Q1W9: October 26-30

SS.8.A.3.1 Explain the consequences of the French and Indian War in British policies for
the American colonies from 1763-1774. Remarks/Examples: Examples may
include, but are not limited to, Proclamation of 1763, Sugar Act, Quartering
Act, Stamp Act, Declaratory Act, Townshend Acts, Tea Act, Quebec Act, and
Coercive Acts.

SS.8.A.3.2 Explain American colonial reaction to British policy from 1763-1774.

SS.8.A.3.8 Examine individuals and groups that affected political and social motivations
during the American Revolution.

Students will be able to explain the source of and the reaction to colonial conflict in the 1760’s. 

Students will be able to role-play a part in the taxation of the colonies. 

Monday/Tuesday: Students will role play colonists, the king or tax collectors using M&Ms as money. They will then discuss how it connects to real events and have an exit ticket. Students will chart the early British policies and taxes, why they upset colonists and what the reaction to them was. They then write a paragraph on the source of and response to British policies. 

ONLINE:

Vocab Cards for these words:

• Boycott- refusing to buy goods as a form of protest
• Effigy – a representation of a person meant to be destroyed as protest
• Loyalist- remained loyal to the King
• Patriot- supported American independence

While we are doing the in class simulation read through these sources and think about: Were Americans justified in fighting against the British? Unit 1 DBQ Graphic Organizer and Documents

With the class, use pages 118-121 to work on the chart of British Policies/American Reactions British Laws and Colonial Response

Colonial Conflict Paragraph

• What led to conflict between Britain and the colonies?
• How did each side respond to this conflict?
• In your opinion, which side was more justified in their actions and why?
• Grade:
• /3 pts answers the source of conflict
• /2 pts identifies the response of the Colonies
• /2 pts identifies the response of the British
• /3 pts explanation of why one side was more justified

Wednesday: Students learn about and discuss both sides of the Boston Massacre. Continue with Policy/Reaction Chart. Distribute and discuss Revolution Choice Boards. 

ONLINE:
Use your textbook (page 122-123) to complete the boxes on the British Policy/Colonial Reaction Chart for the Military Occupation/Boston Massacre.

Finish your paragraph from yesterday and then work on your choice from Row 1 from the choice board. Revolution Choice Board

Thursday/Friday: Students read about, discuss and chart the Boston Tea Part, the Intolerable Acts and the 1st Continental Congress. Students then have time work on the 1st row of their choice boards. 

ONLINE:

Use your textbook pages 124-126 to chart the British policies and colonial reactions to the Tea Act and the Intolerable Acts. Make sure to note that the 1st Continental Congress is part of the reaction to the Intolerable Acts. 

Use the rest of the time to finish your choice from Row 1 of the choice board. 

Revolution Choice Board

Choice Board Row 1 due 10/30

Colonial Conflict Paragraph

• What led to conflict between Britain and the colonies?
• How did each side respond to this conflict?
• In your opinion, which side was more justified in their actions and why
• Grade
  • /3 pts answers the source of conflict
  • /2 pts identifies the response of the Colonies
  • /2 pts identifies the response of the British
  • /3 pts explanation of why one side was more justified

Vocabulary

• Boycott- refusing to buy goods as a form of protest
• Effigy – a representation of a person meant to be destroyed as protest
• Loyalist- remained loyal to the King
• Patriot- supported American independence
• Militia – a military force made of ordinary citizens
• Alliance- partnership
• Debt- owing money