5 th Grade Party!

1. 5th Grade Party! • We will be planning a special party. Due to our outstanding test scores on our 1st social studies test (which were great improvements than last year’s class) we are going to celebrate! • You all will be responsible for deciding these details of the party: • The date and the start and end times • The location • The type of entertainment (games, music, etc.) • The food and drink • You have 10 minutes then we’ll vote on which ideas you like the best. And be realistic about what you ask for!!!

2. Chapter 10 & 11 Tension Grow Between the Colonies and Great Britain & To Declare Independence or Not

3. Following Orders! • Think of a time when an adult (parent, grandparent, or teacher) gave you a direction or an order. • For example, a parent might have told them to do their homework or a household chore, or go to sleep. • Describe what happened? Who gave the order? What were you told to do? Did you want to obey the order, or not? What did you do? How did you feel about the outcome?

4. Following Orders! • Should the adults give such orders? • At what age should you begin to have input into some decisions? • At what point in your life do you think you could begin to make choices on your own? • PLEASE remain respectful as we discuss this?

5. What British actions angered the colonists in the 1700s? • Parents/Guardians provide food, care, and protection for young children and they make key decisions in their lives. • But, as children grow older, they want to take a more active role in decisions affecting their lives. • In the 1600s, early settlements in North America depended on their “mother” country for supplies, military protection, and additional settlers.

6. What British actions angered the colonists in the 1700s? • The ruler and the government of the home country made most of the important decisions about how the settlements were run. • As the colonies grew, their economies prospered. • Citizens wanted more control of their government and way of life.

7. What do you see here? What gesture is the woman making? What words would you use to describe the expression on the child’s face? Why do you think the artist has drawn the woman and the child in this manner?

8. The drawing represents the relationship between Great Britain and the colonies in the 1700s.The parent (Great Britain) is wagging her finger at the child (the colonies) to represent the tensions that are developing between them.We’ll learn about key historical events that created tension between the two in the 1700s. Let’s read section 10.1 – page 133.

9. 5th Grade Party! • How did you feel when you were planning the party? • How did you feel when you heard the PTA’s guidelines for the class party? • Did this situation seem fair to you? Why or why not? • Suppose you were not told that you could plan own party. Instead, you were told that the PTA was going to allow you to have a class party with restrictions. • Would you have felt as frustrated as you did when I read you the memo? Why or why not?

10. What British actions angered the colonists in the 1700s? • Your experience with planning the party was similar to the colonists’ experiences with the British from 1754 to 1774. Classroom Experience Historical Event • PTA * Great Britain • Students * American Colonists • Students were given freedom * Colonists were given much to plan a party. political and economic freedom for more than 150 yrs. • After problems occurred at a * After the French & Indian War party at another school, the PTA Great Britain began to pass laws decided to place restrictions on to protect the colonists with students planning parties in class. American Indians. • You all were upset. * Many colonists were upset.

11. What British actions angered the colonists in the 1700s? • Read section 10.2, page 134. • The French and Indian War • Even though Great Britain won the war against France, the British had a problem??? • A huge debt (unpaid bills)! • This debt would lead to conflict and problems with the colonists. • They wanted their money that was owed to them!

12. What British actions angered the colonists in the 1700s? • Read section 10.3, page 135 and determine which illustrated card (metaphor) goes with The Proclamation of 1763? • Next under the “In History” section, record notes that explain the ways in which the historical event was similar to the parent-child relationship. • 1) First, with a partner, continue to read the remainder of chapter 10. • 2) Then, match the illustrated card with the appropriate historical event. • 3) Last, write a summary of the event under the “In History” section.

15. Ch. 10 – Closing (EXIT SLIP) • What was Great Britain’s big problem after the French and Indian War? • Unpaid bills to the English colonists • What was the purpose of the Proclamation of 1763? • Great Britain orders the colonists to not settle west of the Appalachian Mountains. • What does “taxation without representation” mean? • The colonists were angry because they had no representatives in the British government when they voted on new taxes and new laws. (ex. Stamp Act)

16. Quartering Act • Think about the following dilemma and respond to it in your social studies notebook: • You arrive home from school and notice you have an uninvited stranger in your home. A soldier in the National Guard wants to stay at your house, eat dinner with you and take over your bedroom. How do you feel about that? Include any thoughts, feelings, and reactions you may have. • Be ready to share!

17. Quartering Act • Today we will learn about a time in history when a similar scenario actually happened. • You will be using newspaper to learn about the different perspectives of the Loyalists, who where loyal to the King of England, and the Patriots, who were colonists wanting freedom from England. • If you get The Loyal Times newspaper, you will take the perspective of a Loyalist today. • If you get The Patriot Post, you will take the perspective of a Patriot.

18. Quartering Act • In groups, read through your newspaper. • Then, in your social studies notebook, describe how your feelings as a colonist. “As a colonist, I feel the Quartering Act is…” • Next, be ready to do what is called a rolling-skit activity. Instead of small groups doing your own skits, the entire class will create one play, where each group will provide a scene for it. You might have to improvise some scenes. • You have 3-5 minutes to decide how your group will act out the scenario on your scene card. • Remember this question: Why would some colonists believe their rights were being violated by quartering troops?

19. Quartering Act • Why would some colonists believe their rights were being violated by quartering troops? • Patriots vs. Loyalists • Create a T-Chart. • Chart both perspectives with me!

20. Chapter 11 – To Declare Independence or Not • What are some ways in which the government affects our lives? What laws do we have to follow? • What services might we take for granted that are provided by the government? • (Hint: Our taxes pay for these services) • Let’s make a list of ways in which the federal, state, and local government have an impact on our everyday lives.

21. Chapter 11 – To Declare Independence or Not Examples – • Going to school • Wearing a seat belt • Using car seats • Eating food that is safe because it has been inspected • Playing in public parks • Drinking clean water • Police and Fire departmentsfor emergencies • Sidewalks and roads to travel on • Which of the items on this list do you like? • Which do you not like? • When you become an adult, do you know how you will be able to influence the laws/rules that your government makes?

22. Chapter 11 – To Declare Independence or Not • What are some ways in which the government affects our lives? What laws do we have to follow? • What services might we take for granted that are provided by the government? • (Hint: Our taxes pay for these services) • Let’s make a list of ways in which the federal, state, and local government have an impact on our everyday lives.

23. Chapter 11 – To Declare Independence or Not • In this chapter you will learn about colonists who wanted to be free from British rule and colonists who wished they remain under Great Britain’s government. • These two groups are called: 1) Loyalists (the colonists “loyal” to Great Britain) 2) Patriots (the colonists who are against British rule).

24. What do you see? • What do the two columns on the T-chart represent? • What might be an argument that a Loyalist made in an opposing independence? • What might be an argument that a Patriot made in favoring independence? • You will use this T-chart to organize six colonist’s views on independence.

25. Chapter 11 – To Declare Independence or Not • Let’s read section 11.1 & 11.2 – page 147-148. • So there were three groups: Loyalists, Patriots, and those who were considered neutral. • You will split up into a Patriot group (pg. 152-154) and a Loyalist group (pg. 148-151). • Partner up and read about the 3 people who were on your side. Fill in your graphic organizer.

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