Scholar Name: ____________________________ Badge #: ______
Date: ____________________________ Hour: ________
Chapter 5 Sequence Organizer
Chapter Essential Questions:
1. Why does conflict develop?
2. What motivates people to act?
Scholars will know:
Chapter 5 1. The causes for the development of
Lesson 1
conflict between Britain and the
colonies.
2. The consequences of that conflict
and how it motivated colonial
leaders and others to act.
Scholars will be able to:
1. Explain the Proclamation of 1763.
2. Analyze why Britain began to enact harsher
trade laws and taxes.
3. Understand cause and effect relationships
as they relate to the reaction of the colonists.
4. Identify those individuals and groups that
began to rebel against British policy.
Chapter 5 1. The causes for the development of
Lesson 2
conflict between Britain and the
colonies.
2. The consequences of that conflict
and how it motivated colonial
leaders and others to act.
Chapter 5 1. The causes for the development of
Lesson 3
conflict between Britain and the
colonies.
2. The consequences of that conflict
and how it motivated colonial
leaders and others to act.
1. Draw conclusions about tensions between the
colonists and the British that led up to the
Boston Massacre.
2. Analyze the role of propaganda in the
colonies.
Chapter 5 1. The causes for the development of
Lesson 4
conflict between Britain and the
colonies.
2. The consequences of that conflict
and how it motivated colonial
leaders and others to act.
1.
1. Identify the Founders and recognize their
contributions.
2. Evaluate the battles of Lexington and
Concord.
3. Compare points of view held by Patriots and
Loyalist.
Evaluate the reaction of the colonies to the
rejection of the Olive Branch Petition.
2. Summarize the steps taken that led to the
writing of the Declaration of Independence.
3. Understand the four parts of the Declaration
of Independence.
Common Core Standards:
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades
6–8 text complexity band independently and proficiently.
WHST.6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
National Council on Social Studies Standards:
2. Time, Continuity, and Change
2.1. The study of the past provides a representation of the history of communities, nations and the world;
2.2. Concepts such as: chronology, causality, change, conflict, complexity, multiple perspectives,
primary and secondary sources, and cause and effect;
2.3. That learning about the past requires the interpretation of sources, and that using varied sources
provides the potential for a more balanced interpretive record of the past;
2.4. That historical interpretations of the same event may differ on the basis of such factors as
conflicting evidence from varied sources, national or cultural perspective, and the point of view of the
researcher;
2.7. The contributions of key persons, groups, and events from the past and their influence on the
present;
2.8. The history of democratic ideals and principles and how they are represented in documents; artifacts
and symbols;
5. Individuals, Groups, and Institutions
5.1. This theme helps us know how individuals are members of groups and institutions, and influence
and shape those groups and institutions;
10. Civic Ideals and Practices
10.5 The origins and function of major institutions and practices developed to support democratic ideals
and practices;
Dates may change due to schedule changes.
Date
Assigned
10/29/13
10/30/13
10/31/13
11/1/13
11/4/13
11/5/13
11/7/13
In Class Assignment
Chapter Opener: The Story Matters,
Step Into Place and Step Into Time
Complete Chapter 5 Lesson 1
Vocabulary
Discussion of Chapter 5 Lesson 1: No
Taxation without representation- add to
CN, review & revise notes and
summarize
21st Century Skills Activity: No
Taxation without RepresentationCritical Thinking and Problem Solving
Lesson Review
Complete Chapter 5 Lesson 2
Vocabulary
Discussion of Chapter 5 Lesson 2:
Uniting the Colonists- add to CN,
review & revise notes and summarize
Primary Source Activity: The Boston
Massacre Trial
Lesson Review
Complete Chapter 5 Lesson 3
Vocabulary
IHP
Discussion of Chapter 5 Lesson 3: A
Call to Arms- add to CN, review &
revise notes and summarize
Geography and History Activity:
Understanding Movement: “The British
are Coming
Lesson Review
Complete Chapter 5 Lesson 4
Vocabulary
What Do You Think? Should the
Colonies Declare Their Independence
From Great Britain?
DBQ- Document Based Questions
Graphic Novel- Liberty’s Stand
Discussion of Chapter 5 Lesson 4:
Declaring Independence- add to CN,
review & revise notes and summarize
Lesson Review
Vocabulary Builder
H.W. Checklist
Date Due
Preview: Read or Listen
to Chapter 5 Lesson 1
Complete notes portion
of CN
Preview: Read or Listen
to Chapter 5 Lesson 2
Complete notes portion
of CN
10/30/13
IHP
11/1/13
Preview: Read or Listen
to Chapter 5 Lesson 3
Complete notes portion
of CN
Preview: Read or Listen
to Feature- What Do You
Think?
Complete notes portion
of CN
11/4/13
Preview: Read or Listen
to Chapter 5 Lesson 4
Complete notes portion of
CN
11/6/13
IHP
10/31/13
11/5/13
11/8/13
11/8/13
IHP
11/12/13
Discuss the Declaration of
Independence and its importance.
Review for Test
C-Level Test for Chapter 5
11/13/13
11/14/13
11/15/13
11/18/13
B-Level Test for Chapter 5 or Test
Corrections
IHP
11/19/13
A-LEVEL TEST FOR CHAPTER 5
Read the Declaration of
Independence in Lesson 4
or pgs. 137-140 of book.
Complete notes portion of
CN
Chapter 5 Activities and
Assessment
Study for C- Level Test
Study for Test corrections
or B-Level Test
IHP- 2 Sources
11/12/13
Pre-assessment
Vocabulary Chapter 6 or
Study for A-Level Test
Pre-assessment
Vocabulary Chapter 6
11/19/13
11/13/13
11/14/13
11/15/13
11/18/13
11/20/13