1. society
2. unrest and war

Two Days Introduction and Section 1 pages 140- 144
Bell work: D1-Study the timeline on pages 138-139
D2-Complete the reading readiness guide in pairs.
Benchmark SS8 A12 Analyze political cartoons and determine cause and effect
SSA 826 – The French and Indian War
SS8 A31 Explain the consequences of the French and Indian War in British polices for the
American Colonies 1763-1774.
SS 8 A32 Explain American Colonial reaction to the British policy from 1763 – 1774.
SS8 A33 Recognize the contributions of the Founding Fathers in the American Revolution.
SS8 C 13- Recognize the role of civic virtue from the Colonial Era to Reconstruction
Essential Question: How did the British gain French territory in North America?
Objective: Today, I will learn why Great Britain and France competed for land in North America.
Vocabulary: George Washington, militia, alliance, cede
Vocabulary Builder High Use Words – resolve, phase
Agenda:
I do: Review Chapter 4 Test. Introduce Chapter 5.
We do: Review Vocabulary and the red and blue titles
You do: In pairs, complete all of the vocabulary for Chapter 5. Make a prediction about what
you are going to learn in Chapter 5
Summarizing Activity: Based on the Vocabulary from Chapter 5, explain what are going to
learn
Homework: Learning Log
Materials: textbook, pen/pencils, notebook
Accommodations: Extra Time, Technology, Individual IEP/504, Preview/Review, Check for
Understanding
Differentiated Instruction: AR Read a Primary Source
Resources: Visual Preview, Lecture Notes (Chapter Introduction) PowerPoint, Bubble Map
Day 2 Section One- Road to the Revolution
Bell workAnswer the question:
1. Based on our preview of the Section and the Vocabulary Words.. Explain what chapter 5 is
about.
Benchmark SS8 A12 Analyze political cartoons and determine cause and effect
SSA 826 – The French and Indian War
SS8 A31 Explain the consequences of the French and Indian War in British polices for the
American Colonies 1763-1774.
SS 8 A32 Explain American Colonial reaction to the British policy from 1763 – 1774.
SS8 A33 Recognize the contributions of the Founding Fathers in the American Revolution.
SS8 C 13- Recognize the role of civic virtue from the Colonial Era to Reconstruction
Essential Question: What were the provisions in the Albany Plan of Union?
Objective: Today, we will learn how rival claims led to war in North America between France
and Great Britain.
Vocabulary: George Washington, militia, alliance, cede
Vocabulary Builder High Use Words – resolve, phase
Agenda:
I do: Go over Page 63 in the Workbook- What you will learn.
We do: Preview pages 64- 66 in the workbook- Checkpoints, vocabulary builders, Note taking
study guide
You do: In pairs, complete Section one summary and Note taking Study guide
Summarizing Activity: What did the British gain as a result of the French and Indian War?
Homework: Learning Log
Materials: textbook, pen/pencils, notebook
Accommodations: Extra Time, Technology, Individual IEP/504, Preview/Review, Check for
Understanding
Differentiated Instruction: Students may research the Seven’s Years War. Less proficient
students will create a flow chart to help with their organizational skill
Resources: Visual Preview, Lecture Notes (Chapter Introduction) , Bubble Map
Day 3 Section 2
Learning Goal- Students will understand why the colonists resisted tighter control
Bell work-Read pages 122-123. Predict how the spread of ideas will affect the colonist’s
response to laws with which they disagree?
Benchmark SS8 A12 Analyze political cartoons and determine cause and effect
SSA 826 – The French and Indian War
SS8 A31 Explain the consequences of the French and Indian War in British polices for the
American Colonies 1763-1774.
SS 8 A32 Explain American Colonial reaction to the British policy from 1763 – 1774.
SS8 A33 Recognize the contributions of the Founding Fathers in the American Revolution.
SS8 C 13- Recognize the role of civic virtue from the Colonial Era to Reconstruction
Essential Question: What were the provisions in the Albany Plan of Union?
Objective: Today, we will learn how the French and Indian War drew the colonist’s closer
together but increased friction with Great Britain.
Vocabulary: Duty, Boycott, petition , writs of assistance, John Adams , Samuel Adams
Vocabulary Builder High Use Words – Minimum and Emotional
Agenda:
I do: Go over Page 63 in the Workbook- What you will learn.
We do: Preview pages 64- 66 in the workbook- Checkpoints, vocabulary builders, Note taking
study guide
You do: In pairs, complete Section one summary and Note taking Study guide
Summarizing Activity: What did the British gain as a result of the French and Indian War?
Homework: Learning Log
Materials: textbook, pen/pencils, notebook
Accommodations: Extra Time, Technology, Individual IEP/504, Preview/Review, Check for
Understanding
Differentiated Instruction: Students may research the Seven’s Years War. Less proficient
students will create a flow chart to help with their organizational skill
Resources: Visual Preview, Lecture Notes (Chapter Introduction) , Bubble Map
Day 4
Learning Goal – Students will understand why the American Colonists chose to arm themselves
rather than continuing to negotiate with the British Parliament and King George III
Bell Work – Causes of the Revolutionary War- Page 153 Critical Thinking Questions
Benchmarks- SS8 A32 Colonial reaction to British Policies 1763- 1774\ SS8 A 38 Examine people
who played a key role in the American Revolution\SS8 E22 Explain economic impact of
government policies
Objective: How did the British tax policies move colonists closer to rebellion?
Vocabulary- monopoly, repeal, minuteman
High Use Words- Incident, React
Agenda:
I Will- Review Bell Work
We Will – Choral Read – Dispute over TEA Page 150 in the Textbook
You Will – Read Tea Act- PAGE 150 in the Textbook – Critical Thinking Question- Why were
colonists opposed to the Tea Act , even though it lowered the price of tea?
Cornell Notes Boston Tea Party- Shot Heard Round’ the World. Pages 151-153 in the TEXTBOOK
Summarizing Activity- Based on the Battles of Lexington and Concord, what can you conclude
about the colonist’s advantage in fighting?
Homework: Learning Log
Materials: textbook, pen/pencils, notebook
Accommodations: Extra Time, Technology, Individual IEP/504, Preview/Review, Check for
Understanding
Differentiated Instruction- Less Proficient Students can make flashcards of the Vocabulary
Words. Gifted students will research why the Colonists chose to disguise themselves as
Native Americans
Day 5
Learning Goal- Students will understand that the colonists repeated attempts to negotiate with
King George III were unsuccessful.
Bell Work- Students will create a circle Thinking Map for the Battles of Lexington and Concord.
Battles of
Lexington and
Concord
Then students will preview the section. Look at the illustrations only and predict what section 4
is about…
Objective- Today, I will learn how the American Revolution began.
Vocabulary- Blockade, mercenary
High Use Words- Restore, Occupy
Standards- SS8 A33 recognize the contributions of the Founding Fathers in the American
Revolution. SS8 A36- Examine the Causes of the American Revolution. SS 8 C12 Compare how
Patriots and Loyalists viewed self government.
Agenda:
“ I WILL” – Review Bell Work/ Introduce Chapter 5 Section 4
“ WE WILL” Read The Second Continental Congress on page 156 and Patriots Against Loyalists
on page 157 in the Text. Students will answer the following questions
1. How did the Second Continental Congress respond to the Battles at Lexington and Concord?
2. Who were the two groups in the debate over independence?
3. For what reasons did some people support the British Government during the Revolution?
“YOU WILL” – Cornell Notes pages 158- 161.. WITH A PARTNER
-
Worksheet Revolution or Compromise
Summarizing Activity- Explain why the Americans were considered Hero’s after the Battle of
Bunker Hill, even though they lost the battle.
Differentiated Instruction- L3 Gifted and Talented Students
Students will write their own Olive Branch Petition to King George III urging him to consider the
petition. PERSUASIVE ESSAY—FCAT WRITES
Homework: Learning Log
Materials: textbook, pen/pencils, notebook
Accommodations: Extra Time, Technology, Individual IEP/504, Preview/Review, Check for
Understanding
Resources: Visual Preview, Lecture Notes (Chapter Introduction) ,