Integrated Early American History
Road to Revolution
SS0505
Fifth Grade Social Studies: Integrated Early American History
Unit 5: Road to Revolution
Big Picture Graphic
Overarching Question:
Why did colonists from distinct regions join to create an independent nation?
Previous Unit:
This Unit:
Life in Colonial America
Next Unit:
Road to Revolution
The American Revolution
Questions To Focus Assessment and Instruction:
1. How did economic issues and political experiences and ideas affect the relationship
between Great Britain and the colonies?
2. Why were the colonists dissatisfied with British rule?
3. How and why did people in different colonial regions unite against Great Britain?
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Integrated Early American History
Road to Revolution
SS0505
Graphic Organizer
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Integrated Early American History
Road to Revolution
SS0505
Middle School Foundations (see Grade 8, F1.1)
Describe the ideas, experiences, and interactions that influenced the colonists’ decision to declare
independence by analyzing
• colonial ideas about government (e.g., limited government, republicanism, protecting individual rights and
promoting the common good, representative government, natural rights)
• experiences with self-government (e.g., House of Burgesses and town meetings)
• changing interactions with the royal government of Great Britain after the French and Indian War.
Unit Abstract:
In this unit students explore the causes of the American Revolution. Focusing on the period from
the Seven Years’ War1 to the battles at Lexington and Concord (1756 to 1775), students trace the
disputes between the British government and her colonies. They examine the British Parliament’s
attempts to tighten control from the early Navigation Acts and the Proclamation of 1763 to the
Sugar Act, Stamp Act, the Townsend Acts, the Tea Act, and the Intolerable Acts. Students explore
how colonists responded to the increasing control by Britain and analyze conflicting accounts of a
variety of events such as the Boston Massacre and the Boston Tea Party. In doing so, students
analyze how colonial and British views on authority and the use of power without authority differed.
They read biographies of significant colonial leaders and compare their contributions during the
Revolutionary war era. Students also focus on the role of political ideas, such as liberty
(unalienable rights), representative government, and consent of the governed (social compact) as
they analyze colonial disputes with Great Britain. They assess how colonial experiences with selfgovernment, including the Committees of Correspondence and the First Continental Congress
united colonists from different colonial regions. Students also explore loyalist and patriot
perspectives as the colonies moved closer towards declaring independence. The unit culminates
with students constructing a chronology of events. Students then analyze the causes and effects of
these events and assess their significance in leading to armed conflict at Lexington and Concord.
Focus Questions
1. How did economic issues and political experiences and ideas affect the relationship
between Great Britain and the colonies?
2. Why were the colonists dissatisfied with British rule?
3. How and why did people in different colonial regions unite against Great Britain?
Content Expectations
5 – U3.1.1: Describe the role of the French and Indian War, how British policy toward the
colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the
new policy.
5 – U3.1.2:
1
Describe the causes and effects of events such as the Stamp Act, Boston Tea Party,
the Intolerable Acts, and the Boston Massacre.
Historians generally refer to the French and Indian War as the Seven Years’ War.
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Integrated Early American History
Road to Revolution
SS0505
5 – U3.1.3:
Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of
soldiers, writs of assistance, closing of colonial legislatures), explain how British and
colonial views on authority and the use of power without authority differed (views on
representative government).
5 – U3.1.4:
Describe the role of the First and Second Continental Congress in unifying the
colonies (addressing the Intolerable Acts, declaring independence, drafting the
Articles of Confederation).
5 – U3.1.6:
Identify the role that key individuals played in leading the colonists to revolution,
including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry,
Samuel Adams, John Adams, and Thomas Paine.
5 – U3.1.8:
Identify a problem confronting people in the colonies, identify alternative choices for
addressing the problem with possible consequences, and describe the course of
action taken.
Key Concepts
authority / power
cause and effect
conflict
imperialism
liberty
limited government
Patriot/Loyalist
representative government
self-government
trade policies
Duration
6 weeks
Lesson Sequence
Lesson 1:
The French and Indian War
Lesson 2:
British Control of North America
Lesson 3:
Sugar and Stamps: Governing Without Consent
Lesson 4:
Actions and Reactions
Lesson 5:
Things Heat Up in Boston
Lesson 6:
Closer to War
Lesson 7:
People and Perspectives
Lesson 8:
Creating a Timeline to Show Cause and Effect
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Integrated Early American History
Road to Revolution
SS0505
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
Resources
Equipment/Manipulative
Overhead Projector or Document Camera and Projector
Student Resource
Abigail Adams. Early American Primary Sources Kit. Teacher Created Materials. CA: Huntington
Beach, 2005.
The American Revolution. 3 Sept. 2008 <http://www.theamericanrevolution.org/ipeople.asp>.
American Revolution. Kid Info Website. 3 Sept. 2008
<http://www.kidinfo.com/American_History/American_Revolution.html>.
American Revolution Biographies. The American Revolution. 3 Sept. 2008
<http://www.americanrevolution.com/Biographies.htm>.
Archiving Early America. 3 Sept. 2008 <http://www.earlyamerica.com/>.
Berson, Michael J. Horizons: United States History: Beginnings. Orlando: Harcourt School
Publishers, 2005 (or similar 5th grade Early American History textbook).
Fradin, Dennis Brindell. Let It Begin Here! Lexington and Concord: First Battles of the American
Revolution. New York: Walker Books for Young Readers, 2005.
The French and Indian War of the 1750s. 3 Sept. 2008
<http://www.mccordfamilyassn.com/french.htm>.
Fritz, Jean. Why Don’t You Get a Horse, Sam Adams? New York: Putnam Juvenile Press, 1996.
George Washington’s Journal. 3 Sept. 2008
<http://www.earlyamerica.com/earlyamerica/milestones/journal/journaltext.html>.
History Makers of the American Revolution. History Central. 3 Sept. 2008
<http://www.historycentral.com/bio/RevoltBIOS/INDEX.html>.
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Integrated Early American History
Road to Revolution
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Join or Die Cartoon. 3 Sept. 2008
<http://www.earlyamerica.com/earlyamerica/firsts/cartoon/snake.html>.
Intolerable Acts and The First Continental Congress. The American Revolution. University of San
Fransisco. 1999. 3 Sept. 2008
<http://www.usfca.edu/fac_staff/conwell/revolution/congress.htm>.
Loyalty or Liberty: An Online Adventure. Colonial Williamsburg. 3 Sept. 2008
<http://www.history.org/History/teaching/revolution/a1.html>.
Phillis Wheatley. Early American Primary Sources Kit. Teacher Created Materials. CA: Huntington
Beach, 2005.
Quigley, Charles N. and Ken Rodriguez. We the People. Calabasas, CA: Center for Civic
Education. 2003. 21-24.
Turner, Ann. Katie’s Trunk. New York: Aladdin Paperbacks, 1997.
Teacher Resource
After the Treaty of Paris Map. National Park Services. 3 Sept. 2008
<http://www.cr.nps.gov/history/online_books/colonials-patriots/images/map3.jpg>.
Authority: Foundations of Democracy. Calabasas, CA: Center for Civic Education, 1997. 5-11.
Causes of the American Revolution. Discovery School.com. 3 Sept. 2008
<http://school.discovery.com/lessonplans/programs/revwar1/>.
Colonial Government and the Crown. Eagleton Institute of Politics. Rutgers, the State University of
New Jersey. 3 Sept. 2008 <http://www.eagleton.rutgers.edu/e-gov/e-politicalarchivecolonial.htm>.
Eyewitness Accounts of the Boston Massacre. Historywiz.com. 3 Sept. 2008
<http://www.historywiz.com/primarysources/eyewit-boston.htm>.
Glorious News. The American Revolution, 1763-1783. The Learning Page. Library of Congress. 3
Sept. <http://rs6.loc.gov/learn/features/timeline/amrev/britref/news.html>.
Illustration of Phillis Wheatley Book. Africans in America. PBS/WGBH. 3 Sept. 2008
<http://www.pbs.org/wgbh/aia/part2/2h7b.html>.
Map of Boston Area. 3 Sept. 2008
<http://www.pbs.org/wgbh/amex/patriotsday/maps/index.html#info1>.
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Integrated Early American History
Road to Revolution
SS0505
No Stamp Act Teapot. 3 Sept. 2008
<http://www.williamsburgmarketplace.com/webapp/wcs/stores/servlet/ProductView?storeId=
10001&categoryId=15899&ssr=1&catalogId=12115&langId=-1>.
Patrick Henry Speech. 3 Sept. 2008
<http://www.history.org/almanack/people/bios/pathenryspeech_short.html>.
Paul Revere’s Engraving. Early America.com. 3 Sept. 2008
<http://www.earlyamerica.com/review/winter96/enlargement.html>.
The Stamp Act. The American Revolution Website. 3 Sept. 2008
<http://www.americanrevwar.homestead.com/files/STAMP.HTM>.
Resources for Further Professional Knowledge
American History Websites. 3 Sept. 2008
<http://school.discoveryeducation.com/schrockguide/history/hista.html>.
Digital History. 3 Sept. 2008 <http://www.digitalhistory.uh.edu/>.
Foner, Eric. The Story of American Freedom. New York: WW Norton & Co., Inc., 1998.
The Gilder Lehrman Institute of American History. 3 Sept. 2008 <http://www.gilderlehrman.org/>.
History Cooperative. 3 Sept. 2008 <http://www.historycooperative.org/>.
The History Place. 3 Sept. 2008 <http://www.historyplace.com/>.
A Hypertext on American History. 3 Sept. 2008 < http://odur.let.rug.nl/~usa/usa.htm>.
Kruman, Marc W. Between Authority and Liberty : State Constitution Making in Revolutionary
America. Chapel Hill: University of North Carolina Press, 1997.
Making of America. 3 Sept. 2008 <http://quod.lib.umich.edu/m/moagrp/>.
National Council for History Education. 3 Sept. 2008 <http://www.nche.net/>.
National History Education Clearinghouse. 3 Sept. 2008 <http://teachinghistory.org/>.
National History Standards: Era I. 3 Sept. 2008 <http://nchs.ucla.edu/standards/era1-5-12.html>.
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Integrated Early American History
Road to Revolution
SS0505
Instructional Organization
Lesson 1: The French and Indian War
Content Expectations:
5 – U3.1.1: Describe the role of the French and Indian War, how British policy toward the
colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the
new policy.
5 – U3.1.6:
Identify the role that key individuals played in leading the colonists to revolution,
including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry,
Samuel Adams, John Adams, and Thomas Paine.
5 – U3.1.8:
Identify a problem confronting people in the colonies, identify alternative choices for
addressing the problem with possible consequences, and describe the course of
action taken.
Key Concepts: cause and effect, conflict
Lesson 2: British Control of North America
Content Expectations:
5 – U3.1.1: Describe the role of the French and Indian War, how British policy toward the
colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the
new policy.
5 – U3.1.3:
Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of
soldiers, writs of assistance, closing of colonial legislatures), explain how British and
colonial views on authority and the use of power without authority differed (views on
representative government).
5 – U3.1.8:
Identify a problem confronting people in the colonies, identify alternative choices for
addressing the problem with possible consequences, and describe the course of
action taken.
Key Concepts: authority / power, conflict, imperialism, trade policies
Lesson 3: Sugar and Stamps: Governing Without Consent
Content Expectations:
5 – U3.1.1: Describe the role of the French and Indian War, how British policy toward the
colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the
new policy.
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Integrated Early American History
Road to Revolution
SS0505
5 – U3.1.2:
Describe the causes and effects of events such as the Stamp Act, Boston Tea Party,
the Intolerable Acts, and the Boston Massacre.
5 – U3.1.3:
Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of
soldiers, writs of assistance, closing of colonial legislatures), explain how British and
colonial views on authority and the use of power without authority differed (views on
representative government).
5 – U3.1.6:
Identify the role that key individuals played in leading the colonists to revolution,
including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry,
Samuel Adams, John Adams, and Thomas Paine.
Key Concepts: authority / power, cause and effect, conflict, imperialism, liberty, limited
government, representative government, trade policies
Lesson 4: Actions and Reactions
Content Expectations:
5 – U3.1.1: Describe the role of the French and Indian War, how British policy toward the
colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the
new policy.
5 – U3.1.2:
Describe the causes and effects of events such as the Stamp Act, Boston Tea Party,
the Intolerable Acts, and the Boston Massacre.
5 – U3.1.3:
Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of
soldiers, writs of assistance, closing of colonial legislatures), explain how British and
colonial views on authority and the use of power without authority differed (views on
representative government).
5 – U3.1.6:
Identify the role that key individuals played in leading the colonists to revolution,
including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry,
Samuel Adams, John Adams, and Thomas Paine.
Key Concepts: authority / power, cause and effect, liberty, limited government, representative
government, trade policies
Lesson 5: Things Heat Up in Boston
Content Expectations:
5 – U3.1.1: Describe the role of the French and Indian War, how British policy toward the
colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the
new policy.
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Integrated Early American History
Road to Revolution
SS0505
5 – U3.1.2:
Describe the causes and effects of events such as the Stamp Act, Boston Tea Party,
the Intolerable Acts, and the Boston Massacre.
5 – U3.1.3:
Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of
soldiers, writs of assistance, closing of colonial legislatures), explain how British and
colonial views on authority and the use of power without authority differed (views on
representative government).
5 – U3.1.6:
Identify the role that key individuals played in leading the colonists to revolution,
including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry,
Samuel Adams, John Adams, and Thomas Paine.
Key Concepts: authority / power, cause and effect, conflict, liberty, limited government,
representative government, trade policies
Lesson 6: Closer to War
Content Expectations:
5 – U3.1.1: Describe the role of the French and Indian War, how British policy toward the
colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the
new policy.
5 – U3.1.4:
Describe the role of the First and Second Continental Congress in unifying the
colonies (addressing the Intolerable Acts, declaring independence, drafting the
Articles of Confederation).
5 – U3.1.6:
Identify the role that key individuals played in leading the colonists to revolution,
including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry,
Samuel Adams, John Adams, and Thomas Paine.
Key Concepts: cause and effect, conflict, liberty, self-government
Lesson 7: People and Perspectives
Content Expectations:
5 – U3.1.1: Describe the role of the French and Indian War, how British policy toward the
colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the
new policy.
5 – U3.1.6:
Identify the role that key individuals played in leading the colonists to revolution,
including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry,
Samuel Adams, John Adams, and Thomas Paine.
Key Concepts: Patriot/Loyalist
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Integrated Early American History
Road to Revolution
SS0505
Lesson 8: Creating a Timeline to Show Cause and Effect
Content Expectations:
5 – U3.1.2: Describe the causes and effects of events such as the Stamp Act, Boston Tea Party,
the Intolerable Acts, and the Boston Massacre.
5 – U3.1.4:
Describe the role of the First and Second Continental Congress in unifying the
colonies (addressing the Intolerable Acts, declaring independence, drafting the
Articles of Confederation).
Key Concepts: cause and effect, conflict
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