Lesson Title Grade Level Lesson Topic SC Standards and Indicators Academic Vocabulary Lesson Materials Should We Be Taxed? Teacher Ann Watson 4th Duration of Lesson 60 minutes Conflict Between American Colonies and England 4-­‐3.1: Explain the political and economic factors leading to the American Revolution, including the French and Indian War; British colonial policies such as the Stamp Act and the Tea Act and the so-­‐called Intolerable Acts; and the American colonists’ early resistance through boycotts, congresses, and petitions.(E, P, H) 1. Taxes/taxation 2. Parliament 3. No taxation without representation 4. repeal Construction paper, chart paper Lesson Set Content Objective(s) Summarize and explain the effect the various tax acts(Stamp Act, Townshend Acts, Tea Act, etc.) had on the relationship between the colonists and England. Literacy Objective(s) Generate writings in letter form that express a main idea and uses supporting details to persuade King George to stop taxing the colonists. Lesson Importance Students will understand the conflicts that occurred as a result of British taxation. Connections to prior Connections to prior learning-­‐French and Indian War causes and effects and future learning (expensive) Connections to future learning-­‐Taxation and resultant growing tension between the colonies and England directly led to the American Revolution Anticipatory Set/ Hook Teacher will say, “What would it be like if one day your parents announced (Engage) to you that they were going to sell your personal belongings such as your toys, electronics, and most of your clothing to pay for their upcoming vacation to Disney World that you aren’t even going on?” Teacher will call on students and listen to and comment on student responses. Skill Development Initial “explain” portion of the lesson. Introduce vocabulary, explain/demonstrate/model the skill required for the literacy objective, introduce content components. The content portion is only a brief introduction, the bulk of the student learning will take place during the guided practice activity. Introduce
content
component
s “I do”
Skill from
literacy
objective
introduce/explain/
model Teacher will say, “Today we are going to learn about some of the British taxes that occurred in the colonies as a direct result of the French and Indian War.” 1. Teacher will say, “Because the French and Indian War was so expensive to fight and they fought it for the colonists’ protection, the British decided to pass the cost along to the colonists. They decided to tax the colonies to help pay for the costs of the war.” 2. TWS,” A tax is a fee that is added on to the price of something that a person must pay when they are buying something. 3. TWS, “One of the first very unpopular taxes was called “The Stamp Act” which required colonists to pay a tax on printed materials such as legal documents, newspapers, and even playing cards. Once the tax was paid, a stamp was then placed on the product. Other taxation followed which placed taxes on tea, sugar, and many other imported goods the colonists used. 4. TWS, ”Colonists did not like this idea at all and objected strongly to it. They felt they were being treated unfairly because England did not discuss any of this with them or get their input /opinion about it. They were not allowed to vote on this matter and have their collective voice heard. Therefore, they felt they were being taxed unfairly.” 5. TWS,” The phrase, ‘No taxation without representation’ came about because they were not allowed to have a vote in England about these taxes. ‘No taxation without representation’ became a common chant in the colonies as the colonists became more and more upset with England’s taxation. Many protests occurred including petitions, rallies, physical intimidation and harm to tax collectors, and boycotts of British products. Teacher will say, “Let’s take a look at some of the reactions of the colonists to the Stamp Act.” Using the Smartboard, teacher will show students primary source examples of images of protests by the colonists as well as quotes reflecting colonists’ views using the National Constitution Center-­‐Centuries of Citizenship website http://www.constitutioncenter.org/timeline/html/cw01_11876.html and Smartboard powerpoint lesson : http://www.nisd.net/rhodes/TIPPALessons/TaxationwithoutRepresentation/StampA
ct/TheStampAct.ppt Teacher will also use http://investigatinghistory.ashp.cuny.edu/m2.html to further understanding of the tensions and protests that were building as a result of British taxation. Teacher will show students a music video entitled “It’s Too Late to Apologize.” A discussion will follow of what the title might imply and students’ reactions/interpretations to the video. http://www.schooltube.com/video/310e895daf33714b3b48/Too-­‐Late-­‐to-­‐Apologize Guided Practice This is the inquiry portion of the lesson, student-­‐centered & often cooperative learning strategies used, teacher acting as facilitator, also known as Explore. “We do”
Activity
Description
Students are to be divided into small groups and given white construction paper. Each group is to create a small poster depicting the protest British taxes on the colonies. Their poster may protest the Stamp Act, the Tea Act, or taxes in general. Students might create a slogan, draw a cartoon, or illustrate their posters. Students will share with class upon completion. Checking for
Understanding“Informal”
Assessment While students are working, teacher will circulate among groups to monitor work and ensure students’ understanding of directions and content matter. Include student “explore”
components and
opportunities for them to
explain their learning. Closure Teacher will re-­‐visit content and answer students’ questions developed during the Guided Practice component. Summarize the lesson, clarify content, and revisit content and literacy objectives. Content
Solidified
Teacher will reconvene class and ask each group to come up and present their posters to the class. Posters will be displayed on wall. Students will summarize what their poster depicts about taxation and review the colonists’ feelings about being taxed by the British. Teacher will make list on chart paper of what students feel they learned in this lesson and clarify any misconceptions. Independent Practice “You Do”
Teacher will say, “For homework tonight, I want you to pretend you are a colonist who is being taxed by England. I want you to write a letter to King George lll explaining why the taxes placed on the colonies are unfair and persuade him to stop taxing the colonists. Your letter must contain at least 3 paragraphs and you must also include at least 3 reasons you feel the taxes are unfair. In addition, your letter must give reasons for your opinions. Be sure to revise your letter to make sure it is logical and has details that support your ideas. Summative/ “Formal” Assessment Assessme
nt
Students will be required to create a three-­‐paragraph letter from the perspective of a colonist to King George lll concerning taxation. For grading, see rubric. http://rubistar.4teachers.org/index.php?screen=PrintRubricDownloadFile&rubric_id
=2068846& Differentiation During Lesson Assessment As needed ESOL kids will draw a picture showing 3 reasons taxes are unfair. Works Cited "National Constitution Center: Home." National Constitution Center: Home. N.p., n.d. Web. 14 Jul 2011. <http://www.constitutioncenter.org>. "Investigating US History." Investigating US History. N.p., n.d. Web. 14 July 2011. <http://investigatinghistory.ashp.cuny.edu/m2.html>. "Northside Independent School District -­‐ San Antonio, TX 78238." Northside Independent School District -­‐ San Antonio, TX 78238. N.p., n.d. Web. 14 July 2011. <http://www.nisd.net>. "SchoolTube -­‐ Too Late to Apologize." SchoolTube. N.p., n.d. Web. 14 July 2011. <http://www.schooltube.com/video/310e895daf33714b3b48/Too-­‐Late-­‐to-­‐Apologize>. MLA formatting by BibMe.org.