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Mondays and Wednesdays 9:39-11:17

Alex Lehky lehkyale@msu.edu 231-838-4435

Julie Reinheimer reinhei1@msu.edu 248-885-4420

Glenn Briggs Briggsg@msu.edu 517-243-3538

Rachael Rassel rasselra@msu.edu 810-333-2438 [|Bath Middle School lesson plan.pptx]

Brian Tomanek 

Activity 12 **Intolerable Acts Lesson Plan**

TOPIC FOR THE LESSON: Intolerable Acts Simulation Grade Level/Course: 8th Grade Social Studies/US History Unit: Causes of the American Revolution Lesson Objectives: Assessment Tools: Discussion connecting the simulation to the Intolerable Acts, and a worksheet comparing the simulation they went through to the Intolerable Acts they read about. Activities: Initiation/Opening Review briefly of past sections. Question and Answer about what has happened so far. Time: 5 min.
 * 1) Students will participate in a simulation of the Intolerable Acts to encourage greater understanding of why the intolerable acts contributed to the American Revolution. They will show their understanding through a discussion of the textbook and how it connects to the simulation, and through a worksheet comparing the simulation with the intolerable acts.
 * Teacher Activities || Student Activities ||
 * Students will be given 2 jolly ranchers and told not to eat them. Students will be told that as we are in charge for the day we are changing the rules. The first rule is you need to sit down unless engaging in commerce. We will tell students there is a desk tax because Britain needs desks, so ½ the class has to give their desks up. Teacher will ask students how they feel about the desk tax. Next teachers will repeal the desk tax due to the rebellion and institute a pencil tax where students need to give up a pencil to get a needed worksheet. Students will be told that they need a pencil to write about how they feel about their teacher. If they need a pencil then they are charged 2 jolly ranchers in exchange. Mr. T will be selling pencils illegally for 1 jolly rancher.

Debriefing: Ask questions like How did you feel? What were your options? Did you feel bad about getting illegal pencils? Was it the right thing to do? We then would debrief the students. || Students will receive 2 jolly ranchers. Students in half of the room will need to give up their desks. These students will need to sit on the floor. Students will complain about the desk tax. Students will sit back in their desks and give up a pencil for their worksheet. Students who do not give up their pencil and sent to the “jail”. Students will buy pencils from Mr. T to save the extra jolly rancher for themselves.

Students would relate debriefing to previous section. || Students will fill out worksheet to prove they have knowledge || Students would be reading together the textbook on the intolerable acts. They will fill out a worksheet comparing the intolerable acts to the simulation they went through. Time 10 min || Closure: Some students share what they wrote on the sheet. Preplanning Materials/Resources: Need worksheets, textbook, jolly ranchers Instructional Strategies to be Used: Discussion, Simulations, Cooperative Learning
 * Lead class in guided reading of section on the Intolerable Acts. As the students read, we will stop to discuss how the intolerable acts relate to the simulation they just went through.

Name_ Date_ Hour
 * **__ Our Class­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ __**

I felt

The teachers had authority because

The teachers installed the new rules because

My response to the new rules was || **__ The Colonists __**

The colonists felt

The British had authority because

The British made the new rules because

The colonists response the Intolerable Acts was ||