final curriculum project: -...

Final Curriculum Project:The American Revolution

Sunmy BrownDifferentiated Instruction and Inclusion

878.501.71The John’s Hopkins University

Jennifer L. CraftDecember 2, 2010

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Description of the Class10 students comprise a self contained middle school classroom (7th/8th grade

split) at a Level 5 Special Education school for students diagnosed with Emotional Disturbance. Every student currently possesses an IEP (Individualized Education Plan). Out of 10 students, 6 are in the eighth grade and 4 are in the seventh grade. Within the IEP, academic and behavioral goals vary from student to student. All students within the self-contained classroom participate in all academic core subjects, including Math, Social Studies, Reading, Writing, and Science. In addition, all students participate in Art and Physical Education classes as well as MSA (Maryland State Assessment) Prep. In the spring, each student participates in the MSA assessment, with accommodations, and all scores are reported to their respective home schools.

Inside the classroom, there is a Lead Teacher and a Teacher’s Aide assisting in the delivery and support of all academic and behavioral goals indicated on the IEP. The Lead Teacher’s main goal is to deliver instruction according the Maryland State Curriculum, whereas the Teacher’s Aide supports the instruction taking place inside the classroom. Additionally, two students are assigned to a one-on-one, who has been designated to work with one specific student in the class to provide additional daily support; ensuring all academic, social, and behavioral goals are being met.

The classroom arrangement has been designed in a way to ensure student safety and academic success. Each student desk is situated at an angle so that students can view the chalkboard and Smartboard simultaneously during instruction. Two small group tables are situated at opposite ends of the class to provide an area for intervention or remediation lessons to take place or to perform small group activities. The cabinet and bookshelves contain student manipulatives, leveled books, textbooks, student folders, and classroom materials for all students to access daily. In addition, another bookshelf contains books and other reading materials students have requested to read for pleasure. Students also have access to two computers inside the classroom where they are able to perform online research activities, complete Webquests, participate in web-based learning activities through the PLATO Learning System, and for the use of word processing.

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Description of the StudentsAccording to the QRI-4 (Leslie & Caldwell, 2006) reading assessment, students’

reading levels range from the fourth grade level to the upper middle school level. Based on KTEA II (Kaufman & Kaufman, 2005) math assessment, students’ math levels range from the third grade level to the eighth grade level. 6 out of 10 students currently take daily medication for Attention Disorders, Anxiety Disorders, and/or Depression. Most students in the classroom have been formally diagnosed with a learning disability; however, some have not, yet still are in need of modified instruction to achieve academic goals.

All students respond positively to hands-on learning activities and respond least to so-called “book work.” Through the use of technology, employing Gardner’s (1989) multiple intelligences, and infusing Tomlinson’s (1998) differentiated instruction practices into instruction, students exhibit a greater enthusiasm to participate in learning tasks and strive for academic success. In terms of engaging students in cooperative learning activities, this works well with a handful of students. However, for those who have difficulty working together in cooperative groups, they are usually given the option to work with a partner. This decreases the possibility of crisis behavior, which is one of the most important factors to consider when designing cooperative learning activities for students with emotional disabilities.

Many students possess a wide range of interests and talents. However, the one common interest shared among all the students is their love for music and technology. Using music as an instructional tool and calming technique has been quite beneficial for students in the class. Though it is used in moderation, students do enjoy music being

Bookshelf

Chalkboard

Teacher desk

Smart-board

Small Group Table

Small Group Table

Cabinets & bookshelf

Computer

Student Desks

Computer

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played during class time. Likewise, any opportunity students can get to complete online assignments and educational games helps students to reach their academic goals. Hence, enabling students to complete assignments using Webquests and other interactive online tools has been a motivating force inside the classroom.

Description of the UnitConsidering the reality of a combined class, comprised of 7th and 8th graders,

delivering Social Studies curriculum for two grade levels based on the Maryland State Curriculum can be a cumbersome task. As a classroom teacher, to make teaching manageable, it is vital to teach standards that overlap within 7th and 8th grade Social Studies standards. Thus, the focus of the unit will be concepts relating to the American Revolution. In designing the American Revolution unit for 7th and 8th graders, I will consider the History Standard 5.0 of the Maryland State Curriculum and also focus on the objective where students must analyze the political effects of the American Revolution on American society and culture. Enabling students to master this objective requires teaching students the events that occurred during the American Revolution. Towards the end of the unit, students will then be able to describe how the changes in political structures impacted individuals and groups. The culminating activity for the unit will be engaging in a mock trial based on a viewpoint held by the British or Colonists. In addition, students will also construct a web-based project using Animoto.com to feature an online story/timeline composed of pictures, video clips, and other graphics regarding events that occurred during the American Revolution set to music or narration.

Topic of the Unit: The American Revolution

Unit OverviewI. Enduring Understandings

a. A series of acts imposed on colonists by the British sparked the American Revolution.

b. The American Revolution was fought over the original Colonist's disagreement with British rule.

c. Events from the American Revolution led to the writing of the Declaration of Independence.

II. Essential Questionsa. Why did the British impose taxes on colonists?b. How did the colonists react to British rule?c. How long did the American Revolution last?

III. Assessed Indicatorsa. Examine and explain the role of religious, social and political institutions

in America at the end of the American Revolutionb. Analyze the major sources of tension and conflict in the contemporary

world.

Social Studies: The American Revolution

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Differentiated Lesson Plan:Framework

Topic Objective Time Frame Modifications

Lesson 1 Images of the American Revolution

SWBAT make inferences about the events that took place during the American Revolution by completing a photograph analysis worksheet with 80% accuracy.

1 session;50 minutes

1. Modify photo analysis worksheet.

Lesson 2 The Sugar Act &The Stamp Act

SWBAT identify the main ideas of the Sugar Act by completing a cloze procedure activity with 80% accuracy.


1. Differentiate cloze procedure activity.

Lesson 3 The Townshend Act

SWBAT summarize major events that occurred during the Townshend Act by completing a Zooming In and Zooming Out graphic organizer with 80% accuracy.


1. Use the picture book to present information about Townshend Act.

Lesson 4 The Tea Act

SWBAT draw conclusions regarding the Tea Act by completing a tiered graphic organizer with 80% accuracy.


1. Tiered Graphic Organizers for Drawing Conclusions

Lesson 5 The Intolerable Act

SWBAT define key vocabulary terms by completing a Concept of Definition Map with 80% accuracy.


1. Differentiate sentence completion activity.

*Total Time: 5 sessions for 1 week’s worth of lessons. However, the entire Unit will take approximately 4 weeks to complete in order for students to complete extension activities such as the Mock Trial and online project.

Day 1

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Lesson 1: The American Revolution Images of the American Revolution

45 MinutesMaryland VSC: 5.C.1.a, 6.D.1.a, 6.D.1.cGrade 8Standard 5.0 History: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.C. Conflict between Ideas and Institutions1. Examine and explain the role of religious, social and political institutions in America at the end of the American Revolutiona. Analyze the political effects of the American Revolution on American society and cultureStandard 6.0 Social Studies Skills and Processes: Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.D. Acquire Social Studies Information1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studieda. Gather and read appropriate print sources, such as journals, periodicals, government documents, timelines, databases, reference works, and web sitesc. Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, multimedia, interviews, and oral histories

Objective: SWBAT1. distinguish the difference between a primary and secondary source by

constructing a Venn Diagram with 80% accuracy.2. make inferences about the events that took place during the American

Revolution by completing a photograph analysis worksheet with 80% accuracy.

Materials: Venn Diagram, examples of primary and secondary sources (photographs, coins, magazines, newspapers, timelines, etc.), Photo Analysis worksheet, Exit Ticket, National Archives website: http://www.archives.gov/education/index.html

Setting the Purpose/Anticipatory Set: (5 minutes)1. I will display a variety of print and non-print resources on a table. Some of the items will include:

a. Print (timeline, Time for Kids Magazine, encyclopedia, The Washington Post newspaper, a list of websites)b. Non-print (photographs, painting, artifact, fossil, political cartoon, coin, map, graph)

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http://www.archives.gov/education/index.html%20

2. I will distribute various print and non-print resources so that each student can place them into one of two piles available. 3. I will have students examine the resources. 4. Without talking, each student will place their object in the pile they think it belongs. 5. If a student feels that one of the resources belongs in the other pile, they may switch the resource into the other group. 6. After about 5-7 minutes, students will explain why they placed various resources in the two piles created.7. Students will then try to infer what two piles they have constructed (primary vs. secondary sources)

Direct Instruction: (10 minutes)1. We will then identify differences and similarities between the characteristics between primary and secondary resources by constructing a Venn Diagram (Appendix A).2. I will ask students the following questions:

a. Are these documents primary or secondary sources? How do you know based on the characteristics you have written on the Venn Diagram? b. How reliable is each document for historical accuracy? c. What biases can artists bring to their work?3. We will go over the specific differences between primary and secondary sources.4. I will explain to students that we will be using the Jigsaw method to complete a Photograph Analysis worksheet (Appendix B).5. I will explain the step-by-step procedures of completing the photograph analysis worksheet in Jigsaw groups. 6. Projected on the Smartboard, I will present students with the Digital Classroom website: The National Archives website: http://www.archives.gov/education/index.html 7. I will then present students with the Process Chart that will help them complete the photo analysis activity. This process chart will lay out the step-by-step procedures in accessing the necessary documents in completing the photo analysis activity (Appendix C).8. I will assign students to Jigsaw groups.

Guided Practice: (15 minutes)1. Using photograph #3 (Appendix D), I will model how students can use meta-cognitive strategies to complete the photo analysis worksheet. I will encourage students to use the five senses (see, hear, feel, touch, smell) to help describe the events taking place in each photograph. 2. On the Smartboard, as a class, we will analyze photograph #3 together and complete the photo analysis worksheet together. I will ask various students to share responses.3. If any students are having a difficult time, we will analyze another photograph.

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http://www.archives.gov/education/index.html%20

Independent Practice: (10 minutes)1. Students will work with their Jigsaw teams to complete the photo analysis worksheet.

Closure: (5 minutes)1. Exit Ticket Question: Describe the differences between primary and secondary sources.2. Students will share their answer to their photo analysis worksheet: Based on what you have observed in your photograph, what might you infer in the photograph?

Assessment:1. The next day, I distribute a sentence strip that has either a primary source or secondary source written on them. I will have each student go up to the board and place the sentence strip in either the primary source or secondary source column. We will discuss the results and students will describe how they know.2. In their journals, I will have students write a brief entry regarding a photograph I will have projected on the Smartboard. Students will make an inference based on the details of the photograph.

Extension Activity:Prepare to gather evidence/data for Mock Trial based on primary and secondary sources.

General Reasoning:Cooperative learning activities, especially using the Jigsaw Activity method,

involves every participant by providing each one with a unique assignment (McLesky et al., 2010). Cooperative learning allows students with different abilities to participate in the activity and gain knowledge from it (McLesky et al., 2010). The important benefit about using cooperative learning groups is that students can help each other and acquire more appropriate social skills (McLesky et al., 2010). In addition, teachers can often improve students’ learning of content material by placing students in mixed-ability groups and allowing them to work as a group to complete a project (McLesky et al., 2010). Cooperative learning also enables less communicative students to engage in small group discussion, which is less threatening than whole group discussions.

I chose to also focus teaching students to how to make inferences regarding non-print text because it is a tested skill on high-stakes testing. Drawing inferences is a critical thinking skill that requires students to be meta-cognitive. Helping students to scaffold information in order to draw inferences helps students to provide a more detailed response. The photo analysis activity helps students scaffold information presented in the photograph to enable students to make inferences.

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Specific Student Needs:Allowing students to work in cooperative group activities, benefits learning

disabled and ADD students in multiple ways. It allows students to lean on each other to derive responses and helps develop communication skills. The flexibility of the Jigsaw activity enables teachers to group students heterogeneously or homogeneously based on reading ability as well. Starting a cooperative activity using non-print text also fosters positive learning experiences for students who may struggle with reading. Thus, helping learning disabled students to make inferences using photographs will build their confidence to draw inferences when they are required to for reading expository text.

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Day 2Lesson 2: The American Revolution

The Stamp Act45 Minutes

Maryland VSC: 5.C.1.aStandard 5.0 History: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States. C. Conflict between Ideas and Institutions 1. Examine and explain the role of religious, social and political institutions in America at the end of the American Revolutiona. Analyze the political effects of the American Revolution on American society and culture

Objective: SWBAT identify the main ideas of the Sugar Act by completing a cloze procedure activity with 80% accuracy.

Materials: “The Sugar Act of 1764” (Appendix A), “A Summary of The 1765 Stamp Act” (Appendix B), Cloze Procedure Sentence worksheet (Appendix C), Discovery Education Website link, Venn Diagram (Appendix D)

Setting the Purpose: 10 minutesI will show students a video clip regarding the Stamp Act through Discovery Education’s website: Taxation Without Representation http://www.discoveryeducation.com/

I will explain to students that we will be focusing on a fix-up strategy using rereading to help with comprehension of informational text regarding the Sugar Act of 1764 (Appendix A) and the Stamp Act of 1765 (Appendix C). I will emphasize the importance of rereading text so that students understand what is being read especially when things do not make sense or when students need to answer comprehension questions. I will explain that good readers reread, or look back in the text, to clarify meaning, make connections, or retain information that was recently read. In addition, I will emphasize the importance of highlighting key words and phrases within the text to help with comprehension that relate to the questions he will answer on the Cloze Procedure Activity (Appendix C), which will be completed independently.

Direct Instruction: (10 minutes)I will ask students to preview the text by identifying various features that are included in the informational text (Appendix A) such as examining section headings, comprehension questions, pictures, charts, diagrams, and enhanced text.

Using the passage on the Sugar Act of 1764 (Appendix A: Blank Copy), I will model “think aloud” strategies as I read the text so that students can actively use meta-cognitive strategies to summarize the text as they read. I will show students how to think aloud

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http://www.discoveryeducation.com/%20

after two to four sentences within the reading passage (Appendix A). I will specifically target sections of the text that ends with key terms or hit on important main idea concepts.

I will also model how rereading can help students to understand important key terms. When a key term occurs at the beginning of a sentence, I will remind students to reread from the beginning of the sentence, find the key term, and change the sentence into a question. These questions are called “right-there questions” (Raphael & Au, 2005).

I will present students how to complete a cloze procedure activity (Appendix C) that will encourage them to reread the text regarding the Stamp Act of 1765, to replace the blanks with words that are omitted from the text.

Guided Practice: (10 minutes)I will read the Stamp Act of 1765 passage aloud.

Using the passage on the Stamp Act of 1765 (Appendix C), we will walk through the steps of thinking aloud, asking “right-there questions” to help in comprehending key terms, and practicing the fix-up strategy of rereading as we go through the text.

Independent Practice: (10 minutes)Students will complete the cloze procedure activity (Appendix C) on their own as was modeled in the Direct Instruction portion of the lesson. They will use the rereading strategy to complete the activity.

Closure: (5 minutes)We will go over the responses to the Cloze Procedure activity (Appendix C) for the reading passage pertaining to the Stamp Act of 1765 (Appendix B). Students will justify answers by showing me where the answers are located in the text. (i.e. highlighted key terms, phrases.)

Assessment:Cloze Procedure Activity

Extension Activity:Students will compare and contrast the video clip to the reading passage and complete a Venn Diagram (Appendix D).

General Reasoning:

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Presenting a video clip regarding the Stamp Act helps generate interest as well as enables students to tap into prior knowledge. It helps students who have difficulty participating in brainstorming and discussion activities anticipate what new information they will learn about the Stamp Act.

I chose to focus on rereading as the fix-up strategy to use with students when reading informational text because rereading helps students to resolve some comprehension problems when confronted with social studies passages (Hedin & Conderman, 2010). In other words, good readers reread, or look back in the text, to clarify meaning, make connections, or retain information in working memory for processing (Pressley & Afflerbach, 1995). The first step in promoting rereading, therefore, readers need to recognize that the purpose of reading is to make meaning (Hedin & Conderman, 2010). Encouraging students to highlight text enhancements, such as bold or italics, in informational text will give X a cue to attend to key terms as well as pictures, charts, and diagrams. (Bluestein, 2010). Rereading is often needed to solidify understanding of enhanced terms and visual displays (Hedin & Conderman, 2010). In addition, previewing text offers students an opportunity to access prior knowledge and sets the purpose for reading (Hedin & Conderman, 2010).

It is crucial to model rereading as an effective fix-up strategy through thinking aloud and other explicit practices (Bereiter & Bird, 1985; Johnston, 2004). When modeling thinking aloud strategies and incorporating it into text reading, it will encourage students to reread silently more often to enable students to plan before speaking (Hedin & Conderman, 2010). By modeling for students what section to reread and how to reread efficiently, as well as why rereading might be helpful will enhance overall comprehension of the passage (Hedin & Conderman, 2010).

Instruction including rereading can help students to understand the importance of key terms. When a key word occurs at the beginning of a sentence, it will be helpful to remind students to reread from the beginning of the sentence, find the key term, and change the sentence into a question. This format corresponds to “right-there questions” (Raphael & Au, 2005), or questions taken from the text, students can locate answers readily (Hedin & Conderman, 2010).

By implementing the cloze procedures activity, students are required to reread to sentences with omitted words that are replaced with blanks. Cloze sentences will help students scaffold information when they go back to reread the passage and fill in the blanks (Hedin & Conderman, 2010). Engaging Student X in completing cloze sentences will help him to fully understand targeted sentences and increase comprehension of text. (Hedin & Conderman, 2010).

Specific Student Needs:Often times, students with ADD need reading tasks to be broken down into small

parts. As provided in this lesson, I modified the text to include text enhancements such as bolded words, pictures, graphics, and captions to increase comprehension of text. In addition, I adapted the text considering the diverse reading levels inside the classroom. Helping the ADD student to be meta-cognitive in the reading process, I employed “think-aloud” questions to improve upon the comprehension of the text. Furthermore, helping

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the ADD student comprehend text, I stopped between every 2-3 sentences within the text to check for understanding. I also employed a cloze procedure activity for students who have learning disabilities and often feel overwhelmed when they are provided with comprehension questions and asked to “explain why.” Instead, using cloze procedure sentences targets the specific information I want students to learn from the lesson. Moreover, the rereading strategy was embedded in the lesson about the Stamp Act because it’s a tried and true strategy that helps students increase comprehension of text.

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The Townshend Act45 Minutes


Objective: SWBAT summarize major events that occurred during the Townshend Act by completing a Zooming In and Zooming Out graphic organizer with 80% accuracy.

Materials: Zooming In and Zooming Out Graphic Organizer (Appendix A), Tar and Feathers by L. Penner (Appendix B), The Townshend Revenue Act (Appendix C)

Setting the Purpose: (5 minutes)I will place the word “taxes” in the center of the Zooming In and Zooming Out graphic organizer (Appendix A). I will ask students to brainstorm what they might know about taxes. This offers students an opportunity to access prior knowledge from the previous lesson taught on the Stamp Act. As students offers information, I will record responses on the Smartboard, next to the information display on the Zooming In and Zooming Out graphic organizer (Appendix A: Sample).

Direct Instruction & Guided Practice: (25 minutes)I will present students with the Zooming In and Zooming Out organizer by modeling and guiding students on how to fill out each portion of the Zooming In and Zooming Out graphic organizer (Appendix A):Reading (zooming-in)

Using the passage from the picture book: The Liberty Tree by L. Penner called Tar and Feathers (Appendix B), I will read the selection aloud as students follow along with their own copy, modeling for students how to find new information about the topic regarding the concept taxes. I will show students how to note new information by marking the text with a highlighter. By presenting the text Tar and Feathers in the form of a picture book will help students to build schema and background knowledge before reading The Townshend Revenue Act text (Appendix C) on their own.

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Students will use pre-reading strategies to make predictions about the text. I will ask students to preview the text by identifying various features that are included in Tars and Feathers (Appendix B) such as examining section headings, comprehension questions, pictures, charts, diagrams, and enhanced text.

Discussion about the “Most important information and least important information” category (zooming in).

After I have shown students how to read and gather facts, I will refer back to the brainstorming list and help students to confirm or dispute items already listed.

I will explain and model how to differentiate between most important and least important information from Tar and Feathers using pieces of information from the brainstorming list.

I will model for students how to examine the information highlighted in the text to evaluate each fact in relation to the other facts highlighted in the text and choose the three most important facts and three least important facts crucial to the concept taxes.

Discussion about the “Similar to” category (zooming out). I will help students by discussing how to consider ideas, people, or places similar

to the concept regarding taxes. I will ask such questions as, “What other Acts were enacted by British Parliament raising taxes on goods?” and I will write the information under this category on the graphic organizer.

Discussion about the “Related ideas, events, or people” category (zooming out). During this discussion with students, I will help students situate the concepts

relating to taxes found in text to connect to other concepts in the text such as smuggling and boycott. I will ask questions such as “You cannot talk about taxes imposed on colonists without talking about why colonists resorted to smuggling goods or boycotting British goods.

Discussion about the “Unrelated ideas, things, etc.” category (zooming in). I will guide students during this discussion by helping them to use their own

knowledge to make decisions about what ideas and other things mentioned in the text Tar and Feathers is unrelated to the concept taxes.

Independent Practice: (10 minutes)Formulation of a summary statement (zooming out).

I will help students to summarize what they know about taxes after reading the text Tar and Feathers and to focus on the larger picture regarding taxes.

I will encourage students to write a summary statement in 15 words or less or complete a sentence prompt.

Closure: (5 minutes)

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Students will share their summary statements and describe which details in the reading passage helped them to formulate their statements.

Assessment: Zooming In and Zooming Out graphic organizer.

Extension Activity:Extending the work (zooming in and zooming out).

On their own, students will include additional information on the Zooming In and Zooming Out graphic organizer by using the information provided in The Townshend Revenue Act text (Appendix C). They will continue to highlight vital information that may be useful to include on the Zooming In and Zooming Out organizer.

General Reasoning:Brainstorming is a great way to get students to generate ideas relating to the

topic of discussion. I have selected to focus on the word taxes because it is a conceptually important term that appears in all of the reading passages students have been presented with up to this point and it is critical to understanding why various events take place due to taxes being imposed on colonists. It demands a thorough understanding of word knowledge instead of general understanding (Harmon & Hedrick, 2000). The brainstorming format enables less proficient readers to be exposed to the ideas of their more knowledgeable peers before they read a passage (Harmon & Hedrick, 2000). Brainstorming also allows the teacher to address misconceptions that can hinder reading (Alvermann, Smith, & Readence, 1985).

The Zooming In and Zooming Out technique focuses on discriminating as well as interconnected features of social studies concepts (Harmon & Hedrick, 2000). I will use the framework to help students scaffold learning of important vocabulary and concepts (Harmon & Hedrick, 2000).

Using a picture book will help to build schema and background knowledge for students before reading text inside the social studies text (Villano, 2005). By using a picture book that presents some of the same vocabulary and concepts that have been or will be taught in text, students will begin to acquire some of the content that he will be expected to learn in the future (Villano, 2005). Again, previewing text offers students an opportunity to access prior knowledge and sets the purpose for reading (Hedin & Conderman, 2010). Referring back to the brainstorming list, guiding students to confirm and dispute items already listed will help students to differentiate between most important and least important information by using pieces of information from the list (Harmon & Hedrick, 2000). The ability to discriminate between significant information and trivial details is also a crucial first step in being able to summarize expository text (Afflerbach, 1992; Brown & Day, 1983; Marzano, 1992). This enables students to make connections, focuses on higher level thinking through critical evaluation of the importance of ideas,

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and gives students an opportunity to actively participate in discussion (Harmon & Hedrick, 2000).

Discussion about related ideas, events, or people gives students an opportunity to make associations to other concepts presented in the text relating to historically significant events within the time period. In addition, it will reveal any misconceptions or inaccurate interpretations and connections students may have about the concept or topic (Harmon & Hedrick, 2000). Students will also show whether they have retained and understood the concept and will be able to critically use their knowledge (Harmon & Hedrick, 2000).

Encouraging students to construct a summary sentence in 15 words or less is the synthesis portion of the Zooming In and Zooming Out organizer bringing everything together at the end and will help students to reflect on what they will probably remember. It brings closure to the instruction and enables students to evaluate their own learning (Harmon & Hedrick, 2000).

Through the extension activity, students will think critically and assess additional information that relates to the concept taxes. Once students have considered the additional information, they can compare and contrast between the two texts (Harmon & Hedrick, 2000)

Specific Student Needs:Using a picture book to teach the main events and ideas regarding the

Townshend Act helped students who possess learning disabilities with modifications for accessing the information relating to the Townshend Act. By observing the colorfully illustrated pictures, students with learning disabilities were provided with visual cues and support helping them to access prior knowledge and make predictions about the text accurately. Also, the text was written in narrative form, which increased the readability for all students with learning disabilities.

Using the Zooming In and Zooming Out graphic organizer helped ADD and learning disabled students to scaffold information and focus on specific questions to help them summarize the text. Employing the Zooming In and Zooming Out organizer was an alternative means of presenting the summarization skill that reduced learning barriers, and enabled me as a teacher to adjust the presentation to students’ differing recognition capabilities (McLeskey et al., 2010).

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The Tea Act45 Minutes


Objective: SWBAT draw conclusions regarding the Tea Act by completing a tiered graphic organizer with 80% accuracy.

Materials: Prior Knowledge Graphic Organizer (Appendix A), Tea Act (Appendix B), Drawing Conclusions Graphic Organizer (Appendix C), Tea Act of 1773 (Appendix D)

Setting the Purpose: (5 minutes)I will explain to students that we will focus on how to draw conclusions regarding The Tea Act (Appendix B) informational text by asking specific Think Aloud questions as we read. In addition, we will be using a graphic organizer to help monitor our reading as we draw conclusions throughout specific points within the text.

I will have students’ access prior knowledge by presenting them with a graphic organizer (Appendix A) to identify key facts about specific events they have learned thus far about the American Revolution: Sugar Act, Stamp Act, and Townshend Act. On the graphic organizer, students will identify the Date, Important People, and What Happened for each event (Appendix A).

Direct Instruction: (10 minutes)In order to teach the skill for drawing conclusions, I will provide students with a concrete example using the following excerpt from the Townshend Revenue Act from the previous lesson:

In the summer of 1768, customs officials impounded a sloop owned by John Hancock, for violations of the trade regulations. Crowds mobbed the customs office, forcing the officials to retire to a British Warship in the Harbor. Troops from England and Nova Scotia marched in to occupy Boston on October 1, 1768. Bostonians offered no resistance.

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I will tell students: To draw a conclusion, I must: Think about the passage and determine what I know for sure (What I know for

sure is based on what the author describes in the text.) Ask myself: What else can I figure out from the information provided. (The

connections the reader makes between the information in the text and the background knowledge and experiences he brings to the text.)

I will ask students: In the passage I just read aloud, What do I know for sure? For example, the text says, “Crowds mobbed the customs office, forcing the officials to retire to a British Warship in the Harbor.”

Stop and think about this information. What was I able to figure out from this information?

I would like students provide details such as: Many angry colonists went to the customs office and drove the officials inside

the office to seek shelter inside a battleship docked in the harbor.

Next I will ask students: How did I figure this out?

The response I would like students to say: I took all the clues the author provided. For example, the author used the word

mobbed to let us know that the colonists were angry. I got this idea because in the same sentence, it describes the officials having to retire to a British Warship, which indicates that they could only seek safety on a nearby battleship docked in the harbor due to the large, angry crowds.

Next, I will ask students: What else can I figure out from the information provided.

The response I would like students to say: What I know from the Townshend Revenue Act, John Hancock’s boat was

indicted for violating trade regulations during this time. Many colonists grew angry because this affected the types of goods that were being sold in the colonies. At the end of the passage, the last sentence says, Bostonians offered no resistance. This tone changed quickly among Bostonians because from what I already know about the Townshend Revenue Act is that eventually, non-importation agreements were spread throughout the colonies, which made it even more difficult for British goods to enter the colonies. And the British wanted to put a stop to this.

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Guided Practice: (15 minutes)I will read the Tea Act (Appendix B) passage aloud.

Using the passage on the Tea Act (Appendix B), we will walk through the specific think aloud questions we will ask ourselves throughout various points within the passage to help us draw conclusions. The specific questions we will ask ourselves include:

Stop and think about this information. What do I know for sure? What was I able to figure out from this information? Think Aloud statement…

we will write this information in the appropriate spaces on the drawing conclusions graphic organizer (Appendix C) to monitor our reading.

As we read, students will highlight key words and phrases that will help them to justify the response to “What else were you able to figure out from the passage you read” question on the graphic organizer.

Independent Practice: (10 minutes)Using the passage the Tea Act of 1773 (Appendix D), students will read the passage and complete the Drawing Conclusions Graphic Organizer (Appendix C) on their own by listing what they already know for sure (i.e. the literal information in the passage), stop and think about this information, then determine what else he can figure out (i.e. what conclusion can be drawn).

Closure: (5 minutes)After reading the Tea Act of 1773 (Appendix D), students will form a conclusion statement in 15 words or less describing the Tea Act of 1773. They will refer back to their drawing conclusions graphic organizer to justify their answers by showing me the information they included on his graphic organizer and also the highlighted words they marked throughout the text that helped them form their conclusion statement.

Assessment: Drawing Conclusions Tiered Graphic Organizer

Extension Activity:The following day, students will be presented with cause and effect statements on the Tea Act. Based on the statements, students will draw conclusions based on the details provided.

General Reasoning:Pearson and Johnson (1978) referred to drawing conclusions as “backward

inferencing” (as contrasted with making predictions, which they identify as “forward inferencing”). According to Van den Broek, Fletcher, and Risden (1993), inferences occur “when the reader activates information that is evoked by, yet goes beyond, the information that is provided explicitly in the text” (McMackin & Witherell, 2005). Readers connect what they know to new information encountered in the text

20

(McMackin & Witherell, 2005). Teaching students how to draw conclusions will enhance their ability to answer implicit type questions, which is indicated on student IEPs.

In order for students to be successful in drawing conclusions in text, they need to use the information in text, blend it with his own experiences and knowledge, and then read between the lines to figure out what the author would have written if it were possible to write everything he or she was thinking and feeling (McMackin & Witherell, 2005). All readers, at times, find it challenging to fill in the gaps that exist between the lines of text (McMackin & Witherell, 2005). Activating prior knowledge will help students to make connections within the text as they read the Tea Act (Appendix B).

Drawing conclusions is an abstract concept (McMackin & Witherell, 2005). In order to teach this skill, we begin with concrete examples (McMackin & Witherell, 2005). Essentially, when we draw conclusions, we know the effect (result) of an event, and we try to work backward to determine the cause (McMackin & Witherell, 2005). Since most students often skip over the factual details and jump right to a conclusion (McMackin & Witherell, 2005). This may not be a problem with short, simple texts, but without carefully considering the effect first, students might infer an incorrect cause (conclusion), especially when reading challenging materials (McMackin & Witherell, 2005). Many additional examples of think-alouds might need to be shared with students before they are ready to apply this skill independently (McMackin & Witherell, 2005). Encouraging students to highlight text enhancements, such as bold or italics, in informational text will give students a cue to attend to key terms as well as pictures, charts, and diagrams. (Bluestein, 2010). This will help students to support their conclusion statements.

Having students perform a Drawing Conclusions Tiered Graphic organizer on their own will help them to “read between the lines” or make “text-based connections and schema-based connections” that will help students to connect to what they know to the new information encountered in the text (McMackin & Witherell, 2005). In turn, students will make explicit connections between the information in the text and the way they used the information to draw a conclusion (McMackin & Witherell, 2005).

Specific Student Needs:Because teachers need to be able to identify where each student is in his or her

learning and provide targeted instruction (McMackin & Witherell, 2005), using tiered organizers enables a teacher to provide differentiated instruction (Tomlinson, 1998) in three basic areas: content, process, or product (McMackin & Witherell, 2005). In this lesson, I have provided various levels of the Drawing Conclusions organizers based on the needs of the varying ability reading levels existing in the class. The Introductory organizer is most appropriate for my 4th grade level reader; the Intermediate organizer is most appropriate for my lower middle school readers (6-7th grade); and the Challenging organizer is most appropriate for my upper middle school reader (8th grade.) When differentiating through product, the follow-up assignment or response is leveled or “tiered,” enabling students to complete assignments that are at their “just right” level (McMackin & Witherell, 2005).

21


The Intolerable Act45 Minutes


Objective: SWBAT define key vocabulary terms by completing a Concept of Definition Map with 80% accuracy.

Materials: Concept of Definition Map (Appendix A), Intolerable Act Reading Passage (Appendix B), Sentence Completion Activity (Appendix C)

Setting the Purpose: (5 minutes)I will tell students that we will be using a Concept of Definition Map (Appendix A) to gain a deeper understanding of word meaning, the importance of learning word meaning to comprehend text, and to increase his ability to be able to judge whether or not he knows what a word means. I will emphasize to students that using a Concept of Definition Map (Appendix A) can add to their control of the reading process.

Direct Instruction: (10 minutes)I will present students with the Concept of Definition Map (Appendix A). I will explain to students that this map can be used as a “picture” they can use to remind them of what they need to know to really understand a new word.

Next, I write the word Revolution inside the center box on the Concept of Definition Map (Appendix A). I will present students with three questions appearing on the Concept of Definition Map:

a. What is it?b. What is it like?c. What are some examples?

a. To answer the question “What is it?,” I will model for students by using think aloud strategies to show them how I will answer this question:

When I think of the word ‘revolution,’ the words and phrases that come to mind include: revolt, drastic change, overthrow of government by a group of people, and sudden change in society.

22

Referring back to the reading passage Intolerable Acts (Appendix B), I will highlight the word revolution as it appears in the text. I will then show X the types of context clues (underlining various words, phrases) that can provide me with more details regarding what the word revolution means.

b. To answer the question “What is it like?,” the answer to this question gives details about the word being studied. Thus, I will model for students by using think aloud strategies to show them how I will answer this question:

When I see how the word ‘revolution’ is used in the passage, I can tell that colonists in Massachusetts were very upset and angry towards the British Parliament because they imposed a series of laws that increased taxes on goods sold to colonists. The phrase, “…these acts contributed to the outbreak” (in particular, the word outbreak) gave me the impression that the word ‘revolution’ implies something occurring suddenly or quickly or explosively.

Some events that led to this ‘revolution’ included the Sugar Act, Stamp Act, Tea Act, and Townshend Act.

c. To answer the question “What are some examples?,” I will model for students by using think aloud strategies to show them how I will answer this question:

When I think of examples for the word ‘revolution,’ I can think back to some of the other acts the British imposed on the colonists such as the Stamp Act, Tea Act, and Townshend Acts that led up to a ‘revolution’ among the colonists:

The Sugar Act caused the colonists to smuggle goods into docks and ports avoiding taxes on molasses and sugar.

The Townshend Act infuriated colonists, which led to boycotting goods and threatening colonists who didn’t adhere to the boycott by using Tar and Feathers.

The Tea Act led to the formation of the Boston Tea Party who ended up dumping enormous amounts of tea into the Boston Harbor.

Guided Practice: (10 minutes)I will read the Intolerable Acts (Appendix B) passage aloud. As I read the passage aloud, I will have students highlight key terms within the passage that they are unfamiliar with. This way, students will be able to consider various words to focus on when we work together to fill out the Concept of Definition Map (Appendix A).

Based on which words students highlight within the text, I will have students choose one word to focus on. We will walk through the steps that were just modeled in the Direction Instruction portion of the lesson. Together, we will fill out each portion of the Concept of Definition Map (Appendix A) and students will use the same think aloud strategies that I used to answer each of the three questions:


23

Independent Practice: (15 minutes)Students will choose one word on their own within the reading passage Intolerable Acts (Appendix B). They will complete the Concept of Definition Map (Appendix A) on their own as was modeled in the Direction Instruction and Guided Practice portions of the lesson. Students will answer the three questions:


based on the word he chooses to focus on in order to complete the Concept of Definition Map (Appendix A).

Closure: (5 minutes)Students will share their responses regarding the Concept of Definition Map they have completed on their own. Students will show me the highlighted key terms and context clues within the text to justify their answers to support the responses they have included on their map.

Assessment:Concept of Definition Map

Extension Activity:Students will complete a Sentence Completion Activity (Appendix C) that will assess their comprehension of various vocabulary terms appearing in the Intolerable Acts (Appendix B) text.

General Reasoning:True vocabulary acquisition requires development of meaning to go with the

words, but learning the process for attaching meaning to words is an area still ripe for instructional development (Beck, McKeown, & Kucan, 2002). Many students lack this procedural knowledge, and therefore it must be taught to them (Jones & Thomas, 2006). Every subject area depends on certain and central terminology; the core ideas will be missed by students if they cannot master and manipulate the conceptual labels that organize and rationalize those discipline-specific notions (Jones & Thomas, 2006). The Concept of Definition Map will help students increase vocabulary knowledge within Social Studies expository text.

The concept of definition instruction stresses the importance of students’ being able to figure out new words on their own, instructs them in what types of information make up a definition, and teaches them how to use context clues and background knowledge to increase their understanding of words (Schwartz & Raphael, 1985). In turn, the concept of definition instruction will help students gain control of the vocabulary acquisition process (Schwartz & Raphael, 1985).

Based on the attempts by cognitive psychologists to describe the structure of semantic knowledge, three categories of relationships are used in word maps: (1) the general class to which the concepts belongs, (2), the primary properties of the concept

24

and those that distinguish it from other members of the class, and (3) examples of the concept (Schwartz & Raphael, 1985). Thus, these three categories can be translated into three questions that will increase students’ ability to search for word meaning in text (Schwartz & Raphael, 1985). By highlighting text enhancements; such as bold or italics, in informational text will give students a cue to attend to key terms as well as pictures, charts, and diagrams. (Bluestein, 2010). This will help students to focus on specific context clues within text, which will help them to derive meaning of various key terms appearing in the text.

Determining the meaning of a new word always poses two problems: the first is specific, tied to the individual word (i.e. finding the information that tells its particular meaning) and the second requires a decision about what type of information is needed to define any word and how that information can be organized (Schwartz & Raphael, 1985). This problem is general and must be solved repeatedly until the student develops a strong “concept of definition” (Schwartz & Raphael, 1985). The concept of definition instruction helps solve the second problem by providing a general schema or structure for word meaning, which will help students as they encounter more difficult vocabulary in text (Schwartz & Raphael, 1985).

The answer to “What are some examples?” requires that the student provide examples of the concept being defined, which will increase students’ ability to apply word meaning in various situations (Schwartz & Raphael, 1985). Modeling examples for students will help students successfully perform this task on their own.

The distinction between teacher directed strategies for enhancing vocabulary and strategies that students can use independently is important (Schwartz & Raphael, 1985). Thus, we need to teach students strategies they can use to expand their own vocabularies and to master unfamiliar concepts (Schwartz & Raphael, 1985). Therefore, by asking the questions appearing on the concept of definition map, will enhance students’ ability to expand their vocabulary knowledge and master unfamiliar concepts.

Allowing students to choose their own words for completing the Concept of Definition Map encourages them to use this strategy for their own independent use (Schwartz & Raphael, 1985). Concept of definition maps (Schwartz & Raphael, 1985), are used as tools in helping students to expand the concept of what it means to define a word (Jones & Thomas, 2006). Thus, this activity will help students scaffold information necessary to expand the concept for the word being defined.

Involving students in making judgments about the effectiveness of context clues and about what information is needed to get elsewhere to have a complete definition is the goal behind using a Concept of Definition Map to increase understanding of words (Schwartz & Raphael, 1985). Furthermore, the sentence completion worksheet is used to reinforce vocabulary in almost every subject and grade level in elementary through high school curriculum (Montelongo & Hernandez, 2007).

Specific Student Needs:

25

Students can benefit greatly from using Concept of Definition graphic organizer to provide a general schema or structure for word meaning (Schwartz & Raphael, 1985). Scaffolding information makes it efficient for students to select and evaluate different sources of information available for determining the meaning of a word, combining the new information with their prior knowledge into an organized definition of the concept, and recalling previously learned vocabulary information (Schwartz & Raphael, 1985). For the ADD student, this Concept of Definition organizer helps sequence the tasks for acquiring vocabulary. Students with ADD learn material, attend to more of the relevant information when simple tasks are presented initially, followed by more complex tasks after a period of practice (McLesky et al., 2010). Furthermore, self-instructional tasks have proven effective in increasing selective attention to academic tasks (McLesky et al., 2010). Thus, for students with reading disabilities and ADD can benefit by using the Concept of Definition as a “picture” for helping them construct meaning of unknown vocabulary terms.

References

26

Bluestein, A.N. (2010). Unlocking text features for determining importance in expository

text: A strategy for struggling readers. The Reading Teacher, 63(7), 597-600.

Harmon, J.M & Hedrick, W.B. (2000). Zooming in and zooming out: Enhancing

Vocabulary and conceptual learning in social studies. The Reading Teacher,

54(2), 155-159.

Hedin, L.R. & Conderman, G. (2010). Teaching students to comprehend informational

text through rereading. The Reading Teacher, 63(7), 556-565.

Jones, R.C., & Thomas, T.G. (2006). Leave no discipline behind. The Reading Teacher,

60(1), 58-64.

McLeskey, J., Rosenberg, M., & Westling, D. (2010). Inclusion: Highly effective practices

For all students. New York: Merrill.

McMackin, M.C., & Witherell, N.L. (2005). Different routes to the same destination:

Drawing conclusions with tiered graphic organizers. The Reading Teacher, 59(3),

242-252.

Montelongo, J.A., & Hernandez, A.C. (2007). Reinforcing expository reading and writing

skills: A more versatile sentence completion task. The Reading Teacher, 60(6),

538-546.

Neufeld, P. (2005). Comprehension instruction in content area classes.

The Reading teacher, 59(4), 302-312.

Schwartz, R., & Raphael, T. (1985). Concept of definition: A key to improving

students’ vocabulary. The Reading Teacher, 39, 198-205.

27

Tomlinson, C. (1998). For integration and differentiation choose concepts over topics.

Middle School Journal, 3-8.

Villano, T.L. (2005). Should social studies textbooks become history? A look at

alternative methods to activate schema in the intermediate classroom. The

Reading Teacher, 59(2), 122-130.

28

Appendices A-DLesson 1: Images of the American Revolution

29

Appendix A

30

Appendix B

31

Appendix CPhoto Analysis Process Chart

Photo Analysis Procedures

1. Step 1: Study the photograph for 2 minutes

Examine the items in the picture.

Divide the photo into 4 quadrants and study specific

items in the photograph.

Create a list of items you see in the photograph and

categorize them in the correct columns on the Photo

Analysis worksheet.

2. Step 2: Make Inferences based on the details listed on the

chart.

3. Step 3: Questions

What questions does the photograph raise in your

mind?

Where could you find answers to them?

Appendix D-Part 1

32

Ethan Allen and Captain de la Place. May 1775. The capture of Fort Ticonderoga, New York. Copy of engraving after Alonzo Chappel.

Appendix D-Part 2

33

Valley Forge--Washington & Lafayette. Winter 1777-78. Copy of engraving by H. B. Hall after Alonzo Chappel.

Appendix D-Part 3

34

General George Washington and a Committee of Congress at Valley Forge. Winter 1777-78. Copy of engraving after W. H. Powell, published 1866.

Appendix D-Part 4

35

The Surrender of General Burgoyne at Saratoga. October 1777. Copy of painting by John Trumbull, 1820-21.

36

Appendices A-DLesson 2:The Sugar Act & Stamp Act

Appendix A

37

Kindig, T. (2010). The sugar act. Retrieved from

http://www.ushistory.org/declaration/related/sugaract.htm

The Sugar Act

Titled The American Revenue Act of 1764

On April 5, 1764, Parliament passed a modified version of the Sugar and

Molasses Act (1733), which was about to expire. Ask “right-there question”:

Who makes up Parliament? Under the Molasses Act colonial merchants had been

required to pay a tax of six pence per gallon on the importation of foreign molasses.

Think-aloud: Merchants had to pay a tax on foreign molasses. I wonder if

the merchants stopped selling molasses in their shops. Summary Sentence:

Merchants paid extra taxes to sell molasses in their stores. But because of

corruption, they mostly evaded the taxes and undercut the intention of the tax —

that the English product would be cheaper than that from the French West Indies.

Ask “right-there question”: What are taxes? This hurt the British West Indies

market in molasses and sugar and the market for rum, which the colonies had been

producing in quantity with the cheaper French molasses. Ask “right-there

question” & Think-aloud: Where are the colonies located? Imposing the

molasses tax for colonial merchants didn’t help the British at all . The merchants

ended up using cheaper French molasses instead.

Refined Sugar MolassesImage from: Microsoft ClipArt Image from: Microsoft ClipArt

38


The First Lord of the Treasury, and Chancellor of the Exchequer Lord

Grenville was trying to bring the colonies in line with regard to payment of taxes. He

had beefed up the Navy presence and instructed them to become more active in

customs enforcement. Think-aloud: Lord Grenville used the Navy to ensure

that colonies paid their taxes. I bet this angered a lot of colonists. I wonder if

colonists ended up paying their taxes. Summary Sentence: The Navy presence

made it more difficult for colonists to avoid paying taxes. Parliament decided it

would be wise to make a few adjustments to the trade regulations.

Picture of Lord GrenvilleImage from: http://freepages.history.rootsweb.ancestry.com/~wcarr1/Lossing1/Chap20.html

The Sugar Act reduced the rate of tax on molasses from six pence to three

pence per gallon, while Grenville took measures that the duty be strictly enforced.

Ask “right-there question” & Think-aloud: What did the Sugar Act do? Since

Grenville reduced the tax on molasses from six pence to three pence per gallon,

did this help merchants to pay taxes or did colonies still try to avoid paying

taxes? Summary Sentence: Grenville wanted to make sure all colonies were

obeying the law by paying taxes on molasses. The act also listed more foreign

goods to be taxed including sugar, certain wines, coffee, pimiento, cambric and

printed calico, and further, regulated the export of lumber and iron.

The enforced tax on molasses caused the almost immediate decline in the

rum industry in the colonies. The combined effect of the new duties was to sharply

reduce the trade with Madeira, the Azores, the Canary Islands, and the French West

Indies (Guadelupe, Martinique and Santo Domingo (now Haiti), all important

destination ports for lumber, flour, cheese, and assorted farm products. Ask

39

“right-there question” & Think-aloud: What are duties? The Sugar Act affected

the production of rum in the colonies. Summary Sentence: Because of The Sugar

Act, this also affected trade with other foreign territories. The situation disrupted

the colonial economy by reducing the markets to which the colonies could sell, and

the amount of currency available to them for the purchase of British manufactured

goods. This act, and the Currency Act, set the stage for the revolt at the imposition of

the Stamp Act. Ask “right-there question” & Think-aloud: What is currency?

The colonies were limited in what they could sell in the markets and didn’t have

much money to purchase goods made by the British. Summary Sentence: The

Sugar Act led to the economic decline in the colonies, which led to revolts down

the road.

Appendix A (Blank Copy)

40



The Sugar Act

Titled The American Revenue Act of 1764

On April 5, 1764, Parliament passed a modified version of the Sugar and

Molasses Act (1733), which was about to expire. Under the Molasses Act colonial

merchants had been required to pay a tax of six pence per gallon on the importation

of foreign molasses. But because of corruption, they mostly evaded the taxes and

undercut the intention of the tax — that the English product would be cheaper than

that from the French West Indies. This hurt the British West Indies market in

molasses and sugar and the market for rum, which the colonies had been producing

in quantity with the cheaper French molasses.

Refined Sugar Molasses

Image from: Microsoft ClipArt Image from: Microsoft ClipArt

The First Lord of the Treasury, and Chancellor of the Exchequer Lord

Grenville was trying to bring the colonies in line with regard to payment of taxes. He

had beefed up the Navy presence and instructed them to become more active in

customs enforcement. Parliament decided it would be wise to make a few

adjustments to the trade regulations.

41


Picture of Lord Grenville

Image from: http://freepages.history.rootsweb.ancestry.com/~wcarr1/Lossing1/Chap20.html

The Sugar Act reduced the rate of tax on molasses from six pence to three

pence per gallon, while Grenville took measures that the duty be strictly enforced.

The act also listed more foreign goods to be taxed including sugar, certain wines,

coffee, pimiento, cambric and printed calico, and further, regulated the export of

lumber and iron.

The enforced tax on molasses caused the almost immediate decline in the

rum industry in the colonies. The combined effect of the new duties was to sharply

reduce the trade with Madeira, the Azores, the Canary Islands, and the French West

Indies (Guadelupe, Martinique and Santo Domingo (now Haiti), all important

destination ports for lumber, flour, cheese, and assorted farm products. The

situation disrupted the colonial economy by reducing the markets to which the

colonies could sell, and the amount of currency available to them for the purchase

of British manufactured goods. This act, and the Currency Act, set the stage for the

revolt at the imposition of the Stamp Act.

Appendix B

42

Unknown (2010). A summary of the 1765 stamp act. Retrieved from http://www.history.org/history/teaching/tchcrsta.cfm - top

A Summary of the 1765 Stamp Act

The Stamp Act was passed by the

British Parliament on March 22, 1765.

The new tax was imposed on all

American colonists and required them

to pay a tax on every piece of printed

paper they used. Ship's papers, legal

documents, licenses, newspapers, other

publications, and even playing cards were taxed. Think-aloud: A new tax on all paper goods went into effect

mandated by the British Parliament. Summary Sentence: This new tax affected

all of the colonists who purchased paper products. The money collected by the

Stamp Act was to be used to help pay the costs of defending and protecting the

American frontier near the Appalachian Mountains (10,000 troops were to be

stationed on the American frontier for this purpose).

The actual cost of the Stamp Act was relatively small. What made the law so

offensive to the colonists was not so much its immediate cost but the standard it

seemed to set. In the past, taxes and duties on colonial trade had always been

viewed as measures to regulate commerce, not to raise money. Ask “right-there

question” & Think-aloud: What is commerce? Colonists were upset with the fact

that taxes were used to raise money for war instead of using it for trading

purposes. Summary Sentence: The impact of the Stamp Act had a huge impact on

the way colonists felt regarding the purpose of taxes and what it was being used

for. The Stamp Act, however, was viewed as a direct attempt by England to raise

money in the colonies without the approval of the colonial legislatures. Ask

“right-there question:” What does a legislatures do? If this new tax were allowed

43

http://www.history.org/history/teaching/tchcrsta.cfm#top

to pass without resistance, the colonists reasoned, the door would be open for far

more troublesome taxation in the future.

Few colonists believed that they could do anything more than grumble and

buy the stamps until the Virginia House of Burgesses adopted Patrick Henry's Stamp

Act Resolves. These resolves declared that Americans possessed the same rights as

the English, especially the right to be taxed only by their own representatives; Ask “right-there question:” What are representatives? that Virginians should pay

no taxes except those voted by the Virginia House of Burgesses; and that anyone

supporting the right of Parliament to tax Virginians should be considered an enemy

of the colony. Think-aloud: The colonists feared that more taxes would come

into existence if the Stamp Act passed without anyone complaining about it.

Colonists waited for the approval of the Patrick Henry’s Stamp Act Resolves that

would enable colonists to only be taxed by what the Virginia House of Burgesses

dictated, not Parliament. Summary Sentence: Patrick Henry’s Stamp Act Resolve

would essentially put an end on the taxes made by Parliament and Virginians

would only be responsible for paying taxes made by The Virginia House of

Burgesses. The House of Burgesses defeated the most extreme of Henry's

resolutions, but four of the resolutions were adopted. Virginia Governor Fauquier

did not approve of the resolutions, and he dissolved the House of Burgesses in

response to their passage. Ask “right-there question” & Think-aloud: What is a

resolution? With the passage of at least four of Henry’s resolutions, this helped

out Virginian colonists, however Virginia’s Governor Fauquier didn’t approve of

the passing of the resolutions and eventually broke up the House of Burgesses.

Benjamin Franklin's woodcut from May 9, 1754.Image from: http://www.mrnussbaumpremium.com/professorn/socialstudies/stampact.htm

Appendix B (Blank Copy)

44

Unknown (2010). A summary of the 1765 stamp act. Retrieved from http://www.history.org/history/teaching/tchcrsta.cfm - top

A Summary of the 1765 Stamp Act

The Stamp Act was passed by the

British Parliament on March 22, 1765.

The new tax was imposed on all

American colonists and required them

to pay a tax on every piece of printed

paper they used. Ship's papers, legal

documents, licenses, newspapers, other

publications, and even playing cards

were taxed. The money collected by the Stamp Act was to be used to help pay the

costs of defending and protecting the American frontier near the Appalachian

Mountains (10,000 troops were to be stationed on the American frontier for this

purpose).

The actual cost of the Stamp Act was relatively small. What made the law so

offensive to the colonists was not so much its immediate cost but the standard it

seemed to set. In the past, taxes and duties on colonial trade had always been

viewed as measures to regulate commerce, not to raise money. The Stamp Act,

however, was viewed as a direct attempt by England to raise money in the colonies

without the approval of the colonial legislatures. If this new tax were allowed to

pass without resistance, the colonists reasoned, the door would be open for far

more troublesome taxation in the future.

Few colonists believed that they could do anything more than grumble and

buy the stamps until the Virginia House of Burgesses adopted Patrick Henry's Stamp

Act Resolves. These resolves declared that Americans possessed the same rights as

the English, especially the right to be taxed only by their own representatives; that

Virginians should pay no taxes except those voted by the Virginia House of

Burgesses; and that anyone supporting the right of Parliament to tax Virginians

45

http://www.history.org/history/teaching/tchcrsta.cfm#top

should be considered an enemy of the colony. The House of Burgesses defeated the

most extreme of Henry's resolutions, but four of the resolutions were adopted.

Virginia Governor Fauquier did not approve of the resolutions, and he dissolved the

House of Burgesses in response to their passage.

Benjamin Franklin's woodcut from May 9, 1754.Image from: http://www.mrnussbaumpremium.com/professorn/socialstudies/stampact.htm

Appendix C

46

Cloze Procedure: A Summary of The 1765 Stamp Act

1. The British Parliament passed the _________________________ on March 22, 1765.

2. Within The Stamp Act, all ___________________ would be taxed such as ship’s paper, legal documents, licenses, newspapers, other publications, and playing cards.

3. The colonists viewed The Stamp Act as a direct attempt by _____________________ to raise money in the colonies without the approval of colonial legislatures.

4. The Virginia House of Burgesses adopted four resolutions from the __________________________, which declared that Americans could only be taxed by their own representatives.

5. _________________________ did not approve of the resolutions and therefore dissolved the House of Burgesses in response to the passage of resolutions.

Appendix C (ANSWER KEY)

47

Cloze Procedure: A Summary of The 1765 Stamp Act

1. The British Parliament passed the The Stamp Act on March 22, 1765.

2. Within The Stamp Act, all printed paper or paper goods would be taxed such as ship’s paper, legal documents, licenses, newspapers, other publications, and playing cards.

3. The colonists viewed The Stamp Act as a direct attempt by England to raise money in the colonies without the approval of colonial legislatures.

4. The Virginia House of Burgesses adopted four resolutions from the Patrick Henry’s Stamp Act Resolves, which declared that Americans could only be taxed by their own representatives.

5. Governor Fauquier did not approve of the resolutions and therefore dissolved the House of Burgesses in response to the passage of resolutions.

Appendix D

48

Appendices A-CLesson 3: The Townshend Act

50

Appendix A

Appendix A-BLANK COPY

Harmon, J.M & Hedrick, W.B. (2000). Zooming in and zooming out: Enhancing Vocabulary and conceptual learning in social studies. The Reading Teacher, 54(2), 155-159.

Appendix A-SAMPLE

Zooming out….

Zooming in…

6. Summary Statement:

3. Similar to:4. Related concepts:

1. Concept:Taxes

2. Most importantinformation:

Least Important Information:

5. What types of goods did the British tax:

Zooming out…. 6. Summary Statement:Taxes were placed on various British goods to raise money for the British government.

51

Harmon, J.M & Hedrick, W.B. (2000). Zooming in and zooming out: Enhancing Vocabulary and conceptual learning in social studies. The Reading Teacher,54(2), 155-159.

Appendix B (BLANK COPY)

Zooming in…

3. Similar to:The Sugar ActThe Stamp ActThe Townshend Act

4. Related concepts:

-Taxation without representation-Raising taxes led to smuggling of goods.-boycott of British goods-British used military to prevent smuggling of goods.

1. Concept:Taxes

2. Most importantinformation:a. Colonists boycotted British goods.b. Tar and feathers were used to humiliate and scare colonists from purchasing British goods.c. Colonists resorted to smugglingto avoid paying taxeson goods.

Least Important Information:a. Women made their own cloth and drank coffee instead.b. John Hancock’s ship, Liberty, was seized on the charge of smuggling.c. The British sent troops to the Boston Commons.

5. What type of goods did the British tax:glasspaint

tealead

paperoil

Brainstorm: 1. extra money paid on goods.2. The British forced colonists to pay extra money on goods.3. The colonists felt it was unfair to tax goods.4. The Sugar Act and Stamp Act were examples of raising taxes on goods.

52

Appendix B (cont.)-(BLANK COPY)

Penner, L.R. (1998). The liberty tree: The beginning of the american revolution. New York: Random House, Inc.

Appendix B-Highlighting Text Responses

54

Highlighted Text:1. In 1767, Parliament passed the Townshend Acts. These placed high taxes on tea, cloth, and other British goods.

2. Americans were furious. “We won’t buy anything from Britain!”

3. Colonial women refused to wear British cloth or serve tea.

4. Sons of Liberty vowed a horrible revenge against anyone who defied the boycott: Tar and feathers!

5. John Hancock, a rich Boston merchant who supported the Sons of Liberty.

6. Men raced to the docks, a fight broke out, and the customs agents were beaten up.

7. Parliament voted to send troops to get the Americans back under control.

8. In 1768, a hundred redcoats marched ashore and pitched their tents on Boston Commons.

Appendix C (BLANK COPY)

55

Kindig, T. (2010). The townshend revenue act. Retrieved from

http://www.ushistory.org/declaration/related/townshend.htm

The Townshend Revenue Act

Glass Paint Tea Image retrieved from:global-manufacturer.com Image retrieved from: norcalblogs.com Image retrieved from: bodytreats.wordpress.com

Lead Paper Image retrieved from: elements.vanderkrogt.net Image retrieved from: raglinen.com

Taxes on glass, paint, oil, lead, paper, and tea were applied with the design of

raising 40,000 pounds a year for the administration of the colonies. The result was the

resurrection of colonial hostilities created by the Stamp Act. Reaction assumed

revolutionary proportions in Boston, in the summer of 1768, when customs officials

impounded a sloop owned by John Hancock, for violations of the trade regulations.

Crowds mobbed the customs office, forcing the officials to retire to a British Warship in

the Harbor. Troops from England and Nova Scotia marched in to occupy Boston on

October 1, 1768. Bostonians offered no resistance. Rather they changed their tactics.

56


They established non-importation agreements that quickly spread throughout the

colonies. British trade soon dried up and the powerful merchants of Britain once again

interceded on behalf of the colonies.

Townshend Act Tar and Feather

Image retrieved from: theworldsgreatbooks.com Image retrieved from: cr-cath.pvt.k12.ia.us

John HancockImage retrieved from: wikitree.com

57

Appendix C (SAMPLE)

Kindig, T. (2010). The townshend revenue act. Retrieved from


The Townshend Revenue Act

Glass Paint Tea Image retrieved from:global-manufacturer.com Image retrieved from: norcalblogs.com Image retrieved from: bodytreats.wordpress.com

Lead Paper Image retrieved from: elements.vanderkrogt.net Image retrieved from: raglinen.com

Taxes on glass, paint, oil, lead, paper, and tea were applied with the design of

raising 40,000 pounds a year for the administration of the colonies. Ask “right-there

question”: Why were taxes applied on these goods and not others? The result was the

resurrection of colonial hostilities created by the Stamp Act. Ask “right-there

question”: What are hostilities? Reaction assumed revolutionary proportions in Boston,

in the summer of 1768, when customs officials impounded a sloop owned by John

58


Hancock, for violations of the trade regulations. Ask “right-there question”: Why

was the reaction revolutionary? What is a sloop? Crowds mobbed the customs office,

forcing the officials to retire to a British Warship in the Harbor. Troops from England and

Nova Scotia marched in to occupy Boston on October 1, 1768. Ask “right-there

question”: Where is Nova Scotia located? Bostonians offered no resistance. Rather they

changed their tactics. They established non-importation agreements that quickly spread

throughout the colonies. British trade soon dried up and the powerful merchants of

Britain once again interceded on behalf of the colonies. Ask “right-there question”:

How did the British merchants help the colonies?

Townshend Act Tar and Feather

Image retrieved from: theworldsgreatbooks.com Image retrieved from: cr-cath.pvt.k12.ia.us

59

Appendices A-DLesson 4: The Tea Act

60

Appendix A

Event Date Important People What happened?

Sugar Act April 5, 1764

Lord GrenvilleBritish Parliament

Placed taxes on molasses and sugar and this angered colonists. This event sparked the start of the American Revolution.

Stamp Act March 22, 1765

King George IIIBritish Parliament

Virginia Governor Fauquier

The British Parliament imposed taxes on paper, legal documents, magazines, newspapers, and other paper goods. The purpose of the tax was to help pay for the troops stationed in North America.

Townshend Act June 26, 1767

British ParliamentCharles Townshend

Placed taxes on glass, tea, paint, paper, oil, and lead. The purpose of the Townshend Acts was to raise revenue in the colonies to pay the salaries of governors and judges so that they would be independent of colonial rule. It was a way to raise money

61

for the British government.

Important Events in the American Revolution

Appendix A: BLANK COPY

Important Events in the American Revolution

Event Date Important People What happened?

Sugar Act

Stamp Act

Townshend Act

62

Appendix B


http://www.ushistory.org/declaration/related/teaact.htm

Tea Act

The Tea Act, passed by Parliament on May 10, 1773, would launch the final

spark to the revolutionary movement in Boston. Stop and think about this

information. What do I know for sure? What was I able to figure out from this

information? Think Aloud: The Tea Act passed on May 10, 1773 was an important

event that took place in Boston during the American Revolution because the author

mentions that it “sparked” a huge movement in Boston. The act was not intended to

raise revenue in the American colonies, and in fact imposed no new taxes. It was

designed to prop up the East India Company, which was floundering financially and

burdened with eighteen million pounds of unsold tea. Stop and think about this


information? Think Aloud: The author reveals that the purpose of the Tea Act wasn’t

to raise taxes on tea. Instead, it was a way to get rid of a surplus of tea owned by the

East India Company. I think it was a solution the British thought of in getting rid of

eighteen millions pounds of tea quickly. This tea was to be shipped directly to the

63


colonies, and sold at a bargain price. The Townshend Duties were still in place,

however, and the radical leaders in America found reason to believe that this act was a

maneuver to buy popular support for the taxes already in force. Stop and think about

this information. What do I know for sure? What was I able to figure out from this

information? Think Aloud: The colonists must have been happy that tea was being sold

at cheap prices. However, the author uses the world “radical” to describe key leaders in

America, which makes me believe the leaders did something very extreme in opposing

the Tea Act. The key leaders suspected that by selling tea at cheap prices, it would gain

colonial support for taxes already imposed on the colonists through the Townshend

Act. The direct sale of tea, via British agents, would also have undercut the business of

local merchants.

Colonists in Philadelphia and New York turned the tea ships back to Britain.

Stop and think about this information. What do I know for sure? What was I able to

figure out from this information? Think Aloud: The author reveals that the colonists

turned back British ships carrying tea. Key leaders in the colonies were able to win

colonial support by rejecting British ships from docking on their ports, which hurt

British trade. In Charleston the cargo was left to rot on the docks. In Boston the Royal

Governor was stubborn & held the ships in port, where the colonists would not allow

them to unload. Stop and think about this information. What do I know for sure?

What was I able to figure out from this information? Think Aloud: Colonists in Boston

were making it extremely difficult for British ships to unload their cargo, despite the

Royal Governor’s effort in getting British ships to dock on its port. Moreover, colonists

in Charleston, South Carolina were also rejecting British tea by letting the cargo rot on

64

its docks, which sounds like many colonies were very much against the Tea Act.

Cargoes of tea filled the harbor, and the British ship's crews were stalled in Boston

looking for work and often finding trouble. This situation led to the Boston Tea Party.

Stop and think about this information. What do I know for sure? What was I able

to figure out from this information? Think Aloud: The author reveals that the tea was

dumped into the Boston harbor and this led to a situation called the Boston Tea Party.

From these facts, I can predict that the Boston Tea Party probably led to a huge fight

between the British and colonists.

Image Retrieved from: http://www.theworldsgreatbooks.com/parliament.htm

65

http://www.theworldsgreatbooks.com/parliament.htm

Image Retrieved from: http://history.howstuffworks.com/european-history/east-india-company-influence2.htm

Appendix B: BLANK COPY



Tea Act

The Tea Act, passed by Parliament on May 10, 1773, would launch the final

spark to the revolutionary movement in Boston. The act was not intended to raise

revenue in the American colonies, and in fact imposed no new taxes. It was designed to

prop up the East India Company, which was floundering financially and burdened with

eighteen million pounds of unsold tea. This tea was to be shipped directly to the colonies,

and sold at a bargain price. The Townshend Duties were still in place, however, and the

radical leaders in America found reason to believe that this act was a maneuver to buy

popular support for the taxes already in force. The direct sale of tea, via British agents,

would also have undercut the business of local merchants.

Colonists in Philadelphia and New York turned the tea ships back to Britain. In

Charleston the cargo was left to rot on the docks. In Boston the Royal Governor was

stubborn & held the ships in port, where the colonists would not allow them to unload.

Cargoes of tea filled the harbor, and the British ship's crews were stalled in Boston

looking for work and often finding trouble. This situation led to the Boston Tea Party.

66


http://history.howstuffworks.com/european-history/east-india-company-influence2.htm

Image Retrieved from: http://www.theworldsgreatbooks.com/parliament.htm

Image Retrieved from: http://history.howstuffworks.com/european-history/east-india-company-influence2.htm

67

http://history.howstuffworks.com/european-history/east-india-company-influence2.htm

Appendix C-Part 1

68

Appendix C-Part 2

69

Appendix C-Part 3

Appendix C-Answers

70

Drawing Conclusions

Appendix D

Think about the passage you just read and list what you know for sure.

1. The Tea Act passed on May 10, 1773 was an important event that took place in Boston during the American Revolution because the author mentions that it “sparked” a huge movement in Boston. 2. The author reveals that the purpose of the Tea Act wasn’t to raise taxes on tea. Instead, it was a way to get rid of a surplus of tea owned by the East India Company. I think it was a solution the British thought of in getting rid of eighteen millions pounds of tea quickly. 3. The colonists must have been happy that tea was being sold at cheap prices. However, the author uses the world “radical” to describe key leaders in America, which makes me believe the leaders did something very extreme in opposing the Tea Act. The key leaders suspected that by selling tea at cheap prices, it would gain colonial support for taxes already imposed on the colonists through the Townshend Act. 4. The author reveals that the colonists turned back British ships carrying tea.5. Colonists in Boston were making it extremely difficult for British ships to unload their cargo, despite the Royal Governor’s effort in getting British ships to dock on its port. 6. The author reveals that the tea was dumped into the Boston harbor and this led to a situation called the Boston Tea Party.

Stop and think about this information.

What else were you able to figure out from the passage you read?1. Key leaders in the colonies were able to win colonial support by rejecting British ships from docking on their ports, which hurt British trade.2. Colonists in Charleston, South Carolina were also rejecting British tea by letting the cargo rot on its docks, which sounds like many colonies were very much against the Tea Act. 3. From these facts, I can predict that the Boston Tea Party probably led to a huge fight between the British and colonists.

I will readPage____________________________________________________Paragraph(s)__________________________________________

McMackin, M.C., & Witherell, N.L. (2005). Different routes to the same destination: Drawing conclusions with tiered graphic organizers. The Reading Teacher, 59(3),

242-252.

71

Hickman, D. (2009). Tea act of 1773: British taxation and the boston massacre.

Retrieved from http://www.suite101.com/content/tea-act-of-1773-

a101747#ixzz13CkXcMNS

Tea Act of 1773

Boston Tea Party of 1773 - Still Picture Records Section, Special Media ArchiThe Tea Act of 1773 was enacted by Parliament to increase pressureson the Colonial people and enhance the wealth of the British crown.

The Tea Act of 1773 was enacted by Parliament to increase pressures on the

Colonial people and enhance the wealth of the British crown. Stop and think about

this information. What do I know for sure? What was I able to figure out from this

information? Think Aloud: Parliament passed the Tea Act in 1773. Ultimately, it was

passed to increase the wealth of the British. The Tea Act allowed the East India

Company to sell directly to American distributors and bypassing wholesalers when they

sold tea. This way, the British would be able to knock out the middle man to sell directly

to the people at a higher price and causing businesses that sold these products to close

down. Stop and think about this information. What do I know for sure? What was I

able to figure out from this information? Think Aloud: It made it easier for the East

India Company to sell their tea at a higher price, which caused colonial businesses to

suffer.

72

http://www.suite101.com/content/tea-act-of-1773-a101747#ixzz13CkXcMNS


The famous Boston Tea Party of 1773, where Colonists disguised themselves as

Indians and boarded three British ships, dumping 342 barrels of British tea into the

harbor, is evidence of the anger this action caused. Stop and think about this


information? Think Aloud: The colonists were so angry with the Tea Act that they

dumped 342 barrels of tea into the Boston Harbor. By doing so, it was a way for

colonists to rebel against British laws imposed on colonists. Because the Colonists did

not have representation in Parliament, they did not believe they should have to pay for

British debts. Stop and think about this information. What do I know for sure?

What was I able to figure out from this information? Think Aloud: Colonists lacked a

say in government and didn’t have fair representation in the decision making that

occurred in the colonial government. The Colonists became more enraged with each

new act of taxation forcing the Colonists to pay for British economical advances until

they finally came together to protest the harsh treatment by the British and met in two

meetings that would eventually lead to a declaration of independence for the oppressors,

the British. Stop and think about this information. What do I know for sure? What

was I able to figure out from this information? Think Aloud: The Tea Act was a

turning point in the outrage against the unfair injustices the British Parliament was

imposing on colonists. Therefore, it led to the writing of the Declaration of

Independence, which provided rights for colonial citizens and departed from British

colonial rule.

73

Appendix D: BLANK COPY

Hickman, D. (2009). Tea act of 1773: British taxation and the boston massacre.

Retrieved from http://www.suite101.com/content/tea-act-of-1773-

a101747#ixzz13CkXcMNS

Tea Act of 1773

Boston Tea Party of 1773 - Still Picture Records Section, Special Media ArchiThe Tea Act of 1773 was enacted by Parliament to increase pressureson the Colonial people and enhance the wealth of the British crown.

The Tea Act of 1773 was enacted by Parliament to increase pressures on the

Colonial people and enhance the wealth of the British crown. The Tea Act allowed the

East India Company to sell directly to American distributors and bypassing wholesalers

when they sold tea. This way, the British would be able to knock out the middle man to

sell directly to the people at a higher price and causing businesses that sold these products

to close down.

The famous Boston Tea Party of 1773, where Colonists disguised themselves as

Indians and boarded three British ships, dumping 342 barrels of British tea into the

harbor, is evidence of the anger this action caused. Because the Colonists did not have

representation in Parliament, they did not believe they should have to pay for British

debts. The Colonists became more enraged with each new act of taxation forcing the

Colonists to pay for British economical advances until they finally came together to

74



protest the harsh treatment by the British and met in two meetings that would eventually

lead to a declaration of independence for the oppressors, the British.

75

Appendices A-CLesson 5: The Intolerable Acts

76

Appendix A

77

Appendix A: Direct Instruction Responses

Term: Revolution

What is it? Revolt; drastic change; overthrow of government by a group of people; or a

sudden change in society

What is it like? It is like how colonists got fed up with the British Parliament imposing so many

taxes on goods that they began smuggle goods. It is like how the colonists decided to boycott purchasing various paper goods

during the Stamp Act. It is like the time when colonists threatened others who didn’t boycott products

during the Townshend Act by torturing and humiliating colonists with Tars and Feathers.

It is like the time when women colonists were so upset about the Townshend Act that they ended up boycotting cloth and spinning their own cloth from old material to make their own clothing.

It is like the time when the colonists stormed the customs office and chased the officials to seek shelter inside a ship docked in the Boston harbor during the Tea Act.

What are Some Examples? The Sugar Act caused the colonists to smuggle goods into docks and ports

avoiding taxes on molasses and sugar. The Townshend Act infuriated colonists, which led to boycotting goods and

threatening colonists who didn’t adhere to the boycott by using Tar and Feathers. The Tea Act led to the formation of the Boston Tea Party who ended up dumping

tea into the Boston Harbor.

78

Appendix A: BLANK COPY

79

Appendix B

Funk, K.I., & Wagnalls, A.W. (2010). Retrieved from

Discovery Education: http://streaming.discoveryeducation.com/

Intolerable Acts

caption - ”The able Doctor, or America Swallowing the Bitter Draught. Engraving from the London Magazine, May 1, 1774. British Cartoon Collection. Prints and Photographs

Division. LC-USZC4-5289.

INTOLERABLE ACTS, popular name given to a series of laws passed by the

British Parliament Think Aloud: here is a phrase that provides me with context clue

for the word “resentment” in March 1774 as punitive measures Think Aloud: this

phrases gives me another clue to what the word “resentment” might mean against the

colony of Massachusetts; also called Coercive Acts. Think Aloud: I think coercive

80

http://streaming.discoveryeducation.com/

must mean something similar to intolerable. Resentment Think Aloud: I am

unsure of what this word means. I will look for context clues to help me figure out

what the word means of these acts contributed to the outbreak Think Aloud: this

phrase provides me with context clues about why the American Revolution occurred of

the American Revolution Think Aloud: I am not entirely sure what this word

means a year later. The people of Massachusetts had defied various British policies they

considered repressive; they had resisted the Stamp Act in 1765, Think Aloud: the

Stamp Act was an event that took place during the American Revolution and in March

1770 had openly shown their resentment Think Aloud: Here is the word

“resentment” again, from what I can tell, it means anger because colonists were not

happy about the Stamp Act of the quartering of British troops in Boston. Think

Aloud: The Quartering Act was another event colonists were angry about After the so-

called Boston Tea Party in 1773, Think Aloud: The Boston Tea Party formed as a

response to angry colonists regarding the Tea Act when Bostonians destroyed tea

Think Aloud: This phrase provides me with more insight as to why colonists may feel

“resentment” or anger towards the British belonging to the East India Co., Parliament

enacted four measures as an example to the other rebellious colonies. The Boston Port

Act closed the port of Boston to trade; Think Aloud: This phrase makes me believe

the colonists were angrier than ever towards the British government the Massachusetts

Government Act revoked the colony's charter and forbade town meetings; the Quartering

Act required the colonists to provide Think Aloud: Here is another act that the

81

colonists were not happy about billets Think Aloud: I am unsure of this word, but

it must have something to do with the Quartering Act and I know that this act had to do

with housing soldiers. for British soldiers; Think Aloud: “billets” probably has

something to do with lodging British soldiers and the Impartial Administration of Justice

Act removed British officials Think Aloud: this is a context clue about for the word

“jurisdiction” I think it must have something to do with British power or rule from the

jurisdiction Think Aloud: I am not quite sure what this word means of

Massachusetts Think Aloud: Another context clue to help me understand the word

“jurisdiction” courts. Considering these acts "intolerable," Think Aloud: I wonder if

the word intolerable means something similar to “resentment” the other American

colonies united Think Aloud: It sounds like many colonies felt the same way

towards all of the acts British imposed on the colonists in sympathy Think Aloud:

I wonder if the word sympathy means the same as when you feel “sympathy” when

someone dies with Massachusetts. Virginia set aside a day of prayer and fasting and later

proposed that the colonies meet to formulate joint action against the objectionable

features of British rule. This proposal led to the calling of the First Continental Congress

in September 1774.

82

Appendix B: BLANK COPY

Funk, K.I., & Wagnalls, A.W. (2010). Retrieved from

Discovery Education: http://streaming.discoveryeducation.com/

Intolerable Acts

caption - ”The able Doctor, or America Swallowing the Bitter Draught. Engraving from the London Magazine, May 1, 1774. British Cartoon Collection. Prints and Photographs

Division. LC-USZC4-5289.

INTOLERABLE ACTS, popular name given to a series of laws passed by the

British Parliament in March 1774 as punitive measures against the colony of

Massachusetts; also called Coercive Acts. Resentment of these acts contributed to the

outbreak of the American Revolution a year later. The people of Massachusetts had

defied various British policies they considered repressive; they had resisted the Stamp

Act in 1765, and in March 1770 had openly shown their resentment of the quartering of

83

http://streaming.discoveryeducation.com/

British troops in Boston. After the so-called Boston Tea Party in 1773, when Bostonians

destroyed tea belonging to the East India Co., Parliament enacted four measures as an

example to the other rebellious colonies. The Boston Port Act closed the port of Boston

to trade; the Massachusetts Government Act revoked the colony's charter and forbade

town meetings; the Quartering Act required the colonists to provide billets for British

soldiers; and the Impartial Administration of Justice Act removed British officials from

the jurisdiction of Massachusetts courts. Considering these acts "intolerable," the other

American colonies united in sympathy with Massachusetts. Virginia set aside a day of

prayer and fasting and later proposed that the colonies meet to formulate joint action

against the objectionable features of British rule. This proposal led to the calling of the

First Continental Congress in September 1774.

84

Appendix C

Sentence Completion Worksheet

Directions: Fill in the blanks with an appropriate word.

intolerable resentment revolution

jurisdiction sympathy billets

1. The types of taxes the British Parliament were imposing on the colonists were becoming quite intolerable in all of the colonies.

2. During the Quartering Acts, billets were mandated by the British government which colonists felt were unfair.

3. Across the thirteen colonies, resentment grew towards the British Parliament because of all of the taxes that were being placed on goods.

4. Collectively, the colonists from all thirteen colonies felt sympathy towards one another as they heard about the events unfolding in Massachusetts.

5. The jurisdiction of Massachusetts courts removed British officials from serving.

6. The revolution in America began in the last half of the 18th century in which the thirteen colonies joined together to break free from British rule.

85

Appendix C: BLANK COPY

Sentence Completion Worksheet

Directions: Fill in the blanks with an appropriate word.

intolerable resentment revolution

jurisdiction sympathy billets

1. The types of taxes the British Parliament were imposing on the colonists were becoming quite _______________in all of the colonies.

2. During the Quartering Acts, ______________were mandated by the British government which colonists felt were unfair.

3. Across the thirteen colonies, ______________grew towards the British Parliament because of all of the taxes that were being placed on goods.

4. Collectively, the colonists from all thirteen colonies felt ______________ towards one another as they heard about the events unfolding in Massachusetts.

5. The _______________of Massachusetts courts removed British officials from serving.

6. The ________________in America began in the last half of the 18th century in which the thirteen colonies joined together to break free from British rule.

86

Grading Rubrics for Lessons 1-5

87

Lesson 1: Images of the American Revolution Rubric

Photo Analysis Worksheet

1-2 points 3-5 points 6-8 points 9-10 pointsAccuracy

identifying items in

photograph

1 item mentioned

A few items mentioned to

guide students inferences

Several items mentioned to guide student

inferences

All items mentioned to guide student

inferences.Accurate items

listed in appropriate

columns

1 item listed in appropriate

columns.

A few items listed in

appropriate columns.

Several items listed in

appropriate columns.

All items listed in appropriate

columns.

Making Inferences

1 inference made based on

details in photograph.

A few inferences

made based on the details in photograph.

Several inferences

made based on details in

photograph.

All possible inferences

made based on details in

photograph.Questions relate to

photograph

1 question relates to

photograph.

A few questionsrelates to

photograph.

Several questionsrelates to

photograph.

All possible questionsrelates to

photograph.

88

Lesson 2: The Sugar Act & The Stamp Act

Cloze Procedure Activity

1-2 points 3-5 points 6-8 points 9-10 pointsAccurate

responses on Cloze

Procedure Worksheet

1 of the responses were

correct.

At least 2 of the responses were

correct

At least 3 of the responses were

correct.

Between 4-5 responses

correct.

Highlighted text to support

answers

1 sentence highlighted within text.

2-3 highlighted sentences support answers.

3-4 highlighted sentences support answers.

4-5 highlighted sentences

support answers.

89

Lesson 3: The Townshend Act

Graphic Organizer: Zooming In and Zooming Out

1-2 points 3-5 points 6-8 points 9-10 points

Zooming In:Most

Important info./Least

Important info.

1 detail provided for

important information

and least important

information.

2 details provided for


and least important

information.

3-4 details provided for


and least important

information.

5-6 details provided for


and least important

information.

Zooming In:Types of Goods

1 type of good mentioned

2-3 goods mentioned

4-5 goods mentioned

5 or more goods

mentioned

Zooming Out: Similar

to/Related Concepts

1 detail provided for

similar to/Related Concepts.

2 detailsprovided for


3-4 detailsprovided for


5-6 detailsprovided for


Zooming Out:Summary Statement

Vague Summary statement

written and not written in 15 words or less.

Summary statement

written in 15 words or less,

but needs more details.

Summary statement

written in 15 words or less and provides

sufficient details.

Summary statement

written in 15 words or less and written

concisely and accurately.

90

Lesson 4: The Tea Act

Tiered Organizer: Drawing Conclusions


Drawing Conclusions: Introductory

Organizer

1 detail provided to

support drawing

conclusion statements.

2-3 details included to

support drawing



support drawing


5 or more details included

to support drawing


Drawing Conclusions: intermediate

Organizer


support drawing



support drawing



support drawing



to support drawing


Drawing Conclusions: Challenging Organizer


support drawing



support drawing



support drawing



to support drawing


91

Lesson 5: The Intolerable Act

Concept of Definition Map


What is it?

Vague details provide

describing what the term means.

Limited details provided

describing what the term means.

Sufficient details provide describing what

the term means.

Outstandingdetails provide describing what

the term means.

What is it like?1 example

given to describe the

term.

2 examples given to

describe the term.

3-4 examples given to

describe the term.

5 examples given to

describe the term.

Examples1 example provided

2 examples provided

3 examples provided

More than 3 examples provided

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final curriculum project: -...

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