Boston+Tea+Party+Reinforcing+Activity

__**Objective: **__ Students will be able to argue why the colonies wanted to gain independence against England's will by participating in a debate.

__**Materials:**__
 * Book //Boston Tea Party//

__**Procedures: **__ Students should have some prior knowledge about the causes and events of the Boston Tea Party before beginning the activity. To start off the lesson, read Boston Tea Party to the students and review the important terms noted:
 * The various acts i.e. Stamp, Townshend, Tea, and Intolerable
 * “No taxation without representation”
 * The Boston Massacre
 * Mohawks
 * British East India Company
 * Redcoats

Now, even more fun begins! Students will be utilizing and practicing their leadership and collaborative skills in a debate acting as citizens trying to set and accomplish their goals. Divide the class into three teams by walking around the room and having the students choose a piece of paper with a 1, 2, or 3 written on it. Team 1 represents the colonists, Team 2 acts as the English monarchy (Britain), and Team 3 is the audience who will determine the winner of the debate in the end. (Team 3 is completely optional. If you feel as if you need a group of students to determine a winner then have a third team, but if not have every student be involved directly in the debate on Team 1 or 2.)

Students should have basic knowledge about how debates work; if not set the guidelines before the debate begins. Explain to them what their roles are (both individually and as a team), what they are expected to accomplish during the activity, and what they should take away from the lesson. List the ground rules in which every student must follow to ensure a fair debate. Team 1 represents the colonists angered by the English government. Their side of the debate will focus on proving to the audience why the colonies should become an independent country, separate from England. On the other hand, Team 2 represents the English monarchy who will argue why the colonies need to stay a part of England because they are not ready to be their own country.

__Rules: __
 * No put downs
 * No interruptions—if someone is speaking, you must raise your hand and wait to speak next.
 * No whispering to other teammates if someone is talking.

__<span style="font-family: Arial,Helvetica,sans-serif;">Debate format: __ <span style="font-family: Arial,Helvetica,sans-serif;">30 minutes total
 * <span style="font-family: Arial,Helvetica,sans-serif;">3 minutes: Team 1 Opening Position Presentation with argument
 * <span style="font-family: Arial,Helvetica,sans-serif;">3 minutes: Team 2 Opening Position Presentation with argument
 * <span style="font-family: Arial,Helvetica,sans-serif;">5 minutes: Rebuttal conference both teams
 * <span style="font-family: Arial,Helvetica,sans-serif;">3 minuets: Team 1 Rebuttal
 * <span style="font-family: Arial,Helvetica,sans-serif;">3 minutes: Team 2 Rebuttal
 * <span style="font-family: Arial,Helvetica,sans-serif;">2 minutes: Response conference both teams
 * <span style="font-family: Arial,Helvetica,sans-serif;">1 minute: Team 1 Response
 * <span style="font-family: Arial,Helvetica,sans-serif;">1 minute: Team 2 Response
 * <span style="font-family: Arial,Helvetica,sans-serif;">2 minutes: Closing Statement both teams
 * <span style="font-family: Arial,Helvetica,sans-serif;">1 minute: Team 1 Closing Statement
 * <span style="font-family: Arial,Helvetica,sans-serif;">1 minute: Team 2 Closing Statement
 * <span style="font-family: Arial,Helvetica,sans-serif;">5 minutes: Audience chooses winner (Teacher selects winner if no Team 3)

__<span style="font-family: Arial,Helvetica,sans-serif;">After Debate: __ <span style="font-family: Arial,Helvetica,sans-serif;">For the rest of class, have a discussion allowing the students to share their thoughts about who won the debate. Students should be encouraged to voice their opinions on how both the colonists and English monarchy were treated both in real life and with what happened during the debate. Their takeaway mindset should be that when people participate in social and civic groups, many goals can be accomplished for an individual or the general public.

<span style="font-family: Arial,Helvetica,sans-serif;">Grade: 5 <span style="font-family: Arial,Helvetica,sans-serif;">Strand: Government <span style="font-family: Arial,Helvetica,sans-serif;">Topic: Roles and Systems of Government <span style="font-family: Arial,Helvetica,sans-serif;">Content Statement: 12. Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens.
 * __<span style="font-family: Arial,Helvetica,sans-serif;">Other Standards: __**

<span style="font-family: Arial,Helvetica,sans-serif;">Grade: 8 <span style="font-family: Arial,Helvetica,sans-serif;">Strand: History <span style="font-family: Arial,Helvetica,sans-serif;">Topic: Colonization to Independence <span style="font-family: Arial,Helvetica,sans-serif;">Content Statement: 5. The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to write the Declaration of Independence and launch the American Revolution.

<span style="font-family: Arial,Helvetica,sans-serif;">Grade: 8 <span style="font-family: Arial,Helvetica,sans-serif;">Strand: Geography <span style="font-family: Arial,Helvetica,sans-serif;">Topic: Human Systems <span style="font-family: Arial,Helvetica,sans-serif;">Content Statement: 17.Americans began to develop a common national identity among its diverse regional and cultural populations based on democratic ideals.