Spencer WykstraTeaching American History Instructional PlansANAN Boston Cohort, Colorado TeachersJuly 22, 2011

Dealing with Debt Then and Now

Prefatory ParagraphRationaleA. One of the aspects of the Revolutionary War I spend quite a bit of time on is the causes and events that led up to the Revolutionary War. Obviously we spend a couple of days on the French and Indian War and its major results for the British and the American Colonies. One of the biggest results from that war was debt. National Debt is a major issue on the national level today, and it was then. How does a country deal with debt and the effects of dealing with debt is a highly touchy, unpopular, and highly debatable topic. With the resulting debt of the French and Indian War as the background knowledge for my lesson, I am going to teach students how many of the British Acts, Taxes, and Proclamations produced after the French and Indian War helped to raise and save revenues to get out of debt. But for every well intentioned legislation, there are often unintended consequences and misunderstandings that can cause tension and conflict. Students will be performing a jigsaw exercise on six British Parliament Acts that attempted to raise or save revenues for the British government. Students will become an expert on one of the British Acts through an analysis worksheet and then teach other students from the other groups about their British Act and its effects on the colonies.

The British Acts like the Proclamation of 1763, Sugar Act 1764, Declaratory Act 1766, Stamp Act 1765, Quartering Act of 1765, and Navigation Act of 1660 are great document examples of how the British attempted to get out of debt, but also led to resistance from the colonies. This activity will help students understand what the British Acts did, who was affected, and students will use inferencing skills to predict how it would affect colonists.

B. Digital Tools- The documents were found and researched using digital tools. Students will also watch a short video clip on the Debt Ceiling Crisis from CNN to set the stage for what debt means, and how a country can deal with its debt through measures that can cut government spending, raise revenue, or reform government programs reduce the debt. Student will also see the National Debt on line Clock and a pie chart for today’s budget from a web site to better understand what the U.S. spends its money and to understand the problems governments face when they are heavily indebted. Students will also access my classroom blog site for assessing their learning.

CNN- Video Clip on the Debt Ceiling Crisis- http://www.cnn.com/video/#/video/politics/2011/07/15/eitm.debt.ceiling.cnn?iref=videosearch

National Debt Clock

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http://www.brillig.com/debt_clock/

Pie Chart for the Federal Budget Today

http://www.concordcoalition.org/learn/budget/federal-budget-pie-charts

My Personal Blog Web Site where students will show learning

http://greendreamteam.weebly.com/us-history-blog.html

C. Obviously debt is an important current event in National Politics today and likely student have an opinion about how to reduce the debt from their parents or other observations. This exercise should hopefully engage students because of its current events applications. Understanding the British Acts leading up to the Revolutionary War is also crucial in understanding the Constitution’s Bill of Rights in our next Unit on government. For example, the third amendment of the Constitution is directly related to the Quartering Act. The fourth amendment protecting people from unlawful search and seizure is directly related to the Navigation Acts and the Writs of Assistance. Understanding Parliaments’ Acts will give students a much better understanding of the Bill of Rights in the next unit. This activity will also give students an understanding of the motivations of many of the Founding Fathers. For example, George Washington, who fought in the French and Indian War, was promised western lands that were denied by the Proclamation of 1763. John Adams and other articulate lawyers were very upset with the Stamp Act which specifically targeted and affected lawyers. The later Writs of Assistance which enforced the Navigation Acts would have devastating effects on John Hancock a very wealthy merchant. With an understanding of these British Acts, students have a better understanding of how debt and the need to lower National debt causes tension and frustrations which often lead to political change.

Historical Inquiry Question- “How did the British deal with their debt problem after the French and Indian War, and what can you infer about their effects?”

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Lesson PlanLesson SummaryFor this lesson students will complete a Bell Ringer on the Debt Ceiling and the Debt today. Students will then complete a jigsaw activity where each group will do a close reading analysis of a specific British Act while answering and a document inquiry guided question work sheet. The worksheet will guide students through historical thinking questions where they will discover how the British Acts would save or raise revenue before the Revolutionary War. Students will then teach each other about the specific Act they were to be an expert on and fill out a chart to easily compare the various acts. Students will finally show their learning through an exit question and a homework Blog Assignment.

Lesson Plan- (FMS School Format)Course: U.S. History 8th Grade Lesson Title: Dealing with Debt Then and Now

Student Inquiry Question“How did the British deal with their debt problem after the French and Indian

War, and what can you infer about their effects on the Colonists?”

Bellringer (5-8 min) Purpose is it tickle student curiosity about how debt wo

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Bell Ringer- Students will watch the CNN video clip on the debt ceiling crisis this past summer (which hopefully will have been rectified by then but I am sure still debated), and then answer the following questions in good complete sentences. http://www.cnn.com/video/#/video/politics/2011/07/15/eitm.debt.ceiling.cnn?iref=videosearch

1. What does it mean to be in debt? Give an example.2. How does the U.S. borrow money? 3. How do Republicans and Democrats differ in their view in how to deal with the debt?4. Why is dealing with the debt so difficult? What lesson can we learn from this problem?

After students answer these questions we will discuss as a large group some of the questions and allow students to ask questions and clear up misunderstandings.

Direct Instruction (5-15 min)

Indirect Instruction/Practice/Activities (20-30 min)

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After discussing the Bell Ringer I will quickly show students two important web sites to show students the severity of our debt problem which they will inherit.

1st Web Site National Debt Clock- http://www.brillig.com/debt_clock/

Discussion questions for the site- How much does the U.S. owe? How much is our debt per person in the U.S.? How long do you think it would take to pay off the U.S. debt?

2nd Web Site- Pie Chart for the Federal Budget Today- http://www.concordcoalition.org/learn/budget/federal-budget-pie-charts

Discussion Questions for Students

What does the U.S. spend the majority of its revenues? Do you agree with these areas of the federal budget? How would you prioritize the budget? What could be reduced? Whom would it affect? What would the effects in society be if you reduced one of those slices of pie?

Jigsaw/ Document Analysis Instructions

After a quick discussion, I would get students in groups of four and pass out the worksheet “British Act Analysis” and I would also pass out each group one of the documents (Documents 1-6). I would explain that they are reading through a law by the British Parliament and read through some of the questions with them. As a group they will become an expert on that specific British Act and all record their group findings on their own sheet. They will then need to be prepared to later teach and explain the Act, its significance, and how it would likely be interpreted. Overall students will be trying to answer the inquire question of the day, “How did the British deal with their debt problem after the French and Indian War, and what can you infer about their effects on the Colonists?”

Students will perform a Jigsaw activity answering the question, “How did the British deal with their debt problem after the French and Indian War, and what can you infer about their effects on the Colonists?”

While students are working in groups to answer the British Acts Analysis questions, the teacher will be surfing between the different groups keeping students on task and reminding them that everyone in the group is responsible for the information so that they can teach the other groups about their document. The questions in the British Acts Analysis worksheet follow the historical inquiry thinking model focusing on the source, close reading analysis, purpose, argument & evidence, inference, and unanswered questions.

After about 10 minutes students should be able to finish. Once all the groups are finished and completed, I will pass out the British Act Analysis Summary worksheet to every student. Students will be rearranged into a group

Assess/Re-teach/Wrap-up (5-10 min)

Materials British Act Analysis WS- Copy for each student (page 6) British Ac Analysis Summary WS- Copy for each student (page 7) Six British Act Documents- One to 5 copies for each member of the original Jigsaw Group (page

8-13) Computer and Projector

Name _______________________Date ____________________

Period _______________

British Act Analysis

1. Sourcing: What is the source of the text? (Who is the source, Primary or Secondary, Type of source, Reliability/Bias)

2. Simplify this law in your own words, what does this British Law do or tell the American Colonists? (Facts)Whereas (Because of) ___________________________________________________________,

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After students finish teaching each other about the six British Acts, student will quickly answer the exit question and then complete the homework Blog question.

Exit Question (to be completed on a separate sheet of paper and handed in on the way out the door)

Rank the British Acts you learned about from the worst Act to the least controversial Act and then give and explanation as to why you ranked them in the way you did.

Homework Blog Question- to be completed at my classroom blog- (This question is not currently posted although you can visit my classroom blog site at http://greendreamteam.weebly.com/us-history-blog.html

Visit the web site http://www.concordcoalition.org/learn/budget/federal-budget-pie-charts looking at the Federal Budget pie chart and where U.S. revenue comes from. How would you address our current budget problem? Would you raise taxes, cut government spending, or both? Explain what you might do if you could solved this budget problem. Also discuss the problems that would arise with whatever decision you would make and who would be impacted by your decision. Why is reducing the budget such a difficult problem in America? Explain.

Students will perform a Jigsaw activity answering the question, “How did the British deal with their debt problem after the French and Indian War, and what can you infer about their effects on the Colonists?”

While students are working in groups to answer the British Acts Analysis questions, the teacher will be surfing between the different groups keeping students on task and reminding them that everyone in the group is responsible for the information so that they can teach the other groups about their document. The questions in the British Acts Analysis worksheet follow the historical inquiry thinking model focusing on the source, close reading analysis, purpose, argument & evidence, inference, and unanswered questions.

After about 10 minutes students should be able to finish. Once all the groups are finished and completed, I will pass out the British Act Analysis Summary worksheet to every student. Students will be rearranged into a group

_____________________________________________________________________________.3. Purpose: What is the purpose of this British Law? Does it raise revenue (money), save revenue

through cutting expenses, or something else altogether?

4. Argue and Evidence: Whom does this law effect? (Groups, People, Places, Industries, etc)

5. Perspective & Interpretation: If you were an American newspaper writer explaining this new British law to the Colonists, what would be the creative title and subtitle would you use to explain this law to your readers? (Remember, great titles help sell papers)

6. Perspective & Interpretation: If you were a British newspaper writer explaining this new British law to the people of England, what would be the creative title and subtitle would you use to explain this law to your readers? (Remember, great titles help sell papers)

7. Questioning: What questions might you have about this British Law that remains unclear from the text? As a group try to come up with at least two questions you would ask Parliament or the King.

(needs to change to landscape form before printing)

British Act Analysis SummaryBritish Law What it is/does Save, Raise, Other Effects Resulting Inference/Evidence

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The Stamp Act, March 22, 1765 An act for granting and applying certain stamp duties (taxes), and other duties

(taxes), in the British colonies and plantations in America, towards further defraying the expenses of defending, protecting, and securing the same; and for amending such parts of the several acts of parliament relating to the trade and revenues of the said colonies.

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WHEREAS by an act made in the last session of parliament, several duties were granted, continued, and appropriated, towards defraying the expenses of defending, protecting, and securing, the British colonies and plantations in America: and whereas it is just and necessary, that provision be made for raising a further revenue within your Majesty’s dominions in America, towards defraying the said expense.

For every skin or piece of parchment, or sheet or piece of paper, on which shall be engrossed, written or printed, any…

declaration, plea in any court of law a stamp duty of three pence. bail in any such court, a stamp duty of two shillings. petition, bill, answer, claim, any court a stamp duty of one shilling and six

pence will in any court, a stamp duty of six pence. judgment, decree, sentence, a stamp duty of four shillings license, appointment of an attorney a stamp duty of ten pounds. license for retailing wine a stamp duty of four pounds. pack of playing cards, the sum of one shilling. pair of such dice, the sum of ten shillings. every news paper, pamphlet a stamp duty of one penny, for every printed

copy every advertisement to be contained in any gazette, news paper, two

shillings. every almanac or calendar a stamp duty of four pence.

http://avalon.law.yale.edu/18th_century/stamp_act_1765.asp

Proclamation of 1763

Whereas We have taken into Our Royal Consideration the extensive and valuable Acquisitions in America, secured to our Crown by the late Definitive Treaty of Peace, concluded at Paris…

And whereas it is just and reasonable, and essential to our Interest, and the Security of our Colonies, that the several Nations or Tribes of Indians with whom We are connected, and who live under our Protection, should not be molested or disturbed in the Possession of such Parts of Our Dominions and Territories as, not having

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Sources: Excerpt from The Stamp Act, March 22, 1765, British Parliament and the King of England George III. Note: This document has been modified.

been ceded to or purchased by Us, are reserved to them. or any of them, as their Hunting Grounds… which, not having been ceded to or purchased by Us as aforesaid, are reserved to the said Indians.

And We do further declare… for the use of the said Indians, all the Lands and Territories… lying to the Westward of the Sources of the Rivers which fall into the Sea from the West and North West as aforesaid.

And We do hereby strictly forbid, on Pain of our Displeasure, all our loving Subjects from making any Purchases or Settlements whatever, or taking Possession of any of the Lands above reserved. without our especial leave and Licence for that Purpose first obtained.

We do further strictly enjoin and require all Persons whatever who have either wilfully or inadvertently seated themselves upon any Lands within the Countries above describe… to remove themselves from such Settlements.

And whereas great Frauds and Abuses have been committed in purchasing Lands of the Indians, to the great Prejudice of our Interests. and to the great Dissatisfaction of the said Indians: In order, therefore, to prevent such Irregularities for the future… [We ] require that no private Person do presume to make any purchase from the said Indians of any Lands reserved within those parts of our Colonies.

GOD SAVE THE KING

http://www.solon.org/Constitutions/Canada/English/PreConfederation/rp_1763.html

The Sugar Act : 1764

An act for granting certain duties (taxes) in the British colonies and plantations in America, towards defraying the expences of defending, protecting, and securing the said colonies and plantations; and improving and securing the trade between the same and Great Britain.

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Sources: Excerpt from The Royal Proclamation 1763, British Parliament and the King of England George III. Note: This document has been modified.

Whereas it is expedient that new provisions and regulations should be established for improving the revenue of this kingdom, and for extending and securing the navigation and commerce between Great Britain and your Majesty’s dominions in America, for defraying the expences of defending, protecting, and securing the same; we, your Majesty’s most dutiful and loyal subjects, the commons of Great Britain, in parliament assembled, have resolved to give and grant unto your Majesty the several rates and duties herein after-mentioned;

For every hundred weight foreign white or clayed sugars, one pound two shillings

For every pound weight of such foreign indigo, six pence.For every hundred weight of such foreign coffee two pounds, nineteen shillings,

and nine pence.For every ton of wine the sum of seven poundsFor every pound weight of wrought silks imported from Great Britain, two

shillings.For every piece of callico painted, dyed, printed, two shillings and six pence.For every piece of foreign linen cloth, imported from Great Britain, three

shillings.For every piece of French lawn imported from Great Britain, three shillings.For every hundred weight of such British coffee, seven shillings.

http://avalon.law.yale.edu/18th_century/sugar_act_1764.asp

Great Britain : Parliament - The Quartering Act; May 15, 1765

An act to amend and render more effectual, in his Majesty’s dominions in America, an act passed in this present session of parliament… An act for punishing mutiny and desertion, and for the better payment of the army and their quarters.

WHEREAS in and by an act made in the present session of parliament, An act for punishing mutiny and desertion, and for the better payment of the army and

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Sources: Excerpt from The Sugar Act, 1764, British Parliament and the King of England George III. Note: This document has been modified.

their quarters; several regulations are made and enacted for the better government of the army, and their observing strict discipline, and for providing quarters for the army, and carriages on marches and other necessary occasions...

There may be occasion for marching and quartering of regiments and companies of his Majesty’s forces in several parts of his Majesty’s dominions in America: be it enacted by the King’s most excellent majesty, That it shall and may be lawful to and for the constables, tithingmen, magistrates, and other civil officers of villages, towns, townships, cities, districts, and other places, within his Majesty’s dominions in America, are hereby required to quarter (house) and billet (station) the officers and soldiers, in his Majesty’s service, in the barracks provided by the colonies…

and if there shall not be sufficient room in the said barracks for the officers and soldiers, then and in such case only, to quarter and billet the residue of such officers and soldiers, for whom there shall not be room in such barracks, in inns, livery stables, ale-houses, victualling-houses (abandoned)…

and the houses of sellers of wine by retail to be drank in their own houses or places thereunto belonging, and all houses of persons selling of rum, brandy, strong water, or cyder, by retail, to be drank in houses.

http://avalon.law.yale.edu/18th_century/quartering_act_165.asp

Navigation Act of 1660

AN ACT for the Encouraging and increasing of Shipping and Navigation.

For the increase of shipping and encouragement of the navigation of this nation, wherein, under the good providence and protection of God, the wealth, safety, and

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Sources: Excerpt from The Quartering Act, May 15, 1765, British Parliament and the King of England George III. Note: This document has been modified.

strength of this kingdom… it enacted by the King's most excellent majesty, … no goods or commodities whatsoever shall be imported into or exported out of … Asia, Africa, or America, in any other ship or ships, vessel or vessels whatsoever, but in such ships or vessels as do truly and without fraud belong only to the people of England … under the penalty of the forfeiture and loss of all the goods and commodities which shall be imported into or exported out of any of the aforesaid places in any other ship or vessel. . . .

And be it further enacted, That from and after the first day of April, 1661, no sugars, tobacco, cotton-wool, indigos, ginger, fustick, or other dying wood, of the growth, production or manufacture of any English plantations in America, Asia, or Africa, shall be shipped, carried, conveyed or transported from any of the said English plantations to any land . . . other than to such English plantations as do belong to his Majesty. . . .

http://www.wwnorton.com/college/history/archive/resources/documents/ch04_02.htm

The Declaratory Act; March 18, 1766

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Head Note: The Declaratory Act of 1766 was passed shortly after the repeal of the Stamp Act which was heavily protested by the American Colonists.

Sources: Excerpt from The Navigation Act, 1660, British Parliament and the King of England George III. Note: This document has been modified.

An act for the better securing the dependency of his majesty's dominions in America upon the crown and parliament of Great Britain.

Whereas several of the houses of representatives in his Majesty's colonies and plantations in America, have of late against law, claimed to themselves, the sole and exclusive right of imposing duties and taxes upon his majesty's subjects in the said colonies and plantations; and have in pursuance of such claim, passed certain votes, resolutions, and orders derogatory (against) to the legislative authority of parliament, and inconsistent with the dependency Of the said colonies and plantations upon the crown of Great Britain…

May it therefore please your most excellent Majesty, that it may be declared ; and be it declared by the King's most excellent majesty…that the said colonies and plantations in America have been, are, and of right ought to be, subordinate unto, and dependent upon the imperial crown and parliament of Great Britain; and that the King's majesty… ought to have, full power and authority to make laws and statutes of sufficient force and validity to bind the colonies and people of America, subjects of the crown of Great Britain, in all cases whatsoever,

And be it further declared … That all resolutions, votes, orders, and proceedings, in any of the said colonies or plantations, whereby the power and authority of the parliament of Great Britain…is denied, or drawn into question, are hereby declared to be, utterly null and void to all in purposes whatsoever.

http://avalon.law.yale.edu/18th_century/declaratory_act_1766.asp

Appendix and Annotated Bibliography

"Declaratory Act; March 18, 1766." Avalon Project - Documents in Law, History and Diplomacy. King

George III & Parliment. Web. 22 July 2011.

<http://avalon.law.yale.edu/18th_century/declaratory_act_1766.asp>.

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Sources: Excerpt from The Declaratory Act, 1766, British Parliament and the King of England George III. Note: This document has been modified.

The Avalon Project is sponsored by Yale University and is a great source for historical documents

that have to do with the law. The Declaratory Act is fascinating because it did not effect

the colonists physically, but it was a sign of how they were going to be treated as second

class citizens.

"Federal Budget Pie Charts." The Concord Coalition. Web. 22 July 2011.

<http://www.concordcoalition.org/learn/budget/federal-budget-pie-charts>.

The Concord Coalition is a non-partisan group that is dedicated to informing citizens of the debt

and the issues surrounding the debt. It is a great source for articles, charts, graphs, etc. on

the debt.

Maton, William Fernando. "The Royal Proclamation, 1763." The Solon Law Archive. King George III &

Parliment. Web. 22 July 2011.

<http://www.solon.org/Constitutions/Canada/English/PreConfederation/rp_1763.html>.

The Solon Law Archive is another great source of law that could be used in the future.

"Navigation Act of 1660." Home | W. W. Norton & Company. King George III & Parliment. Web. 22

July 2011. <http://www.wwnorton.com/college/history/archive/resources/documents/

ch04_02.htm>.

“Quartering Act; May 15, 1765." Avalon Project - Documents in Law, History and Diplomacy. King

George III & Parliment. Web. 22 July 2011.

<http://avalon.law.yale.edu/18th_century/quartering_act_165.asp>.

The Avalon Project is sponsored by Yale University and is a great source for historical documents

that have to do with the law.

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“Stamp Act, March 22, 1765." Avalon Project - Documents in Law, History and Diplomacy. King

George III & Parliment. Web. 22 July 2011.

<http://avalon.law.yale.edu/18th_century/stamp_act_1765.asp>.

The Avalon Project is sponsored by Yale University and is a great source for historical documents

that have to do with the law. I was fascinated by reading through this law in how targeted

it was on lawyers. Lawyers are often the target of jokes and public contempt and this looks

like a law specifically targeted at raising revenues by targeting lawyers.

"Sugar Act : 1764." Avalon Project - Documents in Law, History and Diplomacy. King George III &

Parliment. Web. 22 July 2011. <http://avalon.law.yale.edu/18th_century/sugar_act_1764.asp>.

The Avalon Project is sponsored by Yale University and is a great source for historical documents

that have to do with the law. The Sugar Act, unbeknown to me, also included other items

like coffee and textiles from Asia.

"U.S. National Debt Clock." Ed Hall's Home Page. Web. 22 July 2011.

<http://www.brillig.com/debt_clock/>.

This is a great web site because it is regularly updated and shows a running tabulation of the U.S.

Debt. There are also great links to various articles about the debt and issues surrounding

the debt.

Video - Breaking News Videos from CNN.com. CNN.com - Breaking News, U.S., World, Weather,

Entertainment & Video News. Web. 22 July 2011.

<http://www.cnn.com/video/#/video/politics/2011/07/15/eitm.debt.ceiling.cnn?

iref=videosearch>.

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I use CNN all the time for great current events articles and video clips. One of my strengths as a

teacher is to continually make history a relevant topic for students. The parallels of history

are fascinating and important for hooking students into S.S. classes.

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