Micro Teach Lesson Plan

Samantha Weller & Emily Thiessen

October 14, 2015
United States History/Grade 11
The Declaration of Independence
Objective: The students will analyze the fundamental principles in the Declaration of
Independence by outlining the events leading up to the signing of the document.
Common Core Standard: RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
2. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
a. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including The Declaration of
Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns Second
Inaugural Address) for their themes, purposes, and rhetorical features.
Anticipatory Set/Bell Work:
Think back to when we talked about what was going on in America prior to the signing of the
Declaration of Independence. Answer the following questions to access prior knowledge:
1. How was England feeling at this time?
2. Did the colonists move to the new world with the intention of breaking away from
England?
3. How did America feel towards England at this time?

Go over the correct answers by calling on students randomly using Ask-Pause-Call.

Today we are going to learn about one of the specific events that was a major contributor to the
signing of the Declaration of Independence.

Description of the Activity:

Students have been previously introduced to a few of the events leading up to the signing of the
Declaration of Independence. After Ask-Pause-Call, the students who have been previously
selected will have ten seconds to approach the front of the class and put on their given nametags.
Once they are all at the front, the teachers will briefly explain the roles and review the roles of
each character. While one teacher is narrating, the other will be a part f the skit as a rebel to
coerce the other rebels into what needs to be done. The skit will play out like a story, and as it is
being told, the students will act it out.
Act-It-Out
Have previously assigned students act out roles in a short skit. When asked to, the students will
come up to the front of the room, and show the rest of the class their nametags. Then they will
have the activity explained to them. The selected students will act out the story based on what
they hear and what Teacher #2 is doing. The students watching will give their complete attention
and respect to those performing. It is imperative for the students to have their listening ears
turned on so they know what to do and when.

Ask:

(To the volunteers) How do you know what youre going to do as the story is
being read?
(To the class) what will you be doing during the presentation?
Can someone please summarize the expectations of the volunteers and the class?

Teacher will check for understanding and clarify any misunderstandings.

Information
Access Prior Knowledge
John Hancock

Influential
Member of continental congress from 1775 1780
First signer of the declaration of independence
One of the richest men in the thirteen colonies
o Merchant, smuggler, statesman, and prominent patriot
Led the boycott of the tea
He did not participate in the dumping of tea, but had no real objections

Governor Hutchinson

Successful business man and politician

Pro-tea
British
Against what John Hancock stands for
Part One

Its a cold morning on December 16, 1773 in Boston Massachusetts, and three English
ships carrying tea have just sailed in to the harbor from a long journey. The taste of disgust for
British taxes is prominent in the hearts of every rebel. The sight of the British ships in the harbor
compel John Hancock to stand his ground and do everything in his power to not let the ships
dock, he and other rebels were sick of being taxed on things they dont even want (John Hancock
walks up to Griffins Warf and holds out his hands in a stop motion). The governor of
Massachusetts, Governor Hutchinson, marches up to John Hancock and commands him to let the
ships in, or else he will approve the attacking of Griffins Warf by near-by docked British war
ships. If John Hancock does not let them in two days, the Wharf and the harbor will be blown to
smithereens. The night of the 16th, the rebels who support John Hancock all meet in a nearby
church to figure out a game plan. They await the arrival of Governor Hutchinson to talk about
the issues at hand. Hours have passed, and no one knows where the governor is he has retreated
to his home, trying to steer clear of rebel violence. Tired of waiting, the rebels decide to take
matters in to their own hands. Though John Hancock was not present at this meeting, he had no
official objections to what they were about to do.
* Scene *

Pause: Check for Understanding

Turn to your shoulder partner and discuss what has happened so far. Call on one person to give a
summary of what has just happened.

Part Two
The rebels have been talking amongst themselves to formulate a plan to not let the ships
dock. They came up with the idea to dress up like Indians with headdresses and tomahawks and
attack each of the three ships waiting in the harbor. They divided into three groups and
approached the ships in super stealth mode. Each group of rebels boarded their designated ships,
went down into the galley and retrieved all of the tea. They brought the boxes back up to the
deck and cracked open all of the boxes. With adrenaline pumping through their veins, they
dumped 92,000 pounds of tea into the water and scurried off into the night. With this act, the
rebels sent the message that they would not stand for taxation without representation.

Thank the participators and have the volunteers return to their seats.
Epilogue:
After the events on December 16th, 1773, the harbor began to smell and the British closed
the harbor until all 340 boxes of tea were paid for, this was known as the Boston Port Act.
Though this was a peaceful protest, and no one was injured, Governor Hutchinson made sure the
rebels would pay for what they did. It took nearly three hours for more than 100 colonists to
empty the tea into Boston Harbor. The chests held more than 90,000 lbs. (45 tons) of tea, which
would cost nearly $1,000,000 dollars today. They would not truly see justice until the colonies
officially broke away from England and were established as their country.

Closure:
Using individual white boards, students will write True or False indicating if the following
events were true to the actual event.
1.
2.
3.
4.

John Hancock actually participated in throwing the tea from the ships
They dressed up like Indians to disguise themselves in the night
There were ten ships in the harbor
Governor Hutchinson secretly supported the Boston Tea Party

Materials and Resources:

Whiteboard
Popsicles sticks
Individual whiteboards and markers
Paper towels (erasers)
Tea Bags
Boxes
Three for ships
One for ocean
Name Tags
John Hancock
Governor Hutchinson
Three Rebels
Signs
Church
Griffins Warf
Harbor
Governors House

Assessment:
Answer the following questions:
1.
2.
3.
4.

5.
6.
7.
8.

When did the Boston Tea Party take place?

Who was the governor of Massachusetts at this time?
Who was John Hancock?
The rebels dressed up like
a. Indians
b. Chinese warriors
c. Ninjas
d. British soldiers
Where did the rebels meet to come up with this plan?
What happened to the water after the tea was dumped?
What were the rebels forced to do after the tea was thrown into the ocean?
Whose side would you have taken? John Hancocks or Governor Hutchinsons? Why?