development of regions in the United States. How is independence gained? How did European settlement change the land and people of North America? Understand the Foundation of the 13 Colonies copy graphic organizer for class check out research material from school library 13 Colonies Graphic Organizer 6-7 5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen colonies. 5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction. How is independence gained? What were the causes of the American Revolution? French and Indian War copy handouts for class familiarize self with handouts and history Activity Sheet
Day Standard Essential Question Lesson Title Teacher Preparation Assessment 8-9 5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen colonies. 5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction. Understand Impact of Major Conflicts before the Revolution copy handouts for class familiarize self with handouts and history Prior to the beginning of class, set up 8 stations throughout your classroom Colonist Letter 10 5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen colonies. 5.H.1.3 Analyze the impact of major conflicts, battles and wars on the development of our nation through Reconstruction. How is independence gained? What were the causes of the American Revolution? 13 Colonies Taxation candy in cups copy handouts Ticket out the door 5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen colonies. How is independence gained? What were the causes of the American Revolution? 13 Colonies Taxation Propaganda copy handouts retrieve materials retrieve Prezi Propaganda project 5.H.2.1 Summarize the contributions of the “Founding Fathers” to the development of our country. 5.H.2.2 Explain how key historical figures have exemplified values and principles of American democracy. 5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States government. How is independence gained? What were the causes of the American Revolution? Declaration of Independence Review Declaration of Independence Ensure that students will have computers to work with on day 3 Set-up groups Informal Observation
French & Indian War Information Sheet In the 1750’s, Britain and France had colonies in North America. Both the British and the French were competing for control of a valuable area called the Ohio River Valley. This area was a great location for fur trading with Native Americans who lived there. In an effort to protect their trade with Native Americans, the French built forts in the Ohio Valley on land claimed by the colony of Virginia. When the French refused to give up their forts in 1754, George Washington led an army against the French. He was defeated, and soon after Britain declared war on France. Most Native Americans in the region were allies of the French because the French traded with them, but did not settle on their land like the British. In 1754, a congress of the British colonies met in Albany, New York to discuss how to overcome the French. Benjamin Franklin thought it best for the colonies to work together to defeat France. His proposal was called the Albany Plan of Union where each colony would still have its own government but would be united under a central government to decide on important issues together. The colonial governments rejected it. They did not want to lose their power to a central government. In 1759, Britain sent more soldiers to North America and captured Quebec, the capitol of New France. This signaled the defeat of the French and in 1763, Britain and France ended the war and signed the Treaty of Paris of 1763. France was forced to give Britain control of Canada and most of the land east of the Mississippi River which made England the dominant country in North America. In addition to becoming the dominant country in North America, England also acquired heavy debts from the French & Indian War. Because of these debts, the British Parliament passed several policies that taxed the American Colonies in an effort to pay those debts. These policies angered many colonists and created much tension between England and the Colonies French & Indian War Debrief Activity What two major countries were involved in the French & Indian War and why were they fighting?
warrants, or writs of assistance. They had lost their sense of rights over their property. The other issue was that housing and supplying the soldiers was costly. The British response was that the colonists should pay their share of the expense of providing them with the protection from Indian attacks. In addition, the soldiers began taking jobs at a lower wage which further outraged colonists and increased tension between the colonies and Britain. Townsend Acts Information Sheet In 1767, Parliament passed the Townshend Acts which made colonists pay taxes on imported tea, glass, paper, and other items to pay for rising military costs due to the Quartering Act. Again, colonists boycotted British goods. A group of women called the Daughters of Liberty made their own cloth instead of buying British cloth. By 1770, the protests worked and Parliament repealed most of the taxes, but left the tax on tea because the British wanted to show that they still had the power to tax. Anger continued to grow against the British government, and in protest, the Sons of Liberty continued to use violence and attacked the homes of British officials and colonial tax collectors.
unhappy that they were forced to pay import taxes to Britain. In order to avoid paying these taxes, colonial merchants refused to unload the tea from the British ships or sell the tea in the colonies. The Daughters of Liberty contributed to the boycott efforts by making their own tea. On December 16, 1773, some Sons of Liberty, disguised as American Indians, illegally boarded the ships and dumped 342 crates of British tea into Boston Harbor. This protest was called the Boston Tea Party. Coercive Acts (Intolerable Acts) Information Sheet The Boston Tea Party made the British government furious. British Prime Minister Lord North convinced Parliament to pass laws called the Coercive Acts in the spring of 1774, which colonists called the Intolerable Acts because they were so harsh. These acts were an effort to make the colonists pay for
Declaratory Act -King George III declared that Parliament had full authority over legislation in the colonies. Quartering Act -required colonists to house and feed British soldiers -colonists did not like having a standing army -soldiers used writs of assistance, or blank search warrants -housing and supply soldiers was costly Townshend Acts -tax on imported tea, glass, paper, and other items -colonists boycotted -Sons of Liberty used violence against tax collectors to protest Boston Massacre -deadly riot which resulted in five colonists being killed by British soldiers used as propaganda Tea Act/Boston Tea Party -made a monopoly over tea; only sold by British East India Co.-Sons of Liberty illegally boarded British ships and dumped the tea into Boston Harbor Coercive (Intolerable Acts) -effort to get colonists to pay for the tea and keep them from planning other attacks -closed the port of Boston which stopped trade, did not allow town meetings, gave Britain control of the colony Lesson Concept and Purpose: 13 Colonies Taxation Day 10 Prior Knowledge: Students must understand escalating conflict in 13 colonies and remember recent Proclamation Line being set. Common Core Objective: Summarize the political, economic and social aspects of colonial life in the thirteen colonies, and role of international trade between the United States and other countries. Format of the lesson: Brief Simulation and Direct Instruction Materials: notes handout, candy in cups Necessary Prep: Copy tax notes handout Phases of the Lesson
number.” Square Root Whole Number Love Letter “We have such an amazing relationship.” Fractions Whole Numbers Petition “I want to be part of your family.” Greatest Common Factor Common Factor Nursery Rhyme “I am the greatest.” Scroll Saw and Drill Press Middle School Students Comic Strip “What we wish middle school students understood about us.” Semicolon Middle School Students Diary Entry “I wish you really understood where I belong.” The Cat in the Hat Elementary School Students Dr. Seuss Book “Good hygiene is important; you must take a shower. A good bath will leave you smelling like a flower.” Suggested RAFT Categories for Role, Audience, and Format Possible Categories for Role and Audience Possible Categories for Format Activists Ad Agency Administrators Another School Artists Athletes Businesses Cartoonists Celebrities Chambers of Commerce Character in a story Charities Children Colleges Community Figures Corporations Dancers Doctors Drama Clubs Ecologists Editors Elderly Individuals Historians Historical Figures Homesteaders Journalists Lawyers Media Outlets Museums Musicians Parents Patients Pen Pals Poets Politicians Publishers Relatives Restaurants Salespersons Scientists Students Teachers Theaters Travel Agencies TV Characters Writers Acceptance letter Advertisement Advice Apology Application Autobiography Book jacket Bumper sticker Caption Cartoons Children’s story or poem Commercial Complaint Confession Congratulations Contest entry Dialogues and conversations Dictionary entry Dramatic monologues Editorial Epitaph Essay Eulogy Expense account Farewell Fiction Film Flyers Graffiti Human interest story Inaugural speech Inquiry Job specification Jokes Journals and diaries Legal brief Letter to the editor Letters List Magazine Marriage proposal Math notes Memos Message to future Metaphors Minutes of meeting Monologue News story Nominating speech Obituary Observation papers Pamphlets Petition Photo essay Photos and captions Placards Play Poetry Posters Prayer Profiles and portraits Promotional brochure Prophecy and predictions Protest Psychiatrist Public notice Radio play Radio scripts Recommendation Record album covers Rejection Reminiscences and memoirs Requests Resignation Resume Reviews Riddles Satire Science notes Sermon Ship’s log Sketches Skits Slide show scripts Slogans Sound tapes Sympathy Telegrams Telephone dialogue Travelogue TV script Undercover report Wanted poster War communiqué Warning Will Written debates Yearbook
Constitutional Journal Rubric (Aug. 2013 - This will be updated this year to include all objectives addressed in this task.) 4 3 2 1 The Great Compromise Very accurate, with extra detail Accurate, with some detail Some inaccuracies, with little detail Mostly inaccurate The Compromise Very accurate, with extra detail Accurate, with some detail Some inaccuracies, with little detail Mostly inaccurate The Slave Trade Compromise Very accurate, with extra detail Accurate, with some detail Some inaccuracies, with little detail Mostly inaccurate The Ratification Debate Very accurate, with extra detail Accurate, with some detail Some inaccuracies, with little detail Mostly inaccurate Expression First person throughout, with compelling emotion First person throughout, with adequate emotion Report style, not in first person No evidence of being a person’s journal Appearance and Writing Quality Sophisticated word choice and voice, minor writing errors Adequate word choice and voice, minor writing errors Minimalistic word choice, many writing errors Significant writing errors