Grade 5
Social Studies
Unit: 05
Lesson: 01
Suggested Duration: 4 days
Grade 05 Social Studies Unit 05 Exemplar Lesson 01: A Statement of Freedom
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to
customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs
of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet
students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education
Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students explore the political, economic, and social factors that influenced the writing of the Declaration of
Independence and the importance of this document. They look at the events of the American Revolution, and look
forward to elements that should be included in the new government in order to assure that the grievances in the
Declaration of Independence are addressed.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that
portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education
Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.2
History. The student understands how conflict between the American colonies and Great
Britain led to American independence. The student is expected to:
5.2A
Identify and analyze the causes and effects of events prior to and during the American Revolution, including
the French and Indian War and the Boston Tea Party.
5.2B
Identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams,
Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George
Washington, and their motivations and contributions during the revolutionary period.
5.2C
Summarize the results of the American Revolution, including the establishment of the
United States and the development of the U.S. military.
5.15
Government. The student understands important ideas in the Declaration of Independence,
the U.S. Constitution, and the Bill of Rights. The student is expected to:
5.15A Identify the key elements and the purposes and explain the importance of the
Declaration of Independence.
Social Studies Skills TEKS
5.24
Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The
student is expected to:
5.24A Differentiate between, locate, and use valid primary and secondary sources such as
computer software interviews biographies oral, print, and visual material documents
artifacts to acquire information about the United States.
5.24B Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.
Last Updated 05/16/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 27 Grade 5
Social Studies
Unit: 05
Lesson: 01
Suggested Duration: 4 days
5.24E Identify the historical context of an event.
5.25
Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
5.25D Create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Social Studies Unit 05 PI 01
As a patriot, write a pamphlet outlining the elements that should be included in the new government in order to assure that the
grievances in the Declaration of Independence are addressed.
Standard(s): 5.2C , 5.15A , 5.24A , 5.25D
ELPS ELPS.c.5F
Key Understandings
• Revolutions frequently result from a desire for political, economic, and social independence and often drive the development of future
governing structures.
— How did political, economic, and social factors lead the colonists to declare independence from England?
— What did the American colonists think should be included in a new government?
— What parts did the Founding Fathers and Patriot heroes play in the Revolutionary War?
Vocabulary of Instruction
• conflict
• motivation
• monarchy
• tyranny
• representation
• taxation
• independence
• declaration
• grievance
• consensus
• boycott
Materials
Paper for creating pamphlet
Paper, blank for student-created trifold
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Teacher Resource: Road to Revolution Timeline
Handout: Looping Cards: Road to Revolution (cut apart and shuffled, 1 set per group)
Handout: Graphic Organizer (optional, 1 per student)
Teacher Resource: PowerPoint: Reading the Declaration
Teacher Resource: Declaration Scavenger Hunt
Handout: Declaration of Independence Structure and Analysis (1 per student)
Last Updated 05/16/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 27 Grade 5
Social Studies
Unit: 05
Lesson: 01
Suggested Duration: 4 days
Teacher Resource: Declaration of Independence Structure and Analysis KEY
Teacher Resource: Declaration of Independence Tri-fold (optional, 1 per student)
Teacher Resource: American Revolution Timeline
Teacher Resource: Treaty of Paris Scavenger Hunt
Resources
Declaration of Independence: http://www.archives.gov/exhibits/charters/declaration_transcript.html
Information on Common Sense by Thomas Paine http://hua.umf.maine.edu/Reading_Revolutions/Paine.html
Yankee Doodle http://kids.niehs.nih.gov/games/songs/patriotic/yankdoodmid.htm
Washington resigning commission (Trumbull painting)
http://www.aoc.gov/cc/art/rotunda/washington_resigning.cfm
Advance Preparation
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
Background Information
The students come to understand that a desire for political, economic, and social independence is often hard won and often results in
revolution. They have already studied some of the requirements that Great Britain placed on them, increasing their desire for
independence. After the battles at Lexington and Concord, the American colonists in the Second Continental Congress thought they had
exhausted their options and wrote the document that would become the basis for the U.S. Constitution.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of
learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance
Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the
Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
1. Review events leading to the American Revolution studied so far
(these were studied in Unit 4). (See the Teacher Resource: Road
to Revolution Timeline. This could also be used as a student
handout.)
2. Divide the class into small groups. Distribute to each group a set of
the Handout: Looping Cards: Road to Revolution (cut apart
and shuffled). Groups create a correct timeline by placing the
cards in order. This reinforces the sequence of events leading to
the American Revolution.
Last Updated 05/16/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
Attachments
Teacher Resource: Road to
Revolution Timeline (can be used as
student handout)
Handout: Looping Cards: Road to
Revolution (cut apart and shuffled, 1
set per group)
page 3 of 27 Grade 5
Social Studies
Unit: 05
Lesson: 01
Suggested Duration: 4 days
3. Students tell the story to each other, using information on the
Looping Cards to guide their statements.
Purpose:
Review the idea that increasing dissatisfaction
colonists felt regarding their treatment by England
led to a revolution.
TEKS: 5.2C, 5.15A, 5.24A, 5.25D
Instructional Note
The Looping Cards can be used as a
large group activity as well. Give each
student a card to read in the proper
order. (There are 12 cards in this set,
so most classes would need 2 groups.)
If desired, return to the K-H-W-H-L-H
chart from Unit 4.
This should be a review since much of
this content was taught in previous
units. A good way to demonstrate this is
to create a timeline that students can
see as you are reviewing the events.
ELABORATE – Communicating ideas
Suggested Day 1 continued – 15 minutes
1. Lead students to consider how people learn
about important events today. Ask questions
such as
Materials
Information on Common Sense by Thomas Paine
http://hua.umf.maine.edu/Reading_Revolutions/Paine.html
How long does news take for news to
travel through school?
How does it travel?
How about news about events across
the world? (Facebook, satellite
transmission, TV news, Twitter)
2. Students compare the instantaneous
transmission of data and information today to
spreading news in the 18th century – without TV,
satellites and the Internet. Encourage students
to think about how news traveled (often by
written documents sent by messenger on
horseback or ship)
3. Another way people share their ideas today is to
write about it.
Today we use things like blogs,
newspapers, television talk shows, and
books to communicate ideas.
In the 18th century they had newspapers,
meeting houses, and pamphlets.
One of the most famous and influential
was Thomas Paine’s Common Sense.
4. Share pictures of and quotes from Thomas
Last Updated 05/16/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 27 Grade 5
Social Studies
Unit: 05
Lesson: 01
Suggested Duration: 4 days
Paine’s Common Sense. Options for inclusion in
discussion include:
“Until an independence is declared, the
continent will feel itself like a man who
continues putting off some unpleasant
business from day to day, yet knows it
must be done.”
“These are the times that try men's
souls”
Now is the seedtime of continental
union, faith and honor.
“The cause of America is in a great
measure the cause of all mankind. “
“Declaring War against the natural rights
of all Mankind, … is the Concern of
every Man …”
“O! ye that love mankind! Ye that dare
oppose not only the tyranny but the
tyrant, stand forth! “
"Everything that is right or reasonable
pleads for separation. … 'tis time to
part.”
5. Students speculate on and then reach
consensus about the purpose of Paine’s work
and about Paine’s point of view. They base their
ideas on the quotes, and support their ideas
with evidence.
EXPLORE – First and Second Continental Congress
Suggested Day 1 (continued) – 15 minutes
1. Students give examples of grievances people may need to address Purpose:
in their lives today and consider how we address these grievances Continue to review the story of the Road to Revolution
in today’s world. Ask
to lay a foundation for learning about the American
Revolution and its effects.
What are some things that people complain about today?
Possible suggestions:
Potholes in roadways we pay taxes to repair
Damage and loss of work from BP oil spill
Concerns about slower response from first responders
(police, fire, ambulance)
Increased taxes and decreased services
2. Facilitate a brief discussion on how people can address grievances
effectively. Letter writing can be used as a first step to address a
grievance
3. Review pertinent details regarding the First and Second
Continental Congresses. Use words such as:
Last Updated 05/16/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
TEKS: 5.2C, 5.15A, 5.24A, 5.25D
Instructional Note
The First Continental Congress was
convened to respond to the Intolerable
Acts. The Congress discussed and
came to agreement on what was
important to them: rights that included
life, liberty, property, and the right to
establish their own taxes within the
colonies. And they sent their resulting
petition to King George and Parliament.
They agreed to boycott British goods in
page 5 of 27 Grade 5
Social Studies
Unit: 05
Lesson: 01
Suggested Duration: 4 days
There were many things the colonists were having
trouble dealing with.
So, in October of 1774, the colonial leaders got together
at the First Continental Congress to discuss these things
and what could be done.
They sent King George and Parliament a petition stating
grievances and asking for help in finding a solution. The
petition was delivered by Benjamin Franklin. (If desired,
share the petition with students using images at the Library of
Congress.)
The King and Parliament ignored the colonists’ petition.
British troops were sent to enforce the acts of
Parliament. They began their march in April of 1775.
4. Optional: Read again Longfellow’s poem to students (introduced
in Unit 4). Then share Revere’s own account of the ride from the
Massachusetts Historical Society.
response to the Intolerable Acts as the
came to realize they needed to stand
together.
The Second Continental Congress met
to decide how to respond to British
aggression. They named Washington
Commander in Chief of the Continental
Army, wrote the Declaration of
Independence, and created the Articles
of Confederation, acting as the
provisional government during the
American Revolution.
The Articles of Confederation was the
first written constitution of the United
States. The document specified how
the national government would operate.
5. Continue the story of the beginning of the American Revolution.
Use words such as the following. Supplement with information from
the textbook and other classroom materials.
When shots were fired in Lexington and Concord that
dawn of April 19, 1775, the American Revolution had
begun. This was the “shot heard ‘round the world.”
The Second Continental Congress convened shortly
after, on May 10. The leaders needed to decide how to
respond to the escalation from tensions to war.
The colonial leaders had a full agenda. They elected
John Hancock as president of the Congress; they named
George Washington Commander in Chief of the
Continental Army; and they set up a committee to write
the Declaration of Independence. They also began to
work on setting up a new government in the form of the
Articles of Confederation, which was the first written
constitution of the United States and specified how the
national government would operate. (The Articles of
Confederation will be looked at more deeply in the next
unit.)
Thomas Jefferson was the primary author of the
document. John Adams, Roger Sherman, Robert
Livingston, and Benjamin Franklin completed the
committee.
EXPLAIN – Continental Congress
Suggested Day 1 (continued) – 10 minutes
1. Students solidify their learning about the First and Second
Attachments
Continental Congresses by creating graphic organizer showing the
Handout: Graphic Organizer
purpose and results of each meeting. (See Handout: Graphic
(optional, 1 per student)
Organizer for an example organizer. Students could create their
own. Also see the Notes for Teacher section for possible content
information.)
ELABORATE – Communicating ideas
Suggested Day 2 – 10 minutes
1. Ask,
Attachments
Last Updated 05/16/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 6 of 27 Grade 5
Social Studies
Unit: 05
Lesson: 01
Suggested Duration: 4 days
When the leaders at the Continental Congress needed to
have people learn about the Declaration to accomplish
their goals (remember that one of the purposes of the
Declaration was to encourage other colonists – and
nations – to join them),
They sent copies of the Declaration of Independence out
and people held public readings.
Teacher Resource: PowerPoint:
Reading the Declaration
2. Share the Teacher Resource: PowerPoint: Reading the
Declaration and discuss the idea.
EXPLORE – Analysis of the Declaration of Independence
Suggested Day 2 (continued) – 15 minutes
1. Provide students with access to the Declaration
Materials
of Independence (distribute copies, use the copy
Declaration of Independence
in the textbook or other source, access online,
http://www.archives.gov/exhibits/charters/declaration.html/
etc.).
2. Student pairs skim through the Declaration,
noting things they notice.
Attachments:
3. Display the Teacher Resource: Scavenger
Hunt. (If desired, this could be used as a
handout,)
Teacher Resource: Declaration Scavenger Hunt
Handout: Declaration of Independence Structure
and Analysis (1 per student)
Teacher Resource: Declaration of Independence
Structure and Analysis KEY
4. Lead students on a search for evidence of the
parts of the document and its main ideas.
5. Distribute the Handout: Declaration of
Independence Structure and Analysis.
6. Student pairs use the handout to look more
closely at the Declaration of Independence,
discussing answers to the questions. (Allow
several minutes for students to discuss before
leading class summary.)
7. As a class, students share what they discovered
about the document.
8. Students adjust the answers on their sheet to
ensure they have correct information and to aid
their understanding.
EXPLAIN – Summarize Declaration of Independence
Purpose:
Emphasize that different parts of the Declaration of Independence
addressed different aspects of the colonists’ dissatisfaction with the
Crown.
TEKS: 5.2C, 5.15A, 5.24A, 5.25D
Instructional Note:
Note that the Declaration of Independence was also
included in study for Celebrate Freedom Week (unit 3),
so this is not completely new information.
There is no need to read the entire document at this
point. The immediate goal is to understand the structure
of the document and the basic intent of each section.
This activity should be done with much teacher guidance
because of the advanced reading level of the document.
Define the words as students have questions.
if a handout version of the Declaration is used, students
can highlight, box, or otherwise mark the sections. This
can help them see the structure more clearly and help
them focus on the purposes. (What were the writers
trying to accomplish? Did they achieve that purpose?)
Suggested Day 2 (continued) – 10 minutes
1. Student pairs discuss their learning, including:
Last Updated 05/16/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 7 of 27 Grade 5
Social Studies
Unit: 05
Lesson: 01
Suggested Duration: 4 days
3 purposes of the Declaration of Independence
2 grievances listed in the Declaration
1 person who signed the Declaration
EXPLORE – Political, Economic and Social Reasons
Suggested Day 2 (continued) – 15 minutes
1. Distribute to each student a blank piece of paper.
Materials
2. Create a 3-column organizer on the board. Label the columns:
Political, Economic, and Social. (See Teacher Resource:
Declaration of Independence Tri-fold) and guide students to
create their own organizer.
3. Provide students with access to the Declaration of Independence.
4. Student pairs look at the document more closely, this time noting
evidence they find in the Declaration of Independence about the
political, economic, and social reasons for declaring
independence. (Students include the grievances as well as the
purposes stated in the introduction.)
5. Student pairs discuss the Declaration of Independence and
share their findings, adding information to their tri-fold and
contributing to the class tri-fold.
6. Ask questions such as:
Paper, blank for student-created trifold
Declaration of Independence
Attachments
Teacher Resource: Declaration of
Independence Tri-fold
Instructional Note:
Sample tri-chart:
(Answers will vary. Accept answers with appropriate
support/evidence.)
Political
Economic
Social
What are some of the political reasons for breaking away
from Great Britain that are listed in the document? (town
meetings banned, no representation from Parliament)
What are some of the economic reasons listed in the
document? (taxes, trade limits)
What are some of the social reasons listed in the
document? (housing of British soldiers, blank search
warrants)
What things did the colonists wish to fix about the way
they were governed as British colonists when they
became independent?
What can we conclude, using clues in the Declaration,
that the Founding Fathers wanted to ensure in a new
nation’s government?
EXPLAIN – Political, Economic and Social Reasons for the Declaration of
Independence
Suggested Day 3 – 15 minutes
1. Review Day 2 learning by facilitating a discussion, encouraging
students to provide answers to the guiding questions and support
(with evidence) for the Key Understanding.
Purpose:
Help students deepen their understanding of the
Declaration of Independence in historical context
Revolutions frequently result from a desire for political,
economic, and social independence and often drive the
development of future governing structures.
TEKS: 5.2C, 5.15A, 5.24A, 5.25D
- How did political, economic, and social factors lead the colonists to
declare independence from England?
- What did the American colonists think should be included in a new
government?
- What parts did the Founding Fathers and Patriot heroes play?
Last Updated 05/16/13
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page 8 of 27 Grade 5
Social Studies
Unit: 05
Lesson: 01
Suggested Duration: 4 days
EXPLORE – Events of the American Revolution
Suggested Day 3 (continued) – 35 minutes
1. Play a version of Yankee Doodle as
Materials
students enter the room. Provide
Yankee Doodle
background about the song, including that
http://kids.niehs.nih.gov/games/songs/patriotic/yankdoodmid.htm
lyrics were made up to tell the story of
Washington resigning commission (Trumbull painting)
events.
http://www.aoc.gov/cc/art/rotunda/washington_resigning.cfm
2. Introduce and provide an overview of the
events of the American Revolution using
the Teacher Resource: American
Attachments
Revolution Timeline and summaries
Teacher Resource: American Revolution Timeline
from appropriate websites. Lead students
Teacher Resource: Treaty of Paris Scavenger Hunt
to focus on key events and encourage
them to recognize any patterns or cause
and effect relationships.
Instructional Note
3. To deepen their knowledge of the events
during the American Revolution, and the
parts significant individuals played in
those events, students read selected
sections of the textbook and other
classroom materials. (This could be
accomplished as homework.)
4. Conclude discussion of the war with the
Battle of Yorktown.
5. Fill in details related to the end of the war,
using words such as:
As soon as the hostilities ended,
General Washington resigned as
Commander of the Continental
Army, and the Continental Army
was disbanded. Though the
colonists distrusted the idea of
having a “standing army” (under
the control and order of the
government), so the Continental
Army was demobilized.
At the end of the American Revolution,
A treaty was signed (Treaty of Paris) which acknowledged
sovereignty for the colonists and thus recognized as an
independent nation.
The Continental Army, with George Washington as its
commander, was formed by the Continental Congress in 1775.
The army, along with state militia forces, made up the colonial
revolutionary forces. Because of a pervasive distrust of
permanent (or "standing") armies, the Continental Army was
quickly disbanded after the Revolution. The Congress of the
Confederation officially created the United States Army after the
end of the revolutionary war to replace the disbanded
Continental Army. The U.S. military evolved from militia (military
force composed of ordinary citizens) to a well-trained standing
army and navy.
6. Show Trumbull’s painting of Washington’s
resignation (at the Architect of the Capitol
website) and read appropriate excerpts
from Washington’s papers. 7. Move to discuss the Treaty of Paris.
Students think first about the goals of the
Founding Fathers when they wrote the
Declaration of Independence and decide
what they should be negotiating for in the
peace treaty. (freedom to expand to the
west, independence from Britain, the
ability to create their own government that
would be able to tax themselves, provide
representation in government, assure
personal liberties).
Last Updated 05/16/13
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page 9 of 27 Grade 5
Social Studies
Unit: 05
Lesson: 01
Suggested Duration: 4 days
8. Visit the Treaty of Paris (Library of
Congress websites) to view the signature
page of the document (note John Adams
and Benjamin Franklin) and skim through
the document (transcript) to find evidence
of achievement of the other goals.
9. Display the Teacher Resource: Treaty of
Paris Scavenger Hunt. As on Day 1,
lead students through a focused study of
the Treaty of Paris to determine if the
colonists – and their negotiators –
achieved what they set out to do with
regard to Great Britain.
10. Say,
The Founding Fathers were still
working on the documents that
would become the foundation for
our government. We will look
closer at the Articles of
Confederation in the next unit.
EXPLAIN
Suggested Day 4 – 15 minutes
1. Part 1:
Student pairs think for 1 minute about events of the American
Revolution. (The Teacher Resource: American Revolution
Timeline may be posted/displayed to aid students in
remembering the events.)
Partner A talks about the event for 30 seconds, summarizing
the event and discussing people involved, historical context,
cause-and-effect relationships with other events, etc. Partner B
listens.
Partner B then talks about a different event for 30 seconds
while Partner A listens.
2. Part 2:
Student pairs think for 1 minute about significant people of the
Revolutionary era, including their contributions to American
history and their motivations for their action.
Partner B talks about the person for 30 seconds, summarizing
the person’s contribution and discussing historical context,
motivations, and other contributions while Partner A listens.
Partner A then talks about a different person for 30 seconds
while Partner B listens
3. Facilitate a discussion where students use what they have learned
to answer the guiding questions and support the Key
Understanding.
Revolutions frequently result from a desire for political,
economic, and social independence and often drive the
Last Updated 05/16/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 10 of 27 Grade 5
Social Studies
Unit: 05
Lesson: 01
Suggested Duration: 4 days
development of future governing structures.
- How did political, economic, and social factors lead the colonists to
declare independence from England?
- What did the American colonists think should be included in a new
government?
- What parts did the Founding Fathers and Patriot heroes play in the
Revolutionary War?
EVALUATE – Critical Elements Pamphlet
Grade 5 Social Studies Unit05 PI01
As a patriot, write a pamphlet outlining the elements that should be included in
the new government in order to assure that the grievances in the Declaration of
Independence are addressed.
Standard(s): 5.2C , 5.15A , 5.24A , 5.25D
ELPS ELPS.c.5F
Suggested Day 4 (continued) – 35 minutes
Materials
Paper for creating pamphlet
Instructional Note:
Students may want to rewrite their final copy on a
“parchment” paper, which may be made using a
paper grocery sack that been crumpled and then reflattened or by “washing” a piece of white drawing
paper in tea and then letting it dry.
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page 11 of 27 Grade 05
Social Studies
Unit: 5 Lesson: 01
Road to Revolution Timeline
1760
1763
1764
1764
1765
1765
1767
1770
1770
1773
1773
1774
King George III takes throne in England
End of the French and Indian War
 Proclamation of 1763 barred colonial expansion into new territories won by Britain (west
of the Appalachians)
Sugar Act
 doubled the duties on foreign goods reshipped from England to the colonies
 Boston merchants boycott British goods
Currency Act
 prohibited colonies from issuing legal tender paper money
Stamp Act
 Passed as a means to pay for British troops on the American frontier
 Direct tax on the American colonies; paid directly to England, not to legislatures in
America
 Sons of Liberty formed (secret organization opposed to the Stamp Act)
 Colonists protest. Patrick Henry of Virginia says only the Virginia assembly can legally
tax Virginia residents.
 Benjamin Franklin calls for repeal of the Stamp Act, warning of revolution if the Act was
enforced by the British military
 Stamp Act repealed (March 1766)
Quartering Act
 Required colonists to house British troops and feed them
 New York Assembly refuses to enforce the Quartering Act
 Violence erupts between British soldiers and Sons of Liberty in connection with the
Quartering Act
 Britain suspends the New York legislature
Townshend Revenue Acts
 New tax on imports imposed
 Boycott of British goods by Boston merchants
 British troops arrive in Boston to enforce custom laws
 New York merchants join the boycott
 Philadelphia merchants join the boycott
 Rhode Island, New Jersey and North Carolina join the boycott
Boston Massacre
 Four workers shot by British troops in Boston
 Paul Revere’s etching incites colonial unrest
Repeal of Townshend Acts and Quartering Act, leaving only duties on imported tea
Tea Act

import tax on tea arriving in the colonies provides the British East India Company a
virtual tea monopoly by selling directly to chosen tea agents, bypassing and underselling
American merchants who acted as middlemen
Boston Tea Party
Intolerable Acts
 Massachusetts Government Act: took all governmental control from colonists and placed
it with the British governor
 Administration of Justice Act: trials moved to Britain, designed to secure British
jurisdiction and diminish impact of local juries
 Boston Port Act: closed port of Boston until tea tax paid and compensation made to East
©2012, TESCCC
05/14/12
page 1 of 2
Grade 05
Social Studies
Unit: 5 Lesson: 01
India Company
Quartering Act: revision of the 1765 Act, removed the requirement for providing food, but
expanded the types of buildings in which troops would be housed (barracks and public
houses, inns, “victualing” houses, empty buildings, barns, and other unoccupied
structures)
First Continental Congress
 Convened in response to perceived threats to colonial rights seen in the Intolerable Acts
 Leaders included Samuel Adams, John Adams, George Washington, and Patrick Henry
 Called for a boycott of all British goods and repeal of the Intolerable Acts (Coercive
Acts); Samuel Adams
 Approved resolutions advising the colonies to begin training their citizens for war
 Asserted rights to life, liberty and property
Lexington and Concord
 Shots fired at Lexington and Concord. Weapons depot destroyed. "Minute Men" force
British troops back to Boston.
Second Continental Congress
 George Washington named Commander in Chief of Continental Army
Declaration of Independence

1774
1775
(April)
1775
(May)
1776
©2012, TESCCC
05/14/12
page 2 of 2
Grade 05
Social Studies
Unit: 5 Lesson: 01
I have…
I have…
the Declaration of
Independence
Proclamation of 1763.
Who has…
Who has…
the proclamation at
the end of the French
and Indian War that
barred colonial
expansion into new
territories?
©2012, TESCCC
an act passed by
Parliament that doubled
duties on goods shipped to
the colonies. Boston
merchants boycotted
British goods in response?
05/16/13
page 1 of 7
Grade 05
Social Studies
Unit: 5 Lesson: 01
I have…
I have…
the Sugar Act.
the Stamp Act.
Who has…
Who has…
an act passed by
Parliament that taxed
all printed materials?
Colonists were required
colonies to pay the tax
directly to England.
©2012, TESCCC
an act passed by
Parliament that required
colonists to house and feed
British troops?
05/16/13
page 2 of 7
Grade 05
Social Studies
Unit: 5 Lesson: 01
I have…
I have…
the Quartering Act.
the Townshend Acts.
Who has…
Who has…
a series of acts passed by
Parliament that imposed
new taxes on colonial
imports, to which
colonists responded by
boycotting British goods.
a violent incident that
resulted in British troops
killing of five colonists?
©2012, TESCCC
05/16/13
page 3 of 7
Grade 05
Social Studies
Unit: 5 Lesson: 01
I have…
I have…
the Boston Massacre.
the Boston Tea Party.
Who has…
Who has…
an act of protest by
colonists in response to
a tax on tea?
a series of acts that made
life very uncomfortable for
the colonists by closing the
port of Boston, taking
control from the local
government, and moving
trials to England
©2012, TESCCC
05/16/13
page 4 of 7
Grade 05
Social Studies
Unit: 5 Lesson: 01
I have…
I have…
the Intolerable Acts.
the First Continental
Congress
Who has…
Who has…
an assembly of colonial
leaders convened to
discuss responses to the
Intolerable Acts?
©2012, TESCCC
The location where the
first shots of the American
Revolution were fired?
05/16/13
page 5 of 7
Grade 05
Social Studies
Unit: 5 Lesson: 01
I have…
I have…
Lexington and
Concord.
the Second
Continental Congress.
Who has…
Who has…
the document published by
the Second Continental
Congress to explain
colonists’ position, list
grievances, and encourage
Loyalists and other nations
to join them.
an assembly of colonial
leaders convened after
“the shot heard ‘round
the world” to discuss
how to meet the British
military threat.
©2012, TESCCC
05/16/13
page 6 of 7
Grade 05
Social Studies
Unit: 5 Lesson: 01
Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
©2012, TESCCC
05/16/13
page 7 of 7
Grade 5
Social Studies
Unit: 05 Lesson: 01
Graphic Organizer
First Continental Congress
When?
Why?
Second Continental Congress
When?
Why?
©2012, TESCCC
08/14/12
page 1 of 1
Grade 5
Social Studies
Unit: 05 Lesson: 01
Declaration Scavenger Hunt
Key Elements and Ideas of the Declaration of Independence
The purpose the Declaration of Independence was to be an open letter trying to explain the point of
view of the Patriot colonists. They wanted:
 People to understand the grievances and their attempts to resolve them
 Sympathy
 Monetary support from other nations
Place a check by “present” or “not present” as you locate each element and each key idea.
Key Elements of the Declaration of Independence







Present
Not Present
Present
Not Present
Preamble
Statement of Belief in Human Rights
Charges against Human Rights
List of Complaints or Grievances against the King
Statement of Prior Attempts to Resolve
Statement of Separation (Declaration of Independence)
Signatures
Key ideas in the Declaration of Independence






All men are created equal
Unalienable rights (life, liberty, pursuit of happiness)
Governments are instituted by men, getting their just powers from
the consent of the governed
The right of the people to alter or abolish government
United colonies are and of right, ought to be free and Independent
states
The colonies are absolved from all allegiance to the British Crown
and as free and independent states they have full Power to do
what Independent states may of right to do.
©2012, TESCCC
08/14/12
page 1 of 1
Grade 5
Social Studies
Unit: 05 Lesson: 01
Declaration of Independence Structure and Analysis
1. Preamble – What reason(s) did the Founding Fathers give for their decision to write a
Declaration of Independence from Great Britain?
2. Statement of Beliefs – What beliefs did the Founding Fathers declare they held?
3. List of Grievances – What are four to five of the grievances (complaints)? Are there any
specific events mentioned? If not, can you tell by the wording of the statement what is being
referred to?
4. Statement of Prior Attempts – In what ways(s) did the framers claim to have attempted
addressing their complaints?
5. Declaration of Independence – What will change in the colonies as a result of the
Declaration?
6. Signatures – Which of the signers are you familiar with?
7. Purpose – What are three main reasons for declaring independence?
8. Importance – Why was the document written?
©2012, TESCCC
05/14/12
page 1 of 1
Grade 5
Social Studies
Unit: 05 Lesson: 01
Declaration of Independence Structure and Analysis Key
Some possible answers are provided.
1. Preamble – What reason(s) did the Founding Fathers give for their decision to write a
Declaration of Independence from Great Britain?
The American colonists thought that the laws Great Britain placed on them were too much to live with and thought
their connection to the Mother Land should be broken. King George had imposed absolute tyranny over the
colonies and they had to break away.
2. Statement of Beliefs – What beliefs did the Founding Fathers declare they held?
The American colonists believed that all men were created equal. They also believed that they had certain
unalienable (guaranteed) rights that had been violated. These were life, liberty and the pursuit of happiness. They
believed that governments should be run by the people in the country and not someone telling the people what
they should do. They also believed that when some people in a country were not treated as the others in the
country, they had the right to make things right, even if it meant breaking away from the mother country.
3. List of Grievances – What are four to five of the grievances (complaints)? Are there any
specific events mentioned? If not, can you tell by the wording of the statement what is being
referred to?
He refused to let the governors govern as they should. He denied representation to Parliament to the colonists.
He refused to let in the families of people already settled in America. He refused to establish a court system in the
colonies, requiring that trials be held in England. He passed laws that sent in people to collect taxes. He made
colonists house soldiers in their homes. He cut off colonies’ abilities to trade with other countries, taxed without
their consent and waged war against them. (See list of grievances.)
4. Statement of Prior Attempts – In what ways(s) did the framers claim to have attempted
addressing their complaints?
They had sent many petitions to the King and warned the British citizens that the same could happen to them.
They also had boycotted British products and acted unlawfully against the British agents.
5. Declaration of Independence – What will change in the colonies as a result of the
Declaration?
They will become free and independent states in a free and independent nation.
6. Signatures – Which of the signers are you familiar with? (Answers will vary.)
7. Purpose – What are three main reasons for declaring independence?
Political, economic, and social. The colonists claimed they had tried every avenue open to them to resolve
differences. They especially wanted to be represented in Parliament to help make decisions that affected them.
8. Importance – Why was the document written?
It was important to announce to the world that the American colonists had tried but been unsuccessful in resolving
issues with Britain. The colonists wanted to appeal to fellow colonists for support, to explain their foundational
beliefs, to list their grievances so (colonists, Parliament, and the world) would see the colonists’ desire for
separation as legitimate, and to solicit help from other nations.
©2012, TESCCC
05/14/12
page 1 of 1
Grade 5
Social Studies
Unit: 05 Lesson: 01
Declaration of Independence Trifold
Fold Inward
Political
Economic
Fold Inward
Social
Reasons for Writing the Declaration of Independence
©2012, TESCCC
05/14/12
page 1 of 1
Grade 05
Social Studies
Unit: 05 Lesson: 01
American Revolution Timeline
1775 (April)
Lexington and Concord
 Shots fired at Lexington and Concord.
 Weapons depot destroyed.
 "Minute Men" force British troops back to Boston.
1775 (May)
George Washington named Commander in Chief of Continental Army
1776 (July)
Declaration of Independence
1776 (July)
British force arrives in New York harbor
1776 (Aug.)
British victory at Long Island
 Nathan Hale
1776 (Sept)
Benjamin Franklin goes to France to seek financial and military aid
1776 (Oct.)
American Navy defeated on Lake Champlain
1776 (Oct.)
Washington forced to retreat at Battle of White Plains
1776 (Dec.)
Washington’s forces cross the Delaware River and take Trenton, New
Jersey
1777
American victories at Princeton and at Ridgefield, Connecticut
1777 (July)
American loss at Fort Ticonderoga
1777 (July)
British control Philadelphia
1777 (Oct.)
American victory at Saratoga
1777 (Dec.)
Valley Forge
1778 (Feb.)
France signs alliance with United States
1778 (July)
France declares war on Great Britain
1779 (June)
Spain declares war on Great Britain
1781 (March)
Articles of Confederation adopted
1781 (Sept.)
French fleet forces British naval force from Chesapeake Bay
Siege of Yorktown begins
1781 (Oct.)
Cornwallis surrenders at Yorktown, VA

Surrounded by American and French forces
1782 (Feb.)
Parliament votes against continuing war in America
1783 (Feb.)
England declares an end to hostilities in America
1783 (Feb)
Spain, Sweden, Denmark and Russia. recognize the United States of
America
1783 (Sept)
Treaty of Paris signed between Great Britain and United States
John Adams and Benjamin Franklin
1783 (Dec)
Washington resigns as Commander in Chief
©2012, TESCCC
05/14/12
page 1 of 1
Grade 5
Social Studies
Unit: 05 Lesson: 01
Treaty of Paris Scavenger Hunt
Key Elements and Ideas of the Treaty of Paris (1783)
The purpose the Treaty of Paris was to
When the Founding Fathers wrote the Declaration of Independence, they wanted:
 People to understand the grievances and their attempts to resolve them
 Sympathy
 Monetary support from other nations
Did they achieve this?
Were they able to have Great Britain recognize:
Present
Not Present
that they were “free and Independent states,”
that they were “absolved from all allegiance to the British Crown and, as
free and independent states, … have full Power to do what Independent
states may of right to do.”
that they had recognized, defined borders
Did they achieve what they set out to do? List evidence.
©2012, TESCCC
08/14/12
page 1 of 1