The Intolerable Acts

Author(s): John Hannah
Grade Level:8th
Timeframe:Class periods: 3 - 1 hr 30 Minutes each

Lesson Description or Explanation
Students will begin critically analyzing the Intolerable Acts. The students will walk into a classroom dimly lit with sorrowful music being played. There will be voices crying out how unfair or just the Intolerable Acts were. There will be a question on the board stating: What reaction would United States’ citizens have if all airports and seaports were closed, you were forced to house foreign soldiers in your home, and your right to have a trial in your state or even country was lifted because trials were moved to Mexico City? Students will answer the question, and a class discussion will follow that will introduce the Intolerable Acts. Each student will receive a packet consisting of the details of the Intolerable Acts. Students will break into groups of four or five; each group will be responsible for selecting one of the main provisions of the Intolerable Acts and creating a PowerPoint presentation outlining what the provision was, how it effected the colonies, and why was it made. Students will need to present the project for a minimum of five minutes. Each group member is required to participate in both the creating and presenting of the PowerPoint.


Indiana Curricular Standards

-8.1.3: The American Revolution and Founding of the United States of America: 1754 to 1801. Identify and explain the conditions, causes, consequences and significance of the French and Indian War (1754-1763), and the resistance and rebellion against British imperial rule by the thirteen colonies in North America (1761-1775)

-8.1.4: The American Revolution and Founding of the United States of America: 1754 to 1801. Identify fundamental ideas in the Declaration of Independence (1776) and analyze the causes and effects of the Revolutionary War (1775-1783), including enactment of the Articles of Confederation and the Treaty of Paris. (Core Standard)


ISTE Standards
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity

1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual
environments. Teachers:

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources

Assessments
Formative Assessment: PowerPoint file and presentation. The project will be graded by participation, and having a specific number of key points presented. Because the making of the presentation will be done in one class period, and the presenting of the project in a second class period, the grading will be predominantly participation and acceptable use of technology.

Summative Assessment: Students will write an informative essay critically describing and explaining the provisions of the Intolerable Acts as well as the causes and effects of the acts. I will be assessed by having an outline of key points needed to be presented in the essay as well as the detail that needs to be provided.


Prior Knowledge
Students will have been taught of prior acts or laws passed by Great Britain towards the colonists. Students will have a background of the Boston Tea Party, and relations between the colonists and England. Students will have analyzed the New England, Middle, and Southern colonies specifically their origin. Pre-assessment activity where students will have to answer questions based on already learned characteristics of the relations between the colonies and England.

Technology

- Computers
- PowerPoint
- Video Editing Program
- Situational Music
- Remote Mouse

Procedure

• Day One
o Students will enter a classroom will Bell Ringer question written or displayed in the front of the classroom. The students will critically answer the question based on prior knowledge obtained in prior lessons. A class discussion will follow sharing the answers to the question. Teacher will insert essential questions that will transition into the lesson.
o Instructor will pass out a packet outlining the Intolerable Acts. The packet will include the specific provisions of the Intolerable Acts, but the students will use their textbook to answer the questions why the acts were written and what effects followed the passing of the acts. Students will separate into groups of four or five. Each group will be required to create a PowerPoint presentation describing one provision of the Intolerable Acts. The PowerPoint will list, describe, and explain the provision. An explanation as to why it was created and the effects of it will also be placed in the presentation.

• Day Two
o Each group will present their presentations. Participation by each student is required. The presentations will last a minimum of five minutes each. Following the presentation, all other groups are required to ask at least two questions related to the presentation that just took place. A participation grade for the audience will also be applied.
o After presentations have been completed, the class will immediately review the material covered by completely a no-stakes quiz. This quiz will serve as a guide to how well the students understood the material before the summative assessment essay.


Differentiated Instruction

ESL
The assignment could be differentiated for ESL students by providing those students a translated copy of the Intolerable Acts with the English version attached. This would allow students to be able to recognize the important parts of the Intolerable Acts as well as compare English versus their own language.

The assignment could be differentiated for ESL learners by having the groups selected heterogeneously. This would allow students with different English speaking abilities to be grouped with those who could help them understand the project and expectations.


Challenge/Extend
The lesson could be more of a challenge by not giving the groups the important parts of the Intolerable Acts. Students would be required to research the acts on their own. This would challenge students’ critical research skills.

The lesson could be more challenging by requiring students to present all important details of the Intolerable Acts instead of one. This would allow students to analyze all provisions and be able to compare and contrast them for importance, reasons for, and effects.

Special Needs
The lesson could be differentiated for students with special needs by providing an audio tape of the instructions of the assignment as well as the Intolerable Acts packet. This would allow students with vision disabilities to interact more fully with the assignment.

The lesson could be differentiated for students with special needs by having wheelchair accessible computers. This would allow every student to participate without having to be left behind because of not being able to be at or closely near the computer.