To stamp or not to stamp?

Students will analyze three primary sources related to the Stamp Act of 1765, which was one of the many “burdens” placed on the colonists by King George III and Parliament.

Lesson Objective

Students will be able to analyze the three documents using close reading and sourcing techniques and complete an exit card.

Materials

Procedure

  1. Place sourcing table tent on the desks, as well as Point of View and Bias definitions. Review these as necessary with your class. Pass out packet including the Journal, Decree & Stamp.
  2. Have students close read the Journal. If possible, also have this on the Elmo/document camera/Promethean Board. Give students time to discuss what they see before sharing.
  3. Randomly call on students to share what they see. (Be sure to draw their attention to the pictures in the corners of the paper.)
  4. Have students repeat steps 2 & 3 with Decree and Stamp.
  5. Redirect the students through the documents. Whose point of view are they written from? What type of bias may this person have?
  6. If necessary, share real world example of reimbursement. (I used our Halloween party – one parent bought all of the supplies, in return, students were asked to bring in $5; Do you think this is fair? Did everyone want a party? This helped students understand the concept of reimbursement.)
  7. If possible, conduct a short debate in the class asking students who they would support. Be sure that they cite evidence in their argument.
  8. Pass out Exit Card.

Assessment

Exit card allowing students to decide based on the evidence, which side they would support. There is no right answer as long as support for each point of view is given.

References

Educational Technology Clearinghouse. http://etc.usf.edu/ (accessed July 26, 2012).

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