American Revolution: Causes

http://school.discovery.com/lessonplans/programs/revwar1/index.html

Description: After gaining an overall understanding of the events of the Boston Tea Party, read, interpret and perform the 18th century poem "Revolutionary Tea." This piece was used to whip up anti-British sentiment during the early months of the Revolution and may be used to study the uses of propaganda as well as to gain a view of colonial American thinking at the time. Standards 5.5.1 and 5.5.3 .

Author: Gary Carmichael, Whitefish Montana

Lesson ID: 59

Ben and Me

http://www.sdcoe.k12.ca.us/score/ben/bentg.html

Description: Students will visit the site "Benjamin Franklin: Glimpses of the Man" and learn about his long life and varied talents. They will explore links to information about his fame as a scientist, an inventor, a statesman, a printer, a philosopher, a musician and an economist. Students will select four areas of his life to investigate and draw a cluster to record their findings. Standards 3.4.6 and 5.5.4

Author: Linda Scott, SCORE Language Arts

Lesson ID: 134

Boston Tea Party: Tea Party Reenactment

http://artsedge.kennedy-center.org/content/2237/

Description: Describe the feelings of the colonists after the passage of the Stamp Act and the Townshend Acts and identify two events leading to the Boston Tea Party. Using the script provided perform a reenactment of the Boston Tea Party. Standard 5.5.1

Author: Mary Ann Fox, Thomas Pullen Arts Magnet School

Lesson ID: 130

Can't You Make Them Behave, King George?

http://www.mcps.k12.md.us/curriculum/socialstd/grade5/Cant_Behave.html

Description: Using Jean Fritz's book "Why Can't You Make Them Behave, King George," students use geographic and economic concepts to explore the causes of the American Revolution. Standard 5.5.1

Author: Patricia King Robeson

Lesson ID: 187

Chester Town Tea Party

http://www.mcps.k12.md.us/curriculum/socialstd/grade4/Chester_Tea.html

Description: The Chester Town Tea Party is about the Wetherby family who lived in Chester Town, Maryland, in 1774. People at the time had voted not to buy, use or sell teas in order to show their support for the colonists in Boston. Amanda, the nine-year-old daughter, decides to dress as a boy so she can join her brother and other men and boys of the town to attend a "tea party just for men". Amanda learns about the economic concept of scarcity through her actions. Standard 5.5.1

Author: Patricia King Robeson

Lesson ID: 204

Colonial Reaction to the Stamp Act

http://www.history.org/history/teaching/tchcrone.cfm

Description: In 1765, the British Parliament enacted the Stamp Act as a means of raising colonial tax revenues to help pay the cost of the French and Indian War in North America. The Colonists reacted against the act as an attempt to raise money in the colonies without the approval of colonial legislatures. Resistance to the act was demonstrated through debates, written documents, and mob/crowd actions. In this lesson, students will analyze several eighteenth-century documents to determine the colonial opinion of Great Britain's attempts to tax the colonists in the 1760s. Standard 5.5.1

Author: Colonial Williamsburg Foundation

Lesson ID: 239

Declaration and Constitution, The

http://www.c-spanclassroom.org/VideoDetail.aspx?video_id=55

Description: View this short C-SPAN video clip open a discussion about the differences between the Declaration of Independence and the Constitution. Discuss these questions: * Who wrote the Constitution? * Who wrote the Declaration of Independence? * How are the documents similar? How are the documents different? Standards 5.5.3, 8.1.2, and 12.1.3

Author: C-SPAN Classroom

Lesson ID: 1577

Declaration of Independence and Acts of Courage

http://www.constitutioncenter.org/education/ForEducators/LessonPlans/DeclarationofIndependence/5476.shtml

Description: Students examine their definitions of courage and their understanding of what it takes to act courageously in response to a writing prompt. They begin to construct a definition of courage based on classroom discussion, then consider a Founding document, The Declaration of Independence and an essay about what happened to the signers in the years during and following the American Revolution. Students are asked to reassess their definition and apply it to later examples, including their own actions and lives of people they may know. Standard 5.5.3

Author: Bill of Rights Institute

Lesson ID: 300

Declare the Causes: The Declaration of Independence

http://edsitement.neh.gov/view_lesson_plan.asp?ID=282

Description: Complaints! Complaints! People have always complained. Even the Founding Fathers of our country indulged in gripe sessions. In fact, a list of grievances comprises the longest section of the Declaration of Independence; however, the source of the document's power is its firm philosophic foundation. Help your students see the development of the Declaration as both an historical process and a writing process through role-play, creative writing, an introduction to some important documents and a review of historic events. Standard 5.5.3 and 8.01.2

Author: EDSITEment, National Endowment for the humanities

Lesson ID: 302

Early American Leaders

http://school.discovery.com/lessonplans/programs/leadersofearlyamerica/index.html

Description: What makes a great leader? Create a list of leadership qualities, traits, or characteristics. Based on research about Revere, Washington, and Jefferson, explain which leader demonstrated which qualities, traits, or characteristics, and when or how. Research is based on nonfiction literature and websites. Standard 5.5.4

Author: Tish Raff, Sequoyah Elementary School

Lesson ID: 334