>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> "Give Me Liberty!" Teacher Page >>>
The "Give Me Liberty!" webquest was created by Patrick J. VanRemmen,
5th grade teacher at Vera Ralya Elementary in Haslett, MI. It was designed to give students a broad exposure to the events occuring in the English Colonies between 1756 and 1776. The main objective of this webquest is to help students develop historical empathy for the colonists as they struggled to decide if they would be better to remain a part of England or to become independent. It was created with hope that tomorrow's leaders would understand the significance of past events in shaping our future as a country. |
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Michigan Grade Level Content Expectations for Social Studies
5 – U3.1.1 Describe the role of the French and Indian War, how British policy toward the colonies in
America changed from 1763 to 1775, and colonial dissatisfaction with the new policy.
5 – U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party,
the Intolerable Acts, and the Boston Massacre.
5 – U3.1.3 Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of soldiers,
writs of assistance, closing of colonial legislatures), explain how British and colonial views
on authority and the use of power without authority differed (views on representative
government).
5 – U2.3.3 Describe colonial life in America from the perspectives of at least three different groups of
people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the
poor, women, enslaved people, free Africans, and American Indians).
Michigan Grade Level Content Expectations for English Language Arts
W.GN.05.03 Write a position piece that demonstrates understanding of central ideas and supporting
details (e.g., position/evidence organizational pattern) using multiple headings and
subheadings.
W.GN.05.04 Use the writing process to produce and present a research project; use a variety of
resources to gather and organize relevant information into central ideas and supporting
details for a teacher-approved narrowed focus question and hypothesis.
W.PS.05.01 Exhibit personal style and voice to enhance the written message in both narrative
(e.g., personification, humor, element of surprise) and informational writing
(e.g., emotional appeal, strong opinion, credible support).
5 – U3.1.1 Describe the role of the French and Indian War, how British policy toward the colonies in
America changed from 1763 to 1775, and colonial dissatisfaction with the new policy.
5 – U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party,
the Intolerable Acts, and the Boston Massacre.
5 – U3.1.3 Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of soldiers,
writs of assistance, closing of colonial legislatures), explain how British and colonial views
on authority and the use of power without authority differed (views on representative
government).
5 – U2.3.3 Describe colonial life in America from the perspectives of at least three different groups of
people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the
poor, women, enslaved people, free Africans, and American Indians).
Michigan Grade Level Content Expectations for English Language Arts
W.GN.05.03 Write a position piece that demonstrates understanding of central ideas and supporting
details (e.g., position/evidence organizational pattern) using multiple headings and
subheadings.
W.GN.05.04 Use the writing process to produce and present a research project; use a variety of
resources to gather and organize relevant information into central ideas and supporting
details for a teacher-approved narrowed focus question and hypothesis.
W.PS.05.01 Exhibit personal style and voice to enhance the written message in both narrative
(e.g., personification, humor, element of surprise) and informational writing
(e.g., emotional appeal, strong opinion, credible support).