Molloy CollegeDivision of Education

Heading for Coursework

Student: Brian Michalec
Professor: ________
Course EDU:513-05
Date: 11/19/16
Grade:11th Topic: Tea Act and the Boston Tea PartyContent Area: Social Studies

Instructional Objectives
Content Objective: After analyzing two political cartoons, receiving the information from the
power points, and engaging in open class discussion the student will have a great understanding
of the Tea Act of 1773. They will also be able to understand what took place on the night of the
Boston Tea Party with 75% accuracy

CCLS / +NYS STANDARDS AND INDICATORS

CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matter uncertain.
Indicator:
This will be evident when the class has an open discussion about the political cartoons about the
Boston Tea party. There will be evidence in these standards at the end of class when the students
write a paragraph on what was the Tea Act, why the colonists were upset and what they did to
boycott the Tea Act and what occurred on the night of the Boston Tea Party.

MOTIVATION (Engaging the learner(s)*)

The teacher will start class by explaining how the British Empire tried to create a monopoly on
tea with the Tea Act. Next the teacher will explain what a monopoly is, then they will start open
a class discussion by asking them, what companies today try to create a monopoly in present day
America.

MATERIALS
-

Handout of article
Handout of political cartoon
Hand out for students struggling with vocab
Hand out for Entry level ESL student

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

Handout for Emerging ESL student

Computer
Projector
Smart Board
YouTube video
Chalkboard
Chalk
PowerPoint Presentation
Summary Sheet for student with comprehension disability
Rubric for exit slip
Pens
Paper

STRATEGIES (Learning Strategies*)

-Group Discussion
-Questioning
-Direct Instruction

ADAPTATIONS (Exceptionality*)
For student with Comprehension Disability he or she will be provided a summary of lesson in the
start of class to look at during the lesson, and will be able to follow along with the handout and
have prior knowledge of the lesson.

DIFFERENTIATION OF INSTRUCTION
-

Students who are struggling to understand the vocabulary will be given a list some frequent
words that will appear during the lesson and the definitions, so they can stay focus on the lesson.
ESL Students on the entering level will receive a word bank with pictures of key terms and events
in their language, that they will use for the exit slip at the end of class.
ESL students on the emerging level exit slip will consist on fill in the blank worksheet, and will
consist of a word bank with all key terms and key events.

DEVELOPMENTAL PROCEDURES
1. The teacher will then introduce the topic of the lesson by showing a 5 minute YouTube clip
explaining the tea act and how it led to the Boston Tea Party
2. After the five-minute clip, the teacher will distribute the class a handout that consist of two
pictures of the Boston Tea Party, and open the PowerPoint.
3. When the teacher opens the PowerPoint, they will have a question that will open a class
discussion. The question is If the Tea Act of 1773 made buying Tea cheaper even with the tax
why were the Colonists angered by this?
4. Students will answer the question by raising their hand, and the teacher will write each answer on
the board.
5. The teacher will start to address the topic on the Boston Tea Party.
6. The students will be asked to analyze the picture that is shown from the PowerPoint
presentations, and write down what they see in the pictures, they will be given 5 minutes.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

7. After the 5 minutes the class will come together and share their response, and then the teacher
will finish the PowerPoint presentation.
8. At the end of class students will be asked to answer the questions on a piece of paper that will be
handed in at the end of class.
9. At the end of class distribute the handout for homework.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will be informally assessed through the answer during class discussion and they will
also be informally assessed at the end out class when they have to explain why the Colonist were
upset by the Tea Act and why did it lead to the Boston Tea Party, and what happen on the night
of the Boston Tea Party.

INDEPENDENT PRACTICE
The student will be evaluated by writing down the reasons why the colonists were angered by the
Tea Act, why did it lead to the Boston Tea Party and what happen the night of the Tea Party with
75% accuracy (Cognitive objective). See attached rubric to see what answers must contain of.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT
Direct Teacher Intervention- To re-teach the objective using new strategies for the students who
did not understand content, these students will be under direct intervention with the teacher, will
all meet in group and have a discussion to high light the key points of this lesson. Afterwards,
these students will engage in cooperative learning to answer questions given to them about the
content that was taught.
Academic Enrichment- For the students who easily meet the learning objective, these students
will be given a print out of a Colonist perspective and Loyalist perspective about the Tea Act and
the Boston Tea Party. After, reading both perspectives the students must decide if it was wrong
for the British Empire to imply this act on the Colonies. Therefore, were the colonists boycotts
to this acts were to aggressive and was the Boston Tea Party the right thing to do.
.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

TEACHER REFERENCES
Bibliography
1) America, H.T. of (2016) Boston tea party facts. Available at:
https://www.bostonteapartyship.com/the-tea-act (Accessed: 19 November 2016).
2) History.com (2009) Tea act - American revolution, history.com, .
3) Reading Through History (2014) History brief: The Boston tea party. Available at:
https://www.youtube.com/watch?v=Psyg-ffKbzM (Accessed: 19 November 2016).

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language