The Seeds of Discontent
Introduction
As England abandoned its policy of salutary neglect. they began to seek ways to extract money from the colonies. This led to a series of events that put England on a collision course with her colonies.
The colonies had grown used to their freedoms under British rule and were not about to take a step backwards
Procedure
This lengthy lesson will review the events which led up to the shots fired at Lexington. We will do several readings about each of these events and explore BOTH sides of the issues created here. In addition, we will use multi-media resources to bring these events into the classroom.
The lesson begins with a tale called "A Mother and Her Whining Teenager." Students are asked to come up with solutions for dealing with their child from the parent perspective. This story is analogous to the relationship between England and her child.
We will explore the various moves England made to recover money spent in a war to protect the colonists. During these discussions, we will see the frustration on both sides of the Atlantic as both sides dig in their heels to prove a point.
Resources:
Objectives:
Upon the completion of this lesson, students will be able to:
Common Core standards:
Evaluation:
Delaware State Standards addressed
Geography Standard Four Grade 6-8a
Economics Standard One 4-5b
Introduction
As England abandoned its policy of salutary neglect. they began to seek ways to extract money from the colonies. This led to a series of events that put England on a collision course with her colonies.
The colonies had grown used to their freedoms under British rule and were not about to take a step backwards
Procedure
This lengthy lesson will review the events which led up to the shots fired at Lexington. We will do several readings about each of these events and explore BOTH sides of the issues created here. In addition, we will use multi-media resources to bring these events into the classroom.
The lesson begins with a tale called "A Mother and Her Whining Teenager." Students are asked to come up with solutions for dealing with their child from the parent perspective. This story is analogous to the relationship between England and her child.
We will explore the various moves England made to recover money spent in a war to protect the colonists. During these discussions, we will see the frustration on both sides of the Atlantic as both sides dig in their heels to prove a point.
Resources:
- Text Material:
- Proclamation of 1763
- George Grenville biography
- The Sugar Act of 1764
- The Currency Act of 1764
- The Stamp Act of 1765
- The Legend of Champagne Charlie
- The Townshend Acts
- The Boston Massacre
- The Tea Act of 1773
- Lord North biography
- History of the Boston Tea Party
- Eyewitness Account of Boston Tea Party
- The Intolerable Acts
- Power points:
- Powerpoint presentation:"You're Not The Boss of Me"
- Powerpoint presentation:"England's Move
- Powerpoint presentation"Lighting the Fuse"
- Powerpoint presentation:"What a Party"
- Powerpoint presentation:"The Empire Strikes Back
- Powerpoint presentation:"The Last Chance"
- Powerpoint presentation:"The Shot Heard 'Round The World
- Video
- The Stamp Act
- "The Boston Massacre (from the movie "John Adams")
- The Coercive (Intolerable) Acts
Objectives:
Upon the completion of this lesson, students will be able to:
- identify then evaluate the fairness of the mercantile system which existed between the colonies and the mother country
- explain the cause of the American Revolution detailing important events from 1763 to 1775 including: (K)
- The Royal Proclamation of 1763
- The Quartering Act
- The Sugar Act
- The Stamp Act
- The Townshend Acts
- The Boston Massacre
- The Tea Act
- The Boston Tea Party
- The Townshend Act
- identify with the struggles of the colonists amidst the ever changing political and economic relationship between England and her colonies. (K)
- draw conclusions after reviewing multiple perspectives of the Boston Massacre and Boston Tea Party (K)
- defend the British point of view about taxation (U)
- compare the motivations for Boston Tea Party with those of the modern day Team Party(U/D)
- relate the indignities suffered by the colonists during this time to the guarantees of or own Bill of Rights (D)
Common Core standards:
- Integration of Knowledge and Ideas:
- CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
- CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
- CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
- Range of Reading and Level of Text Complexity:
- CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently
- Key Ideas and Details:
- CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
- Craft and Structure:
- CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
- CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Evaluation:
- Quiz on the Royal Proclamation of 1763
- Quiz on the Stamp Act of 1765
- Exam on the Southern colonies
- Americans with Attitudes: The Growth of Smuggling in the Colonies
- The Legend of Champagne Charlie
- 5 Myths of Tarring and Feathering
- Boston Massacre Eyewitness Accounts
- Boston Massacre Multiple Perspectives
- Today's Tea Party Isn't Quite Like 1773's
Delaware State Standards addressed
Geography Standard Four Grade 6-8a
- Students will explain how conflict and cooperation among people contributes to the division of the Earth's surface into distinctive cultural regions and political territories.
- Students will analyze historical materials to trace the development of an idea or trend across space or over a prolonged period of time in order to explain patterns of historical continuity and change.
- Students will examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed
- Students will compare different historians' descriptions of the same societies in order to examine how the choice of questions and use of sources may affect their conclusions
- Students will develop an understanding of pre-industrial United States history and its connections to Delaware history, including:
- Three worlds meet (Beginnings to 1620)
- Colonization and Settlement (1585-1763)
- Revolution and the New Nation (1754-1820s)
- Expansion and Reform (1801-1861)
- Civil War and Reconstruction (1850-1877)
- Students will understand why governments have the authority to make, enforce, and interpret laws and regulations, such as levying taxes, conducting foreign policy, and providing for national defense.
Economics Standard One 4-5b
- Students will understand that consumers and producers make economic choices based on supply, demand, access to markets, and the actions of the government.
- Students will analyze how changes in technology, costs, and demand interact in competitive markets to determine or change the price of goods and services
- Students will analyze the role of money and banking in the economy, and the ways in which government taxes and spending affect the functioning of market economies.
- Students will demonstrate how international trade links countries around the world and can improve the economic welfare of nations.
- Students will examine how nations with different economic systems specialize and become interdependent through trade and how government policies allow either free or restricted trade