Lesson Plan: The Revolutionary Era (October 5 – 9)
Unit Overview: The learning experiences in the unit will examine and evaluate the events of the
Revolutionary era from 1763 - 1783.
Unit Objective: Students will analyze and evaluate the events, individuals, and documents of the
Revolutionary.
Unit Questions:
1. Can written documents influence societies?
2. How did the development of the colonies lead to rebellion?
3. What are the defining characteristics of a revolution?
4. How do revolutions lead to the development of new nations and political systems?
LEARNING EXPERIENCE: North America Land Claims in 1753 and 1763 (2 days)
Analyze the effects of the French and Indian War on the geographic boundaries of the 13 Colonies.
**Use the Wampum Bracelet to review learning to this point. Ask students what the first red bead on
the bracelet represents. (French and Indian War) **
Display and model analyzing the North American map on the Fightin’ Words Smore.
Based on the maps, students need to answer the following questions.
1. How did North America land claims change between 1754 and 1763?
2. In your opinion, what could have caused these changes?
3. How will the expansion of British territories impact the future of the Colonies?
Discuss questions with possible answers:
How did North America land claims change between 1753 and 1763? (In 1753, Britain, Spain and France
had land claims in North America.)
In your opinion, what could have caused these changes? (Students may provide a variety of answers war, lack of resources, land purchase, conflict with Native Americans.)
How will the expansion of British territories impact the future of the Colonies? (Colonists will be able to
move westward into new territory. The availability of new resources could allow for economic
growth. Moving into new areas might increase Native American conflicts. Colonists will have access to
the Mississippi River. Define and illustrate the term expansion using the map.)
Part 1 - French and Indian War - Aftermath
While the French and Indian War is not a tested, the effects of its aftermath can be tested (the
expansion of land, Proclamation Line of 1763, the system of mercantilism and the British taxes placed on
the colonies). In groups, read a brief history of the war.
Give each group the following questions to answer. Share and discuss their responses.
1. Why was Great Britain seen as one of the most powerful nations in the world after their victory in the
French and Indian War?
2. How did the colonists respond to the Proclamation Line of 1763?
3. What is the connection between the French and Indian and pre-American Revolution events?
Possible student responses:
Why was Great Britain seen as one of the most powerful nations in the world after their victory in the
French and Indian War? (They controlled most of North America and Canada. They are became a
supreme power in Asia.)
How did the colonists respond to the Proclamation Line of 1763? (They were angry that the King was
preventing them from moving into the new British territory, especially since many of the colonists
fought with the British soldiers in the French and Indian War for that land. Many settlers ignored the
Proclamation and moved anyway, causing conflicts with Native American tribes.)
What is the connection between the French and Indian and pre-American Revolution events? (Great
Britain was in debt after the war. The British decided that the colonists in North American should help
pay off this debt by paying various taxes [Stamp Act, Tea Act, Sugar Act]. The colonists rebelled
[Boston Tea Party] due to the fact that they did not have a voice in how these taxes were spent [no
taxation without representation]).
Part 2 - Examine the Proclamation of 1763 from multiple viewpoints - British, Native American, and
Colonists.
Share the Proclamation of 1763 cartoon with students. Have students speculate about what is the
relationship between the Native Americans and colonists. Share and discuss student ideas.
Then, divide the class into groups of three. Each group will represent one of the groups affected by the
Proclamation of 1763. Give each group the transcript and summary of the Proclamation of 1763, the
history of Pontiac’s War, and the map.
Each group will research their assigned point of view to answer the following questions:
♦ The British Crown. Discuss the following:
◊ Why did the British need to confine their colonists to the Atlantic seaboard?
◊ Why did the British favor the Native Americans over the colonists?
◊ Did the British demonstrate concern and respect for the colonists? Why or why not?
♦ The Colonists. Discuss the following:
◊ Why were the colonists so resentful with the closing of the Indian territories?
◊ What were the colonists’ attitude towards the Native Americans?
◊ How did the Proclamation of 1763 begin a growing resentment between the colonists and Great
Britain?
♦ The Native Americans. Discuss the following:
◊ Why would the Native Americans distrust the British?
◊ Why would the Native Americans hate and fear the colonists?
◊ Did the Native Americans have any reason to believe that the British could enforce the Proclamation
and keep settlers out?
Hold a class debate as groups report their findings. This is a sample of student findings.
LEARNING EXPERIENCE: The British Crown Taxes its Colonies (2 days)
Analyze the effects of the British tax policies after the French and Indian War.
Examine the colonists’ belief in no taxation without representation.
Show the video clip from The French and Indian War Changes the Fate of America on the Fightin’ Words
Smore. Discuss the events of the first 9 minutes to review the previous day’s content.
From 9:00 minutes to 12:25 minutes examines the effects of British taxes placed upon the colonists after
the War. Have students summarize the reasons the colonists were outraged by the British taxes.
Read the small section (Text pg. 99) labeled “Taxation without Representation” as a class. Make sure
students understand the colonists’ objections over the British taxes before they begin the foldable.
Using the links on the Fightin’ Words Smore, students will research the following events: the
Proclamation of 1763, Tea Act, Stamp Act, Quartering Act, and Intolerable Acts. Research data should
include the date, a summary of each event, and the key individuals involved in each event.
Students will organize their research into a layered foldable.
For this foldable, each student will need (4) 8 1/2”x11” sheets of paper. Instead of gluing the papers
together at the fold, we suggest placing three staples close to the fold line to secure all four pages
together. Guide your students through the steps of making the foldable as well as provide written
instruction for their research task.
Students will label the flip tabs with each one of the assigned events (consider having students place
these events in chronological order on the tabs). On each corresponding tab, students will place factual
information (who, what, when, where, and why) and an illustration about each event.
Once students have completed their foldables, share and discuss their research facts about each event.
Make sure to correct any inaccuracies in their research.
On the last page of the foldable (this tab will have the largest writing space), answer the writing
reflection: Considering the fact that the colonists were still British citizens, and British citizens living in
Great Britain paid taxes, was King George III justified in placing taxes upon the American colonists?
Justify your answer with evidence.
LEARNING EXPERIENCE: Colonial Reactions: Propaganda and Civil Disobedience (3 days)
Evaluate the impact of propaganda and civil disobedience as methods of rebellion by the colonists.
Discuss the definition of propaganda.
Based on the definition, brainstorm examples of propaganda in today's society (online, newspapers,
magazines, TV, billboards). Possible talking points:
How propaganda is used in today’s society?
Who benefits from it?
What are the positive and negative effects of propaganda?
Are the ideas illustrated in propaganda always factual? Biased? Impartial?
Copy the propaganda and civil disobedience worksheets to create student handout for the following
learning experience.
Part 1 – Propaganda and the Boston Massacre
View the Boston Massacre scene from America: The Story of US found on the Fightin’ Words Smore.
Give students time to reflect on the events depicted.
Points to discuss:
Who are the individuals involved?
What is happening in this clip?
What might happen as other colonists find out about Boston Massacre?
How will the news of the Massacre reach the citizens of the 13 Colonies?
As a class, read about the details of the Boston Massacre (Text pg. 101). Compare the facts from the
textbook narrative to the video clip.
Display the images 1, 2, and 3 from the Fightin’ Words Smore.
Image 1: Why did Revere create this engraving? What is his message? Students must cite evidence from
the engraving to prove their ideas.
Image 2: How and why is this image different from image 1? Why did the author focus on Crispus
Attucks in his image?
Image 3: Read the text of the image. Keep in mind this written in English script so the “s” looks like a “f.”
What is Paul Revere’ intent with this engraving of the coffins?
Next, display Benjamin Franklin's "Join or Die" (1754) cartoon found on the Fightin’ Words Smore.
Lead a class discussion to uncover Franklin's message to the colonies. Hold students accountable to the
cartoon when sharing their ideas.
Be sure to examine the importance of the dismemberment of the snake's body. Was Franklin's cartoon
propaganda? Why or why not?
With a partner, complete the propaganda handout. Share and discuss student responses.