French & Indian War Information Sheet

In the 1750’s, Britain and France had

colonies in North America. Both the British

and the French were competing for control

of a valuable area called the Ohio River

Valley. This area was a great location for

fur trading with Native Americans who lived

there. In an effort to protect their trade with

Native Americans, the French built forts in

the Ohio Valley on land claimed by the

colony of Virginia. When the French

refused to give up their forts in 1754,

George Washington led an army against

the French. He was defeated, and soon

after Britain declared war on France. Most

Native Americans in the region were allies

of the French because the French traded

with them, but did not settle on their land

like the British.

In 1754, a congress of the British colonies

met in Albany, New York to discuss how to

overcome the French. Benjamin Franklin

thought it best for the colonies to work

together to defeat France. His proposal was

called the Albany Plan of Union where each

colony would still have its own government

but would be united under a central

government to decide on important issues

together. The colonial governments

rejected it. They did not want to lose their

power to a central government.

In 1759, Britain sent more soldiers to North

America and captured Quebec, the capitol

of New France. This signaled the defeat of

the French and in 1763, Britain and France

ended the war and signed the Treaty of

Paris of 1763. France was forced to give

Britain control of Canada and most of the

land east of the Mississippi River which

made England the dominant country in

North America.

In addition to becoming the dominant

country in North America, England also

acquired heavy debts from the French &

Indian War. Because of these debts, the

British Parliament passed several policies

that taxed the American Colonies in an

effort to pay those debts. These policies

angered many colonists and created much

tension between England and the Colonies

French & Indian War Debrief Activity1.What two major countries were involved in the French & Indian

War and why were they fighting?

2.George Washington plays different roles during the American Revolution. What role does he play in the French & Indian War?

3.Write a one-sentence explanation of Benjamin Franklin’s drawing?

4.What was the colonial response to the Albany Plan of the Union?

5.Highlight 2 major outcomes of the French & Indian War.

Political Cartoon Handout http://www.bostonteapartyship.com/sons-of-liberty

Taxes, England and the American Colonies

Britain in Need

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What are Taxes?

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The Sugar Act!

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The Stamp Act!

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Enforcing the Taxes

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The Sons of Liberty!

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Name: _____________________________1 3 C o l o n y N o t e s

Colony Region Native Amer. Region Facts

Colony Name Date FoundedFounded by What Country/Explorer Why Founded?

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Vocabulary Journal

Word Definition Describing Sentence

The Proclamation of 1763 Information Sheet

Even after the French and Indian War was over, British soldiers stayed in the Ohio River Valley to keep order. Most of the American Indians wanted the soldiers to leave the area. An Ottawa chief named Pontiac led the Indians in a war against the British called Pontiac’s Rebellion. After much

bloodshed, the British defeated the Indians but tensions remained high. In an effort to avoid more conflict and tension with American Indians, King George III issued the Proclamation of 1763. It recognized the Indians’ right to the land and it did not allow colonists to settle west of the Appalachian Mountains. This made colonists very angry because they wanted to settle on the land and they did not want British soldiers to live among them. Because the Proclamation was difficult to enforce, many colonists disregarded it, which showed their unhappiness

with British attempts to control them

Navigation ActsInformation Sheet

The Navigation Acts were efforts to put the theory of mercantilism into actual practice. Beginning in 1650, Parliament acted to combat the threat of the rapidly growing Dutch carrying trade.

Under the provisions of this legislation, trade with the colonies was to be conducted only in English or colonial ships. Certain "enumerated" items (such as sugar,

tobacco and indigo) were to be shipped only within the empire. Trade destined for nations outside the empire had to go first to England. Some of the legislation was designed to protect colonial interests. For example, tobacco production in England was prohibited, leaving the colonies as the sole source of that lucrative product.

The American colonists were never fully comfortable with those laws, but became ardently opposed with the passage of the Sugar Act of 1733. Under that law, a duty was placed on the importation of sugar from the French West Indies, forcing the American rum distillers to buy more costly sugar from the British West Indies.

When Britain decided to step up enforcement of the Navigation Acts and other trade acts, Vice-Admiralty courts were set up to bring criminal charges for smuggling. Defendants were assumed guilty until he proved himself innocent. Parliament also passed the Currency Act in 1764 which assumed control of the colonial currency system. There were no gold or silver mines and currency could only be obtained

through trade as regulated by Britain.

The most significant result of the Navigation Acts upon American history was the stifling of colonial manufacturing and increased

resentment against the mother country.

Stamp ActInformation Sheet

In 1765, Parliament passed the

Stamp Act which taxed anything

printed on paper by requiring

colonists to buy a stamp, or seal, for

paper products. Parliament

continued to try to raise funds to

protect the colonies and pay the

debt of the French and Indian War

through such taxes. This act caused

colonists to resent British rule.

Samuel Adams began the

Committees of Correspondence,

groups that contacted other towns

and colonies about British taxes and

how to fight them. One popular

protest method was the boycott,

where people refuse to buy certain

goods in protest. Many colonial

women made substitutes for the

boycotted British goods. In Boston,

Samuel Adams also helped form

secret societies called the Sons of

Liberty, which were groups of men

that protested British policies and

sometimes used violence to get

their message across.

In 1765, a congress of nine colonies

met in New York to discuss the taxes

at the Stamp Act Congress. They

decided that only colonial

governments should tax the colonies

and they sent a request to King

George III to repeal the act.

Benjamin Franklin, representing

Pennsylvania, spoke before

Parliament and urged them to repeal

the act so that colonists could end

the boycott and prevent a possible

revolution. The protests and

boycotts worked and King George III

had no other choice but to repeal

the Stamp Act. The colonies

celebrated the repeal of the act, but

they still disagreed with Parliament

on many issues. After the repeal, the

King approved the Declaratory Act,

which essentially said that

Parliament had full authority over

legislation in the colonies.

Quartering ActInformation Sheet

After the Stamp Act protests, Britain sent even more troops to keep order in the colonies. Due to the social and political problems that took place in the colonies after the Stamp Act, the British Parliament also passed the Quartering Act of 1765. This act required colonists to quarter, or house and feed British soldiers.

There were two major issues the colonists had with the Quartering Act. The first was that colonists did not like having a standing army of soldiers with blank search warrants, or writs of assistance. They had lost their sense of rights over their property. The other issue was that housing and supplying the soldiers was costly. The British response was that the colonists should pay their share of the expense of providing them with the protection from Indian attacks. In addition, the soldiers began taking jobs at a lower wage which further outraged colonists

and increased tension between the colonies and Britain.

Townsend Acts Information Sheet

In 1767, Parliament passed the Townshend Acts which made colonists pay taxes on imported tea, glass, paper, and other items to

pay for rising military costs due to the Quartering Act. Again, colonists boycotted British goods. A group of women called the Daughters of Liberty made their own cloth instead of buying British cloth. By 1770, the protests worked and Parliament repealed most of the taxes, but left the tax on tea because the British wanted to show that they still had the power to tax. Anger continued to grow against the British government, and in protest, the Sons of Liberty continued to use violence and attacked the homes of British officials and colonial tax collectors. More British troops were sent to protect the officials.

Boston Massacre Information Sheet

Anger and tension continued to grow as Britain sent more soldiers to Boston when colonists resisted taxes. The tension exploded on March 5, 1770, when a crowd gathered around an angry colonist arguing with a British soldier. Colonists began to shout insults and throw snowballs at the soldier. Soon more soldiers arrived, and as the mob grew louder and angrier, shots were fired. This deadly riot resulted in five colonists being killed that evening, with the event later branded

the Boston Massacre by colonists.

Samuel Adams and other colonists used the incident as propaganda, one-sided information used to influence public opinion. Through the Committees of Correspondence, Samuel Adams shared news and ideas with people in other colonies regarding the incident.

John Adams chose to represent the soldiers in this infamous trial to demonstrate that colonists value the right to a trial by jury for all citizens. He later stated that this was his biggest contribution to his country.

Portrait of Crispus Attucks in Boston Massacre http://www.pbs.org/wgbh/aia/part2/2h3147b.html

Tea Act & Boston Tea Party Information Sheet

In 1773, Parliament passed the Tea Act which made the British East India Company (BEIC) the only company allowed to sell tea to the colonies, which made this a monopoly over tea. The price of tea was actually much lower, but colonists were still unhappy that they were forced to pay import taxes to Britain. In order to avoid paying these taxes, colonial merchants refused to unload the tea from the British ships or sell the tea in the colonies. The Daughters of Liberty contributed to the boycott efforts by making their own tea.

On December 16, 1773, some Sons of Liberty, disguised as American Indians, illegally boarded the ships and dumped 342 crates of British tea into Boston Harbor. This protest was called the Boston Tea Party.

Coercive Acts (Intolerable Acts) Information Sheet

The Boston Tea Party made the British government furious. British Prime Minister Lord North convinced Parliament to pass laws called the Coercive Acts in the spring of 1774, which colonists called the Intolerable Acts

because they were so harsh. These acts were an effort to make the colonists pay for the tea and to keep the colonists from planning other attacks.

These laws stopped all trade between Boston and Britain, did not allow town meetings, gave Britain control of the colony, and strengthened the Quartering Act. Since the port of Boston was closed, the trading of goods between the colonies also stopped which greatly impacted the economies of all the colonies. This led to support for Boston as goods were brought in from the other colonies. In addition it stirred

revolutionary spirit throughout the colonies.

British Policies Graphic OrganizerEvent Important Facts Outcome

Navigation Acts

Proclamation of 1763

Currency Act

Stamp Act

Declaratory Act

Quartering Act

Townshend Acts

Boston Massacre

Tea Act/Boston Tea Party

Coercive (Intolerable Acts)

Loyalist/Patriot Propaganda

Directions: Your teachers will discuss propaganda that might have been used by the Colonists AND by England during the Revolutionary War time period. Your task is to create, choosing one of these points of view, a propaganda poster, article, or song based on the requirements given to you by your teacher.

Creating your own Patriot/Loyalist Propaganda

List possible slogans used by the Sons of Liberty to convince other colonists that the British were wrong and the thirteen colonies should rebel (These are pro-patriot slogans).

Think about the land/war/citizenship situation in our studies of the American Revolution. Brainstorm possible slogans King George III might have used to convince the colonists to protect the British, rather than the colonists (These are pro-loyalist slogans).

List the requirements for your propaganda on the other side of this sheet as discussed with your teacher in class!

The fact that wars give rise to intensive propaganda campaigns has made many people suppose that propaganda is something new and modern. The word itself came into common use in this country as late as 1914, when World War I began.

The truth is, however, that propaganda is not new and modern. Nobody would make the mistake of assuming that it is new if, from early times, efforts to mobilize attitudes and opinions had actually been called “propaganda.”

The battle for men’s minds is as old as human history.

Example Slogans forpro-Patriot (colonist)

Propaganda

Example Slogans forpro-Loyalist (Britain)

Propaganda

Requirements to be shared by both

Name_______________________________

Pre-Assessment

Directions: Add any information you already know about these topics.

Weaknesses of the Articles of Confederation:

Reason the Constitutional Convention was called in 1787:

Ways the Constitution addressed weaknesses in the Articles of Confederation:

Challenges of ratifying the Constitution:

How these challenges were met:

Name_______________________________

Virginia vs. New Jersey

Directions: Record notes about the Constitutional Convention. Then, record notes for the plan your group was assigned. When you hear about the other plan, add notes to that box. Be sure to fill in how the class voted and how the convention actually voted.

Constitutional Convention:

Virginia Plan:

New Jersey Plan:

Results of the Voting in our Class:

Virginia Plan ____ New Jersey Plan ____ Neither Plan ____

Difficult Issues Facing the Convention

Name: _____________________________

Representation: Within the thirteen states, there was a disagreement over how each state should be represented in Congress. Large states thought representation should be based on _______________. Small states thought that representation should be based on ___________________. What were some possible ways to solve the problem? ________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________

Title and description of actual compromise: __________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________

Counting of Population: There was a large population of slaves in America, especially in the southern states. If slaves were not citizens, should they be counted in the population or not? Slave states wanted the slaves to be counted. Non-slave states thought they should not be counted. What were some possible ways to solve the problem? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Title and description of actual compromise: _____________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________

Slave Trade: There was great debate at the convention as to whether the United States should allow the slave trade to continue. Many northern and some southern states had already banned trading of slaves. However, certain southern states refused to agree with the Constitution if it restricted their right to trade slaves. What were some possible ways to solve the problem? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

Title and description of actual compromise: __________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________

Name: __________________________________

The Great Debate: Federalist vs. Anti-Federalist

Directions: Take on the role of either a Federalist or Anti-Federalist, research and answer the following questions from that point of view.

I am a (check one): • Federalist • Anti-Federalist

What is federalism?

Do you support or oppose the new Constitution?

Why do you feel that way about the Constitution?

How did your group try to convince the people that you were right?

Who were the most important spokesmen for your cause?

What were the main provisions your group wanted to see in the Constitution?

What is a “bill of rights” and what is its purpose?

What agreement was reached that allowed the Constitution to be ratified?

Constitutional Journal “RAFT” Assignment

5.H.2 Understand the role of prominent figures in shaping the United States.

5.H.2.2 Explain how key historical figures have exemplified values and principles of American democracy.

5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States

Government.

W5.2 Write informative/explanatory texts to

Directions:

Imagine you are an unseen observer visiting from out of town or from the future at the Constitutional Convention of 1787. You have taken notes on the major compromises you have seen unfold at the convention.

After the debate on the ratification is complete, you decide to write your observations in a journal or blog to share with your hometown (you choose where you are from).

Answer this question as part of your journal passage about one of the compromises below or of the ratification:

Why was (the event) essential for the eventual passage of the Constitution?

·  The Great Compromise ·  The Three-Fifths Compromise ·  The slave trade compromise ·  The debate over ratification

As you create this journal entry, use the rubric below to guide your work.

5.H.2 Understand the role of prominent figures in shaping the United States.

5.H.2.2 Explain how key historical figures have exemplified values and principles of American democracy.

5.C&G.1.3 Analyze historical documents that shaped the foundation of the United States

Government.

W5.2 Write informative/explanatory texts to

Constitutional Journal Rubric - Why was (the event) essential for the eventual passage of the Constitution?

5th Grade 4 3 2 15.H.2 Understand the role of prominent figures in shaping the United States.

5.H.2.2 Explain how key historical figures have exemplified values and principles of American democracy.

5.C&G.1.3 Analyze historical documents that shaped the foundation of the United StatesGovernment.

An understanding of the role that a prominent figure played in the passage of one of the compromises or ratification with how they exemplified values and principals of American democracy at that time.

Student identifies claim with two or more supportive reasons using text or media evidence demonstrating evaluation of how the prominent figure played in the chosen event and what made them prominent in their time.

An understanding of the role that a prominent figure played in the passage of one of the compromises or ratification with how they exemplified values and principals of American democracy at that time.

Student identifies claim with at least one supportive reason using text or media evidence demonstrating beginning evaluation of how the prominent figure played in the chosen event and what made them prominent in their time.

Explanations for how a particular reason supports a claim are clear and include text evidence.

Student attempts to identify a claim with at least one supportive reason but attempts to explain and provide evidence for how reasons support claim is not always clear.

Wrongly attributes reasons and evidence to a claim which they do not support.

W. Standard 5.1 - Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

Purpose Establishes and maintains a position while indicating an understanding of the complexity of the topic. This may be through mentioning a possible counterargument or through making a nuanced claim.

Makes a claim that takes a clear position; maintains the position throughout.

Position on the topic is mostly clear, though some parts of the essay may veer from the stated stance in ways that make it clear this was not intended.

Attempts to take a position on the topic; position is unclear or the writing is almost totally informational.

5th Grade 4 3 2 1Structure:

Introduces topic;Provides a concluding statement

Orients the reader to what’s most important in the argument and offers some context.

Provides a conclusion that strengthens or adds to the whole of the argument through new phrasing or insights.

Provides an introduction that orients the reader to what is most important in the argument.

Concludes the essay with a section that highlights important points and facts from across the rest of the piece or brings in new, effective evidence.

Provides an introduction to the claim. Attempts to inspire readers to care about the topic and/or claim.

Provides a conclusion that connects to the writer’s main claim. May reflect on the original claim.

Provides a very briefintroduction, which may not connect closely to the claim.

Gestures towards a conclusion.

Structure:

Creates an organizational structure

Organizes evidence to support each reason, making it clear which evidence supports which reasons.

Within supporting paragraphs or sections, organizes evidence in an order that reads well and makes sense.

Orders paragraphs in a structure that demonstrates some planning: may demonstrate least to most importance; chronological order; or follow the flow of the research text.

Uses paragraphing to group supporting ideas and their relevant evidence. It’s clear how most sections have been organized.

Attempts some organization, but this occurs mostly within a part of the text – overall organization is lacking

Structure: Transitions Uses a variety of transitional phrases to help the reader understand the flow of the argument and the connection between evidence, reasons, and the writer’s position.

Uses transition words and phrasesto connect evidence to reasons using phrases like this shows that...

Helps the reader move throughthe essay with phrases such as another reason, the most important reason.*

To demonstrate cause and effect, uses terms like consequently, because of

Uses words and phrases to connect different parts of the piece together: to demonstrate shifting from reasons to evidence (e.g. “for instance”) or to introduce a new point (e.g. “in addition”).

Some basic transitions are in place: (for example, because.)

Reasons are connected to each other using simple linking words also, another)

Development:

Elaboration

Includes a variety of evidence from reliable sources to support each reason.

Discusses/explains evidence and how it supports the claim.

Includes a variety of evidence to support each reason (facts, examples, quotations, microstories, information).

Discusses/explains some evidence.

Writes 2-3 sentences about each reason, including relevant examples and information.

Most information supports the claim.

The writer provides reasons for the claim.

Some information or explanation is provided.

5th Grade 4 3 2 1Language Conventions Uses punctuation such as dashes,

colons, parentheses, and semicolons to help include or connect extra information in some sentences.

Uses correct punctuation when quoting from sources.

Uses commas to set off introductory parts of sentences (At this time in history, it was common to...)

Approximates correct punctuation when quoting from sources.

High-frequency words and many Tier II and domain-specific vocabulary words are spelled conventionally.

Some complex sentences are punctuated correctly with internal commas.

Most words are spelled conventionally, including some domain-specific vocabulary relevant to the topic.

Capitalization, ending punctuation and use of commas in lists is mostly accurate.

The writer uses a variety of sentences lengths.

R. Standard 5.1 - Quote accurately when explaining what the text says explicitly and when drawing inferences from the text

Development:

Reading/Research

Uses accurate citations to demonstrate an analytic reading of the source material, helping the reader see how particular passages from the reading support (or counter) the writer’s position on the topic.

Quotes accurately when referring to the most relevant details from the provided source(s) to support the main claim.

Demonstrates insightful understanding of literal and inferential details from the text.

Refers to multiple relevant, important details or examples from the provided source(s).

References to source material demonstrate an accurate understanding of literal and inferential details from the text.

Refers to more than one detail or example from the provided source(s).

References to source material demonstrate a literal and inferential understanding of the details included.

Adapted from Teachers College Reading and Writing Project: Fifth Grade Informational Reading/Argument Writing Performance Assessment Rubric - http://bit.ly/1av6yyM

American Revolution Unit Test

Directions:

Answer each of the following questions in complete sentences on separate sheets of paper. You may use your notes and/or handouts as a reference.

Be sure to include specific support/evidence from these documents to prove your theories.

1) How is independence gained?

2) How did European settlement change the land and people of North America?

3) What were the causes of the American Revolution?

4) What was the aftermath of the American Revolution?