Imposed Acts lesson


Taxes and Acts Imposed Upon the Colonists

1. Gain Attention of Learner/Bell Ringer

Method/Media: Written on whiteboard

Instructional Treatment or Strategy:

Students will read the bell ringer and answer the question "Why were the colonists treated so poorly by the British government?" Based on their reading from last night, and their prerequisite knowledge of the War, students will answer independently. We will then discuss student answers as a group.

2. Inform Learner of Objective

Method/Media: Instructor

Instructional Treatment or Strategy:

Tell students that today and tomorrow we will be learning about the various acts and taxes that were imposed upon the American colonists prior to (and which precipitated) the American Revolutionary War

3. Stimulate Recall of Prerequisites

Method/Media: Promethean/overhead projector OR whiteboard/chalkboard

Instructional Treatment or Strategy:

On the projector or whiteboard, students will be presented with a list of the major Acts or Taxes that were imposed upon the American colonists leading up to the American Revolutionary War. They are: The Proclamation of 1763, The Sugar Act of 1764, The Stamp Act of 1765, The Townshend Act of 1767, The Tea Act of 1773, The Quartering Act of 1765, and The Intolerable Acts. Students will be called on to contribute their past knowledge about each act, with the teacher filling in blanks or assisting with recall. Student answers will be recorded on the board for future reference.

4. Present Stimulus Material

Method/Media: Reproductions or transcripts of the Acts printed or copied onto cardstock

Instructional Treatment or Strategy:

To introduce the Acts, students will be broken into small groups of approximately 4 students each. Students will be given quick reinstruction on the definition of a Primary Source Document, and the instructor will explain why these Acts are classified as such.Placed around the room will be different stations containing the reproduced/copied Acts--one per station. Students will take five minutes to move from station to station looking at each Act. One member from each group will be nominated "note taker," and will record the groups assessment of the Act. Assessments should include the date that it was "proclaimed" or written into law, what the Act imposes or restricts, and how they believe colonists reacted to the Act. Once all groups have met at every station, they will sit in their groups for further instruction.

Proclamation of 1763 transcript

Sugar Act transcript

Stamp Act transcript

Townshend Act transcript

Tea Act transcript

Quartering Act transcript

Intolerable Acts transcripts

5. Providing Learning Guidance

6. Elicit Performance

Method/Media: Promethean/Whiteboard/Chalkboard

Instructional Treatment or Strategy:

Within their groups, students will nominate a member of their group to go up to the front of the class and share the details and impressions they got from one of the Acts--starting with the Proclamation of 1763. The instructor will record their findings, and then take input/additional information or assessments from other students. Once the class is satisfied that all pertinent information has been recorded, a student from another group will repeat the process, this time with the next Act on the list--The SugarAct. This process will be repeated until all of the Acts have been discussed in greater detail. IT WILL BE THE RESPONSIBILITY OF THE INDIVIDUAL GROUPS TO ADD DETAIL/FACTS TO THEIR NOTES AS THEIR PEERS CONTRIBUTE MORE INFORMATION!

7. Provide Feedback

Method/Media: Oral review by instructor

Instructional Treatment or Strategy:

Based on student participation and contribution of information, the instructor will explain the activity that will take place tomorrow. Students, in their groups, will be assigned one of the Acts. Students will then create and then present a short 3-5 minute skit/role playing scenerio that describes the Act, and illustrates colonial reactions.

8. Assess Performance

Method/Media: Instructor

Instructional Treatment or Strategy:

Students will arrive to class and take no more than 2 minutes to move into their groups that they worked in yesterday. The instructor will then go around the room asking random students to give a brief overview of an Act. Once complete, the instructor will assign each group an Act. Students will then have 15-20 minutes to create a skit/role playing scenerio where each member of the group has a speaking role. The students must describe the Act without naming or identifying it, what it did or restricted, how it impacted the colonists, and the colonists' reaction.

9. Enhance Retention and Transfer

Method/Media: Student-performed short skits/role playing scenerio

Instructional Treatment or Strategy:

Each group will take turns going to the front of the room, and performing their short skit. At the end of the skit, the other students in the classroom will "guess" which Act the group was describing/portraying. So long as all members of the group participate in the activity, they will receive a 100% for a homework grade. Any students refusing to participate or not present will receive a zero.

Back to Unit 2 Precipitating Events, Key People, Battles--all through the use of primary source documents