Lesson Plan Format: Day 3

Grade: 3___

Unit: The American Revolution in Massachusetts

Goal: Events and people in Massachusetts history played a major part in the development of Massachusetts

Essential Questions:

1. What people and events in Massachusetts history played a part in the onset of the Revolutionary War?

Development and selection of Activities and Resources:

Ø Journal writing: How would you feel if you had to pay money to a country far away to use resources?

Ø QuickWrite: write five things that you know about taxes

Ø Activity on taxes: understanding the frustration of taxes

Ø Make a diary of the various events in Massachusetts history (ongoing)

Ø Own interpretation of “Taxation Without Representation”

Content:

Ø Definition of tax

Ø Tax activity: description below

Ø Types of taxes: Proclamation of 1763; Britain was poor and needed money

Stamp Act-1765; taxed everything. The colonists did not like this, and therefore rebelled

Handout “Anger in Boston”; read and discuss (answer questions in diary)

Ø 1768: British army came and enforced the taxes; called “Lobster Backs” by colonists

Curriculum Standard:

Economics: Standard 8

New England and Massachusetts: Standard 3.5

Assignment:

Ø Think of your own meaning to “Taxation Without Representation”

How will the understanding of the essential question be assessed?

Ø At the end of the unit, the students will be able to write a small book for younger students to learn about the American Revolution.

Understanding Taxes

In Colonial Times, taxes were put on all resources imported to the colonies. Think of all the resources people use: taxes, tea, etc…

In class, think of rights and privileges you are given in school. Make a sign with a group of all these rights. Now, think of your teacher as King George. He or she will “tax” the class a certain amount for these rights or privileges. If you don’t pay, you will go to “jail”.

Write in your journal how you felt after this exercise.

Materials: Large piece of construction paper

Markers

Poker chips for money

Procedure: 1. Have students brainstorm different rights in the classroom (bathroom, reading, water fountain can be examples). Write these on the piece of construction paper.

2. Give each student 10 poker chips. Each time you see a student do one of these rights, “tax” them one poker chip for each time.

3. At the end of the day, ask the students their thoughts, or write a response in his or her journal.