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TeachingAmerican History

For All

A series of lessons incorporating literacy strategies for Mt Diablo Unified School District 4th, 5th, 8th, and 11th grade teachers,

in partnership withUniversity Of California- Berkeley

History-Social Science Project

5th Grade Lesson: Proclamation of 1763

Jamie Cairns, MDUSD 5th Grade TeacherRobert Lee, UCB History Graduate Student

Teaching American History for AllMDUSD/UCB H-SSP

5th Grade Lesson

Developed by: Jamie Cairns and Robert Lee, August 2010

Overarching Grant Focus Question: How have the words and deeds of people and institutions shaped democracy in the U.S.?

5th Grade Yearlong Focus Question:

Unit Focus Question: How did the British laws and acts of the 1760s and 1770s influence the colonists?

Unit Working Thesis: Anger over the British policies led most of the colonists to demand representation in Parliament and protest what they thought were unfair laws and taxation, which ultimately led them to come together and push for independence.

Lesson Focus Question/Writing Prompt: What was the purpose of the Proclamation of 1763, and how did the colonists respond?

Lesson Working Thesis: The purpose of the Proclamation of 1763 was to end the fighting between Indians and the colonists. The proclamation upset the colonists because they didn’t like the British government telling them to stay out of the western frontier. Most colonists ignored the proclamation and continued moving west.

Reading Strategy Lessons:Sentence deconstructions, cause and effect chart

Suggested Amount of Time: Three class periods of 45 minutes

Textbook: The United States: Making a New Nation, Reflection Series, Harcourt School Publishers, 2007, p. 322-323

Other Resources:Letter from George Washington to William CrawfordPortrait of King George III and Proclamation of 1763Before and after maps of region Map of region including Indian nations

Context of the lesson in the unit:

This lesson is taught near the beginning of the chapter on the American Revolution. Students have already learned about the French and Indian War.

Procedure:Day 1:

Introduction: Pre-teach key vocabulary (proclamation) and review the French and Indian War. Let the students know that the end of the French and Indian War did not mark the end of the fighting between colonists and Indians (read 1st paragraph on p. 322). Tell the students that today we will use reading strategies with your textbook. Our goal is to develop strategies to make your textbook easier to read and understand.

Reading Strategy: Hand out text on the Proclamation of 1763. Explain that this is a part of their textbook with important information on which we will be focusing. Read aloud with students. Instruct students to put a squiggly line under the tough words or words that are important. Hold a discussion and write down (on board/overhead) important vocabulary words and have students help in defining them.

Teacher Guided “Sentence Chunking”: Students will reread the text, and circle all verbs or verb phrases, and underline the nouns (subjects and objects). Work through the first paragraph as a whole class, then allow the students to complete the 2nd paragraph in small groups or pairs (according to class ability).

Sentence Deconstruction: Pass out sentence deconstruction worksheet. Students will use the text to fill in the worksheet. Guide students through the 1st paragraph of chart and 1st short answer question. Have students complete the 2nd paragraph in pairs. Present the 2nd

short answer question, and have students complete independently. Make sure students put worksheets in a save place, as they will need to use them in the upcoming lessons.

Day 2:Review: Review activity from previous day. Explain that today the class is going to learn another strategy for working with the same text.

Reading Strategy: Cause and EffectIdentifying passage organization: Let students know that text can be organized in different ways. One of the ways is cause and effect.

Review cause and effect with students. Give verbal examples of cause and effect sentences and discuss. Some of these examples show cause and effect within one sentence and others show it between sentences: one action -> something else happens. The cause always happens first.

I forgot my umbrella and now my sweater is wet. Because… now Sally lost her basketball so we can’t play at recess. What is the cause?

What is the effect (what happens) It rained so much last night that the baseball field is muddy. We will have

to cancel the game. (This one is a chain of events with multiple causes and effects.)

Cause and Effect Chart: Use text that was used for sentence deconstruction. Work with students though the first 1-2 rows to model how to determine cause and effect, making sure to explain how one effect can actually become the cause of the next event. (Such events are indicated by diagonal arrows on the chart.) Allow students to work in partners to fill in the rest of the chart. Review chart when class is finished.

Assessment: Hand out short answer assignment. Students should independently answer in 1-2 complete sentences.

Day 3:Review/Introduction: Review activity from previous day. Explain that today we’re going to use some primary sources to continue our study of the Proclamation of 1763. Pass out picture of King George III and Proclamation of 1763 and discuss. Explain that these are considered primary sources because they were created by someone that actually lived during the events. Tell the students that today they’ll be analyzing a primary source about the Proclamation of 1763.

Primary Source Reading Strategy: Hand out George Washington letter and read together. Explain that even though this is a very difficult text, we can still use our sentence deconstruction strategy to help us understand it. Pass out George Washington letter (text) and read aloud with students. Instruct students to put a squiggly line under the tough words or words that are important. Hold a discussion and write down (on board/overhead) important vocabulary words and have students help in defining them.

Teacher Guided “Sentence Chunking”: Students will reread the text, and circle all verbs or verb phrases, and underline the nouns (subjects and objects). Complete as a whole class.

Sentence Deconstruction: Pass out sentence deconstruction worksheet. Students will use the text to fill in the worksheet. Guide students through 1- 2 rows and have them complete rest independently or in pairs. Have students complete short answer questions in pairs/groups and discuss as a whole class.

Map Activities: Students complete 2 map activities independently. Discuss as whole class.

History-Social Science Content Standards: 5.3.1, 5.3.3, 5.5.1,

5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.

1. Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.

3. Describe the conflicts before the Revolutionary War (e.g., the Pequot and King Philip’s Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).

5.5 Students explain the causes of the American Revolution.

1. Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

Historical and Social Sciences Analysis Skills:

Chronological and Spatial Thinking

4. Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

Historical Interpretation

1. Students summarize the key events of the era they are studying and explain the historical contexts of those events.

2. Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

Reading/Language Arts Content Standards:

Reading

1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression

2.3 Discern main ideas and concepts presented in non-fiction texts, identifying and assessing evidence that supports those ideas

2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Focus Question: What was the purpose of the Proclamation of 1763, and how did the colonists respond?

The Proclamation of 1763

Britain’s King George III tried to end the fighting between the

Indians and colonists by making a proclamation, or public

announcement. The Proclamation of 1763 said that all lands west of the

Appalachian Mountains belonged to the Indians. White settlers already

in those lands were ordered to leave.

The Proclamation of 1763 upset many colonists. They believed

they had fought the war to keep the French from blocking their

settlement of the western frontier. The colonists did not like the British

government telling them to stay out of those lands. Most colonists

ignored the proclamation, and thousands more moved west. As a result,

fighting between the Indians and the settlers continued.

From: The United States: Making a New Nation, Reflection Series, Harcourt School Publishers, 2007, p. 322-323

NAME_________________________Proclamation of 1763

Lesson Focus Question: Why was the purpose of the Proclamation of 1763, and how did the colonists respond?

Time markerConnectorPreposition

Participants orDoers(nouns)

ActionWords(verbs)

Person or thing affected:Outcome(nouns)

Questions or conclusions

Britain’s King George III

the fighting between the Indians and colonists

by making a proclamation, or public announcement.


that all lands west of the Appalachian Mountains belonged to the Indians.

White settlers already in those lands

What was the purpose of the Proclamation of 1763?

NAME___________________________

Time MarkerConnectorPreposition


ActionWords(verbs)




many colonists.

They (the colonists)

they had fought the warto keep the French from blocking their settlement of the western frontier.

The colonists the British government telling them to stay out of those lands.

Most colonists

the proclamation,

and thousands more (colonists)

west.

As a result, fighting between the Indians and the settlers

How did the colonists respond to the Proclamation of 1763?

________________________________________________________________________________________________

________________________________________________________________________________________________

Proclamation of 1763- KEY

Lesson Focus Question: What was the purpose of the Proclamation of 1763, and how did the colonists respond?



ActionWords(verbs)



Britain’s King George III

tried to end the fighting between the Indians and colonists

by making a proclamation, or public announcement.


said that all lands west of the Appalachian Mountains belonged to the Indians.

White settlers already in those lands

were ordered to leave.

What was the purpose of the Proclamation of 1763?

The purpose of the Proclamation of 1763 was to end the fighting between the Indians and colonists. _______________________________________________________________________________________________________

Proclamation of 1763- KEY

Lesson Focus Question: What was the purpose of the Proclamation of 1763, and how did the colonists respond?



ActionWords(verbs)




upset many colonists.

They (the colonists)

believed they had fought the warto keep the French from blocking their settlement of the western frontier.

The colonists did not like the British government telling them to stay out of those lands.

Most colonists ignored the Proclamation of 1763, and thousands more

(colonists)moved west.

As a result, fighting between the Indians and the settlers

continued.

How did the colonists respond to the Proclamation of 1763?

The Proclamation upset the colonists because they didn’t like the British government telling them to stay out of the western frontier. Most colonists ignored the proclamation and continued moving west. ______________________________________________________________________________________________

NAME__________________________

“Proclamation of 1763” Cause and Effect Chart


Use the text reading to fill in the missing parts of the cause and effect chart.

Cause Effect[Because]Britain’s King George III wanted to end the fighting between the Indians and colonists.

[Because] Many colonists became upset. They did not like the British government telling them to stay out of the frontier lands.

[Because]Many colonists became upset. They did not like the British government telling them to stay out of the frontier lands. [Because]Most colonists ignored the proclamation, and thousands more moved

west.

“Proclamation of 1763” Cause and Effect Chart- KEY


Cause Effect[Because] Britain’s King George III wanted to end the fighting between the Indians and colonists

He made a proclamation, or public announcement. The Proclamation of 1763 said that all lands west of the Appalachian Mountains belonged to the Indians.

[Because]He made a proclamation, or public announcement. The Proclamation of 1763 said that all lands west of the Appalachian Mountains belonged to the Indians.

Many colonists became upset. They did not like the British government telling them to stay out of the frontier lands.

[Because]Many colonists became upset. They did not like the British government telling them to stay out of the frontier lands.

Most colonists ignored the proclamation, and thousands more moved west.

[Because) Most colonists ignored the proclamation, and

Fighting between the Indians and the settlers continued.

thousands more moved west.

NAME__________________________

Proclamation of 1763 - Short Answer Questions

1. What was the purpose of the Proclamation of 1763, and how did the colonists respond? (HINT- Combine the two answers from your sentence deconstruction.)

2. What do you predict will happen next between the colonists and the British? What do you predict will happen next between the colonists and the Indians?

Based on the fact that , I predict

Based on the fact that , I predict

NAME__________________________

Proclamation of 1763 - Short Answer Questions KEY

1. What was the purpose of the Proclamation of 1763, and how did the colonists respond? (HINT- Combine the two answers from your sentence deconstruction.)

The purpose of the Proclamation of 1763 was to end the fighting between the Indians and colonists. It upset the colonists because they didn’t like the British government telling them to stay out of the western frontier. Most colonists ignored the proclamation and continued moving west.

2. What do you predict will happen next between the colonists and the British? What do you predict will happen next between the colonists and the Indians?

Answers will vary, but should demonstrate an understanding of growing tensions between the both the colonists and British and the colonists and Indians.

George III in Coronation, by Allan Ramsay, 1762

George Washington, by Charles Willson Peale, 1772

...The other matter, just now hinted at and which I proposed in my last to join you in attempting to secure some of the most valuable Lands in the King's part which I think may be accomplished after a while notwithstanding the Proclamation that restrains it at present and prohibits the Settling of them at all for I can never look upon that Proclamation in any other light (but this I say between ourselves) than as a temporary expedient to quiet the Minds of the Indians and must fall of course in a few years especially when those Indians are consenting to our Occupying the Lands. Any person therefore who neglects the present oppertunity of hunting out good Lands and in some measure marking and distinguishing them for their own (in order to keep others from settling them) will never regain it…

-George Washington to William Crawford, September 21, 1767


George Washington’s Letter

…Any person therefore who neglects (ignores) the present

oppertunity (chance) of hunting out (finding) good Lands and in

some measure (way) marking and distinguishing them for their own

(in order to keep others from settling them) will never regain it…

From: George Washington to William Crawford, September 21, 1767

NAME_______________________George Washington’s Letter

Lesson Focus Question: Why was the purpose of the Proclamation of 1763, and how did the colonists respond? Time markerConnectorPreposition


ActionWords(verbs)



Any person therefore

the present oppertunity (chance) of hunting out (finding) good Lands

and

in some measure (way) and

them (lands)

for their own (in order to keep others from settling them)

it (land).

What is George Washington trying to tell William Crawford?

Based on his letter, how does George Washington feel about the Proclamation of 1763?

George Washington’s Letter-KEYLesson Focus Question: Why was the purpose of the Proclamation of 1763, and how did the colonists respond? Time markerConnectorPreposition


ActionWords(verbs)



Any person therefore

who neglects (ignores)

the present oppertunity (chance) of hunting out (finding) good Lands

and

in some measure (way)

marking

and

distinguishing

them (land)

for their own (in order to keep others from settling them)

will never regain It (land).

What is George Washington trying to tell William Crawford? George Washington is telling William Crawford that anyone who doesn’t act immediately to acquire land will miss the opportunity.

Based on his letter, how does George Washington feel about the Proclamation of 1763? George Washington feels that the Proclamation of 1763 is only temporary, and therefore, should be ignored.

American Colonies before the Proclamation of 1763 American Colonies after Proclamation of 1763

Look at the two maps above. Which colonies were most affected by the Proclamation of 1763?

I can tell that _______________________________________and______________________ were

most affected by the Proclamation of 1763 because __________________________________________.

Look at the map above. Which Indians were most affected by the Proclamation of 1763?

I can tell that the _________________________________and ______________ were most affected

by the Proclamation of 1763 because _________________________________________________.

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