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					                                 American Democracy in Word and Deed
                                         MDUSD/UCB H-SSP
                                      5th
                                            Grade Lesson: “The Stamp Act”

Developed by: Mona Lisa Ricard

Teaching American History Grant Focus Question:
      How have the words and deeds of people and institutions shaped democracy in the U.S.?
5th
      Grade Yearlong Question:
         2009-2014 Grant Question: ?

Unit Focus:
       The American Revolution

Unit Focus Question:
       How did the British laws and acts of the 1760s and 1770s influence the colonists?

Unit Working Thesis:
      Anger over the British policies led most of the colonist to demand representation in parliament and
      protest what they thought were unfair laws and taxation, which ultimately led them to come
      together.

Lesson Focus Question:

          How did the American Colonists respond to the Stamp Act?

Lesson Working Thesis:
      The American colonists organized to oppose the Stamp Act by holding demonstrations, boycotting
      the tax, and forming an inter-colonial coalition, the Stamp Act Congress, to call for the Act’s
      repeal.

Reading and Writing Strategy/ies:
    READING Strategy: Passage level: Cause and Effect and Point of View
    WRITING Strategy: Focus question deconstruction to form thesis statement to answer Focus
      Question in an Expository essay.

Suggested Amount of Time:
      4 class periods

Textbook:
      The United States: Making a New Nation. Orlando, Florida: Reflection Series, Harcourt
      School Publishers, 2007, Chapter 8, pp 318-330

Primary Source Citation:
English Parliamentary Debates on the calls to repeal the Stamp Act (1766) http://www-
rohan.sdsu.edu/~jputman/410a/parldebates.htm, August 9, 2010
“The Stamp Act”, http://www.ushistory.org/declaration/related/stampact.htm, August 9, 2010

1765 drawing shows a group of colonists in New Hampshire protesting the Stamp Act
“Reflections”, The United States: Making a New Nation, Harcourt School Publishers, 2007

Context of the lesson in the unit (and its connection to American Democracy in Word and Deed):
As American colonists moved west a conflict occurred between France and England, also called Britain,
over the control of land. After 7 years of fighting, the War ended in 1763 with England gaining nearly all
the French territory in North America. After this war, Britain decided the colonists should help pay for the
cost of defending the colonies. The British Parliament passed the Sugar Act to raise money and shortly
thereafter it passed the Stamp Act.

Lesson Procedure:

   1. Reading Strategy #1: “The Stamp Act” and Cause and Effect Chart
          Pass out “The Stamp Act Cause and Effect chart. (pp 5, key 6)
          Review chart with students
          Have students silently read Unit 4, Lesson 2, “The Colonist Speak Out” pp 326-329: then partner
            read out loud. Have partners try to fill in chart.
          Teacher completes cause and effect chart with students.
          When the chart is complete, teacher guides students in discussion of the Colonist response
            to the Stamp Act.

   2. Reading Strategy #2: Viewing a Primary Source – choral reading: “The Stamp Act”
          Pass out a copy of Paragraph 1 from “The Stamp Act” of 1765 (pp 7 )
          Show up on overhead/projector. Choral read with students.
          Discussion: What is being taxed? How? For how much?

   3. Reading Strategy #3: Viewing a Primary Source – Analyzing Art: “The Stamp Act”
          Show the Illustration of the protest of the Stamp Act (pp 9)
          Pass out Analyzing Art Handout (pp 8 )
          Have Students list what they see… then review with students. Have students complete the
            rest of the chart review answers and answer “Why do you think the protestors placed the
            straw figure high on a pole?”

   4. Reading Strategy #4: Viewing a Primary Source – Declarations of the Stamp Act Congress: “
          Pass out “Declarations of the Stamp Act Congress (pp 10, Key 11)
          With Students circle the main nouns of the first declaration.
          In four groups assign a declaration to each group to circle the nouns. Have each group
            check each other’s.
          Pass out “Key Words of the Declarations of the Stamp Act Congress.” (pp 12)
          Write the key words from the first declaration on the key. Have groups share out their key
            words. Looking at each word, how does it help you answer the question of what the
            colonist were upset about? Review with students.

   5. Reading Strategy #5: Sentence Deconstruction focus on verbs – Analyzing different points of
      view (Chatham vs. Mansfield)
                   Hand out Quotes by Chatham and Mansfield. (pp 14)
                   Do Sentence deconstruction for Chatham and Mansfield.(pp 15-16)
                   Who was for the repeal of the Stamp Act; who was against it and why?
                   Discuss the outcome.

     6. Writing Strategy #1: Writing a paragraph with a scaffold outline
           Instruct students to take out prior work: Cause and Effect Chart (pp 6)
           Do Focus Question “Breaking Down the Text” (pp 18, Key 19)
           Pass out Paragraph Outline with Writing Prompt. (pp 20)
           Teacher scaffolds writing assignment to show students how they will write the paragraph by
              using all the work they have already completed. Teacher explains how the paragraph will be
              organized by utilizing prior work.

History-Social Science Content Standards:

5.5 Students explain the causes of the American Revolution.

     1.   Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to
          imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

Historical and Social Sciences Analysis Skills:

Chronological and Spatial Thinking

     1.   Students place key events and people of the historical era they are studying in a chronological
          sequence and within a spatial context; they interpret time lines.

     3.   Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and
          analyze how relative advantages or disadvantages can change over time.

Research, Evidence, and Point of View

     1.   Students differentiate between primary and secondary sources.


Reading/Language Arts Content Standards:

Comprehension and Analysis of Grade-Level-Appropriate Text
2.3     Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.
2.4     Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Expository Critique
2.5      Distinguish facts, supported inferences, and opinions in text.

1.0 Writing Strategies

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and
purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus
1.1      Select a focus when writing
NAME___________________________________________ DATE:_______________________

                         Stamp Act Cause and Effect
Cause                                 Effect
[Because]




[Because]




[Because]




[Because]




[Because]




Conclusion: _________________________________________________________

___________________________________________________________________

___________________________________________________________________
                                                                       KEY
NAME___________________________________________ DATE:_______________________


                            Stamp Act Cause and Effect
Cause                                  Effect
[Because]
The French & Indian War                British debt



[Because]
Debt                                   Sugar Act


                                       Stamp Act
[Because]
Stamp Act                              Demonstrations, Boycotts, Organized
                                       Committees of Correspondence,
                                       Organization of the Stamp Act Congress



[Because]
Stamp Act Congress/Boycotts…           Declarations of the Stamp Act
                                       (i.e. no taxation without representation)


[Because]
Parliament debates the repeal of the   Stamp Act Repealed
Stamp Act




Conclusion: __________________________________________________________

____________________________________________________________
Name____________________________________ Date: _________________



The Stamp Act
                                                                                         March 22, 1765




   1. For every skin or piece of vellum or
     parchment, or sheet or piece of paper, on
     which shall be engrossed, written, or printed,
     any declaration, plea, replication, rejoinder,
     demurrer or other pleading, or any copy
     thereof; in any court of law within the British
     colonies and plantations in America, a stamp
     duty of three pence.




“The Stamp Act,” http://www.ushistory.org/declaration/related/stampact.htm, August 9, 2010
                                  ANALYZING ART

Name: __________________________________________ Date: ________________________

Title of Image: ___________________________________ Artist_________________________

Media:____________________________________

Visual Analysis Worksheet

I see ….                         It tells me …..                  I wonder …..




                      Use the sentence starters below to discuss the image.
I noticed …                      It shows …                       I think that …
It looks like …                  The painting describes …




WHY: Analysis
This painting tells me that …
Primary Sources: Stamp Act Protest

This illustration shows a protest occurring in response to the Stamp Act.

Analyze Drawings: This 1765 drawing shows a group of colonists in New Hampshire protesting
the Stamp Act.

Parts of the drawing include:
   1. The coffin represents the wish to see the Stamp Act die.
   2. The figure made of straw represents a stamp tax collector.
   3. This angry protestor prepares to throw a rock at the straw figure.

Question: Why do you think the protestors placed the straw figure high on a pole?




From: The United States: Making a New Nation. Reflections Series, Harcourt School Publishers, 2007.
Name:_______________________________________________ Date:______________________________


 DECLARATIONS OF THE STAMP ACT CONGRESS, OCT. 1765


 I. That his Majesty’s subjects in these colonies, owe the same
 allegiance to the Crown of Great Britain, that is owing from his
 subjects born within the realm, and all due subordination to that august
 body, the Parliament of Great Britain.


 II. That his Majesty’s liege subjects in these colonies are entitled to all
 the inherent rights and liberties of his natural born subjects within the
 kingdom of Great Britain.


 III. That it is inseparably essential to the freedoms of a people, and the
 undoubted right of Englishmen, that no taxes should be imposed on
 them, but with their own consent, given personally, or by their
 representatives.


 IV. That the people of these colonies are not, and from their local
 circumstances, cannot be represented in the House of Commons in
 Great Britain.


 V. That the only representatives of the people of these colonies, are
 persons chosen therein, by themselves; and that no taxes ever have
 been, or can be constitutionally imposed on them, but by their
 respective legislatures.


 “DECLARATIONS OF THE STAMP ACT CONGRESS, OCT. 1765,”
 http://people.sunyulster.edu/VoughtH/stamp_act_congress.htm, August 9, 2010
Name:_______________________________________________ Date:______________________________


 DECLARATIONS OF THE STAMP ACT CONGRESS, OCT. 1765


 I. That his Majesty’s subjects in these colonies, owe the same
 allegiance to the Crown of Great Britain, that is owing from his
 subjects born within the realm, and all due subordination to that august
 body, the Parliament of Great Britain.


 II. That his Majesty’s liege subjects in these colonies are entitled to all
 the inherent rights and liberties of his natural born subjects within the
 kingdom of Great Britain.


 III. That it is inseparably essential to the freedoms of a people, and the
 undoubted right of Englishmen, that no taxes should be imposed on
 them, but with their own consent, given personally, or by their
 representatives.


 IV. That the people of these colonies are not, and from their local
 circumstances, cannot be represented in the House of Commons in
 Great Britain.


 V. That the only representatives of the people of these colonies, are
 persons chosen therein, by themselves; and that no taxes ever have
 been, or can be constitutionally imposed on them, but by their
 respective legislatures.


 “DECLARATIONS OF THE STAMP ACT CONGRESS, OCT. 1765,”
 http://people.sunyulster.edu/VoughtH/stamp_act_congress.htm, August 9, 2010
Name:______________________________________________ Date:___________________________


     Key Words of the Declarations of the Stamp Act Congress

Key Nouns                                      How does it help you answer the question?




What were the American Colonists upset about? ______________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
Name:______________________________________________ Date:___________________________


     Key Words of the Declarations of the Stamp Act Congress

Key Nouns                                      How does it help you answer the question?




What were the American Colonists upset about? ______________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
Name: _____________________________ Date:______________________



English Parliamentary Debates on the calls to repeal the Stamp Act (1766)




Lord Chatham … “Upon the whole, I will beg leave to tell the House
what is my opinion. It is, that the Stamp Act be repealed absolutely,
totally, and immediately. That the reason for the repeal be
assigned, viz., because it was founded on an erroneous principle…”




Lord Mansfield. ... ... “Proceed, then, my Lords, with spirit and
firmness; and when you have established your authority, it will then
be a time to show your lenity. The Americans, as I said before, are a
very good people, and I wish them exceedingly well; but they are
heated and inflamed…”




English Parliamentary Debates on the calls to repeal the Stamp Act (1766)
http://www-rohan.sdsu.edu/~jputman/410a/parldebates.htm, August 9, 2010
  Deconstruction of Lord Chatham’s Statement (Verbs)
  NAME_________________________________________________________ Date: _______________________________

-Time marker            Who (subject)    Action words    Who, What, Where                Questions or conclusions-
-Connector words        Participants     (verbs/ verb    Message                         What connections can you
-Prepositional phrase                    phrases)                                        make from this information?
-Circumstances
Upon the whole          I                                to tell the House what is
                                                         my opinion.

It is, that             the Stamp Act                    absolutely, totally, and
                                                         immediately

That the reason for It (the Stamp Act)                   on an erroneous principle
the repeal, viz.
because



  Lesson Question: Lord Chatham’s argument was? __________________________________________________________________

  _____________________________________________________________________________________________________________

  _____________________________________________________________________________________________________________
                              Deconstruction of Lord Mansfield’s Statement (Verbs)
  NAME_________________________________________________________ Date: _______________________________


-Time marker            Who (subject)    Action words    Who, What, Where                Questions or conclusions-
-Connector words        Participants     (verbs/ verb    Message                         What connections can you
-Prepositional phrase                    phrases)                                        make from this information?
-Circumstances
then                    my Lords,                        with spirit and firmness;


and when                you                              your authority

then                    it                               your lenity


as I said before        The                              a very good people
                        Americans
and                     I                                them exceedingly well


but                     they                             heated and inflamed

  Lesson Question: Lord Chatham’s argument was? ___________________________________________________________________

  _______________________________________________________________________________________________________________

  _______________________________________________________________________________________________________________
Name: ______________________________________________ Date: __________________________


                                 Breaking Down the Text

Focus question: ______________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


Prepositions   Subject      Action         Who, what when,    Conclusions/Questions
                                           where




What will you need to know to answer this question?




                                                                         KEY

                                Breaking Down The Text
Name: ______________________________________________ Date: ___________________________

Focus question: __How did the American Colonist respond to the Stamp Act?___________________



_____________________________________________________________________________________

Prepositions   Subject       Action            Who, what when,    Conclusions/Questions
                                               where
How did… American            respond           to the Stamp Act What is the Stamp Act?
               Colonist




What will you need to know to answer this question?
Stamp Act                      Responses                         Outcome

                                   Demonstrations
    Tax to pay for the 7                                            Repeal came up
                                   Boycotts
     years war in 1765                                                before parliament
                                   Political Cartoons
    Parliament taxed                                                 and was argued for
     paper/document – a            Organized Committees              repeal by William
     stamp would show the           of Correspondence                 Pitt and against
     tax is paid                   Organized the Stamp               repeal by William
                                    Act Congress which                Murray.
                                    called for the repeal of         Benjamin Franklin
                                    the Stamp Act                     was interview by
                                                                      Parliament
                                                                     It was repealed,
                                                                      1766
Name_______________________________________ Date ________________________


                               Paragraph Outline

Writing question: How did the American Colonists response to the Stamp Act?

Topic Sentence:

_____________________________________________________________

_____________________________________________________________

Details/Evidence:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Explanation/Analysis: Explain what your evidence proves. Ex:This shows…

_____________________________________________________________

_____________________________________________________________

Concluding sentence:

_____________________________________________________________

_____________________________________________________________
TEACHER KEY-SAMPLE PARAGRAPH

Writing Question: How did the American Colonist respond to the Stamp Act?

                                        Model Paragraph

Topic sentence:

Details/Evidence:

Explain/Analysis:

Concluding sentence:




From: The United States: Making a New Nation. Reflections Series, Harcourt School Publishers, 2007.

				
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