Title: Colonial Reaction to British Policy from 1763-1774
Overview - Big Ideas:
Enduring Understandings – Students will describe how British laws caused discontent among colonists.
Why did the American colonists want to leave or separate from Great Britain?
Do you think Britain’s actions justified a war for independence?
Lesson Objectives and Key Vocabulary:
Standards - NGSSS-SS – 1st Nine Weeks
SS.8.A.3.2 – Explain American colonial reaction to British policy from 1763-1774.
Evidence of Student Understanding (Assessment) in this Lesson:
Students will acquire a better understanding of the thinking at the time, key terms (vocabulary) and important events of the era in regards to independence and freedom.
Students will be able to understand how these events led to the American Revolutionary War.
FORMATIVE ASSESSMENT: Create a propaganda poster in support or against the British policies.
SUMMATIVE ASSESSMENT: Written test covering all vocabulary and events: using a variety of question formats: multiple choice, true/false, matching, short answer, fill in the blank and extended written response.
Discuss with students why people in a colony would want to leave or separate from the country of origin (Parent Country)?
Have students define: revenue/ writs of assistance/ resolution/ effigy/ boycott/ non importation/ repeal/ propaganda/ committee of correspondence/ militia/ minutemen/ Loyalist/ Patriot and draw/color a picture for each term.
Present time line of events from 1763 – 1774 and discuss…use http://tahgrant.dadeschools.net/docs.asp to choose appropriate PowerPoint (can change / manipulate material to your liking)
Have students create a foldable (fold one sheet of paper in half PORTRAIT and fold again 1 inch from top, open then label one side on top BRITISH ACTIONS and the other side COLONIAL REACTION.
Have student complete while reading textbook.
Specific Activities: (From Guided to Independent)
Discuss that in history there are “intended consequences” and “unintended consequences” after showing examples of each and modeling, have students complete a chart on 4 important events that took place between 1763 and 1775.
EVENTS: Proclamation of 1763; Stamp Act 1765; Boston Massacre 1770; Account of Lexington & Concord 1775; Olive Branch Petition 1775 (FIRST COLUMN)
Students then add the next 3 columns and complete chart. Next titles: Resulting Action(s); Intended Consequence(s) and Unintended Consequence(s).
Differentiated Instruction Strategies:
USE VISUALS as much as possible.
Read aloud whenever possible.
Work in cooperative groups to complete assignments.
Ask students to collect and display everyday items that would have been taxed under British Laws first under the Stamp Act (for example, newspaper, stationery, and a deck of playing cards) and then under the Townshend Acts (for example, a glass pitcher and a tin of tea). Call on volunteers to pick up an item from the display and explain its importance. Then have students explain, as a protesting colonist might, why a tax on them is unfair.
RETEACHING: Have students sequence events in the appropriate order.
ENRICHMENT: Read Primary Source “Give Me Liberty or Give Me Death!” by Patrick Henry and complete Written Document Analysis Worksheet (get from listed websites)
http://docsteach.org/activities /19 - complete on line activity “Road to Revolution: Patriotism or Treason.” Analyzing a cartoon and answering questions.
1. Students write a letter to the editor of a colonial newspaper in which they attempt to persuade fellow colonists to boycott British goods. (Students use standard grammar, spelling, sentence structure and punctuation to write their letters).