Gooden, Sharon
MDCPS TAH Phase II Master Cohort
Spring 2011
Audience: Gifted/Honors
Title:
The Road to Independence: The Stamp Act
Overview - Big Ideas: Explain American colonial reaction to British policy from 1763 – 1774, specifically the
Stamp Act (1765).
Lesson Objectives: SS.8.A.3.2; SS.8.A.1.3; SS.8.A.1.2
Key Vocabulary: revenue, writs of assistance, resolution, effigy, boycott, nonimportation, repeal, propaganda,
committee of correspondence, militia, minutemen, Loyalist, Patriot, petition
Evidence of Student Understanding/Assessment: As a result of their investigation, students will be able to:
1. Analyze primary documents.
2. Practice the skills of observation, analysis, and interpretation.
3. Understand colonial reaction to Great Britain's tax legislation-specifically the Stamp Act of 1765.
4. Create a propaganda poster in support of or against the British policies.
Materials Needed:
 Glencoe, “The American Journey”
 Virginia Time Line, 1760-1776: http://www.history.org/history/teaching/tchcrtme.cfm
 Summary of the 1765 Stamp Act: http://www.history.org/history/teaching/tchcrsta.cfm
 Virginia Stamp Act Resolutions: http://www.history.org/history/teaching/tchcrvar.cfm
 Words to the song "The Glorious Seventy Four": http://www.history.org/history/teaching/tchcrsng.cfm
 Print: The Repeal, Or the Funeral of Miss Ame-Stamp:
http://www.history.org/history/teaching/tchcrpc1.cfm
 Print: The Alternative of Williamsburg: http://www.history.org/history/teaching/tchcrpc2.cfm
 Written Document Analysis Worksheet:
http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf
 Level1: Glencoe Reteach Activity 5-1
 Level 2: Glencoe Guided Reading Activity 5-1
 Level 3: Glencoe Active Reading Note-Taking Guide 5-1
 Glencoe Enrichment Activity 5-1: A Call to Arms
Springboard:
Discovery Education Video: “The Stamp Act of 1765: Taxation Without Representation”
http://player.discoveryeducation.com/index.cfm?guidAssetId=A51B7C74-FB8A-450E-AE85FD68307E8A64&blnFromSearch=1&productcode=US (6 minutes). Explain how the video relates to the
lesson.
Procedures:
1. Through a Power Point lecture and student reading of Chapter 5-1, “The American Journey,” introduce
students to the background of the American colonies up to 1765. Use the "Virginia Time Line, 1760-1776,"
to place the Stamp Act of 1765 and the Virginia Stamp Act Resolves in chronological context for the
students. Students to take notes and define key terms using context clues.
2. Introduce the content of the Stamp Act by using the "Summary of the 1765 Stamp Act." (Read-out-Aloud
and discussion to determine comprehension).
3. Divide the students into three groups. Give each group a copy of one of the following documents: 1) the
words to the song The Glorious Seventy Four, 2) The Repeal, Or the Funeral of Miss Ame-Stamp, and 3) The
Alternative of Williams-burg.
4. Instruct the students to use the Document Analysis Worksheet to analyze their document to determine
what it has to do with the Stamp Act and later attempts by British Parliament to tax the colonies.
a)
What is the viewpoint of the document?
b)
Is it for or against the English tax?
Gooden, Sharon
MDCPS TAH Phase II Master Cohort
Stamp Act Lesson Plan, pg. 2
Spring 2011
c)
Were the colonists pleased with the taxes? Why or why not?
d)
To what form(s) of resistance do the documents refer?
Have each group present its findings to the class using specific references to details in the document and
supporting inferences. Ask the class what it thinks the overall colonial reaction was to England's taxes.
5. Introduce Patrick Henry's "Virginia Stamp Act Resolutions." Read the resolutions to the students. Discuss
what each resolution means. Would Parliament agree with what the resolutions propose? Why or why not?
How might Parliament react to the resolutions?
6. After discussing the "Virginia Stamp Act Resolutions," remind the students that the American colonists are
still British subjects and that the proposed Resolutions are highly controversial. Hold a class vote--with
students voting as if they were members of the Virginia House of Burgesses--on the resolutions. Do the
resolves pass or fail?
Specific Activities
Guided: Lecture/class reading: Power Point, Read Aloud 5-1
Group Work: Analyzing primary sources, class discussion
Independent: 5-1 assessments; propaganda poster
Differentiation:
Use Glencoe “The American Journey” to complete the following assignments located in in textbook resources:
Level1: Reteach Activity 5-1
Level 2: Guided Reading Activity 5-1
Level 3: Active Reading Note-Taking Guide 5-1
Enrichment Activity 5-1: A Call to Arms
Technology Integration:
Discovery Education Video: “The Stamp Act of 1765: Taxation Without Representation”
http://player.discoveryeducation.com/index.cfm?guidAssetId=A51B7C74-FB8A-450E-AE85FD68307E8A64&blnFromSearch=1&productcode=US (6 minutes).
Lesson Closure:
Students to create a propaganda poster in support of or against the British policies
Assessments:
Discussion
Group Presentation
5-1 Assessments
Propaganda Poster
Gooden, Sharon
MDCPS TAH Phase II Master Cohort
Fall 2010
Title:
North American Peoples: European and Native American Conflict
Overview - Big Ideas: The impact of colonial settlement on Native American populations.
Lesson Objectives: SS.8.A.2.5; SS.8.A.1.3; SS.8.A.1.2
Key Vocabulary: dissent, persecute, Puritan, Separatist, Pilgrim, Mayflower Compact, toleration, charter
Evidence of Student Understanding/Assessment: As a result of their investigation, students will be able to:
1. Analyze primary documents.
2. Practice the skills of observation, analysis, and interpretation.
3. Understand the similarities and differences between English and Native American conceptions of the land
settlement.
4. Understand the causes of King Philip's War.
5. Write a letter that expresses and supports their opinion on the conflict between Native Americans and
European settlers.
Materials Needed:
1. Glencoe, “The American Journey”
2. Metacom/King Philip, Metacom Relates Indian Complaints about the English Settlers, 1675:
http://historymatters.gmu.edu/d/6226
3. Mary Rowlandson, "A Severe and Proud Dame She Was": Mary Rowlandson Lives Among the Indians,
1675".: http://historymatters.gmu.edu/d/5793
4. Bacon' Rebellion: Declaration of Nathaniel Bacon and Governor William Berkely:
http://historymatters.gmu.edu/d/5800
5. Pueblo Revolt: Pedro Najaro and Account of the Pueblo Revolt by Governor Don Antonio de Otermin:
http://www.digitalhistory.uh.edu/native_voices/voices_display.cfm?id=21
6. Written Document Analysis Worksheet:
http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf
7. Level 1: Glencoe Reteach Activity 3-2
8. Level 2: Glencoe Guided Reading Activity 3-2
9. Level 3: Glencoe Active Reading Note-Taking Guide 3-2
10. Glencoe Enrichment Activity 3-2: A Colonial Household
Springboard:
Discovery Education Video: “The Fur Trade and Land Ownership: Contrasting European and Native American
Cultural Beliefs” (5 minutes). Explain how the video relates to the lesson.
Procedures:
1. Through Power Point lecture and student reading of Chapter 3-2, “The American Journey,” introduce
students to the background of land disputes between the European settlers and Native Americans. Define
vocabulary using context clues.
2. Divide the students into three groups. Assign each group the primary document(s) related to one of the
conflicts: 1) Metacom/King Philip, Metacom Relates Indian Complaints about the English Settlers, 1675,
Mary Rowlandson, "A Severe and Proud Dame She Was": Mary Rowlandson Lives Among the Indians,
1675". 2) Bacon' Rebellion: Declaration of Nathaniel Bacon and Governor William Berkely. 3) Pueblo
Revolt: Pedro Najaro and Account of the Pueblo Revolt by Governor Don Antonio de Otermin.
3. Instruct the students to use the Document Analysis Worksheet to analyze their document in their groups
to determine what the issues were, and what were detailed in the documents before, during, and after the
conflict?
4. Have each group present its findings to the class. The presentations should address the following
questions:
a) How did the three conflicts differ? How were they the same?
b) What role did religion play in each conflict?
Gooden, Sharon
MDCPS TAH Phase II Master Cohort
Native American/European Conflict Lesson Plan, pg. 2
a) How did conflicts between English settlers in coastal regions and those living in newer frontier regions
to the west contribute to tensions with Native Americans?
b) How did the author's perspective (background, experience, interests, values, etc.) influence his/her
record of events?
Specific Activities
Guided: Lecture/class reading: Power Point, Read Aloud 3-2
Group Work: Analyzing primary sources, class discussion
Independent: 3-2 assessments; letter writing
Differentiation:
Use Glencoe “The American Journey” to complete the following assignments located in textbook resources:
Level1: Reteach Activity 3-2
Level 2: Guided Reading Activity 3-2
Level 3: Active Reading Note-Taking Guide 3-2
Enrichment Activity 3-2: A Colonial Household
Technology Integration:
Discovery Education Video: “The Fur Trade and Land Ownership: Contrasting European and Native American
Cultural Beliefs” http://player.discoveryeducation.com/?blnPreviewOnly=1&guidAssetId=91e1daeb-c8d34642-8ab0-81592f1f91c0 (5 mintues)
Lesson Closure:
Students are to take the role of either an English colonist or a Native American in the 1670s in Massachusetts
Bay. Write a letter to a colonial newspaper expressing and supporting your views about the two following
issues: a) Who owns the land and why? b) Who was responsible for the growing conflicts in the colonies?
Standard grammar, spelling, sentence structure, and punctuation to be used.
Assessments:
Group Presentation
3-2 Assessments
Newspaper Letter