Students examine how the causes and effects of the French and Indian War and how the war’s outcomes changed colonial attitudes toward Britain.
Students examine how the causes and effects of the French and Indian War and how the war’s outcomes changed colonial attitudes toward Britain.
Students view an image of a teapot opposing British taxes and read an introduction explaining that governments fund their work through taxes. They brainstorm reasons people might be willing or unwilling to pay taxes and add their ideas to a shared class table with columns for “Willing to pay taxes” and “Not willing to pay taxes.” Students then read a brief overview of the lesson focus and objectives about new British taxes after the French and Indian War and how colonists responded.
Teacher MovesIntroduce the overall purpose and objectives of the lesson, highlighting key vocabulary related to taxation and British–colonial relations. Facilitate a brief discussion of the class table, drawing out the range of reasons for supporting or resisting taxes without yet mentioning specific British tax laws. Emphasize that this general thinking about taxes will help students understand later conflicts between Parliament and the colonies, then ensure all students are ready before moving on.
Students read background text about Britain’s war debt and new responsibilities after the French and Indian War, then use the timeline in Prelude to Revolution to identify taxes imposed on the colonies between 1763 and 1767 and post their findings on a discussion wall. Next, they watch the video No Taxation Without Representation to learn more about colonial reactions and Britain’s justifications for the new taxes. Students answer a discussion-wall question about Britain’s arguments in defense of the taxes and contribute a one-word response to a word cloud capturing their reaction to the phrase “No taxation without representation.”
Teacher MovesClarify that this scene focuses on what taxes Britain imposed and how Britain justified them. Check that students have correctly identified the Sugar Act, Stamp Act, and Townshend Acts and that they understand what each taxed. Consider showing the video to the whole class, pausing around the point where “All British citizens must pay taxes” appears to highlight Britain’s perspective. Review student responses to the discussion wall, emphasizing Britain’s belief that all imperial citizens, including colonists, were obligated to pay taxes and help cover French and Indian War costs. Debrief the word cloud by noting patterns such as words related to freedom, voice, voting, frustration, or anger, and connect these to ideas about representation, self-government, and emotional reactions to exclusion from decision-making. Ensure students see how both British and colonial perspectives are beginning to diverge before unlocking the next scene.
Students read an explanation of how each new British tax targeted different aspects of colonial life and contributed to rising tensions. They then read The Sugar Act, The Stamp Act, and The Townshend Acts and complete a drag-and-drop activity matching each act to what it taxed. Next, students examine a political cartoon related to the new taxes and use a drawing tool to circle visual details that connect to the Sugar Act, Stamp Act, and Townshend Acts. Finally, they respond to a poll selecting which act they think angered colonists the most.
Teacher MovesReinforce that this scene explains the specific features and impacts of the Sugar Act, Stamp Act, and Townshend Acts. Review the drag-and-drop results to confirm that students can accurately describe what each act taxed and how it affected daily life in the colonies. Ensure students understand the concept of a political cartoon, reviewing or introducing the term as needed, and explain that such cartoons use symbolism and exaggeration to express opinions. Guide students’ analysis of the cartoon by prompting them to link details (such as sugar barrels, “STAMP” labels, and goods like glass, tea, or a teapot) to each act, asking them to justify their choices. After the poll, lead a partner or whole-class discussion in which students explain which act they believe caused the most anger, citing evidence from the article and cartoon. Use this discussion to highlight differing British and colonial perspectives—colonists’ focus on fairness, representation, and daily impact versus Britain’s view that the taxes were justified and necessary—before moving on.
Students are introduced to the Stamp Act as an official document that included justifications for the new tax. They read Excerpt from The Stamp Act, 1765 and answer multiple-choice questions about which part of the act best explains Parliament’s reasons for approving the tax and how long the act was intended to last. They then post responses on a discussion wall explaining what responsibilities Parliament believed the colonists had toward the British Empire.
Teacher MovesExplain that this optional extension allows students to analyze a primary source to better understand Britain’s perspective on colonial taxation. As students work, emphasize how the language of the Stamp Act reveals Parliament’s justification for raising revenue in the colonies and the absence of a clear expiration date. Review student answers to ensure they can identify Parliament’s stated reasons for the tax and recognize the ongoing nature of the law. Use the discussion wall to highlight how Parliament viewed colonial responsibilities—especially financial support for the empire—and prompt students to compare this with colonial views of their own role. Encourage students to consider how these conflicting understandings contributed to rising tensions.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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