ED 345 Calvin College Lesson Planning Form

Teacher: Emily Veenstra

Date: October 21

Subject/ Topic/ Theme: Road to Revolution: Taxes and Tensions

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to assimilate students to both why British decided to tax the colonists and how
the colonists felt about being taxed by the British. We will show both sides of the tax tension.
How does this lesson tie in to a unit plan? (If applicable.)
First Lesson of the Unit.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or
state standards. If an objective applies to only certain students write the name(s) of the student(s) to whom it
applies.

Students will be able to experience what the colonists did when it came to being taxed.

Students will be able to define the Stamp Act.

Students will be able to record their findings in the Road to War Packet

Students will be able to answer why the British began taxing the colonists
5 U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts,
and the Boston Massacre.
II. Before you start
Prerequisite knowledge and
skills.

Assessment
(formative and summative)

We know about the French and Indian War from last unit.

Formative- Listen for students reactions as tax collectors continue

to take their smarties.
Summative- Fill in the Acting Out worksheet with the various acts.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of Representation

Multiple Means of Expression

(Action)

Multiple Means of Engagement

Options for Perception

Options for action/interaction

Students must give their beans to
tax collectors, then see how that
money mainly goes to the Queen.

Options for recruiting interest

This activity is quite involved.
Student, Im sure, will protest
getting taxed, they are feeling what
the colonists did.

Options for Language/Symbols

Options for Expression
Students will be able to feel what colonists
felt, learn about, and record a definition
for the Stamp Act.
Options for Comprehension

Options for Executive Function

Materials-what materials
Smarties or beans in groups of 15.
(books, handouts, etc) do you
Container for Queen
need for this lesson and do you
have them?

Options for Sustaining Effort &

Persistence

Options for Self Regulation

Do you need to set up your

classroom in any special way
for this lesson? If so, describe
it.

No.

III. The Plan

Time

Parts
Motivation
(Opening/
Introduction/
Engagement)

The description of (script for) the lesson, wherein you describe teacher activities and
student activities

Point out the tension that is growing between colonists & British Government
(with visual- I have a rubber band that I have attached to the whiteboard eraser
holders, that I will continue to pull apart as tension grows in the is unit). Review
which taxes the British were already charging (Quartering Act, Navigation Act,
Sugar Act).
As we go through this unit, I want you to have in the back of your mind this question,
What is worth fighting for?

Development

I want you to get a picture of what the colonists were going through. For this
next activity, we are going to use beans to show how the taxes were collected and
further distributed!
I will represent the British Parliament- Britains law-making assembly. This
bucket here is for Mrs. Harvey. She is representing the Queen of England. I need
3 tax collectors. (Read the taxes below) Each time I read a certain tax, these tax
collectors will come down the row collecting your beans.
In 1765, the British Parliament passed another Act- The Stamp Act. (Pg. 269)
No Taxation without representation! Was the cry. Hand out the Road To War
Packet Fill in for Stamp Act.
Read why British started taxing colonists, and ask how students felt. Was this
fair? Could they see the angle from both sides or were they biased towards one
side?

Closure

We know what caused these acts. Tomorrow we will talk about the effects the
Stamp act had on life in the colonies. Can you make any predictions? What
effects do you think this had on the colonists?

Your reflection on the lesson including ideas for improvement for next time: