The Literacy Design Collaborative
Informational or Explanatory Module
The Boston Tea Party
Marianne Evans
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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Information Sheet
Module Title:
Dump the Tea or Pay the Tax?
Module Description (overview):
In this unit, students explore the events that led up to the Boston Tea Party. The students take on the roles of actual 18th century Loyalists and Patriots and
reenact the fiery Tea Tax Debate that led to the Boston Tea Party on December 16, 1773. Students are then asked to write an essay arguing their position on
whether to dump the tea in the harbor or pay the tax.
Template Task (include number, type, level)
Task 1: After researching________
(informational texts) on________ (content),write
a/an________ (essay or substitute) that argues
your position on________ (content). Support
your position with evidence from your research.
L2Be sure to acknowledge competing views.
L3Give examples from past or current events or
issues to illustrate and clarify your
position.(Argumentation/Analysis)
Teaching Task
Essential Question: Do citizens have the right to
oppose government taxes?
When do citizens have the responsibility to obey laws
and when do they have the right to protest these
laws? After reading the background information
about the taxes imposed on the American colonies
during the latter part of the 18th century and
reenacting the Tea Tax Debate, write an
argumentative essay that argues your position on
paying the tax on tea imposed by the British
government. Be sure to support your position with
evidence from the texts.
Grade(s)/Level: 6-8
Discipline: Social Studies
Course: American History
Author(s): Marianne Evans
Contact information: marianne.evans@uintah.net
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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Section 1: What Task?
What task sets clear, measurable goals for learning?
A. Template task (include number, type, and level): Insert the Informational or Explanatory template task you selected exactly as it is worded.
Task 1: After researching________ (informational texts) on________ (content),write a/an________ (essay or substitute) that argues your position
on________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3Give examples from past or
current events or issues to illustrate and clarify your position.(Argumentation/Analysis)
B. Standards:
Common Core State Standards
READING
“Built In” Reading Standards For Informational or Explanatory Template Tasks (applicable in black)
1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
6
Assess how point of view or purpose shapes the content and style of a text.
10
Read and comprehend complex literary and informational texts independently and proficiently.
“When Appropriate” Additional Reading Standards (applicable in black)
3
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a
section, chapter, scene, or stanza) relate to each other and the whole.
7
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well
as in words.
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.
9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
WRITING
“Built In” Writing Standards For Informational or Explanatory Template Tasks (applicable in black)
2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks, purposes, and audience.
“When Appropriate” Additional Writing Standards (applicable in black)
1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
7
Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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Utah Content Standards
Number
Content Standard(s)
6120-0501
Analyze what ideas and events led to the Revolutionary movement.
a. Explore the events leading to the outbreak of armed conflict between the American colonies and Great Britain.
Content Standards Source: Utah Education Network: http://www.uen.org/core/core.do?courseNum=6120
C. Teaching Task: Design your teaching task.
Background to share with students:
The Boston Tea Party, referred to in its time simply as "the destruction of the tea", was a direct action by
the Sons of Liberty in Boston, Massachusetts, against the British government and the monopolistic East
India Company that controlled all the tea imported into the colonies. On December 16, 1773, after officials
in Boston refused to return three shiploads of taxed tea to Britain, a group of colonists boarded the ships
and destroyed the tea by throwing it into Boston Harbor. The Tea Party was the culmination of a
resistance movement throughout British America against the Tea Act, which had been passed by the
British Parliament in 1773. Colonists objected to the Tea Act for a variety of reasons, especially because
they believed that it violated their right to be taxed only by their own elected representatives.
Prompt:
When do citizens have the responsibility to obey laws and when do they have the right to protest
these laws? Argue your position on paying the tax on tea imposed by the British government. Dump
the tea or pay the tax? Be sure to support your position with evidence from the texts.
Reading texts: “What’s All This Fuss About Tea?”, “The Story Behind the Tea Act”, Tea is Brewing, Old
South Meeting House, Boston, Massachusetts; text from website:
http://www.oldsouthmeetinghouse.org/osmh_123456789files/BostonTeaPartyBegan.aspx#howitbegan
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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Teaching Task Rubric (Argumentation)
Scoring
Elements
Not Yet
1
1.5
Approaches Expectations
2
2.5
Meets Expectations
3
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position.
3.5
Advanced
4
Focus
Attempts to address prompt, but
lacks focus or is off-task.
Addresses prompt appropriately
and establishes a position, but focus
is uneven.
Controlling
Idea
Attempts to establish a claim, but
lacks a clear purpose. (L2) Makes
no mention of counter claims.
Establishes a claim. (L2) Makes note
of counter claims.
Establishes a credible claim. (L2)
Develops claim and counter claims
fairly.
Establishes and maintains a substantive and
credible claim or proposal. (L2) Develops
claims and counter claims fairly and
thoroughly.
Presents information from reading
materials relevant to the purpose
of the prompt with minor lapses in
accuracy or completeness.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading materials to
develop argument or claim.
Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations. (L3)
Makes a connection with a weak or
unclear relationship to argument or
claim.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim. (L3)
Makes a relevant connection to clarify
argument or claim.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim. (L3) Makes a clarifying connection(s)
that illuminates argument and adds depth
to reasoning.
Maintains an appropriate organizational
structure to address specific
requirements of the prompt. Structure
reveals the reasoning and logic of the
argument.
Reading/
Research
Development
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of the
prompt.
Attempts to provide details in
response to the prompt, but
lacks sufficient development or
relevance to the purpose of the
prompt. (L3) Makes no
connections or a connection that
is irrelevant to argument or
claim.
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position.
Organization
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate organizational
structure for development of
reasoning and logic, with minor
lapses in structure and/or
coherence.
Conventions
Attempts to demonstrate
standard English conventions, but
lacks cohesion and control of
grammar, usage, and mechanics.
Sources are used without
citation.
Demonstrates an uneven command
of standard English conventions and
cohesion.
Uses language and tone with some
inaccurate, inappropriate, or
uneven features. Inconsistently
cites sources.
Demonstrates a command of standard
English conventions and cohesion, with
few errors. Response includes language
and tone appropriate to the audience,
purpose, and specific requirements of
the prompt. Cites sources using
appropriate format with only minor
errors.
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required by
the specific prompt. Structure enhances
development of the reasoning and logic of
the argument.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt. Consistently
cites sources using appropriate format.
Attempts to include disciplinary
content in argument, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding of
content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Content
Understanding
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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Section 2: What Skills?
What skills do students need to succeed on the teaching task?
Each module is required to identify the specific student skills, define them, and cluster them. The example below is one list. Module builders can use this
version, change it, or identify different skills, different definitions, and different clusters using the chart.
LDC Example Skills List
Specific Skills
Skills Defined (“Ability to…”)
What skills are essential?
How do you define/describe those skills?
Skills Cluster 1: Preparing for the Task
1. Bridging Conversation
Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
3. Project planning
Ability to plan so that the task is accomplished on time.
Skills Cluster 2: Reading Process
1. Reading “habits of mind”
Ability to select appropriate texts and understand necessary reading strategies
needed for the task.
2. Essential Vocabulary
Ability to apply strategies for developing an understanding of a text(s) by
locating words and phrases that identify key concepts and facts, or information.
3. Note-taking
Ability to read purposefully and select relevant information; to summarize
and/or paraphrase.
4. Organizing Notes
Ability to prioritize and narrow supporting information.
Skills Cluster 3: Transition to Writing
1. Bridging Conversation
Ability to transition from reading or researching phase to the writing phase.
Skills Cluster 4: Writing Process
1. Initiation of Task
Ability to establish a controlling idea and consolidate information relevant to
task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an
informational or explanatory task.
3. Development
Ability to construct an initial draft with an emerging line of thought and
structure.
4. Revision
Ability to apply revision strategies to refine development of information or
explanation, including line of thought, language usage, and tone as appropriate
to audience and purpose.
5. Editing
Ability to apply editing strategies and presentation applications.
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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Section 3: What Instruction?
How will teachers teach students to succeed on the teaching task?
All LDC instructional ladders have mini-tasks (prompt, product and mini-task scoring), instructional strategies and pacing. The following is an example
instructional ladder. Module developers can adopt, adapt or delete the approaches for each section in order to build their own mini-tasks, instructional
strategies and pacing to teach to the skills identified in Section 2.
LDC Skills
Mini Tasks
What skills do students need to succeed on the teaching task?
Cluster 1: Classroom Pre-Instruction
Pacing
Ladder Step
Defined
10 minutes Bridging
Ability to connect the
conversation
task and new content
to existing knowledge,
skills, experiences,
interests, and concerns.
Cluster 2: Reading Process
Pacing
Ladder Step
Defined
30 minutes Essential
Ability to apply
vocabulary
strategies for locating
words and phrases
essential to key
concepts and
information.
1 class
period
Active reading
and notetaking
Ability to read
purposefully and select
relevant information; to
summarize and/or
paraphrase.
What incremental tasks will teachers give students so they
can learn each skill?
Prompt
Complete the Anticipation
Guide, previewing some of the
facts about the Boston Tea
Party. (see appendix 1)
Scoring
None
Instruction
None…relies on
information from previous
lessons.
Product
Agreement/
disagreement
with facts
Prompt
Complete the graphic
organizer for one of the
following vocabulary words:
boycott, merchant, repeal,
tyranny, monopoly, parliament,
import, export.
Scoring
None
Product
Collection of words
that students associate
with the Boston Tea
Party written in
vocabulary journal.
Generate and record several
questions to ask the class as
they read selected articles
(What’s All This Fuss About
Tea or The Story Behind the
Tea Act) about the Boston Tea
Party. The answers must be in
the text.
None
Instruction
Use the Frayer model to
teach key terms. Assign
each word to a pair or
group of students. Then
have the groups present
the word to the class.
(Appendix 2).
Have students ask the class
questions to focus
attention on specific details
in reading. Students take
notes during questioning.
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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Class discussion;
written questions and
answers covering the
facts in the reading
Organizing
notes
30 minutes
Ability to prioritize and
narrow notes and
other information.
Cluster 3:Transition to Writing
Pacing
Ladder Step
Defined
1-2 class Bridging
Ability to transition from
periods conversation
reading or researching
phase.
1 class
period
Organizing
notes
Ability to prioritize and
narrow notes and other
information.
Cluster 4: Writing process
Pacing
Ladder Step
Defined
10-20
Initiation of
Ability to establish a
minutes task
controlling idea and
consolidate information
relevant to task.
10-20
minutes
Planning
Ability to develop a line
of thought and text
structure appropriate to
an Argumentation task.
1 class
period
Development
Ability to construct an
initial draft with an
emerging line of thought
and structure.
Use a T-chart with Main Ideas
on the left and Details on the
right to organize your notes
from the questioning session.
Prompt
Role play the Boston Tea
Party meeting with half the
class as Loyalists and half
the class as Patriots
Scoring
Participation
guide
Brainstorm arguments from
each side of the argument
by using your notes from
the reading and the role
play.
None
Prompt
Write your thesis
statement, which should
include your controlling
idea and the evidence you
plan to use to support it.
Create an outline for your
essay: use the graphic
organizer to order your
evidence and details in a
logical way.
Scoring
Use your graphic organizer
to write your essay.
Remember to turn your
thoughts into complete
sentences!
Completion
grade
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
Completed organizer
Instruction
Use the character cards provided in
“Tea is Brewing” or have students
research the individuals present at the
meeting and write their own
argument for the role play.
Have students complete a Venn
Diagram with the Loyalists’ point of
view on one side and the Patriots’
point of view on the other as the class
brainstorms arguments from the
reading and the role play.
Product
Class role play
Instruction
Use the thesis organizer for students
to put their thesis and main evidence
into writing. (See Appendix 2)
Product
Thesis statement
Use the graphic organizer for
persuasive/argumentative writing. (See
Appendix 3)
Students use notes and reading from
class to flesh out evidence with
details.
Students use web-based writing
website (Utah Write) to write rough
draft and correct grammar/usage
mistakes.
Detailed outline
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Venn Diagram with
details for each side
of the argument
Rough draft of
editorial
30
minutes
Revision
Ability to apply revision
strategies to refine
development of
argument, including line of
thought, language usage,
and tone as appropriate
to audience and purpose.
20
minutes
Editing
Ability to apply editing
strategies and
presentation applications.
Final Draft
Submit your final draft.
Did you improve your
writing?
Use checklist on rough
draft to revise your essay.
Use the activity cards to
make sure that your
argument is strong and
doesn’t drift, to use
stronger verbs, add
adjectives and adverbs and
use stylistic devises.
Demonstrate to your group
how you revised or edited
a section of your paper and
explain why.
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
Completion
grade
Small and class group reviews
Peer and teacher conferencing
Drafts demonstrating
use of revision
strategies to improve
initial draft. Stays on
task.
No grade
Proofreading: error analysis, topic
focus
Editing methods: sentence combining,
eliminating redundancies
Presentation
demonstrating
effective application
of an editing strategy
to improve some
aspect of the essay
Self assessment
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E. Materials, references and supports: List the materials you will need and students will use. Provide citations.
For Teachers
For Students
“Tea is Brewing”, A Guide for Teachers, Old
South Meeting House, Boston, MA
www.oldsouthmeetinghouse.org
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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ARGUMENTATION CLASSROOM ASSESSMENT RUBRIC
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
LDC Argumentation Classroom Assessment Rubric
MEETS EXPECTATIONS
Addresses the prompt and stays on task; provides a generally convincing response.
Demonstrates generally effective use of reading material to develop an argument.
Establishes a credible claim and supports an argument that is logical and generally convincing. (L2) Acknowledges
competing arguments while defending the claim.
Develops reasoning to support claim; provides evidence from text(s) in the form of examples or explanations relevant to
the argument (L3) Makes a relevant connection(s) that supports argument.
Applies an appropriate text structure to address specific requirements of the prompt.
Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to
audience and purpose.
NOT YET
Attempts to address prompt but lacks focus or is off-task.
Demonstrates weak use of reading material to develop argument.
Establishes a claim and attempts to support an argument but is not convincing;
(L2) Attempts to acknowledge competing arguments.
Reasoning is not clear; examples or explanations are weak or irrelevant. (L3) Connection is weak or not relevant.
Provides an ineffective structure; composition does not address requirements of the prompt.
Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not appropriate to
audience and purpose.
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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Teacher Work Section
What now, what next?
A. Teacher thoughts. Provide thoughts and ideas after teaching the module to different students in different classes
B. Possible variations. Add ideas for spin-offs or extensions to the module.
How can you show your opposition to what you consider an unjust law?
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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Appendix 1
Anticipation Guide
The Boston Tea Party
Before
Agree
Disagree
After
Agree
Disagree
Statement
1. The King of England at the time of the Boston Tea Party was George IV.
2. The Boston Tea Party was the first protest the colonists staged against paying taxes to
England.
3. Not all of the colonists thought that the taxes were unfair.
4. The colonists had representatives in Parliament that disagreed with King George.
5. Any merchant living in the American colonies who wanted to sell tea in their store would
have to buy it from the British East India Company in London.
6. England’s tax on tea made the tea sold in the colonies very expensive.
5. The Sons of Liberty protested England’s actions by having meetings and talking; they never
did anything violent.
6. The Patriots and the Loyalists disagreed over what should be done with the tea on the ships
in Boston Harbor in December, 1773.
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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7. Samuel Adams, a leader of the Sons of Liberty, was involved in the Boston Tea Party.
8. The Boston Tea Party was organized by the Sons of Liberty because they wanted the tea to
be unloaded and sold in Boston.
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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Appendix2
Frayer Model
Definition in your own words
Examples
Facts/characteristics
Word
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Nonexamples
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Appendix3
Thesis organizer
Thesis:
Evidence:
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
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Appendix4
Details
Evidence
Details
Thesis statement
Evidence
Evidence
LDC Informational/Explanatory Module Template – version 3 | © Literacy Design Collaborative, 2011
Details
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