Causes of the American Revolution: Lesson 1a

I. General Information:
Grade Level: 5th
Discipline: Social Studies
Unit Topic: Causes of the American Revolution
Time Frame: one 50 minute periods
Text: George vs. George: The American Revolution as seen from Both Sides by Rosalyn Schanzer
Other Materials: Venn Diagram (http://hti.osu.edu/sites/hti.osu.edu/files/venn_diagram_0.pdf),
Portraits of George Washington and King George III
(http://hti.osu.edu/sites/hti.osu.edu/files/portraits_george_washington_and_george_iii_0.pdf),
SchoolHouse Rock Video: (https://www.youtube.com/watch?
v=cAZ8QJgFHOg&index=2&list=PLrOSRJRFre_qj2ord4x3xgFHZzrhWy-d5),

II. Essential Understanding/Questions:

What were the factors leading up to the American Revolution?
How are George Washington and King George III similar and different?

III. Standards/Indicators:
Maryland Content Standard:
Standard 5.0 History
Topic C. Conflict between Ideas and Institutions
Indicator 1. Analyze the causes of the American Revolution
Objective a. Identify and sequence key events between the French and Indian War and the
American Revolution

Common Core ELA Standards for Grade 5:

R3: Analyze how and why individuals, events and ideas develop and interact over the
course of the text Explain the relationship 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.
RI6 Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
W3: Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences. Write narratives to
develop real or imagined experiences or events using effective technique, descriptive details, and
clear event sequences.

IV. Lesson Objectives:

Students will be able to list at least two similarities and two differences between George
Washington and King George III.
Students will be able to use multiple sources to answer questions.
Students will be able to write a journal entry with at least one learned fact.

V. Evaluation/Assessment:
Assessment of Objectives
 Causes of the American Revolution: Lesson 1a

KWL chart about the American Revolution

Colonist Journal
Venn Diagram sheet for Georges

VI. Procedures:
Introduction
Start by telling the students we will be learning about how America gained its
independence. Write down anything that the students already know about the subject in
the K column of the KWL chart. Then prompt students for the W. - put on unit wall
for future lessons.
Show the School House Rock Video to the students.

Teaching/Activities
1. Read Introduction of George vs. George with the class, have a copy for each student to
look at. --- ThinkPairShare thoughts about this and have students relate this to an
everyday example.
2. Read through George vs. George pages 8-9, 12, 14 and have copies for the students.
3. Ask the students these text dependent questions: What were similar features that they
both had? What were differences they had? How many people lived in the countryside of
the colonies? What are some fun activities that London residence did?
4. Look at the portraits of both men to talk with the students about the similarities and
differences between their appearances.
5. Pass out the Venn diagram to the students with George Washington and King George III
written on the top for them. Offer a quick reminder of what a Venn diagram is with the
students.
6. Group students heterogeneously to work on completing the Venn diagram. Walk around
to monitor progress. The students will keep still have the portraits on the board and the
pages from George v. George for them to use.
7. Create a class Venn diagram on poster paper to post on the Unit Wall about George v.
George.

Closure
Have the students receive a colonist journal. Explain that throughout this unit they will
be writing an entry at the end of every class with the point of view as a colonist in the
colonies create their own name and life to use in the journal.
Mini writing lesson: reminder to use facts to support opinions.
Todays prompt is about their feelings towards George Washington and King George III
based on the reading.

References:

Burkhart, L. (n.d.) Venn Diagram retrieved from

http://hti.osu.edu/sites/hti.osu.edu/files/venn_diagram_0.pdf

MrRiggyRiggs. (2011, March 5). Schoolhouse Rock- No More Kings [video file]. Retrieved from
 Causes of the American Revolution: Lesson 1a

https://www.youtube.com/watch?v=cAZ8QJgFHOg&index=2&list=PLrOSRJRFre_qj2o
rd4x3xgFHZzrhWy-d5

Portraits of George Washington and King George III (n.d.) retrieved from
http://hti.osu.edu/sites/hti.osu.edu/files/portraits_george_washington_and_george_iii_0.p
df

Schanzer, R. (2004) George vs. George: The American Revolution as seen from Both Sides.
Washington, D.C: National Geographic.