Oklahoma Social Studies 5.C.3.2

5.C.3.2 is a cluster heading. These are the individual standards under it.

• 5.C.3.2.A

  Describe the impact of the Stamp Act and Quartering Act which prompted formation of the Stamp Act Congress.

• 5.C.3.2.B

  Compare different strategies used to challenge British policies , including the use of propaganda and the boycott of British imports.

• 5.C.3.2.C

  Explain how the enactment of the Townshend Duties and the Tea Act led to escalated tensions, such as the Boston Massacre and the Boston Tea Party.

• 5.C.3.2.D

  Describe how the passage of the Intolerable Acts (Coercive Acts) prompted the colonists to unite at the First Continental Congress.

01

What Students Need to Do

Students explain why colonists wanted a say in their own laws and taxes. They trace how British acts led to protests and meetings. They compare boycotts with propaganda as ways to challenge British policies.

02

What Mastery Looks Like

A student connects protests over the Stamp Act and Quartering Act to the Stamp Act Congress. They link the Townshend Duties to unrest and the Boston Massacre, the Tea Act to the Boston Tea Party, and the Intolerable Acts to the First Continental Congress. They explain how boycotts and propaganda worked differently.

03

Common Misconceptions

Some students think colonists opposed every tax, rather than laws made without their say. Others mix up the Boston Massacre and Boston Tea Party or think the Tea Act led to both. Students may think propaganda is always a lie.

04

How to Assess It

Exit ticket: Match the Stamp Act, Townshend Duties, Tea Act, and Intolerable Acts to the Stamp Act Congress, Boston Massacre, Boston Tea Party, and First Continental Congress. Add one sentence explaining why colonists wanted self-rule.

1. 01

   Hand out nine dated event cards, from the Stamp Act to the First Continental Congress; students order them and draw cause-and-effect arrows.

2. 02

   Show a Boston Massacre engraving and a nonimportation pledge; ask, "How does each try to change what colonists think or buy?"

3. 03

   Play a card match: students pair each British act with a colonial response, then explain one pair aloud.

4. 04

   Have students compare a school council vote on a cafeteria rule with colonists having no elected voice in Parliament; write one difference.

• 5.C.3

  Analyze the series of events and policies which led colonists to seek and declare independence.

• 8.C.1.3.A

  Analyze the primary cause of the American Revolution as it relates to violations of rights as Englishmen, exemplified in the lack of colonial representation in ...

• 8.C.1.5.E

  Evaluate the diverse political, economic, and religious influences that shaped colonial arguments for independence.

• 8.C.1.5.F

  Identify specific economic and political grievances against British policies used by the colonists to justify independence.