Cooperative Learning Teacher Name: Nadine Uremovich Subject and Grade: 5th grade Social Studies Unit Title: “Liberty” Lesson Title: “Tension in the Colonies” 1) State Standards: I. US History. D. Political Unrest and the American Revolution. The student will demonstrate an understanding of the causes and course of the American Revolution. 2) Expectations: Given a textbook reading and/or a peer directed dramatic play:

• Students will identify who made the laws in the 13 colonies and in Britain during early British colonial rule.

• Students will identify reasons why British colonists were satisfied with British rule before the French and Indian War.

• Students will identify how life changed for the colonists after the French and Indian War. • Students will identify “taxation without representation” as a primary reason why the new taxes

angered the colonists. • Students will identify ways that British colonists protested British policy. • Students will understand the role the Stamp Act congress played in facilitating protest against

British policy. • Students will work in cooperative groups to synthesize the new learning and produce a dramatic

skit to share with the class. • Students will create an original work of art showing the reasons for tension in the colonies after

the French and Indian War. Materials:

• Textbooks • “Mini-play” worksheets • Simple props (wigs, mustaches, beards, hats, newspapers, etc.)

Anticipatory Set: Who can give me a vocabulary word we learned in the last lesson?

• As students offer vocabulary words, write the words on the board. If the vocabulary word is related to another vocabulary word, show the connection by drawing a line between the two words. Briefly review the vocabulary

Procedure:

• Divide the class into groups of 4 • Assign each group one section of text. • Hand out “mini-plays” worksheet • Independently, students spend 10 minutes reading their section and finding answers to their

section of “mini-plays.”

• As a group, students agree on answers for the questions, and create a play/skit that teaches the rest of the students the answers to the questions. Encourage the use of props, but give students a limit (1 prop/person) Give the students 10 minutes.

• As the students are preparing, the teacher should visit each group to make sure they are on track, it is important that each group knows the answers to their questions.

• Students perform skits; their objective is to teach the class the answers to their section questions. • The students in the audience should be able to answer the questions from the worksheet after the

performance. • After the performance, the students remain up front to answer questions. There is a short QA

period, where the audience can ask the performers to answer the questions from the worksheet, or to explain how their play shows them the answer.

Assessments: • “Mini-play Summaries” assesses the factual knowledge. Performance and Q&A period assess

the students’ abilities to synthesize the text and teach it to the class. Homework/Independent practice: Students create a quality storyboard from the worksheet

Name_________________________________________________________________________

Mini-play Summaries

British Rule pgs. 225-226 Who made the laws in Great Britain? Who made the laws in the colonies? Do you think the colonists were satisfied with their self-governments during the 1600s? Why?

French Indian War: pgs. 226-228 How did the lives of the British colonists change after the French and Indian War? 1. 2. 3.

New Taxes for the Colonists: pgs 232-233 What was the Sugar Act? Why did the British government pass the Sugar Act? What did the colonists think of the Sugar Act?

Name_________________________________________________________________________

The Stamp Act pgs: 233-234 What was it about the Stamp Act that angered the colonists? (Hint: It was NOT money!) What did James Otis say that many colonists began repeating?

People Protest in Different Ways pgs. 234-235

How did the British colonists protest? • Name 2 peaceful protests:

• Name 2 violent protests

The Stamp Act Congress pgs. 236-237

1. Who was part of the Stamp Act Congress?

2. What did the Stamp Act Congress ask the colonists to do?

3. How did Parliament react to the Stamp Act Congress

4. How was the Boston Massacre used as propaganda (misleading information

Name_________________________________________________________________________

Mini-play Summaries

British Rule pgs. 225-226 Who made the laws in Great Britain? By the monarch and Parliament Who made the laws in the colonies? Colonial legislatures and Parliament Do you think the colonists were satisfied with their self-governments during the 1600s? Why? The colonists were satisfied because they were allowed to have a colonial legislature.

French Indian War: pgs. 226-228 How did the lives of the British colonists change after the French and Indian War? 1. colonists paid taxes to Great Britain to cover war costs 2. colonization was restricted…colonists could not settle western lands 3. colonial governments were restricted.

New Taxes for the Colonists: pgs 232-233 What was the Sugar Act? A tariff imposed on the colonists. Why did the British government pass the Sugar Act? To pay for the French and Indian War What did the colonists think of the Sugar Act? Many colonists objected, but some supported because they were loyalists.

Name_________________________________________________________________________

The Stamp Act pgs: 233-234 What was it about the Stamp Act that angered the colonists? (Hint: It was NOT money!) They did not have a say in the law. What did James Otis say that many colonists began repeating? “no taxation without representation”

People Protest in Different Ways pgs. 234-235

How did the British colonists protest? • Name 2 peaceful protests:

colonists signed petitions and sent representatives to talk to Parliament

• Name 2 violent protests Attacked tax collectors Stole property

The Stamp Act Congress pgs. 236-237

5. Who was part of the Stamp Act Congress? representatives from 9 colonies

6. What did the Stamp Act Congress ask the colonists to do? boycott British goods

7. How did Parliament react to the Stamp Act Congress? They repealed the Stamp Act, but they added more restrictions (The Townshend Acts) to the colonists.

8. How was the Boston Massacre used as propaganda (misleading information)? Paul

Revere made it look like the Redcoats fired into an innocent crowed in broad daylight. The news spread and angered colonists all over the 13 colonies. The anger united the colonists against the British.

Mini-play Instructions:

1. Look at the questions for your play

2. Independently read your assigned passage. Answer the questions for

your assigned passage.

3. In your group, share the answers to your questions. All group members

should agree on the answers.

4. Work with your group to develop a short skit that teaches the class about

your part of the text. Remember, no one in the class has read this

passage but your group. It is your group’s job to teach!

5. The audience should be able to answer the key questions by watching

your skit.

Use this checklist to help you prepare:

Y N 1. Everyone in our group read the passage.

Y N 2. Our group agreed on the answers to key questions

Y N 3. Brainstorm skit ideas. Each person in the group must contribute at

least 2! My ideas are:

4. This is how we will “act out” the key questions

• example:

• example:

• example:

• example:

Assessment Rubric

Assessment 3 2 1 0 Problem solving

n/a Actively seeks or improves on solutions

Does not offer solutions, but is willing to try

Does not offer, help, or try.

Attitude n/a Has a positive attitude about the task and group and is supportive of peers

Is neither positive nor negative

Has a negative attitude or makes fun of peers.

Teamwork Performed all duties and did all of the assigned work

Performed >50% of the duties and assigned work

Performed <50% of the duties and assigned work.

Performed no duties and/or relied on others to do all the work.

Organization/ Performance

Students present information in a logical sequence that fully answers the key questions

Students present information in a logical sequence that answers >50% of the key questions

Audience has trouble understanding information. The sequence answers <50% of the key questions

Audience cannot make sense of information. Key questions were not addressed.

Content Knowledge

Students dialogue demonstrates clear understanding of topic with explanations and elaboration

Student dialogue demonstrates knowledge of key concepts and is confident in knowledge statements.

Student dialogue demonstrates that the student is unsure.

Student dialogue is not in line with content or demonstrates misconceptions.

Q & A Student answers the audience question correctly and with ease

Student answers the question correctly, but with uncertainty.

Student answers the question, and only part of the answer is correct.

Student answers the question incorrectly or does not respond.

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