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Subject: American History |
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Title-
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Background-
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| The origins of the Intolerable Acts. What laws compose the Intolerable acts and the rising tension between the British empire and the colonies that eventually lead to the American revolution. |
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Expected Outcome Of This Lesson Plan-
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1. Students should have an in depth understanding of why the Intolerable Acts came into sanction.
2. What the Intolerable acts consisted of.
3. What is it about the new laws that aggravated the colonies. |
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Teacher Objectives-
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1. For the students to understand the relationship between the British empire and the early American colonies.
2. How the Intolerable acts were instrumental in the growth of the American Revolution. |
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Resources-
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| Textbook and timeline. Political cartoons. |
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Teaching Methods-
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1. Lesson Introduction-
1. The Intolerable Acts were were sanctioned in response to the rebellious nature of the colonists.
2. They consisted of 5 separate laws. 4 of the 5 laws were issued in direct response to the Boston Tea Party.
3. The laws triggered outrage and rebellion throughout the colonies |
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2. Lesson Progression-
1. The acts themselves, the Boston Port Act, the Massachusetts Government Act, the Administration of Government Act, the Quarters Act, and finally the Quebec Acts.
2. How each of the Acts were a violation of human rights, constitutional rights, and traditional English rights, also known as colonial charters.
3. The Boston Port Act shut down the operation of all the ports in Boston until the city was able to pay back all the expenses of the tea that was thrown into the ocean. Under the Massachusetts Government Act, all council members and judges were appointed by the King, rather than elected by the citizens. The Act also limited the activities of Town Meetings. The Administration of Justice Act, which allowed the governor to transfer trials of British soldiers and officials to Britain to protect them from colonial juries. The Quartering Act required local officials to provide lodging for British soldiers, and in private homes if necessary. The Quebec Act was unrelated to the Boston Tea Party, but because of the timing when it was issued, many colonists believed it to be a continuation of the punishment they have been receiving because of the events in Boston. The Act extended the boundaries of Quebec. If colonists move west, they would have to in territory where they had no elected assembly since officials were appointed by the king. |
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3. Guided Practice-
1. Have the students create a timeline to illustrate the events that took place before and after the Intolerable Acts.
2. Give the students certain scenarios in which they were the American colonists. Ask them questions to spur their understanding of the colonists' attitude towards the British. |
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4. Student Practice-
| 1. Have them pretend that they are colonists and have them write a letter to their city official complaining about the hardships that have been imposed on them because of the new Acts. And what is it that they wish to be done in response to the British's outrageous demands. What action are they willing to take? |
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5. Learner Accommodations-
| 1. The laws were intended to punish the colonists and end colonial challenges, but in a way, how did they backfire? |
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6. Assessment-
| 1. Why were the Intolerable Acts a violation of rights? |
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7. Lesson Closure-
1. The Intolerable Acts were in a way the last straw for the colonists in the same way the Boston Tea Party was the last straw for the British Empire.
2. The Acts lead way to the American Revolution and the birth of the United States of America. |
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Measuring Student Progress-
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| 1. Do the students know how these Acts might have played a role in the creation of the American Revolution? |
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