Students investigate the Boston Tea Party by examining its causes, reactions, and perspectives, then consider whether it helped or hurt the colonists’ cause.
Students investigate the Boston Tea Party by examining its causes, reactions, and perspectives, then consider whether it helped or hurt the colonists’ cause.
Students examine an image of the Boston Tea Party and read an introduction that situates Boston as a center of colonial resistance and previews the event. They complete a Know–Want to Know graphic organizer about the Boston Tea Party, recording what they already know and questions they have. Students then read a brief overview of the lesson focus and objectives, highlighting that they will investigate causes, reactions, and perspectives on the Boston Tea Party.
Teacher MovesActivate prior knowledge by connecting this lesson to earlier learning about rising tensions and colonial activism. After students complete the Know–Want to Know chart, highlight patterns, surprising ideas, and early references to causes or consequences, and surface misconceptions. Use students’ “Want to Know” questions to preview key themes such as British responses, colonial organization, and differing points of view. Review the lesson objectives so students understand the learning goals. Plan to return to the chart later to help students reflect on what they have learned and how their questions were answered.
Students read The Tea Act and watch The Boston Tea Party to understand how British economic policies, the role of the British East India Company, and colonial resistance led to the protest. They then answer multiple-choice questions about Parliament’s reasons for passing the Tea Act, why colonists opposed policies supporting the East India Company, the Sons of Liberty’s goals in staging the Boston Tea Party, and how colonists in other cities reacted to the Tea Act and the protest.
Teacher MovesSupport students in reviewing their answers to the questions, emphasizing that the causes of the Boston Tea Party involved trade control, economic pressure, and resistance to British authority, not just a tax on tea. Clarify that the Intolerable Acts were a direct response to the Boston Tea Party. Prompt students to consider how political goals, economic interests, and beliefs shaped both British and colonial perspectives on the event.
Students read two primary source accounts in Two Perspectives on the Boston Tea Party to compare how colonists and British officials described and interpreted the event. They post responses on class walls explaining the tone of the Boston Gazette report and the tone of the British official’s response, citing words and phrases that support their interpretations. As a class, they then complete a pros-and-cons table listing positive and negative effects of the Boston Tea Party for the colonists.
Teacher MovesClarify the concept of tone as the author’s attitude, modeling how word choice and phrasing reveal tone. Guide students to identify celebratory language in the Boston Gazette and critical language in Lord Dartmouth’s letter, and use sentence frames or think-alouds as needed. Lead discussion connecting tone to perspective, asking how each author’s role and position shaped their view of the Tea Party. When reviewing the pros-and-cons list, emphasize that the protest both united colonists and provoked harsh British punishments, and spiral back to the Intolerable Acts to connect the event to the broader cycle of action and reaction.
Students analyze a painting of the Boston Tea Party using a drawing tool. They circle three groups of people in the image, label what each group might be thinking or feeling, and mark with triangles any details that seem exaggerated or unrealistic. After completing their visual analysis, they respond on a class wall to explain why they think the artist portrayed the Boston Tea Party in this particular way and what perspective the image communicates.
Teacher MovesExplain that images are historical sources that reflect perspective, not just facts. As students share their annotated images, ensure they notice key groups such as the dock crowd, ship crew, people in windows, and British ships. Highlight exaggerated or dramatized elements and discuss why the artist might have emphasized them, as well as what details are missing. Prompt students to consider how these artistic choices shape the viewer’s understanding of the event and what the image suggests about how people wanted the Boston Tea Party to be remembered.
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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