Students will understand that the colonist in the 1760s and 1770s felt unfairly taxed by the British Parliament. Since colonies did not elect representatives to parliament, these acts were illegal “taxation without representation.” Students will earn copies of actual continental currency to later use to pay a rising “recess” tax. They will understand how their feelings of unjust taxation brought about anger and revolt that led to the creation of the Declaration of Independence.
- Prior to this lesson, the following list of texts are used with small groups, large groups, partner reading, and silent reading, along with class discussion, as well as written and oral feedback assignments. Key vocabulary as well as historical events and personalities are displayed and referred to frequently. Paying particular attention to pages 70 and 71 of The Justin Hitchcock quote, discuss with students what being in debt and insubordination meant in the late 1700s, and how it affected families not only in the Boston area, but in Western Massachusetts as well.
- Massachusetts Our Home (Chap. 6 “MA In The American Revolution”) by Mary Stockwell, Ph.D. and Courtney Johnson Thomas
- The Thirteen Colonies (New True Books) by Dennis Fradin
- Liberty or Death: The American Revolution: 1763-1783 by Betsy Maestro and Giulio Maestro
- Eyewitness American Revolution by Stuart Murray
- Letters for Freedom: The American Revolution by Douglas Rife and Gina Capaldi (a hands on history book with letters, lift flaps and more)
- First, while the class is studying and learning about the events, locations, vocabulary, and historical personalities important to the American Revolution, they are also earning “colonial currency.” (Previous discussion is given about the fact that school is considered their “job.”) Just for arriving at school, each student is handed paper copies of currency, with each person receiving the same amount. Later in the day each student is charged the same amount to attend recess. They earn more than enough each day to be able to store away a portion of their earnings in case times become difficult.
- Then, just as the class is involved in their “book learning” about unfair taxation, they receive a proclamation stating that they must pay additional taxes to support the king’s army. In a separate, yet simultaneous lesson, the students, with sincere indignation, write letters of protest.
- Next, it begins to dawn on the students that, at the current rate of taxation, the day will soon arrive when they will not be able to pay the “recess tax!” At this point word of their impending predicament spreads quickly, and a spontaneous “buzz” begins about how unfair the situation is.
- Now, as the students study the Declaration of Independence, (MA Our Home, ch.6 pg.120, as well as a copy of the document itself), they sincerely take to heart its true meaning.
- Finally, as a group, the class writes their own version of the Declaration of Independence. Much of the difficult vocabulary and unfamiliar language (ie: inalienable rights) of the original document can now be used with ease and comprehension, as the students stand in the shoes of the original authors.
The teacher of this lesson works as an advisor and comrade of the discontented students. The originator of the proclamation of tax increases and recipient of the students’ letters of protest needs to be someone other than the classroom teacher. In our case, our principal agreed to be “The King.” As much as the students took to heart their unfair predicament they knew of course, that this was a harmless role play. They RESPECTFULLY sent their “Declaration of Independence” to the king then gloriously and defiantly attended recess!
