Students first reflect on protests in contemporary America. Then they learn about the taxation acts imposed by the British government on the American colonists. Next they examine the Boston Tea Party and the resulting Intolerable Acts. Finally, they write a brief newspaper report as an eyewitness to the Boston Tea Party.
Students view a historical painting of the Boston Tea Party and read background text connecting Boston’s role in colonial resistance to the upcoming event. They brainstorm what they already know and what they want to know about the Boston Tea Party, recording their ideas in a Know–Want to Know graphic organizer. Students then read a brief overview of the lesson focus and objectives about causes, reactions, and perspectives on the Boston Tea Party.
Teacher MovesActivate prior knowledge by reminding students of earlier learning about rising tensions and colonial activism. After students complete the Know–Want to Know chart, highlight patterns, surprising ideas, and early connections to causes or consequences, and surface misconceptions. Use questions from the “Want to Know” column to preview key themes such as British responses, colonial organization, and differing points of view. Consider revisiting the chart near the end of the lesson to turn it into a full KWL chart, using it as a review tool to help students recall what they have learned and how their questions were answered.
Students read The Tea Act and watch The Boston Tea Party to investigate how British trade and tax policies, including support for the British East India Company, contributed to growing colonial resistance. They then answer multiple-choice questions about Parliament’s reasons for passing the Tea Act, why colonists opposed policies that created a tea monopoly and hurt local merchants, what the Sons of Liberty hoped to accomplish by staging the Boston Tea Party, and how colonists in other cities reacted to the Tea Act and the protest in Boston.
Teacher MovesReview student responses to the questions and emphasize that the causes of the Boston Tea Party were complex, involving trade control, economic pressure, and resistance to British authority—not just a simple tax on tea. Clarify that the Intolerable Acts were passed in response to the Boston Tea Party. Prompt students to consider what political goals, economic interests, and beliefs shaped both British and colonial perspectives on the protest.
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 a class wall explaining the tone of the Boston Gazette report and citing words and phrases that support their interpretation, then do the same for the British official’s response. As a class, they complete a two-column “Pros for Colonists / Cons for Colonists” table, using their background knowledge and the sources to identify positive and negative effects of the Boston Tea Party for the colonial cause.
Teacher MovesSupport students in distinguishing tone from basic facts by explaining that tone reflects the author’s attitude, shown through word choice and phrasing. Model how to pull out key phrases and ask what attitude they show, and provide sentence frames as needed (e.g., “The tone is ___ because the author uses words like ___.”). During discussion, connect tone to perspective, contrasting the celebratory language of the Boston Gazette with the critical language of Lord Dartmouth’s letter and linking each to the author’s role. When reviewing the class pros and cons list, stress that the Boston Tea Party brought both benefits (unity, a strong message of resistance) and costs (harsh British punishments, especially the Intolerable Acts), reinforcing the cycle of action and reaction leading toward independence.
Students analyze a painting of the Boston Tea Party as a historical source. 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. They then respond on a class wall to the question, “Why do you think the artist portrayed the Boston Tea Party this way?” considering how artistic choices reflect a particular perspective on the event.
Teacher MovesInvite students to share which groups they circled and the thoughts or feelings they inferred, drawing attention to groups that may have been overlooked, such as the dock crowd, ship crew, people in windows, and the British ship. Highlight exaggerated or dramatic details students identified and discuss why the artist might have emphasized those elements or left others out. Guide students to consider how these choices shape the perspective of the image and what the painting 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.
©2026 Exploros. All rights reserved.