TE803 Spring 2018
Professional Role & Teaching Practice II
Integrated Unit Assignment
Building Pedagogical Content Knowledge
APA
Example:
Fertig, G., & Silverman, R. (2007). Walking and
talking geography: A small-world approach. Social
Studies and the Young Learner, 20, 15-18.
History.com Staff. (2009). Boston Tea Party.
Retrieved January 12, 2018, from
http://www.history.com/topics/american-
revolution/boston-tea-party
The Road to Revolution. (n.d.). Retrieved
January 12, 2018, from
https://www.landofthebrave.info/road-to-
revolution.htm
Stefoff, R., & Zinn, H. (2007). A Young People’s
History of the United States: Columbus to the
Spanish-American War. New York: Seven
Stories Press.
Important Content/Information
4 important stages to scaffold 1 -3 grade instruction that builds
st rd
on students’ prior knowledge to teach geographic “sense of
place”
1) engagement: drawing and interacting with imaginary
neighborhood
2) investigation: exploring local environment
3) reflecting: using multiple senses to describe, label, draw
local environment
4) explanation: creating group diorama maps
● Happened on December 16, 1773
● 342 chests of tea were thrown overboard
● It was in defiance of the taxes Britain put on the
colonists goods.
● Tea Act came from this event which was a law stating
that the colonists must ONLY buy tea from Britain
● Left NO damage to the ship
● Britain closed the Boston Harbor
● Proclamation of 1763
o Colonists believed this was an act of the British
King that sided with the Native Americans and
was the first act that led to the American
Revolution
● 1765 Quartering Act
o Forced American colonists to take in the British
soldiers and to feed them and house them at
their own expense.
● In 1763 the British defeated France in the Seven Years’
war (French and Indian war)
● France no longer threatened Britain's colonies in North
America.
● Britain needed taxes from the colonists to help pay for
the war.
● Also, trade with the colonies brought large profits to
Great Britain every year
● Richest colonists controlled fortunes worth millions in
today’s dollars
● Hardships made colonists restless, even rebellious
● From the 1740s to the 1760s, tenants rioted and
rebelled against landlords
● Stamp act was passed in 1765
● As time went on, British grew stronger.
● After 1768, two thousand British troops were stationed
in Boston
● Conflicts started to arise between local workers and

Hoose, P. M. (2001). We were there too!: young
people in U.S. history. New York, NY: Melanie
Kroupa Books.
No Time for Teas (Elementary Grades 3–5).
(2016, September 22). Retrieved January 12,
2018, from
https://www.socialstudies.org/publications/social
education/september2005/no-time-for-teas-
elementary-grades-35
The Editors of Encyclopædia Britannica. (2017,
October 24). Intolerable Acts. Retrieved January
12, 2018, from
https://www.britannica.com/event/Intolerable-
Acts
Why Did the Colonists Fight When They Were
Safe, Prosperous, and Free? (2016, June 15).
Retrieved January 12, 2018, from
https://www.socialstudies.org/publications/social
education/march2007/why-did-the-colonists-
fight-when-they-were-safe-prosperous-and-free
First Shots of War - American Memory
Timeline- Classroom Presentation | Teacher
Resources. (n.d.). Retrieved January 17, 2018,
British soldiers.
● French and Indian War ended in 1763
● To protest the British taxes, they began to make
clothing out of their own materials
● “Patriotic Sewing Circles” all over New England
● They created their own fashion so they wouldn’t wear
what British women wear
● “Whigs”= patriots, “Tories”= British Sympathizers
● Tea Act was passed in 1773
o Did not impose new taxes
o Lowered the price of tea
o Colonists took this as a trick
o Cut out local tea merchants business
● Intolerable Acts were also known as Coercive Acts
● Happened in 1774
● Happened because of colonists defiance
● Four laws by the British Parliament to enforce their
power over the colonists
o Boston Port Bill
▪ Closed Boston’s Port until they paid for
the destruction of the tea
o Massachusetts Government Act
▪ Got rid of the colony’s charter, put a
new General in charge, did not allow
town meetings without approval
o Administration of Justice Act
▪ Protects British Officials shared with
capital offenses during law
enforcement and allows another trial in
another colony or back in England
o Quartering Act
▪ Allowed British troops to stay in
occupied colonists houses, later
allowed them to take any unoccupied
building.
● The colonists were protected from the Native
Americans that would often pose a threat towards them
by England’s Royal Navy.
o They paid about 20-25% of paid taxes- little
amount of money for their protection
● Members in upper legislative were appointed by the
Crown, while the members in lower legislative were
elected
● Continental Congress agreed to begin preparing to
defend themselves
● April 18, 1775 General Thomas Gage dispatched 1,000
from British troops
http://www.loc.gov/teachers/classroommaterials/ ● Paul Revere and William Dawes rode off to warn the
American troops
presentationsandactivities/presentations/timeline/ ● First battle was in Lexington
amrev/shots/ ● No one knows who fired first, but British won and
moved on to Concord

Stage 1: Desired Results (24 points)

1. Unit Title
The Road to the American Revolution

2. Grade Level Content Expectations (GLCEs) and Content Standards, and Anti-
Bias Standards (1 point):

Social Studies Grade Level Content Expectations

U3.1 Causes of the American Revolution
Identify the major political, economic, and ideological reasons for the American
Revolution.
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. (National Geography Standard 13 p. 169 C, E)
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 – U3.1.4 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). (C)
5 – U3.1.5 Use the Declaration of Independence to explain why the colonists wanted to
separate from Great Britain and why they believed they had the right to do so. (C)
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 – U3.1.7 Describe how colonial experiences with self-government (e.g., Mayflower
Compact, House of Burgesses and town meetings) and ideas about government (e.g.,
purposes of government such as protecting individual rights and promoting the common
good, natural rights, limited government, representative government) influenced the
decision to declare independence. (C)
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.

Common Core Language Arts Standards

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas
and expressing their own clearly.
 Social Justice (Anti-Bias) Standards

JU.3-5.12 I know when people are treated unfairly, and I can give examples of prejudice
words, pictures and rules.

3. Big Powerful Ideas (5 points):

Macro Level:
● A war begins due to multiple disagreements and involves multiple large groups of
people.
● A government is formed to keep society running smoothly.
● When citizens are being treated unfairly, they will react in a way to work towards
justice.

4. Essential Questions (4 points):

● Is war necessary?
● Does war always solve problems?
● What does the government do in order to keep the society safe and maintained?
● How does the government handle the devastations that can come with war?
● How can citizens show approval and disapproval of actions of the government?

5. Unit Objectives (9 points):

Students will be able to:
● describe one effect of the British policy on the colonies following the French and
Indian war.
● describe at least one cause and effect of events such as the Stamp Act, Boston
Tea Party, the Intolerable Acts, and the Boston Massacre.
● 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.
● name a key leader today and evaluate how he/she might handle the changes in
the colonies in today’s society.
● identify a reason why the colonists wanted to separate from Great Britain and
why they believed they had to do so.
● use the Declaration of Independence to help explain how the colonists took
charge of their freedom from Great Britain.
● analyze a situation with more than one side and justify what is fair to them.
● identify a problem confronting people in the colonies and identify 2 alternative
choices for addressing the problem, and describe the course of action taken.

6. Rationale (5 points):

Unit: Explain what or how you are teaching Explain: Why you are teaching this?
Discuss the French and Indian war. Compare the war
to another a disagreement between two students.
Students will look at the disagreement in written form
and discuss what is the same and what is different
about the two events.
Students will write a letter to Donald Trump
explaining to him why he should or should not
build the wall between the United States and
Mexico. This assessment will have requirements
that determine if students met the unit goals of
understanding injustice and having the right to
voice their opinion to a representative. Students
should be able to use the powerful ideas of war
and injustice to help prove their claim of why or
why not the wall should be built. Students should
use examples from the American Revolution to
persuade Trump to stop the building of the wall.
Students will be given a letter from the principal
(fake letter. Also will get approved by principal to
make sure it’s ok to use her name). The letter will
state that their will now be taxes or “costs” on their
school supplies (desks, chairs, pencil sharpener) that
the students must pay for every time they use them.
Discuss with small groups if this is fair or unfair and
why.
Meaningful:
This is connected to their real life because they see
wars and riots going on in the world around them.
They also see disagreements between students at
school. This unit connects to why those negative
events happen. It helps them see that both sides in
a war have an opinion and it allows for them to see
the two sides and make an opinion based on the
evidence provided by both sides.
Integrative:
This is connected to writing because students are
focusing on what is required to include in a formal
letter that they will write. I am teaching this because
it helps integrate opinion writing and gives students
the opportunity to voice their own opinions on a topic
that they are deeply connected with. I also have
them writing a poem, which is integrating both
writing and literacy skills.
Value-based:
I am teaching this because I want my students to
understand how to address real life problems that
can affect them directly or indirectly. By reading a
letter from their own principal they are given the
opportunity to challenge what problem is in front of
them. This gives students the opportunity to make
the connection between a problem such as building
the wall that is happening far away from them and
may not affect them directly at this time, and a
situation that is happening in their own classroom
that affects them directly. They are also learning
about the value of respect by having them have
discussions on opinions. We will be encouraging the
appropriate way to state their opinion and ask
questions about other’s opinions.
Teacher will put the word “war” on the board.
Students will take turns coming up to the board and
writing what they think war is, what is it like, is it
necessary etc. Students should build off each other’s
thoughts. Make a chart as a class on what they Know
about war and what they still wonder. Discuss that
there was a war called the French and Indian War.
Challenging:
The conversation that students will have around the
topic of war will challenge them to think about the
patterns that happen throughout history. They will be
challenged to think about the war that is happening
in their lifetime and make connections to a war that
happened hundreds of years ago. History repeats
itself and the same characteristics are embedded in
topics that we discuss and it is important for
students to think critically about their world now and
how it was the same and different before they were
alive. With this activity I want my students to be
challenged in thinking outside the ideas of war that
are obvious (people die, there are weapons, etc.). I
want my students to understand the deeper issues
that are represented through war.

Students will participate in a silent discussion. They Active:

will read an excerpt from colonists that were involved
in the Boston Tea party. We will discuss as a class the
topic of “protests.”
I am teaching this because it opens up students
minds to primary sources from an event that
happened in the past. Students are using their peers
and first impressions of a primary source to think
about the feelings, actions and emotions that these
colonists experienced. This allows for a gallery walk
of other silent discussions and creates an open
environment for sharing ideas.

Stage 2: Assessment/Evidence (10 points):

1. Prior Knowledge (2 points):
Social Studies:
● Students have learned about the American Indian Life in the Americas and how
that lead into European explorations.
● Students have learned about interactions between Europeans, American Indians
and Africans in North America.
● Students have learned how the 13 colonies were formed and the different
lifestyles of each of the colonies.
● The students also have prior knowledge in what jobs colonists had and the
disagreements they had with England.
Language Arts:
● Students have prior knowledge in how to participate in discussions, with partners
and one-one conversations.

2. Pre-Assessment: Seeing Student Thinking (3 points):

 Topic: The Road to the Revolution
Grade Level: 5th

List the assumptions you made about your students understanding of the topic before
doing your planned activity.
· Understand the relationship between Native Americans and colonists
· A war starts from disagreements between two or more bodies of people.
· Wars cause death
· Location of the 13 colonies
· Location of England and New England
· Development of the emerging labor force in the colonies
· Why there are wars

List the questions you asked or describe the activity you used so you could see your
students’ thinking.
What is war?
Why do people go to war?
How is a war started?
When thinking about the 13 colonies, how were people becoming angry?
What problems did the colonists have with England?
What do you know about past wars? Any names?

What did the students know about the topic? What elements of the topic did students
seem to be unclear with or have uncertainties?
Know:
-Wars defend countries
-Countries want to save us and fight for us.
-People start wars to fight for peace
-There have been several different wars (WW1,WW2)
-England wasn’t following the rules and the colonists were getting angry with them
-In war people get hurt, die and some people survive
-When a family member goes to war and dies, it is very hard for the family that is left behind.
Uncertainties:
-They are uncertain about how a war is physically start. A student had an idea that he thought
people just started shooting their guns and would come into your house and take you. They
are unsure on how armies prepare or create plans.
-Why do they start a war? That was a question. Why don’t they just talk it out?
How did the activity affirm or challenge your assumptions about what your students
know? How will this information influence your unit?
The discussion I had with my students has given me a better idea of how I want to introduce
my unit. Originally I wanted to introduce how the war started and who was involved but after
talking with my students I would like to start with a more clear topic of “what is war?” I want
my students to really grasp the idea of all aspects of a war in general. For example: Reasons
a war can start, different kinds of wars, the effects of wars, etc. I think setting up this
foundation of what a war is will help them to better understand how the American Revolution
got started a long time ago. This will help me connect the American Revolution and the idea
of war to how wars are handled today and the similarities and differences.

3. End-of-Unit Performance Task (5 points):

For the unit-performance task, students will write a letter to Donald Trump explaining to
him why he should or should not build the wall between the United States and Mexico.
This assessment will have requirements that determine if students met the unit goals of
understanding injustice and having the right to voice their opinion to a representative.
Students should be able to use the powerful ideas of war and injustice to help prove their
claim of why or why not the wall should be built. Students should use examples from the
American Revolution to persuade Trump to stop the building of the wall.

Students will be given a template to organize their ideas into letter form.

“I am writing this letter in strong support of _________ (building a wall at the border
between U.S and mexico, not building).
I believe this for three reasons. First…..

Stage 3: Learning Plan (35 points)

1. Linguistic, social and academic challenges, resources and supports (10 points)

Laura

Student Description of their Linguistic, Accommodations/Modifications/Scaffolds to Address

Social, or Academic Needs Student’s Needs

Unmotivated Behavior Offer student to become the ‘helper’: helps them stay
involved and help out with the lessons. Give them tasks
to do that help you (pass out papers, collect
assignments, etc.)

Restless Have student pass out papers when needed

ESL Student Provide visuals and vocabulary sheet as a reference

throughout the lesson. Seat them by a student who is
 more fluent who can translate if needed.

Skylar

Student Description of their Linguistic, Accommodations/Modifications/Scaffolds to Address

Social, or Academic Needs Student’s Needs

Emergent ESL Student I will have a lot of visuals and a translation available for
him to follow along with. He also has his iPad that he
knows how to translate everything and speak into it that
allows for translation.

Restless I will have her be the manager of the papers and allow
for her to collect papers when necessary. She will be in
charge of making sure all materials are taken care of
and that she can be involved in as much activity as
possible.

2. Overview

Activity Description GLCE Daily Objectives Assessment Lesson Alignment

Lesson 1 Teacher will put the
word “war” on the
board. Students will take
turns coming up to the
board and writing what
they think war is, what
is it like, is it necessary
etc. Students should
build off each other’s
thoughts. Make a chart
as a class on what they
Know about war and
what they still wonder.
Discuss that there was a
war called the French
and Indian War
Lesson 2 Discuss the French and
Indian war. Compare the
war to another a
disagreement between
two students. Students
will look at the
disagreement in written
form and discuss what is
the same and what is
different about the two
events.
Lesson 3 Students will be given a
letter from the principal
(fake letter. Also will
get approved by
principal to make sure
it’s ok to use her name).
The letter will state that
their will now be taxes
or “costs” on their
school supplies (desks,
chairs, pencil sharpener)
that the students must
pay for every time they
use them. Discuss with
small groups if this is
5 – U3.1.1 Describe the Students will be On an exit This lesson gives
role of the French and able to describe ticket, students the opportunity
Indian War, how British one effect of the students will to learn more about war
policy toward the British policy on describe one in general and to see an
colonies in America the colonies way war as example of war and how
changed from 1763 to following the affected their it started. They can use
1775, and colonial French and life and how. this to compare to
dissatisfaction with the Indian war. agreements and
new policy. (National disagreements they see
Geography Standard 13 at school.
p. 169 C, E)
5 – U3.1.1 Describe the Students will be On an exit This lesson gives
role of the French and able to describe ticket, students the opportunity
Indian War, how British one effect of the students will to learn more about war
policy toward the British policy on write about in general and to see an
colonies in America the colonies how the example of war and how
changed from 1763 to following the disagreement it started. They will see
1775, and colonial French and should be that war is more than
dissatisfaction with the Indian war. handled and people shooting at each
new policy. (National why. other. They can use this
Geography Standard 13 to compare to
p. 169 C, E) agreements and
disagreements they see
at school.
5 – U3.1.8 Identify a Students will be Students will This will bring in the
problem confronting able to identify a create an fact of how citizens act
people in the colonies, reason why the argument of towards injustice.
identify alternative colonists wanted why it is fair
choices for addressing to separate from or unfair to
the problem with possible Great Britain and tax school
consequences, and why they supplies.
describe the course of believed they had
action taken. to do so.
Students will be
able to analyze a
situation with
more than one
side and justify
what is fair to
 fair or unfair and why. them.

Lesson 4 Students will participate 5- U3.1.2 Describe the Students will be Students will Students will be able to
in a silent discussion. causes and effects of able to analyze a present their get a firsthand look from
They will read an events such as the Stamp situation with argument to a a colonist that was
excerpt from colonists Act, Boston Tea Party, more than one partner and involved with the tea
that were involved in the the Intolerable Acts, and side and justify try to party and make the
Boston Tea party. We the Boston Massacre. what is fair to persuade them connection to what a
will discuss as a class them. to join their protest is.
the topic of “protests.” Students will be side.
able to identify a
problem
confronting
people in the
colonies and
identify 2
alternative
choices for
addressing the
problem, and
describe the
course of action
taken.

Lesson 5 Continuing from the 5 -U3.1.2 Describe the Students will be Students will This lesson will bring in
lesson the day before. causes and effects of able to analyze a list 2 effects the fact of how citizens
How are protests seen in events such as the Stamp situation with of each of the act towards injustice.
today’s society? Read an Act, Boston Tea Party, more than one events talked Students will able to see
excerpt from a protester the Intolerable Acts, and side and justify about in class how protests today are
from a recent event (the the Boston Massacre. what is fair to and describe similar and different.
wall that trump wants to them. how they
build?) Compare the two Students will be think one
as a class. able to identify a event could
problem have been
confronting handled
people in the differently.
colonies and
identify 2
alternative
choices for
addressing the
problem, and
describe the
course of action
taken.
Lesson 6 Students will participate 5 – U3.1.3 Using an Students will be Students will This lesson helps
in creating dialogue event from the able to name a need to pick students make
poems. They will use Revolutionary era (e.g., key leader today one event that connections to the
the British and colonists Boston Tea Party, and evaluate how happened and leaders in their life and
as two sides and tell quartering of soldiers, he/she might how they how leaders control and
their stories through a writs of assistance, handle the would have work with the
poem. closing of colonial changes in the handled it government as well as
legislatures), explain how colonies in differently deal with certain issues.
British and colonial today’s society.
views on authority and
the use of power without
authority differed (views
on representative
government).

Lesson 7 Each group of students 5 – U3.1.4 Describe the Students will be Students will This lesson will help
will be given a scenario. role of the First and able to analyze a be given a students understand what
They will read the Second Continental situation with situation to rights citizens have and
scenario and decide as a Congress in unifying the more than one analyze and the role they play in
group if what happened colonies (addressing the side and justify decide if the society.
is fair or unfair. They Intolerable Acts, what is fair to outcome was
will present to the class declaring independence, them. fair and
their decision and drafting the Articles of explain why
support it with evidence. Confederation). (C) or why not.

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.

Lesson 8 Students will create a 5- U3.1.5 Use the Students will be Students will This lesson will engage
list of qualities of what Declaration of able to name a choose one of students in what kind of
makes a “good” leader. Independence to explain key leader today the leaders power leaders can have
Then they will be given why the colonists wanted and evaluate how from the and how citizens can use
a leader from the to separate from Great he/she might American their own power to get
American Revolution Britain and why they handle the Revolution through to those leaders.
and decide if they were believed they had the changes in the and create a Having a discussion with
considered a “good” right to do so. (C) colonies in presentation students about how they
leader or a “bad” leader 5 – U3.1.6 Identify the today’s society. of why they see themselves. Do they
and why. role that key individuals were a good see themselves as a
played in leading the or bad leader. leader? Are they a
colonists to revolution, Did they help follower?
including George the colonies
Washington, Thomas or were they
Jefferson, Benjamin unjust?
Franklin, Patrick Henry,
Samuel
Lesson 9 Students will analyze a 5- U3.1.5 Use the Students will be Students will This lesson will build off
leader in today’s society Declaration of able to name a choose one of of lesson 8 and will
(Trump). They will use Independence to explain key leader today the leaders engage students in what
the same list of qualities why the colonists wanted and evaluate how from the kind of power leaders
to determine if he is a to separate from Great he/she might American can have and how
good or bad leader. Britain and why they handle the Revolution citizens can use their
Then as a class we will believed they had the changes in the and create a own power to get
discuss the leaders they right to do so. (C) colonies in presentation through to those leaders.
talked about in lesson 8 5 – U3.1.6 Identify the today’s society. of why they
and our leader today. role that key individuals were a good
played in leading the or bad leader.
colonists to revolution, Did they help
including George the colonies
Washington, Thomas or were they
Jefferson, Benjamin unjust?
Franklin, Patrick Henry,
Samuel Adams, John
Adams, and Thomas
Paine.

Lesson Students will use their 5 – U3.1.8 Identify a Students will be Students will This lesson will give
10 knowledge of how problem confronting able to analyze a write a letter students the opportunity
people in the colonies people in the colonies, situation with to the to take a stance on a
felt versus how they feel identify alternative more than one president situation and reach out to
in today’s society about choices for addressing side and justify taking a a representative in
the wall being built the problem with possible what is fair to stance on today’s society.
between Mexico and the consequences, and them. Students whether he
United States. They will describe the course of will be able to should build
create their own action taken. identify a the wall or
argument. problem not.
confronting
people in the
colonies and
identify 2
alternative
choices for
addressing the
problem, and
describe the
course of action
taken.

3. Individual Lesson Plans (15 points – 5 points per lesson):

Lesson Procedure #1

Your Name: Laura Krieber & Skylar Corey

Title of Lesson: The Different Roles of War
 GLCEs/ CCSS: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.
(National Geography Standard 13 p. 169 C, E)
Grade Level: 5th grade
Goals/Objectives: Students will be able to describe one effect of the British policy on the colonies
following the French and Indian war.
Big Ideas/Enduring Understanding: This lesson gives students the opportunity to
learn more about war in general and to see an example of war and how it started. They
can use this to compare to agreements and disagreements they see at school.
Assessment: On an exit ticket, students will describe one way war as affected their life
and how.

Components Teacher Activity Student Activity

(include differentiation strategies that show you are
meeting the needs of all learners)

Opening Students will be asked to think to themselves

(engagement and tapping Teacher will put the what the word means to them.
into prior knowledge) word “war” on the (Low motivation student: Have word written on a
board. piece of paper with definition)

Development Once students have had the chance to reflect

Teacher draw sticks
(detailed and help support
activities including discussion but let
questions, transitions) discussion be mostly
student led.
with themselves, turn and talk to their table
partner.
Draw sticks: Have students come up (if they want
to) to write on the board their thoughts of the
word ‘war.’

Create a thinking chart on the board with ideas of

war.

What do you think when you hear about war?

Explain to students
the transition from the
colonies (last unit)
and how the war
evolved.
Go through
powerpoint slides on
the timeline of the
French and Indian
War.
What does the word ‘war’ mean to you?
What emotions do you feel about war?
How has war affected your life?
Does the French and Indian war affect your life
today?
What types of wars do you know about?
Once thinking chart has full thoughts, introduce
the French and Indian War.
 Closure Pass out causes and Read “Tea Time” in student’s reading books.
(wrap up) effects worksheet and Students fill in blanks on their cause and effects
go through with worksheet. Add in notes about cause and effect
students the French seen in the story. Read an excerpt with the class
and Indian War. on a war issue in today’s society. This will help
students relate to the ideas of war in today’s
time.Have students add their own ideas of cause
and effect of war that they see today. (ex War in
Iraq, Trump trying to build the wall, etc.) How
have they personally seen the effects of war?

On the back of their organizer, students write 3-4

sentences on how cause and effect was seen in
the story and compare that to the effect war has
had on them today.

Materials Needed Timeline powerpoint None

(teacher and student) Student sticks
Cause and effects
sheet
Exit ticket paper

Lesson Procedure #2

Your Name: Laura Krieber & Skylar Corey

Title of Lesson: The French and Indian War
GLCEs/ CCSS: 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. (National Geography Standard 13 p. 169 C, E)
Grade Level: 5th Grade
Goals/Objectives: Students will be able to describe one effect of the British policy on
the colonies following the French and Indian war.
Big Ideas/Enduring Understanding: This lesson gives students the opportunity to
learn more about war in general and to see an example of war and how it started. They
will see that war is more than people shooting at each other. They can use this to
compare to the topic of bullies and if they should be expelled. How does this relate to
power in school versus power of government? (Power of British)
Assessment: Students will write their opinion on if bullies should be expelled. Why or
why not? Students will write a paragraph describing how the consequences of bullies
being expelled are similar and different to the British policy.
 Components Teacher Activity Student Activity
(include differentiation strategies that show you
are meeting the needs of all learners)

Opening Review the Have students name what they know, create
(engagement and tapping into details of the a thinking chart on the board to review what
prior knowledge) French and they know.
Indian war
discussed in the Have students name disagreements that
previous lesson. happen to cause the French and Indian War.

Discuss the Pass out information sheet on the British

British Policy. Policy. Discuss as a class what it means
Help facilitate a
discussion on
how the British
policy

Development Pass out a Bring up the topic of Bullying.

written Question for students: Should bullies be
(detailed disagreement expelled from school? Why or why not?
activities including questions, between two
transitions) people. First define with the class what a bully is.
(This will be critical. I want students to all
have the same idea of what a bully does so
Assist in the they can create an opinion based on the
discussion of same definition-- keeping in mind that the
how the British topic of opinion can also come up in students
policy affected different opinions of what a bully is but that
the colonies. is not the focus-- the focus is more on the
consequence the bully should receive)
Also define- “explosion”- what it means to be
expelled.
Discuss with students that there are different
beliefs , and different ways of thinking about
how bullying should be handled.
Who should hold the power of expelling? Do
they get a warning?
Have students turn and talk to their neighbor
about the experiences they have had with a
bully and how they think it should be
handled.
Students should explain if they agree or
disagree with the question. Is this fair or
unfair? Why or why not?

Have students turn and talk about the

similarities and differences of the British
 policy and the new bully policy.

Closure Students will write 4-6 sentences. How is the

(wrap up) treatment (punishment) that bullies will
receive similar or different to how the
colonies were treated? Is this fair or unfair?

Prompt:
“I believe that the consequence of a bully
being expelled is (fair or unfair)
because_________. This is similar to the
British Policy in a way that ________. This is
different than the British Policy because
___________.

Materials Needed Notes from previous lesson

(teacher and student)

Lesson Procedure #3

Your Name: Laura Krieber & Skylar Corey

Title of Lesson: Alternatives to War
GLCEs/ CCSS: 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.
Grade Level: 5th Grade
Goals/Objectives: Students will be able to identify a reason why the colonists wanted to
separate from Great Britain and why they believed they had to do so.
Students will be able to analyze a situation with more than one side and justify what is
fair to them.
 Big Ideas/Enduring Understanding: This will bring in the fact of how citizens act
towards injustice.
Assessment: Students will create an argument of why it is fair or unfair to tax school
supplies.

Components Teacher Activity Student Activity

(include differentiation strategies that show you
are meeting the needs of all learners)

Opening Review that we Have students review the French and Indian
(engagement and tapping into are talking war.
prior knowledge) about the
effects that the
French and
Indian war has.

Development Pass out letter Students will read the letter and comment on
from principal how they feel about the new taxes that
(detailed that states the Burton will have on it’s school supplies.
activities including questions, new taxes that
transitions) will happen at Discuss as a class students initial reactions.
Burton.
Then move into the discussion of how these
taxes are similar to the taxes that the British
put on the colonies.

Are these new taxes fair? Why or why not?

What could be done instead of taxing?
What are you feeling as a student that now
you have to pay for supplies you have been
using for years?
What do you think Principal Woodside’s
motive was for creating these taxes? Why
would she start taxing now?
 Closure Pass out Students will fill out a sheet.
(wrap up) template for
arguing why the Dear Ms. Woodside,
taxes are unfair.
I think the new taxes are fair/unfair. I think
this because

One reason they are fair/unfair is….

Another reason they are fair/unfair is…

Materials Needed Letter template Pencil

(teacher and student)