MDCPS TAH Phase II Master Cohort

Gooden, Sharon

Spring 2011

Audience: Gifted/Honors

Title:The Road to Independence: The Stamp Act

Overview - Big Ideas: Explain American colonial reaction to British policy from 1763 – 1774, specifically the Stamp Act (1765).

Lesson Objectives: SS.8.A.3.2; SS.8.A.1.3; SS.8.A.1.2

Key Vocabulary:revenue, writs of assistance, resolution, effigy, boycott, nonimportation, repeal, propaganda, committee of correspondence, militia, minutemen, Loyalist, Patriot, petition

Evidence of Student Understanding/Assessment: As a result of their investigation, students will be able to:

Analyze primary documents.
Practice the skills of observation, analysis, and interpretation.
Understand colonial reaction to Great Britain's tax legislation-specifically the Stamp Act of 1765.
Create a propaganda poster in support of or against the British policies.

Materials Needed:

Glencoe, “The American Journey”
Virginia Time Line, 1760-1776:
Summary of the 1765 Stamp Act:
Virginia Stamp Act Resolutions:
Words to the song "The Glorious Seventy Four":
Print:The Repeal, Or the Funeral of Miss Ame-Stamp:
Print:The Alternative of Williamsburg:
Written Document Analysis Worksheet:
Level1: GlencoeReteach Activity 5-1
Level 2: GlencoeGuided Reading Activity 5-1
Level 3: GlencoeActive Reading Note-Taking Guide 5-1
GlencoeEnrichment Activity 5-1: A Call to Arms

Springboard:

Discovery Education Video: “The Stamp Act of 1765: Taxation Without Representation” (6 minutes). Explain how the video relates to the lesson.

Procedures:

Through a Power Point lecture and student reading of Chapter 5-1, “The American Journey,” introduce students to the background of the American colonies up to 1765. Use the "Virginia Time Line, 1760-1776," to place the Stamp Act of 1765 and the Virginia Stamp Act Resolves in chronological context for the students. Students to take notes and define key terms using context clues.
Introduce the content of the Stamp Act by using the "Summary of the 1765 Stamp Act." (Read-out-Aloud and discussion to determine comprehension).
Divide the students into three groups. Give each group a copy of one of the following documents: 1) the words to the songThe Glorious Seventy Four, 2) The Repeal, Or the Funeral of Miss Ame-Stamp, and 3) The Alternative of Williams-burg.
Instruct the students to use the Document Analysis Worksheet to analyze their document to determine what it has to do with the Stamp Act and later attempts by British Parliament to tax the colonies.

a)What is the viewpoint of the document?

b)Is it for or against the English tax?

Gooden, Sharon

MDCPS TAH Phase II Master Cohort

Stamp Act Lesson Plan, pg. 2

Spring 2011

c)Were the colonists pleased with the taxes? Why or why not?

d)To what form(s) of resistance do the documents refer?

Have each group present its findings to the class using specific references to details in the document and supporting inferences. Ask the class what it thinks the overall colonial reaction was to England's taxes.

Introduce Patrick Henry's "Virginia Stamp Act Resolutions." Read the resolutions to the students. Discuss what each resolution means. Would Parliament agree with what the resolutions propose? Why or why not? How might Parliament react to the resolutions?
After discussing the "Virginia Stamp Act Resolutions," remind the students that the American colonists are still British subjects and that the proposed Resolutions arehighlycontroversial. Hold a class vote--with students voting as if they were members of the Virginia House of Burgesses--on the resolutions. Do the resolves pass or fail?

Specific Activities

Guided: Lecture/class reading: Power Point, Read Aloud 5-1

Group Work: Analyzing primary sources, class discussion

Independent: 5-1 assessments; propaganda poster

Differentiation:

Use Glencoe “The American Journey” to complete the following assignments located in in textbook resources:

Level1: Reteach Activity 5-1

Level 2: Guided Reading Activity 5-1

Level 3: Active Reading Note-Taking Guide 5-1

Enrichment Activity 5-1: A Call to Arms

Technology Integration:

Discovery Education Video: “The Stamp Act of 1765: Taxation Without Representation” (6 minutes).

Lesson Closure:
Students to create a propaganda poster in support of or against the British policies

Assessments:

Discussion

Group Presentation

5-1 Assessments

Propaganda Poster

Gooden, Sharon

MDCPS TAH Phase II Master Cohort

Fall 2010

Title:North American Peoples: European and Native American Conflict

Overview - Big Ideas: The impact of colonial settlement on Native American populations.

Lesson Objectives: SS.8.A.2.5; SS.8.A.1.3;SS.8.A.1.2

Key Vocabulary: dissent, persecute, Puritan, Separatist, Pilgrim, Mayflower Compact, toleration, charter

Evidence of Student Understanding/Assessment: As a result of their investigation, students will be able to:

Analyze primary documents.
Practice the skills of observation, analysis, and interpretation.
Understand the similarities and differences between English and Native American conceptions of the land settlement.
Understand the causes of King Philip's War.
Write a letter that expresses and supports their opinion on the conflict between Native Americans and European settlers.

Materials Needed:

Glencoe, “The American Journey”
Metacom/King Philip,Metacom Relates Indian Complaints about the English Settlers, 1675:
Mary Rowlandson,"A Severe and Proud Dame She Was": Mary Rowlandson Lives Among the Indians, 1675".:
Bacon' Rebellion: Declaration of Nathaniel BaconandGovernor William Berkely:
Pueblo Revolt: Pedro Najaroand Account of the Pueblo Revolt by Governor Don Antonio de Otermin:
Written Document Analysis Worksheet:
Level 1: Glencoe Reteach Activity 3-2
Level 2: Glencoe Guided Reading Activity 3-2
Level 3: Glencoe Active Reading Note-Taking Guide 3-2
Glencoe Enrichment Activity 3-2: A Colonial Household

Springboard:

Discovery Education Video: “The Fur Trade and Land Ownership: Contrasting European and Native American Cultural Beliefs” (5 minutes). Explain how the video relates to the lesson.

Procedures:

Through Power Point lecture and student reading of Chapter 3-2, “The American Journey,” introduce students to the background of land disputes between the European settlers and Native Americans. Define vocabulary using context clues.
Divide the students into three groups. Assign each group the primary document(s)related to one of the conflicts: 1) Metacom/King Philip,Metacom Relates Indian Complaints about the English Settlers, 1675, Mary Rowlandson,"A Severe and Proud Dame She Was": Mary Rowlandson Lives Among the Indians, 1675". 2) Bacon' Rebellion: Declaration of Nathaniel BaconandGovernor William Berkely. 3) Pueblo Revolt: Pedro Najaroand Account of the Pueblo Revolt by Governor Don Antonio de Otermin.
Instruct the students to use the Document Analysis Worksheet to analyze their document in their groups to determine what the issues were, and what were detailed in the documents before, during, and after the conflict?
Have each group present its findings to the class. The presentations should address the following questions:

a)How did the three conflicts differ? How were they the same?

b)What role did religion play in each conflict?

Gooden, Sharon

MDCPS TAH Phase II Master Cohort

Native American/European Conflict Lesson Plan, pg. 2

a)How did conflicts between English settlers in coastal regions and those living in newer frontier regions to the west contribute to tensions with Native Americans?

b)How did the author's perspective (background, experience, interests, values, etc.) influence his/her record of events?

Specific Activities

Guided: Lecture/class reading: Power Point, Read Aloud 3-2

Group Work: Analyzing primary sources, class discussion

Independent: 3-2 assessments; letter writing

Differentiation:

Use Glencoe “The American Journey” to complete the following assignments located in textbook resources:

Level1: Reteach Activity 3-2

Level 2: Guided Reading Activity 3-2

Level 3: Active Reading Note-Taking Guide 3-2

Enrichment Activity 3-2: A Colonial Household

Technology Integration:

Discovery Education Video: “The Fur Trade and Land Ownership: Contrasting European and Native American Cultural Beliefs” mintues)

Lesson Closure:
Students are to take the role of either an English colonist or a Native American in the 1670s in Massachusetts Bay. Write a letter to a colonial newspaper expressing and supportingyour views about the two following issues: a) Who owns the land and why? b) Who was responsible for the growing conflicts in the colonies? Standard grammar, spelling, sentence structure, and punctuation to be used.

Assessments:

Group Presentation

3-2 Assessments

Newspaper Letter