Social Studies SIOP Lesson Plan

Teacher: Sara Kunsberg Site: Wakefield Middle School Time Required: 3 to 4 days Grade: 8th grade

Unit/Theme/Title: American Revolution/Acts/ Parliament Acts led to War

Standards: Strand 1: American History Concept 4: Revolution and New Nation – 1700s-1820 The development of American constitutional democracy grew from political, cultural and economic issues, ideas and events. • Revolution and New Nation. (SS08-S1C4) PO 1. Analyze the following events which led to the American Revolution:  Tea Act  Stamp Act  Intolerable Acts

Content Objective(s): Students will create a letter to King George III to persuade him and his parliament to repeal the taxes and acts.

Language Objective(s): Writing ELL IV Intermediate Students will use the writing process to create a letter to express their own thinking and ideas.

Key Vocabulary: Tea Act, Stamp Act, Intolerable Materials: “British Laws: Causes of the Acts, Sugar Act, Parliament, colonist, appeal, American Revolution” worksheet repeal, disrupted

Technology Integration: 3 to 4 days in the computer lab

Preparation: Students need to have read and complete the “British Laws and Causes American Revolution” worksheet.

Lesson Sequence: 1. Bell work: Define and use in a sentence “taxation without representation.” 2. Students will read about the Sugar Act, Stamp Act, Tea Act and Intolerable Acts and complete the “British Laws: Causes of the American Revolution” worksheet 3. Students will at random choose one of the four acts; Sugar Act, Tea Act, Stamp Act, Intolerable Act 4. Students will then pretend that they are a colonist in the 1760’s. Their job will be to write a letter appealing to Parliament explaining why it should repeal the act they were assigned. 5. Using these four questions, students will begin to write their formal letter in the computer lab.  Define the Act you chose?  Why did Parliament enact the Act?  Who was directly effected by the Act and how did the Act disrupt their life?  Why should the Act be repealed? Give 3 specific examples. 6. Before getting started in the computer lab, students and teacher will first review how to evaluate a reputable website. 7. Students will complete a website evaluation worksheet for one website they will use to complete their letter. 8. Students will spend 3 to 4 days in the computer lab compiling their answers to the above questions and answering them in a formal letter to King George III. 9. Upon finishing their formal letter, students will peer edit their letters before turning them in.

http://ushistory.tusd.us/participants.htm Application/Practice: Students and teacher will chart the difference between a friendly letter and formal letter.

Review/Assessment: The formal letter

Reflections: I highly recommend the book: Cordero, Wilma & Kintisch, Shelly. Breaking Away From The Textbook. Maryland.2006.

http://ushistory.tusd.us/participants.htm Name______

British Laws: Causes of the American Revolution

Directions: Use your text to fill in the chart.

British Law and Why did the colonists How did the colonists Description dislike the law? show their dislike?

Proclamation of 1763

Sugar Act (1764)

Stamp Act (1765)

Townshend Acts (1767)

Tea Act (1773)

Intolerable Acts (1774)

http://ushistory.tusd.us/participants.htm Name______

WEBSITE EVALUATION

1. Who is the author of the website?

2. Date of creation?

3. Who is the intended audience?

4. What is the purpose of this site?

5. Who is responsible for the website? (hints: URL)

6. Determine the origin of the document. Was this item scanned or transcribed?

7. Is there a clear purpose or reason for this site?

http://ushistory.tusd.us/participants.htm