Causes of the American Revolution

5th Grade Unit Plan

Kaitlyn Oakes
GVSU Winter 2020
SST 309 04
Considering the Content

Social studies is an important part of elementary curriculum and a valuable component to

our future society. According to Parker and Beck, through social studies, we are able to
strengthen students’ grasp of social understanding and civil competence (2017). Without students
having an education in geography, civic understanding or ideas from the past, growth becomes
difficult within our communities and society. Our role as an educator is to prepare our students to
contribute and be active in their communities. Through social studies, students become
empowered to form opinions and discover where they fit in to people and cultures of the world.

The purpose of this unit is to focus on the importance of the American Revolution within
elementary education. Through learning about this topic, students will explore the concepts of
revolution and transformation of society, along with differences within economies and
governments when fighting for independence. It is important to focus on all aspects and events of
the American Revolution so students are able to connect them different concepts. By teaching
this topic, students’ understanding of different perspectives will be strengthened through
studying the role of each side played during this time and the causes of the American Revolution.

Considering the Learners

According to Bransford, Brown & Cocking (2000), “Overall, the new science of learning
is beginning to provide knowledge to improve significantly people’s abilities to become active
learners who seek to understand complex subject matter and are better prepared to transfer what
they have learned to new problems and settings,” (pp. 22). The goal is for students to learn about
concepts within history in a way that can be applied to what they have going on in their lives.
Through the new learning techniques, we are encouraging them to not only learn facts and
content but to also apply them into the real world in a way that they can feel connected to and are
able to express ideas in their own ways.

Up to this point in their education, students have explored different structures and
functions of government and how this has an effect on the community. The purpose of this unit is
to strengthen students’ understanding of how powerful governments may lead to a need for
independence from a high and demanding power. This unit focuses on the causes of the
American Revolution, which fulfills the 5th grade Era 3 Social Studies standards. Students may
struggle to understand the complexity regarding the concepts, however, through thoughtful
presentation of these topics, students will be able to ask questions and explore the topics without
feeling overwhelmed. Each lesson is carefully constructed with attention to state and national
standards to aide in the understanding of this unit.
Why This Unit?

The most comprehensive approach to social studies education connects the ideas of
social understanding and civil competence. The purpose of educating students in social studies is
to not only allow them to have an understanding of events within the past and present, but to also
encourage them to participate within society and become active citizens. Throughout this unit,
students will practice critical thinking skills while learning information regarding the causes of
the American Revolution. By focusing on the compelling question, Was the American
Revolution avoidable, students will be able to make connections to events and their effects on
society.

This unit is formed with careful consideration to the Michigan state and national social
studies standards, as well as Common Core State Standards. Students will be taught the details
regarding the American Revolution through a variety of ways that will interact the students and
keep them engaged in the content. Through examining differing perspectives during the time of
the American Revolution, students will gain skills necessary to consider the opinions of others
within their communities in the future.

A variety of teaching techniques are utilized throughout this unit to keep students
engaged and interested in the content that is being presented. By the end of the unit, students will
have produced their own news report that will outline their understanding and application of
what they have learned throughout the lessons. Rather than forcing students to take a traditional
test at the end of the unit, students are encouraged to use their creativity to inform others on the
American Revolution and form individual opinions related to the compelling question of the unit.

In conclusion, students will be learning the information that is necessary to understanding

the American Revolution. Students will be able to understand the concept of repeated history and
apply the information to current events in order to become active citizens within their
communities. Students will be motivated to become activists in educating others of the content
they are learning, as well as why it is relevant. Students will also recognize the importance of
analyzing differing perspectives and sources on concepts as they begin to form their own
opinions.
Enduring Understanding:
Economic, political and social differences between the colonists and England led to conflict
over representation and power. This created the need for revolution and a new system. 

Compelling Question: Supporting Questions:

 Was the American  What is a revolution?
Revolution  What were the events that are considered some of the
avoidable? causes for the Revolution?
 Who are some of the key people during the
Revolution?
 How did the French and Indian War change the British
relations with the colonists?
 What were the political conditions before and after the
Revolution?
 What were the economic conditions before and after
the Revolution?
 How did British policies inflame tensions in the
American colonies?
 How did the British and colonists’ responses inflame
tensions?
 What efforts were made to avoid war by the colonists?
 What role did the First and Second Continental
Congress play in unifying the colonies?
 Why did colonists want to separate from Great
Britain?
 What were the roles of the following people in the
Revolution: George Washington, Thomas Jefferson,
Benjamin Franklin, Patrick Henry, Samuel Adams,
John Adams, and Thomas Paine?
 Who was able to contribute to the Declaration of
Independence?

Behavioral Objectives:
Students will be able to (say “I CAN…):
 Describe how the French and Indian War affected British policy toward the colonies
and subsequent colonial dissatisfaction with the new policy. (5-U3.1.1)
 Describe the causes and effects of events such as the Stamp Act, the Boston Massacre,
the Boston Tea Party, and the Intolerable Acts. (5-U3.1.2)
 Using an event from the Revolutionary era, explain how British and colonial views on
authority and the use of power without authority differed (views on representative
government). (5-U3.1.3)
 Describe the role of the First and Second Continental Congresses in unifying the
colonies. (5-U3.1.4)
 Use the Declaration of Independence to explain why many colonists wanted to separate
 from Great Britain and why they believed they had the right to do so.
(5-U3.1.5)
 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-U3.1.6)
 Describe how colonial experiences with self-government and ideas about government
influenced the decision to declare independence. (5-U3.1.7)
 Identify a problem that people in the colonies faced, identify alternative choices for
addressing the problem with possible consequences, and describe the course of action
taken. (5-U3.1.8)
 Explain why individuals and groups during the same historical time period differed in
their perspectives. (D2.His.4.3-5.)
 Explain the relationships or interactions between two or more individuals, events,
ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text. (CCSS.RI.5.3)
 Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic. (CCSS.W.5.7)
 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. (CCSS.SL.5.1)

Key Concepts: Relevant Skills:

 Revolution (when individuals  Analyzing sources
become upset with the way they are  Create a timeline of events
being treated, they begin to  Interpret information
overthrow their government)  Recognize patterns of events
 War (an event where individuals  Discuss/debate issues
can fight an opposing side to create  Critical thinking
a result or change)
 Causation (causing something)
 Independence (to be liberated or
free from something, especially
power)
 National economy (a system that
handles the finances and taxes of a
nation)
 Government (a system that creates
a set of standards or expectations
for society)
 Institutions (an organization made
for a purpose of law or education)
 Community (a group of people
living in a particular area)
 Constitution (a document which
outlines a set of principles for a
nation)
  Taxation (paying money to gov’t)
Important Knowledge:
 A revolution is a forcible overthrow of a government or social order, in favor of a new
system or independence.
 Stamp Act, the Boston Massacre, the Boston Tea Party, and the Intolerable Acts were
all events that led up to and are considered causes of the American Revolution.
 George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel
Adams, John Adams, and Thomas Paine all played a key role in the American
Revolution.
 The French and Indian War was won by the British but left them with great debt.
Taxing the colonies seemed like the best way to pay for this war debt.
 When America first separated from Britain, the founders attempted to form to have the
least amount of similarities with Britain, which led to the creation of the Articles of
Confederation. This led to the dream of a functioning government into a nightmare
because of lack of authority and no branches of government. The American Revolution
brought political revelations which created the Constitution in order for a balanced
government.
 Throughout the Revolution, Americans did not experience much change economically.
However, after the war the rich were rewarding common people who did not have as
much money.
 Through the Revolution, the lives of white men stayed the same however, women and
slaves both experienced varying amounts of changes socially. The change for women
and slaves did not hit many milestones until later, but the talk about equality began to
take place.
 Until the mid-1700s, the colonies were allowed a great deal of freedom in their
government by English monarchy. In 1760, King George III imposed new taxes and
laws on the colonists, causing them to start a confederation and proposed an annual
congress and began to rebel.
 The British taxed sugar, molasses and paper products in 1764-65. The colonists
protested; humiliated tax collectors and boycotted British goods. Britain sent soldiers
to the colonies to keep the colonists under control. The troops needed to be clothed,
fed, housed and much more. Since Britain was already in debt, they made the colonists
pay for the soldiers and house them. The colonists were even more furious than before
and began to get violent. After a few shots were fired, the news of the Boston Massacre
was being spread all over the colonies. The colonists used it as propaganda to show the
gruesome things that the soldiers did. Later on, colonists boarded a ship filled with tea
and dumped it into the Boston Harbor (Boston Tea Party).
 Even though the colonists were rebellious, they tried to keep peace with Britain. They
sent an Olive Branch petition to the king. The king did not care about making peace
with the colonies, he just wanted war to resolve the issues. He paid no attention to the
petition.
 From 1774 to 1789, the Continental Congress served as the government of the
13 American colonies and later the United States. The First Continental
Congress, which was comprised of delegates from the colonies, met in 1774 in
reaction to the Coercive Acts, a series of measures imposed by the British
government on the colonies in response to their resistance to new taxes. In 1775,
 the Second Continental Congress convened after the American Revolutionary
War (1775-83) had already begun. In 1776, it took the momentous step of
declaring America’s independence from Britain. Five years later, the Congress
ratified the first national constitution, the Articles of Confederation, under
which the country would be governed until 1789, when it was replaced by the
current U.S. Constitution.
 The colonists wanted independence from Great Britain because the king created
unreasonable taxes because of the French and Indian War. England decided that since
it was fought on American soil, that the colonists should pay for it.
 Wealthy landowners and merchants were the only ones able to contribute to the
Declaration of Independence. At the time this left out women, slaves, and the average
person in society.
Description of Formative Assessments:
 Think Pair Share: students will be
asked questions regarding the
causes of the American Revolution
as an activity to strengthen
understanding in a discussion with
peers as well as assess what they
already know. This activity will be
done at least once a week.
 Quick write: each student will
create a Google doc shared with the
teacher to use at least once a week
to write and reflect about their
learning. There will be general
writing prompts.
 Concept Map: throughout the unit,
students will create a concept map
to connect ideas and concepts they
are learning through the lessons. 5-
10 minutes will be given each day
to add what they feel is important.
Final product will be turned in at
the end of the unit to be graded.
Paper and Pencil Quiz/Test:
(hard copy attached with key)
Overview:
This test would be given as a formative quiz as a
check point towards the middle of the unit. A
combination of multiple choice, true/false, and
short answer questions are given related to the
causes of the American Revolution.
Rationale:
By giving a variety of types of questions that are
asked to students, it gives students an
opportunity to show what they have learned
throughout the unit with different applications.
Also, questions can be weighted differently
depending on the content they are being asked to
explain or answer.

Performance Assessment:
(directions to teacher, student directions, and all relevant materials including rubric attached):
Overview:
Taken from Digital Commons Pace: Grades 5-6 American Revolution (Gina Gonzalez)
https://digitalcommons.pace.edu/cgi/viewcontent.cgi?article=1003&context=elem_soc

Students will work on finding and gathering information on the causes of the war. This
information will be written up and used in a news report, which will be videotaped by the
students. Acting as news reporters, the students will look at the many events that preceded the
war. Taking the information that they have learned; they will make a news report about all that
has been happening in the colonies. Students will be graded on the rubric attached

G: Throughout this assignment, students will gather information on the causes of the American
Revolution. By gathering information from different sources, they will produce a video
recording acting as a news reporter to share the information with the public.
R: Students will play the role of the researcher and news reporter in order to share the
information they have gathered.
A: The audience is the person who views the news report video recording.
S: Students are being asked to uncover all of the details leading up to the American Revolution.
By constructing careful research, they are working to gather and research information to share
and educate the public about the revolution.
P: The final product will be a video recorded session where students are acting as news
reporters that will be shared with the class.
S: See objectives below. Students will know they are successful and their task is completed by
also following the rubric that is provided.

Rationale:
By doing this performance assessment, students are able to use their knowledge and creativity
to create a final conclusion to the causes of the American Revolution. Students will have the
Name: KEY
American Revolution Quiz #1
(Adapted from https://www.teacherspayteachers.com/Product/Causes-of-the-American-
Revolution-Quiz-3056817)

Patrick Henry Sons of Liberty Samuel Adams

French and Indian War Intolerable Acts Stamp Act

Part One: use the words from the box above to fill in the blanks of the following questions.

1. Parliament passed the Coercive Acts as punishment for the Boston Tea Party, but the
colonists called them the Intolerable Acts because they felt the acts were unbearable.

2. Parliament decided to tax the colonists to help pay for the cost of the French and Indian
War and pay for their own protection.

3. The Sons of Liberty threw tea into the Boston Harbor during the Boston Tea Party.

4. The Stamp Act required colonists to pay a tax on anything printed on paper.

Part Two: Multiple Choice. Circle the best answer for the question.

5. Who did the 1st Continental Congress send a letter to asking for an end to taxes, the
Intolerable Acts to be repealed, and to be treated as British citizens?
a. Paul Revere and William Dawes c. the King of England and the King of
Spain
b. King George III and British Government d. Native Americans and the colonists
 6. Which act forced colonists to allow British soldiers in their homes, eat their food, and be
searched at any time?
a. The Sugar Act c. The Quartering Act
b. The Townshend Act d. The Tea Act

7. What is the name of the first battle of the American Revolution?

a. the Battle of Saratoga c. the Battle of Yorktown
b. the Battle of Trenton d. the Battle of Lexington and Concord

10. Who fired the first shot of the American Revolution?

a. the Patriots c. the Redcoats
b. Samuel Adams d. no one knows

Part Three: Short-Answer

Directions: Choose two of the following questions and answer them using complete
sentences.

11. Describe the events leading up to the Boston Massacre and how it began.
Various answers will be accepted. Important to include details on the following: new taxes
on the American colonies (tea, glass, paper, paint and lead), the colonists felt their rights
were being violated by the British, the colonists began to protest which caused the British to
bring in soldiers to keep order in the colonies.

12. What does the saying “no taxation without representation” mean?
No taxation without representation comes from the colonies believing that they were not
directly represented by the British Parliament and any laws affecting the colonists were
unconstitutional and unfair.

13. Why did the Sons of Liberty dress like Native Americans during the Boston Tea Party?
The Sons of Liberty dressed like Native Americans to disguise themselves because if they
were caught throwing all of the tea off the ships, they would have faced severe punishment.
It was also to express that the colonists identified themselves as “Americans” and no longer
as a part of the British parliament.

BONUS Question:

Who was the first person killed during the American Revolution? During what event was he/she
killed? (+2 bonus points)
During the Boston Massacre, Crispus Attucks was shot and killed which became the first
casualty of the American Revolution.
Name:
Causes of the American Revolution Performance Assessment:
Adapted from Digital Commons Pace: Grades 5-6 American Revolution (Gina Gonzalez)

Directions – News Report:

The local news is looking to do a new segment to educate the public on past wars and
revolutions in history. They have asked you to create a news report by finding and gathering
information on the causes of the American Revolution. Acting as a news reporter, you will look
at the many events that led up to the American Revolution. Taking the information that you
have learned, create a news report that explains the struggles and events within the colonies.
Be sure to include key events and people we have discussed in class.

Grading Rubric:
Category 4 3 2 1
Knowledge The student can The student can The student can The student
Gained accurately answer accurately answer accurately answer appears to have
all questions most questions most questions little knowledge
related to a) related to a) related to a) about the details
details included in details included in details included in and the technical
the newspaper the newspaper the newspaper or processes used to
and b) technical and b) technical b) technical create the
processes used to processes used to processes used to newspaper.
create the create the create the
newspaper. newspaper. newspaper.
Spelling and Less than three No more than No more than five More than five
Proofreading spelling or three spelling or spelling or spelling or
grammar errors grammar errors grammar errors grammar errors
remain after one remain after one remain after one remain in the final
or more people or more people or more people copy of the
read and correct read and correct read and correct report.
 the report. the report. the report.
Supporting The details in the The details in the The details in the The details in the
Details report are clear, report are clear, report are clear, report are clear,
effective and easy effective and easy effective and easy effective and easy
to comprehend to comprehend to comprehend to comprehend
90-100% of the 80-90% of the 70-80%% of the less than 69% of
time. time. time. the time.
Who, What, The report clearly The report The report The report does
Where, When, & addresses all 5 addresses most of addresses some not address any of
How W’s regarding the the 5 W’s the 5 W’s the 5 W’s
causes of the regarding the regarding the regarding the
American causes of the causes of the causes of the
Revolution. American American American
Revolution. Revolution. Revolution.

Causes of the American Revolution Performance Assessment Teacher Directions:

When: End of CAUSES unit within Era 3 as a performance assessment

How long: Students will have two days in class to work on their reports. The first day will be
used for drafting with the expectation that they have a rough draft to peer edit with at least
one of their peers on the second day. I will plan to begin this on a Wednesday, giving them time
on Wednesday and Friday in class and their final piece will be due the following Monday so they
have time to work on the assignment at home if they need more time.
Introduction to activity will be given to the whole group at once with time to ask/answer
questions. Students will also be given the rubric with the activity instructions so the
expectations will be clear as they continue to work through their news report on the topic.
During work time students are free to work in a place that they are comfortable. Eventually,
students will need to talk to their peers, and it is okay to talk on what they are working on as
long as the volume does not get too loud.
 Causes of the American Revolution Unit Calendar
Day 1 Day 2 Day 3 Day 4 Day 5
Unit French and Taxes Lesson: The Essential The Differing
Introduction: Indian War: Stamp Act, Tea People of the Perspectives of
Was the Does This Make Act, Intolerable Revolution: 7 the Boston
American Sense Lesson Acts Key Leaders Massacre
Revolution
avoidable?
Teaching with
Hooking Lesson Academic Vocab Texts Lesson
Plan Lesson Plan Plan
Day 6 Day 7 Day 8 Day 9 Day 10
A New When is there The Declaration Performance Bringing It All
Government: too much of Independence Assessment Together:
Monarchy vs. power? and 2nd Research and Causes for a
Democracy Continental Work Day War
Congress

Introduce
Paper/Pencil Performance Discussion
Quiz Assessment Based Lesson Performance
Plan Assessment Due
 Daily Lessons Catalog

Day 1 Was the American Revolution Avoidable? (Hooking LP)

To start out the unit, students will begin this lesson by watching a short video
which gives a quick overview to the causes of the American Revolution and
complete a short worksheet. After debriefing on the worksheet, students will
participate in a short, hands-on taxation activity to help students understand the
context for a revolution.

*The elaborated lesson plan follows*

Day 2 The French and Indian War (Academic Vocabulary LP)
After a short introduction to new tier 2 words, students will be given a
worksheet where they will practice word association by connecting their new
vocabulary to words that are familiar to them and also word assessment in
which they will be given a sentence and have to determine if the word fits into
the sentence and if it does not, come up with a word that will be a better fit.

*The elaborated lesson plan follows*

Day 3 Taxes Lesson: The Stamp Act, Tea Act, Intolerable Acts
Connecting to the hooking lesson plan, students will learn about the taxes that
occurred during the American Revolution in more depth and detail. Throughout
this lesson students will watch a video that will introduce them to the Stamp
Act, Tea Act and Intolerable Acts.

Day 4 The Essential People of the Revolution: 7 Key Leaders

Students will engage in a “Jig Saw” activity to learn about the 7 key leaders
throughout the American Revolution. During this lesson, students will be
separated in groups and each group will become a master for one particular
person of the 7 key leaders. After they are given time in class to gather
information as group, each group will take turns to teach the class about their
 leader and students will fill out a chart in order to organize all of the
information throughout this lesson.

Day 5 The Differing Perspectives of the Boston Massacre (Texts LP)

This lesson is focused on the Boston Massacre. Throughout the lesson, students
will look from multiple perspectives using different types of text to investigate
further into the Boston Massacre. The lesson will incorporate pictures, a chapter
from the textbook, newspaper articles and testimonies in order to apply historical
thinking and contextualizing different types of information.

*The elaborated lesson plan follows*

Day 6 The Need for New Government: Monarchy vs. Democracy (Quiz)
The purpose of this lesson is to outline the differences between monarchy and
democracy governments. Students will be able to understand the differences
and why people of this time period wanted independence from England.
Students will take notes outlining the differences between these two styles of
government and leadership and will watch a video to strengthen understanding
of this content.

*Paper/Pencil Quiz follows*

Day 7 When is there too much power? (Introduce Performance Assessment)
Connecting to the previous lesson and understanding of the differences in
governments, students will begin to understand further why the supporters of a
democracy felt they were being over ran by their previous government.
Students will begin to consider also the differences in types of people and how
they would have felt at the time, which connects to the lesson performed on day
8.

*Performance Assessment handouts and rubric follows*

Day 8 The Declaration of Independence & 2nd Continental Congress (Discussion
LP)
The lesson is focused on the making of the Declaration of Independence.
Throughout the lesson, students will analyze different perspectives of people in
1776 and participate in a debate regarding the principles of the Declaration of
Independence, along with the advantages and disadvantages of a new government
system in America.

*The elaborated lesson plan follows*

Day 9 Performance Assessment Research and Work Day
This day will be assigned to allow students to use the computer and work with
their groups to produce their performance assessment. During this time, groups
will also be able to ask questions and help will be provided in video recording
their final product. By the end of class, students should be completed with
recording or only have to record their final video with their final script.

Day 10 Bringing It All Together: Causes for a War (Performance Assessment Due)
 To conclude this unit, there will be a Kahoot! review of the Causes of the
American Revolution. Students will be able to interact and ask questions when
needed. Students will also have time to finish recording for their performance
assessment if they need, and we will begin to watch these recordings.

Hooking Lesson Plan

Your Name: Kaitlyn Oakes

Length of lesson: 35 minutes

Title: Was the American Revolution avoidable?

Overview: To start out the unit, students will begin this lesson by watching a short video which
gives a quick overview to the causes of the American Revolution and complete a short worksheet.
After debriefing on the worksheet, students will participate in a short, hands-on taxation activity to
help students understand the context for a revolution.

Objectives:
 Students will be able to use an event from the Revolutionary era, explain how British and
colonial views on authority and the use of power without authority differed (views on
representative government). (5-U3.1.3)
 Students will be able to describe how colonial experiences with self-government and ideas
about government influenced the decision to declare independence. (5-U3.1.7)
 Students will be able to explain why individuals and groups during the same historical time
period differed in their perspectives. (D2.His.4.3-5.)
 Students will be able to explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text. (CCSS.RI.5.3)

Anticipated student conceptions or challenges to understanding: Since 5th grade is the first-time
students are exposed to an integrated social studies class, this process may become overwhelming
to some. Although some students may have a basic understanding of the subject matter, others
may be confused with the complex ideas that are presented within the American Revolution and its
concepts throughout the unit. Students may also feel that this activity is unfair and get frustrated
with the process, although that is the point of the lesson.

Materials/Evidence/Sources:
 Video: https://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/
 Brain Pop Worksheet:
https://www.brainpop.com/socialstudies/ushistory/causesoftheamericanrevolution/worksh
eet/
 Skittles
 Sandwich bags for candy
 PowerPoint with taxation scenarios
 Adapted from: https://educators.brainpop.com/lesson-plan/no-taxation-without-
representation-lesson-plan-causes-of-the-revolutionary-war/?bp-topic=causes-of-the-
american-revolution

Assessment: Informal assessment will take place by circling around the room to listen to student
discussion as well as through the worksheet they turn in after watching the Brain Pop Video. The
goal of this lesson is to introduce students to the concept of taxation while also introducing the key
components of the American Revolution. Mastery of these concepts will not be expected during this
single lesson.

Instructional Sequence:
1. Explain to students that we are beginning a new unit: The Causes of the American Revolution.
Our essential question we are thinking about is whether or not the American Revolution was
avoidable and that this will be a reoccurring idea brought about throughout our lessons. Also,
facilitate asking students questions of what they know about a revolution in general or the
American Revolution. (5 minutes)
2. Hand out the worksheet for the Brain Pop video and allow students to answer the questions as
they watch the video. During the video they should only be working on the questions in the box. (2
minutes)
3. Watch Brain Pop introductory video to the Causes of the American Revolution. (4 minutes)
4. Have students complete any of the questions they have not on the top of the worksheet and
quickly go over the answers as a whole group. (5 minutes)
5. Facilitate a discussion over the question on the bottom half of the worksheet: Due to town
budget cuts, your school will now charge you a nickel for every piece of paper you use in class. That
means every quiz, test, and handout you get will cost you money! How is this situation similar to
the plight of the American colonists before the Revolution? I would also ask the students how they
would feel if this happened to them. (7 minutes)
6. Now, hand out sandwich bags with skittles in them so that each student has their own bag. Each
bag will have a different amount of skittles in it. (2 minutes)
7. Explain to students that the bag of skittles will represent the amount of money they have as a
colonist in America. As different scenarios are presented on the Power Point, some will have to pay
while others may not, depending on the scenario. If the student is to run out of skittles (money),
they will be put in jail and fined for their lack of money. (2 minutes)
8. Go through the 5 taxation scenarios on the PowerPoint as a whole group. (10 minutes)
9. Debrief and ask students how they felt about being taxed for the things they were and how some
had more money and benefits than others in this activity. How would the students feel if they were
being taxed this way? Would they consider a revolution in order change these taxes? How can this
relate to the American Revolution and the question of it being avoidable? (5 minutes)
10. Introduce Quick Write activity for the unit on Google Docs and ask the students to write for 3
minutes on their thoughts of the activity and what they can take away from it for the unit to come.
(5 minutes)

Name: _____________________________

True or False
Determine if the statement is true or false. If false, replace the word(s) in bold
with the correct word(s) on the line. If true, write "true" on the line.

1. ______ The colonists did not have any representation in Parliament.

2. ______ According to the Bunking Act, British soldiers could stay in any
colonist's home and expect to be housed and fed.

3. ______ The Tea Act stated that colonists had to buy all their tea from China.

4. ______ The Coercive Acts called for a blockade of Boston Harbor until the tea
destroyed in the Boston Tea Party was paid for.

5. ______ All the colonies, except Virginia, met in the First Continental Congress
and decided to ban all trade with England.

6. ______ The Revolutionary War started in Boston, Massachusetts in April of

1775.
Think About It
Due to town budget cuts, your school will now charge you a nickel for every
piece of paper you use in class. That means every quiz, test, and handout you
get will cost you money! How is this situation similar to the plight of the
American colonists before the Revolution? Would you begin a Revolution
because of these acts?

Academic Vocabulary/Concepts Lesson Plan Format

Your Name: Kaitlyn Oakes

Length of lesson: 55 minutes

Title of Lesson: Does this make sense? Word association and assessment

Overview: After a short introduction to the tier 2 words, students will be given a worksheet
where they will practice word association by connecting their new vocabulary to words that are
familiar to them and also word assessment in which they will be given a sentence and have to
determine if the word fits into the sentence and if it does not, come up with a word that will be a
better fit. By learning these Tier 2 words, students will be able to better understand the concepts
within the American Revolution and will likely be exposed to these words in other content areas.
The Tier 2 words for this lesson (chosen from A History of US, chapter 4) are:
 Sensible
 Regal
 Ironic

Objectives:
 Students will describe how the French and Indian War affected British policy toward the
colonies and subsequent colonial dissatisfaction with the new policy. (5-U3.1.1)
 Students will explain why individuals and groups during the same historical time period
differed in their perspectives. (D2.His.4.3-5.)
 Students will explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text. (CCSS.RI.5.3)
Anticipated student conceptions or challenges to understanding: Since 5th grade is the first-
time students are exposed to an integrated social studies class, this process may become
overwhelming to some. Although some students may have a basic understanding of the subject
matter, others may be confused with the complex ideas that are presented within the American
Revolution and its concepts throughout the unit. Students may also be used to vocabulary lessons
where they fill in definitions with words. This lesson may be more challenging for students as it
requires more application to understanding the Tier 2 words we are focusing on.

Materials/Evidence/Sources:
 Lecture PowerPoint
 A History of US by Joy Hakim textbook
 Worksheet (double-sided)

Assessment: The students’ completion of the worksheet will be a form of summative assessment
in order to determine where the students’ understanding of the three Tier 2 vocabulary words is
when the turn it in. On top of the worksheet, understanding can be determined through class
discussion while reading the chapter together.

Instructional Sequence:
1. Before reading Chapter 4, students will be introduced to the Tier 2 words we are focusing
on for this chapter by going over a PowerPoint. During the lecture, students will be
introduced to the word, a definition that is appropriate and the word will be used in a
sentence. During this time, students should be taking notes on the worksheet (Does this
make sense?) provided to them, which will also help them to complete the back side. (10
minutes)
2. After the lecture, the students will complete two short activities with a partner that are on
the back side of the worksheet for this lesson. At this point students are only completing
the first activity. The first activity focuses on word association from Bringing Words to
Life. Students will come up with a list for each new vocabulary word which will help
them to create meaning by using other words that they already know and are similar. (10
minutes)
3. After students complete the first activity of the worksheet, there will be a short class
discussion to allow students to share with the class what they came up with and allow
students to add to their lists. (5 minutes)
4. Next, the students will work with a different partner to complete the second activity. The
second activity focuses more on word assessment from Bringing Words to Life/ Students
will be given a sample sentence that includes one of the Tier 2 vocabulary words they are
focusing on and will have to determine if that word fits into the sentence correctly. If not,
they are asked to change the word to something that makes better sense. (10 minutes)
5. After students complete the second activity of the worksheet, there will be a short class
discussion to allow students to share with the class what they came up with and allow
students to add to their ideas. (5-10 minutes depending on how the discussion is going)
6. There will be a class reading of Chapter 4, which will include different methods of whole
class reading (popcorn reading, echo reading, teacher read aloud, etc.). (15 minutes)
Name: __________________________________

Does this make sense?

Use the chart to organize the definitions of the words to help you on the back side of the
worksheet.
Word: Definition: Sentence:

Sensible

Regal

Ironic
Name: __________________________________

Does this make sense?

Activity 1: For each word, brainstorm some words that are similar to the meaning and can
help you to better understand and remember the new words.
Regal






Sensible






Ironic







Activity 2: There are four sentences below that use one of the new vocabulary words. If the
word fits into the sentence and makes sense, simply circle the word and draw a smiley face. If it
does NOT fit into the sentence, circle the word and think of a word that may fit better.
1. The actress’s regal appearance made her the perfect fit to
play the maid in the movie.

2. My mom was sensible enough to stop driving when she

was tired during the road trip.

3. It was ironic that the prince married a beautiful, young

woman.
 Working with Texts Lesson Plan

Your Name: Kaitlyn Oakes

Length of lesson: 70-80 minutes

Title of lesson: Whose fault is the Boston Massacre anyway?

Overview: This lesson is focused on the Boston Massacre. Throughout the lesson, students will look
from multiple perspectives using different types of text to investigate further into the Boston
Massacre. The lesson will incorporate pictures, a chapter from the textbook, newspaper articles and
testimonies in order to apply historical thinking and contextualizing different types of information.

Objectives:
 Students will describe the causes and effects of events such as the Stamp Act, the Boston
Massacre, the Boston Tea Party, and the Intolerable Acts. (5-U3.1.2)
 Students will explain why individuals and groups during the same historical time period
differed in their perspectives. (D2.His.4.3-5.)
 Students will explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text. (CCSS.RI.5.3)

Anticipated student conceptions or challenges to understanding: While looking at historical

articles and testimonies, students may struggle to understand what is being said with different
language that is used throughout that time period. The role of the teacher is to fill in the gaps that
may be confusing and answer questions the students may have as they attempt to navigate the
meaning behind the different styles of text that are being examined. Students may also struggle to
understand the differences in opinions within the testimonies with the more factual knowledge within
the textbook. It is important to note that different sources of information provide different
perspectives and how that may contribute to events and understandings within history.

Materials/Evidence/Sources:
 A History of US by Joy Hakim (Chapter 13)
 Article from Boston Gazette (PDF)
 Article from London Chronicle (PDF)
 Testimony excerpts (PDF)
 Graphic organizer worksheet
 Lesson adapted from: http://chnm.gmu.edu/tah-loudoun/wp-
content/lessons/avdellas/testimony.pdf

Assessment: After contextualizing and examining different sources about the Boston Massacre, the
students will be assessed through a writing activity that will be turned in as an exit ticket. The
students will be asked to take a stand on who they feel is to blame for the Boston Massacre. Their
ideas should reflect and be supported by using the information they learned through examining the
different types of resources within the lesson.
Instructional Sequence:
1. Explain to students that when studying Social Studies and events within history it is
important to examine and study different types of resources in order to connect different
ideas and perspectives to the events. Review the differences of primary and secondary
resources, and their uses. For this lesson, students will be examining different news articles
and testimonies, as well as information from the textbook in order to understand different
perspectives throughout this time period. The students will be given a graphic organizer
worksheet that they may use to take notes in whatever way makes sense to them, they can
also take notes during discussion time. (5 minutes)
2. Students will begin by reading chapter 13 in A History of US: A Massacre of Boston with a
partner for background knowledge on the content and take notes on the graphic organizer
worksheet. (15 minutes)
3. Once the students have some general knowledge on the Boston Massacre, the class will be
split evenly into two groups. One group will read the article from the Boston Gazette and the
other group will read the article from the London Chronicle. The goal here is to have students
gain knowledge on the different perspectives at this time. Once they are done reading the first
article, the groups will switch and read the other. (While the students are reading the different
articles in their groups, I have provided a graphic organizer to aide them in organizing their
ideas on paper to reference later for the discussion.) (15 minutes)
4. Facilitate short discussion regarding the two articles they read. Ask the students: How are
these accounts/perspectives the same? How are they different? Have we learned anything
new that was not touched on in chapter 13? Students should be taking notes in the space
provided. (5 minutes)
5. The last text activity will be to examine a testimony by Newton Prince (an African
American) and Theodore Bliss as a whole group. The students have spots in their graphic
organizer sheet to organize different points made by these two individuals. (10 minutes)
6. Again, facilitate short discussion regarding the two articles they read. Ask the students: How
are these accounts/perspectives the same? How are they different? Have we learned anything
new that was not touched on in chapter 13? How are they different from what the news
articles explained? (5 minutes)
7. The last task for this activity is to have the students take a stand on who they feel is to blame
for the Boston Massacre. On the back of the worksheet, they should write at least 3-4
sentences that support their claim using evidence from the different sources that were
examined within the lesson. The students will turn in the worksheet as an exit ticket. (15-20
minutes)
8. Once students have been given time to complete their writing, briefly discuss the differences
of the sources we looked at and have students think of other scenarios where looking at
primary and secondary sources would be helpful. (5 minutes)
Name: __________________________

Whose fault is the Boston Massacre, anyway???

Chapter 13 Notes:

Boston Gazette Notes: London Chronicle Notes:

Newton Prince Testimony: Theodore Bliss Testimony:

Name: __________________________

Whose fault is the Boston Massacre, anyway???

Exit Ticket: It’s your turn to decide who is to blame for the Boston Massacre! In at
least 3-4 sentences, use evidence from the different sources that we examined to
pick a side regarding the fault of this event. Your response should be written in
complete sentences with a clear claim.

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Discussion Lesson Plan Format

Your Name: Kaitlyn Oakes

Length of lesson: 60-70 minutes

Title of Lesson: To Declare Independence… or not?

Overview: The lesson is focused on the making of the Declaration of Independence. Throughout the
lesson, students will analyze different perspectives of people in 1776 and participate in a debate
regarding the principles of the Declaration of Independence, along with the advantages and
disadvantages of a new government system in America.

Objectives:
 Students will describe how colonial experiences with self-government and ideas about
government influenced the decision to declare independence. (5-U3.1.7)
 Students will describe the role of the First and Second Continental Congresses in unifying the
colonies. (5-U3.1.4)
 Explain why individuals and groups during the same historical time period differed in
their perspectives. (D2.His.4.3-5.)
 Students will 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. (CCSS.SL.5.1)

Anticipated student conceptions or challenges to understanding: Throughout this activity, it may

be challenging for students to consider a perspective during this time or understand the scenario
they are given. Students may also struggle to find ways to defend or debate a side that they do not
agree with since they are assigned a person randomly. It may also be hard to understand the
government of this time in comparison to what it is in today’s age, so it is important to remind
students of the context of the time frame and the events taking place in 1776. Students are also
required to participate and speak in front of the class, which may make some students nervous,
resulting in them not participating.

Materials/Evidence/Sources:
 A History of US by Joy Hakim (Chapter 20)
 Town Hall Writing Guide worksheet (attached below)
 Three Pronged Argument – Phrases to Build a Case (attached below)
 Research Cards 1-6 for different groups, pages
 Lesson adapted from: Independence Lesson

Assessment: After debating and considering the different opinions and perspectives of groups of
people in 1776, students will reflect their understanding in their journals and take a stand on if they
would vote for independence. Students will be assessed on their ability to state a claim and support
it with evidence that is related to the lesson.

Instructional Sequence:
1. Explain to students that at the time of writing the Declaration of Independence, the
colonists’ opinions towards declaring independence from England was widely different;
many really wanted independence, some did not at all, and others were unsure and had
not made up their minds. (5 minutes)
2. During the first part of the lesson, students will work to brainstorm a list of advantages
and disadvantages which the teacher will write on the board for students to see. Students
may also take notes during this time if they choose. Here is a list of possible answers for
both sides: (10 minutes)
Advantages: Disadvantages:
 Freedom from the king  Losing friends in England
 Opinions can be recognized and  If the new government fails, there
valued may be more chaos or division
 Uniting the colonies by having a within the colonies
new government  The colonies were not prepared for
 Creating new ideology for the war in comparison to England
Americans  Separating from a powerful
government and economic system
could be dangerous

3. After considering about the advantages and disadvantages of independence from

England, students will be split up into six different groups (assigned). The groups are
Enslaved Individuals, Indigenous Peoples, Merchants, Loyalists, Landowners, and
Women. Each group will be given one research card and one Three Pronged Argument
document (to use in their argument) and each member will be given the worksheet
provided. Groups will now be preparing to face the Second Continental Congress to
defend their opinions regarding independence from England. During this time students
need to carefully read the excerpt explaining the group of people they are defending and
produce the contents of their debate that will be shared with the class. Students may also
reference chapter 20 in their Hakim textbook. (20 minutes)
4. After all groups are finished preparing, they will take turns facing the “Second
Continental Congress” at a “Town Hall Meeting”. The teacher will facilitate the debate as
the role of the judge. Each group will have about a 3-minute time limit to tell us whether
or not to vote for or against independence with supporting reasons. Other groups may not
interrupt the group presenting and opinions must be respected. Students need to take
notes while other groups are presenting to write down main arguments. (15-20 minutes)
5. Once every group has presented, a discussion about the debate will be facilitated to allow
students to discuss some ideas further or ask questions. Explain to students that in reality,
some of the roles that were played during this activity would not have actually had a say
in the writing of the Declaration of Independence (women, Native Americans, slaves).
How is this different from today? How is this similar to today? Do we see similarities in
older, white men still voting more? Connections can be made here to more recent events.
(15 minutes)
6. Ask students to write a reflection in their notebooks they have been using for this unit.
The prompt is: In conclusion to the arguments you heard, would you vote for
independence from England at the Town Hall Meeting? Why or why not? (10 minutes)
Name: ______________________

Town Hall Debate Guide

Use the worksheet as a guide to form your debate using the group of people you are
assigned.

We are defending the _________________ group living in 1776.

Circle one: It is our opinion that you should vote (for) or (against)
independence. We believe this for three reasons:

The first reason is:

_______________________________________________________________
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_______________________________________________________________

The second reason is:

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

The third reason is:

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

In conclusion, we believe that:

_______________________________________________________________
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Three Pronged Argument - Phrases To Build A Case

1.
• To begin with
• To start with
• In the first place
• At first glance / We can see a first glance

2.
• As if this wasn’t enough reason, there is also....
• On top of that...
• More importantly / significantly...
• Besides / apart from the fact that...it’s also the case that... • Over and above this

• Of greater concern / interest

3.
 Above all / But above all / Yet above all

 More than this / But more than this / Yet more than this

 Yet there is one reason that is more...

 Of most importance / Yet or most importance / But of most importance

 Of primary importance though / But of primary importance though

 However, of even more importance than...

 However, these first two reasons pale into insignificance compared to...

 Even if you don’t accept the first two reasons/you don’t think/believe/ accept
that...or that...You cannot argue that
 Research Card 1

Independence for Slaves

In 1776, most African Americans were slaves on colonial plantations, which
were large farms. African Americans wanted freedom, too. They wanted liberty
from their lives as slaves. They believed that “all men were created equal” meant
them too.
In 1775, Virginia’s British governor, Lord Dunmore passed a law called a
proclamation, that said he would give freedom to any slave who fought in the
King’s army. He formed an army of at least 300 African Americans who were loyal
to King George III. They wore a patch that said “Liberty to Slaves.” By the end of
the Revolutionary War, between twenty and thirty thousand African Americans
had helped the British in some way against the colonists.
Many African Americans chose to fight on the side of the American patriots.
Many, like the men in the First Rhode Island Regiment, were promised their
freedom as a reward for fighting the British.
Peter Salem was a slave in Massachusetts. He was given his freedom when
he enlisted in the American Army. He fought the British at the Battle of Concord.
He was one of three dozen African Americans who fought at the Battle of Bunker
Hill.
Unfortunately, only some slaves who fought were given their freedom after
the war. Many had to go back to their masters.
Crispus Attucks was a runaway slave. He was shot and killed by British
soldiers in what was called the Boston Massacre in March 1770. He has been
known as a hero and patriot for giving his life for liberty.
Phillis Wheatley was an African who was seven years old when she was
taken from her family and brought to America as a slave. She was bought by the
Wheatley family who taught her to read and write. Phillis began to show her ideas
and feelings through the poetry that she wrote. She told about her hopes for
freedom in the poems she wrote. She called for freedom from England and from
slavery. Phillis Wheatley was America’s first published African American author.
 Research Card 2

American Indians in 1776

The Proclamation Line of 1763 was announced by King George III. It said
that all lands west of the Appalachian Mountains belonged to the American
Indians and the colonists could not move into that land. Any colonist who already
lived there was told to leave.
King George made this proclamation, or statement, to end the fighting
between the colonists and the American Indians living on the frontier. Colonists
continued to move onto this land which made the American Indians living there
angry. But many American Indian tribes decided to stay neutral, neither for nor
against Independence, because they liked to trade with both the British and the
Americans. They decided to let the “white men fight it out.”
Some American Indian tribes agreed with the British. Chief Logan of the
Mingo tribe joined with the British. He was angry because members of his family
were killed by some American settlers. So he fought against the Americans. He
worked hard to keep settlers from moving onto his land. Most Indian groups in
the Southern colonies such as the Cherokee and Creek also sided with the British.
A Mohawk tribe leader known as Joseph Brant or Thayendamegea thought
that the American Indians would lose their land if the Americans won their
Independence. He fought against the Americans in hopes that he would keep
them from settling on his land. He became a British officer during the War for
Independence. He worked to get other tribes to join with him and then led them
in raids against American communities.
Some American Indian tribes did choose to help the colonists in their fight
against the British. The Americans had hoped to get the help of the Iroquois
nation. But only the Oneida and the Tuscarora tribes fought on the side of the
Americans. These tribes hoped that when the Americans won their independence
their land would be protected, but that is not what happened.
 Research Card 3

Independence and the Merchants

A merchant is someone who owns a store. John Hancock was a rich

merchant living in Boston. He believed strongly in freedom for the colonies. He
did not like the British trade laws. He thought Americans should trade with any
country they wanted, not just England. He also didn’t like to pay British taxes. So
he would smuggle, sneak into the country illegally, goods from the other
countries into Boston.
One time, a British tax man wanted to inspect John Hancock’s ship, the
Liberty. When the tax man went onboard, John Hancock’s crew locked him in a
cabin. The British were angry and took away the Liberty and never gave it back.
John Hancock was the first signer of the Declaration of Independence.
Oliver DeLancey was a rich New York City merchant. He was a Loyalist
which means he was on the side of the British. He needed British goods for his
store. He used British trading ships to carry his goods. His ships used the route
between New York City and Great Britain that was protected by the British Navy.
He lost business and money when the Americans protested against the British
laws and taxation.
George Clymer was a rich merchant in Philadelphia. His “dearest wish” was
for his country to become independent. His company supplied the American army
with gunpowder. George Clymer also helped the militia, the American army, by
supplying tents, flour, and corn for the soldiers.
William Prentis was a merchant in Williamsburg, Virginia. In 1774, the
Continental Congress voted to stop importing all British goods, especially tea. But
William Prentis had already ordered two chests of tea for his store. When the tea
was delivered, some Patriots in Yorktown came to the ship and tossed the tea
into the York River. They criticized Prentis for importing the tea. Prentis had to
publish an apology in the Virginia Gazette newspaper. Even though he had this
problem, Prentis still sided with the Patriots for independence.
 Research Card 4

Loyalists in the Colonies

People, known as Loyalists, stayed loyal, or faithful, to England and King

George III for many reasons. Many rich landowners and merchants thought their
businesses would be hurt if they went against the King. Merchants needed the
goods from England for their stores to sell to their customers. Some people had
relatives living in England. Would you want to go to war against your
grandparents?
Other people had gone to school in England, so they felt very close to the
country. Some Loyalists had been appointed to their jobs by the King and they
were worried they might lose their jobs if the colonies were independent. Some
people did not want war, period. Others believed that they were the King’s
subjects and going against their King was treason.
John Randolph of Virginia was a Loyalist. He believed that the colonists
should show more loyalty to the King than to “hotheads” from the colonies, like
Patrick Henry or Samuel Adams. He called the Patriots in Boston “lawbreakers.”
John Randolph studied law in London and thought of England as his home. Other
members of the Randolph family were Patriots.
Thomas Hutchinson was a very unpopular Loyalist living in Boston,
Massachusetts. He was the Lieutenant Governor of Massachusetts. Like John
Randolph, he believed that the call for independence was the work of “hotheads”
like Samuel Adams and his Sons of Liberty.
Hutchinson was unhappy with the Patriots because they wrecked his home
to protest the Stamp Act. The Patriots also blamed him for the Boston Massacre.
They believed that Thomas Hutchinson could have stopped it by forcing the
British troops to leave Boston. He told the patriots he would charge them with
treason against the King if there was anymore violence.
Joseph Galloway was a Loyalist from Pennsylvania. He did not like the
Stamp Act or the trade laws but he did not want independence from England. He
believed that Great Britain did give the people great liberty. He looked for ways to
keep the colonies part of Great Britain. He made a plan called Galloway’s Plan of
Union. His plan was a compromise. He had the idea to make an American
Parliament that would work together with the British Parliament. But British
Loyalists and American Patriots could not compromise.
 Research Card 5

Independence for Wealthy Landowners

All colonists, rich and poor, had to decide if independence from England
would give them a better life. It was a hard decision. If they made the wrong
decision they could lose everything they had. Some rich people were Loyalists, or
faithful to the King, because they were happy with what they had. They were
afraid that they might lose their businesses if the colonies became independent.
However, many signers of the Declaration of Independence were rich men who
believed they would be more successful if their country had its own government.
Carter Braxton was named after his grandfather, Robert Carter, who owned
forty-two plantations, or very large farms. Carter lived a very prosperous, or
happy and rich, life. He worried that the war for independence would get in the
way of his comfortable way of life. And he worried that the Americans could not
win a war against the powerful British nation. In fact, just three months before he
signed the Declaration of Independence , he wrote a letter that said America was
not ready for independence. He did change his mind and actually helped the
American army by giving them salt, uniforms and blankets.
The Lee family of Virginia was very rich. Richard Henry Lee didn’t even need
to get a job. He liked to spend his time reading and going to parties at different
plantations. He believed in the rights of the colonies. He became a member of the
Continental Congress. Richard Henry Lee was one of the first lawmakers who
wanted independence. He said “that these United Colonies are, and of right ought
to be, free and independent States.”
George Washington was a Virginia gentleman. He owned Mount Vernon
and enjoyed fox hunting and dancing. He did not like being told what do by British
Parliament. In 1765, Washington told a friend that Parliament "hath no more right
to put their hands into my pocket, without my consent, than I have to put my
hands into yours for money." He believed in liberty for the colonists. He was the
General in charge of America's new army and led it to victory during the
Revolutionary War.
 Research Card 6

Thoughts of the Women in 1776

The women of 1776 were very important. When their husbands were called
away from the farms and homes to be a part of the militia, or army, the wives had
to take charge of the family. The women had to make sure the children had
enough food to eat and the taxes were paid. They also had to make sure the work
was done in the fields.
Many women worried that there would be fighting with the British if the
colonists declared their independence. They worried about the safety of their
husbands, their brothers and their sons if the colonists went to war. Many women
agreed with their husbands that it was not fair to be taxed by England without
representation, or say. In Edenton, North Carolina, fifty-one women got together
and signed a paper written by Penelope Barker. The paper said that the women
refused to drink tea from England or wear clothes made from British cloth. This
was called the Edenton Tea Party. Daughters of Liberty also served coffee instead
of tea. They spun their own cloth instead of buying British cloth.
Abigail Adams wanted independence for the colonists and for women too.
She did not like it that women did not have any rights and they had to listen to
their husbands.
She wrote to her husband, John Adams, “I long to hear that you have
declared an independency and, by the way, in the new Code of Laws ….I desire
you would Remember the Ladies ….for whilst you are proclaiming peace and good
will to Men, you keep absolute power over Wives.”
Mercy Otis Warren wrote a play in 1773. In the play she made fun of the
British governor of Massachusetts. In her play, she lets the British know that
someday the colonists would fight for their freedom.