Teacher Candidate: Kristen Byrne Professor MoroneyCourse: EDU 521 03 Date: June 24, 2010Grade: 5th Topic: American Revolution

Day Two

Objective:

After a lesson on how the American Revolution began and participating in a class discussion students will use a variety of intellectual skills to demonstrate their understanding of major events by electronically composing either an editorial or a flyer supporting or disagreeing with the Stamp Act with at least 3 correct historical references, as well as adding historical events to the American Revolution timeline.

Standards and Indicators:

Social Studies Standard: History of the United States and New York #1

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Indicator:

This will be evident when students create a simple timeline which recognizes the correct chronological order of major events and people during the American Revolution.

Social Studies Standard: History of the United States and New York#1.4

Students will use skills of historical analysis to explain the significance of historical events.

Indicator:

This will be evident when students pick a specific view point to write a letter or create a poster on the Stamp Act.

English Language Arts Standard #1

Students will read, write, listen, and speak for information and understanding.

Indicator:

This will be evident as student’s complete assignments and work with the time line to further enhance their background knowledge on specific people and events which occurred during the American Revolution.

Motivation:

The teacher will tell students that he or she will begin to charge an extra tax on purchases students make from the vending machines because he or she needs to pay off a certain bill. After introducing this situation to the students the teacher will relate it to how the British treated the colonists.

Materials:

Pencils Pens Paper White Board Computer with Desktop Publishing and Microsoft Word Vocabulary List Markers Crayons Poster Board Handout containing information on the Stamp Act Timeline hand out Letter Template: Respond to the British Government Guided vocabulary sheet

Strategies:

Group Discussion: - This strategy will be fulfilled when the class participates in a discussion on what events and people should be placed on the time line of the American Revolution.

Direct Instruction: - This strategy will be fulfilled when the teacher sets the stage of learning, provides clear explanations, models, and directions, concludes the lesson by wrapping up everything discussed and there is appropriate evaluation of the student’s progress.

Adaptations:

For the student who has a difficulty with reading text or speech recognition he or she will be given texts through a word document which can be read aloud on the Read&Write GOLD.

For the English Language Learner, the student will receive a guided vocabulary list which provides the word, definition of word, and an example of the word in a sentence prior to the lesson.

For the student who needs an allotted time to complete assignments, he or she will be provided with an individualized timeline for completing the worksheets.

Differentiation of Instruction:

Tier I – Students will receive a guided vocabulary list which provides the word, definition of word, and an example of the word in a sentence.

Tier II - Students will receive a guided vocabulary list which provides the word, and definition of word.

Tier III – Students will receive a vocabulary sheet which provides a list of the vocabulary words.

Developmental Procedures:

1. The teacher will begin the lesson by explaining why England taxed the American colonies and why the Stamp Act was passed. A handout containing the laws and regulations of the Stamp Act will be given to the students, read aloud as a class, and a discussion on how the Stamp Act affected the daily life of colonists. The teacher will write on the SMART board and on transparencies to visually display information to students. (Why do you think England decided to tax the colonists? How you think England felt about this? How about the colonists? What war did the British just finished fighting?)

2. Next, the teacher will explain what the colonists did in reaction to the Stamp Act. The vocabulary sheet will be used as a reference throughout the lesson and each word will be discussed and defined as the word is mentioned. (How did the colonists react to the Stamp Act? What do you think the colonists did in reaction to this Stamp Act? What would you do? What did the Sons and Daughters of Liberty do? How did they convince people no to buy goods from England? In taxation without representation, what does representation have to do with taxation? Why were the colonists angry about the Stamp Act?)

3. The teacher will handout the rubric and details for the editorial and flyer assignment. Handouts will differ depending on assignment choice. Students will be given 15 minutes to create a rough draft and be given 35 minutes to complete their editorial or flyer.

4. To conclude the lesson, a brief discussion on the effects of The Stamp Act will be discussed. Also, the Stamp Act will be added to the ongoing American Revolution timeline.

Assessment:

Students will be assessed by a rubric for the assignment of their choice. Additionally, students will complete American Revolution Timeline for the day, and participate in a class discussion.

Independent Practice:

For homework students must complete thinking and writing activity by answering question, “Would you have joined the Sons of Liberty? Why or why not?”

Follow Up: Academic Enrichment and Academic Intervention:

Academic Enrichment:

Following a lesson on The Stamp Act students will receive a political cartoon in which they must answer a question which will prepare the students for Document Based Questions. The question states, “What does this drawing tell you about how some colonists felt about the Stamp Act”?

Academic Intervention:

The student will complete a cause and effect graphic organizer to arrange information introduced during the lesson. The teacher will help the student complete the organizer and will emphasis how events must occur in chorological order

Technological Integration:

Pictures of specific events will be displayed via transparency. Students will electronically create their editorial or flyer.

Teacher References:

Foresman, S. (2003). Social Studies: The United States. Pearson Education Inc: 2003

George, L. (2003). A time line of the American Revolution. Reading Room Collection: New York

Zarnowski, M. (2004). Harcourt Horizons: New York

Name___________________________________________ Date________________________________________

The Stamp Act

Trouble began when England decided to tax the American colonies. In 1765 England passed the

Stamp Act which meant American colonists had to buy stamps. They had to paste them on all

legal documents, newspapers, and playing cards. When the colonist heard about the Stamp Act

they got very angry. Why should the colonists have to pay taxes for something they didn’t

want? In England people could not be taxed unless they had agreed to it. Americans felt they

should have the same rights as the British.

One group formed in New York City to stop the Stamp Act. They called themselves the

Sons of Liberty. They argued against taxation without representation. The Sons of Liberty

thought it was wrong that the colonists could not elect anyone to go to England and oppose the

unfair tax laws. The Sons of Liberty convinced many New York merchants not to buy any more

goods from England.

In October 1765, representatives from nine colonies met in New York City in what

became known as the Stamp Act congress. A congress is a formal meeting of representatives.

There, colonial leaders spoke out against the Stamp Act and it was the first time the American

colonists had a common problem. They had a reason to act together. After meeting for

nineteen days, the delegates sent a document to the King of England. They urged him to end

the Stamp Act. The colonists argued that Americans had the same rights as the British. They

could not be taxed without their consent. King George III paid no attention to this argument.

By 1766, so many colonists opposed the Stamp Act that Parliament voted to repeal, or take

back, the act. When the colonists heard this good news, one newspaper printed the headline

“Joy to America!” The Sons of Liberty raised a pole in a park. They called it the liberty pole

which stood for the growing spirit of freedom in the colonies.

Wrap it Up!

Using this handout as a guide, fill in or re-check to see that all of the definitions

are filled it. If they aren’t filled in put in the correct definition.

Sons of Liberty

Stamp Act

Liberty Pole

The Stamp Act, 1765

WHEREAS by an act made in the last session of parliament, several duties were granted, continued, and appropriated, towards defraying the expences of defending, protecting, and securing, the British colonies and plantations in America: and whereas it is just and necessary, that provision be made for raising a further revenue within your Majesty's dominions in America, towards defraying the said expences: we, your Majestyâs most dutiful and loyal subjects, the commons of Great Britain in parliament assembled, have therefore resolved to give and grant unto your Majesty the several rates and duties herein after mentioned; and do most humbly beseech your Majesty that it may be enacted, and be it enacted by the Kingâs most excellent majesty, by and with the advice and consent of the lords spiritual and temporal, and commons, in this present parliament assembled, and by the authority of the same, That from and after the first day of November, one thousand seven hundred and sixty five, there shall be raised, levied, collected, and paid unto his Majesty, his heirs, and successors, throughout the colonies and plantations in America which now are, or hereafter may be, under the dominion of his Majesty, his heirs and successors,

Examples of items requiring a stamp:

For every skin or piece of vellum or parchment, or sheet or piece of paper, on which shall be ingrossed, written or printed, any declaration, plea, replication, rejoinder, demurrer, or other pleading, or any copy thereof, in any court of law within the British colonies and plantations in America, a stamp duty of three pence.

For every skin or piece of vellum or parchment, or sheet or piece of paper, on which shall be ingrossed, written, or printed, any bond for securing the payment of any sum of money above twenty pounds, and not exceeding forty pounds of sterling money, within such colonies, plantations, and islands, a stamp duty of one shilling and six pence.

For every skin or piece of vellum or parchment, or sheet or piece of paper, on which shall be ingrossed, written, or printed, any copy of any will (other than the probate thereof) monition, libel, answer, allegation, inventory, or renunciation in ecclesiastical matters in any such court, a stamp duty of six pence

For every pack of such cards, the sum of one shilling.

And for every pair of such dice, the sum of ten shillings.

For every pamphlet and paper being larger than one whole sheet, and not exceeding six sheets in octavo, or in a lesser page, or not exceeding twelve sheets in quarto, or twenty sheets in folio, which shall be so printed, a duty after the rate of one shilling for every sheet of any kind of paper which shall be contained in one printed copy thereof.

For every advertisement to be contained in any gazette, news paper, or other paper, or any pamphlet which shall be so printed, a duty of two shillings.

And for every almanack or calendar written or printed within the said colonies and plantations, to serve for several years, duties to the same amount respectively shall be paid for every such year.

Let’s Wrap It All Up!

What do you think about the Stamp Act?

Does this have an impact on the life of American Colonist?

Letter Template and Questions

Use the form below to draft a letter to King George III from your colonist in response to the Stamp Act of 1765. Make sure to include the following:

Do you support the Stamp Act? Why or why not?

What will you do in response to the Stamp Act?

Do you support British rule in the colonies?

Dear King George III,

Name___________________________________ Date__________________

Words to Learn: Vocabulary Words

Congress

Delegate

Document

Merchant

Liberty Pole

No taxation without representation

Tax

Treason

Name ______________________ Date________________

Words to Learn: Vocabulary Words

Congress – a formal meeting of representatives.

Delegate – a person sent to speak or act for others, usually at a meeting.

Document – a written record, important paper, or legal proof of something.

Merchant – a businessperson who buys and sells goods for a profit.

Liberty Pole – stood for growing spirit of freedom in the colonies.

No taxation without representation – taxing people without the people’s consent

Repeal – take back

Tax – money raised for the support of a government

Treason – guilty of working against your own government.

Name______________________________ Date________________Words to Learn: Vocabulary Words

Congress – a formal meeting of representatives.

In October 1765, representatives from nine colonies met in New York City in what became known as the Stamp Act Congress.

Delegate – a person sent to speak or act for others, usually at a meeting.

It was called the Stamp Act Congress. Nine of the colonies sent delegates to the Stamp Act Congress.

Document – a written record, important paper, or legal proof of something.

They wanted to govern themselves. Their leaders signed an important document.

Merchant – a businessperson who buys and sells goods for a profit.

The Sons of Liberty convinced many New York merchants not to buy any more goods from England.

Liberty Pole – stood for growing spirit of freedom in the colonies.

The Sons of Liberty raised a pole in the park near City Hall. They called it the Liberty Pole.

No taxation without representation – taxing people without the people’s consent

Here they argued, night after night, against no taxation without representation.

Repeal – take back

By 1766, so many colonists opposed the Stamp act that Parliament voted to repeal, or take back, the act.

Tax – money raised for the support of a government

Trouble began when England decided to tax the American colonies.

Treason – guilty of working against your own government.

By accusing Henry of treason, they were saying he was guilty of working against his own government.

Name__________________________ Date___________________

Editorial AssignmentPretend you live during the colony time period and have just discovered news about The Stamp Act. As writers you are to create an editorial that either opposes or approves of The Stamp Act. Complete the assignment using the rubric and criteria listed below. Use the criteria as a checklist and remember to include all parts! Have fun and be creative my fifth grade artists!!

Your editorial must include:

A viewpoint either opposing or agreeing Four reasons for your viewpoint (Reasons must relate to information

found in The Stamp Act) Content is correct At least eight sentences No grammatical errors

Name__________________________ Date___________________

Flyer AssignmentPretend you live during the colony time period and have just discovered news about The Stamp Act. As artists you are to create a flyer that either opposes or approves of The Stamp Act. Complete the assignment using the rubric and criteria listed below. Use the criteria as a checklist and remember to include all parts! Have fun and be creative my fifth grade artists!!

Your flyer must include:

A viewpoint either opposing or agreeing Four reasons for your viewpoint (Reasons must relate to information

found in The Stamp Act) Content is correct Included graphics, colors, and fonts to make flyer appealing No grammatical errors

Multimedia Project: The Stamp Act Flyer

Teacher Name: Ms. Byrne

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Content Covers topic in-

depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Originality Product shows a large amount of original thought. Ideas and viewpoints are creative and inventive.

Product shows some original thought. Work shows new viewpoints

Uses other people's ideas (giving them credit), but there is little evidence of viewpoint.

Uses other people's viewpoints. Doesn’t provide evidence to back up viewpoint

Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the flyer.

Makes good use of font, color, graphics, effects, etc. to enhance to flyer.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the flyer.

Use of font, color, graphics, effects etc. but these often distract from the flyer.

Mechanics No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Letter-Writing : The Stamp Act Editorial

Teacher Name: Ms. Byrne

Student Name:     ________________________________________

CATEGORY 4 3 2 1 Ideas Ideas and

opinions were expressed in a clear and organized fashion. It was easy to figure out what the letter was about.

Ideas and opinions were expressed in a pretty clear manner, but the organization could have been better.

Ideas and opinions were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about.

The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.

Content Accuracy The letter contains at least 4 accurate facts about the topic.

The letter contains 3 accurate facts about the topic.

The letter contains 2-1 accurate facts about the topic.

The letter contains no accurate facts about the topic.

Length The letter is 8 or more sentences.

The letter is 7-6 sentences.

The letter is 5-4 sentences.

The letter is less than 3 sentences.

Neatness Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.

Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.

Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care.

Letter is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly.