BY JENNY TRAVERS 
Introduction
Standards 
Objectives
Activities
Assessment 
Results
Resources


THE (tea) PARTY'S OVER , 
The Blockade of Boston Harbor 
You are There!
Student groups will:
  • ACCESS, INTERPRET ,PRODUCE and DISSEMINATE information  about the effects of the Boston Harbor Blockade on the working people of Boston.  They will write this as a " You are There" historical skit  that illustrates their writing as well as historical knowledge.
    • Subject   History, Language Arts, Drama
    Topic: American Revolution, effects of the blockade of Boston Harbor on the working people of Boston 
    Grade Level: 5th
    THE (tea) PARTY'S OVER  student/index.htmlhttp://ctap295.ctaponline.org/~jtravers/student
    Standards Addressed
    3.0 Literary Response and Analysis
    Students read and respond to historically or culturally significant works of literature.
    They begin to find ways to clarify the ideas and make connections between literary
    works. 
    1.0 Writing Strategies
    Students write clear, coherent, and focused essays. The writing exhibits the students’
    awareness of the audience and purpose. Essays contain formal introductions, supporting
    evidence, and conclusions. Students progress through the stages of the writing process
    as needed.
              Research and Technology
    1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic
    references) to locate relevant information.
    1.4 Create simple documents by using electronic media and employing organizational
    features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus,
    spell checks).
              Organization and Focus
    1.2 Create multiple-paragraph expository compositions:
    a. Establish a topic, important ideas, or events in sequence or chronological order.
    b. Provide details and transitional expressions that link one paragraph to another in a
    clear line of thought.
    c. Offer a concluding paragraph that summarizes important ideas and details.
    1.0 Listening and Speaking Strategies
    Students deliver focused, coherent presentations that convey ideas clearly and relate
    to the background and interests of the audience. They evaluate the content of oral
    communication.
              Comprehension
    1.1 Ask questions that seek information not already discussed.
    1.2 Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives.
    1.3 Make inferences or draw conclusions based on an oral report.
              Organization and Delivery of Oral Communication
    1.4 Select a focus, organizational structure, and point of view for an oral presentation.
    1.5 Clarify and support spoken ideas with evidence and examples.
    1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures..
    5.5 Students explain the causes of the American Revolution.
    1. Understand how political, religious, and economic ideas and interests brought about
    the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts,
    taxes on tea, Coercive Acts).

    Fifth Grade
    History, Language Arts  Integration 
    World BookElectronic Encyclopedia , Web sites,History America will Be ,Library nonfiction
     
     

    Back to top
    Instructional Objectives
    The students will access expository text in their history books and the library on the Boston Tea Party and the Boston Blockade,   They will access information from the Electronic Encyclopedia or the Williamsburg Va. Web site to take notes on the work process of four different Colonial "jobs" .
    They will explore the  web site Colonial "Game"  
    I
        
    Student Activities
    ACCESS INFORMATION
    • Research, list and describe 4 or more typical Colonial American  jobs  accessing  the electronic encyclopedia. 
    • Investigate the impact of the blockade of Boston Harbor on the lives of the citizens of Boston using the library and their text
    INTERPRET INFORMATION
    • Extend and evaluate this information  by creating a script using the roles of the different workers  workers. 
    • These students' scripts will integrate  the perspective of these workers and the impact of the of the blockade  of  Boston Harbor on their daily lives. 
    • They will explain in their scripts why they are for or against the revolt against England's rule.
    PRODUCE
    • They will develop written scripts as a group including a narrator  to set the scene and give background and  workers to discuss the issues
    • Generate  word processed  scripts in the computer lab to use as a readers' theater
    • Prepare a performance of  their roles as working people in Boston, meeting in  the city square (or pub) who have a lively discussion about the interruption of their lives and ways to resolve the problem.
    DISSEMINATE
    • Students will perform this role play for the third graders and invited parents. 
    Subject   History, Language Arts, Drama
    Topic: American Revolution, effects of the blockade of Boston Harbor on the working people of Boston 
    Grade Level: 5th
    Student Lesson name and URL: S I'm Just Trying to do My Job!
    Insert brief summaries of your introductory, enabling, and culminating activities. Insert links to online resources in your text and insert links to activities on your student lesson web site.
    Introductory Activities (3 days, class, computer lab and library)
    Students will: gather information about the Boston Tea Party, the blockade of Boston and the kinds of occupations that Colonial Americans would have to choose a "voice" from which to view the effects of the blockade.  They will assess the electronic encylopedia, their history books, and the web sites, Liberty:The Road to Revolution and  Liberty: High Tea in Boston Harbor for background information.

    Enabling Activities (3 days)
    Students will: Clarify the reasons for the Boston Tea Party and the resulting blockade of Boston in discussion and a graphic organizer. Determine the results of the blockade that would impact their chosen occupation on a class room brainstorming sheet.   Establish their ocupational role, " voice " and historical perspective in a Multi-task Performance Prompt.  Draft these ideas into writing.  Analyze an example of a written presentation by creating a rubric that shows the quality of the information, writting, and delivery in the role play. Revise their writing to achieve the 3 rubric goals.
    Culminating Activity
     

    Back to Top
    Assessment
    Insert your grading rubric for the culminating activity or a link to your rubric or test document
    file.
    Back to Top
    Results
    After implementing your lesson (sometime between January & March), insert a chart of your pre-test, post-test, and culminating assessment data.
     
    Back to Top
    Web Resources & Supplementary Materials

    Introductory Activity
     

    Enabling Activity
    List and link the web resources for your learning activity(ies) here. Also link supplementary materials such as PDF files and /or document files.

    Culminating Activity
    List and link the web resources for this activity here. Also link supplementary materials such as PDF files and /or document files.

     
    Back to Top

     

    School Name
    School Location
    Your Name and e-mail address
    Last Revised: 08-04-00