Acts of Parliament, in Defense of the British

Washington State EALRs Social Studies History 2.3 and Social Studies Civics 1.1

Introduction    Updated 12/10/05        Full Web Quest Online:

Acts of Parliament Rubric

News Flash!

London, 1783, Following the September 3rd Treaty of Paris, several Royalist supporters who were forced to flee their lands in the thirteen colonies and move north to Canada are now suing the British Parliament over its treatment of the colonies between the years 1763 and 1776.  They believe that had Parliament treated the colonists better, there never would have been a American Revolution.  

Your team has been assembled to justify the Acts of Parliament in court.  It is your team's contention that the British Government was not trying to be evil or wishing to harm its colonial subjects when it began passing the various Parliamentary Acts that lead to the American Revolution.  In fact, your clients believe that until the so called "Intolerable Acts", Parliament did not understand the colonists anger over its Acts. 

Task

Your team has been appointed to defend the British cause in a neutral court.  You will need to research the historical role of Parliament and internal and external forces that lead to the passing of the Proclamation of 1763, the Quartering Act, the Stamp Act, and the Townshed Acts. 

Process

You will be broken up into groups of three.  Each team will have a historian who will describe the historical context for Parliament's taxation role.  You will have a lead Member of Parliament who will explain the British reasons for passing each of the Acts listed below.  Teams will also have a speech writer who will find, at least, three quotes form famous leaders such as Edmund Burke and King George III.   Finally, you will have a lead barrister who will be responsible for combining the notes from the team into a 150-200 word argument defending the British Parliament's Acts.   (Make sure you use the citation box to correctly credit your sources)

Use the web links to the left to research your topics and the write your notes on paper.  When you are ready, copy your answers into the form below. This form will not save your data, you will therefore need to print up your page and turn it in to your teacher.

Evaluation

Your work will be evaluated using a unique rubric.  Students need to make sure that they properly cite works found on the Internet.

Conclusion

The Acts of the British Parliament concerning its American colonies during the years 1763-1776 were not arbitrary.  Nor were they some sort of evil meddling designed to infuriate the colonists.  This project was designed to help students understand the role of Britain's Parliament and the reasons for some of its most memorable Acts that played a direct role in the evolution of the American Revolution.  In appreciating the role of Parliament and the reasons for its Acts, the students should gain a greater respect and understanding of the complaints of the American Colonists.  One might begin to better understand a famous quote from James Otis, "No Taxation without Representation!"

Printing Note:

This form does not save the student's data.  It is suggested that students print in landscape mode so as to get all box information.

Targeted Washington State Essential Academic Learnings

The objective of this project is to help students understand the reasons for patriot distaste with British rule by providing students the opportunity to argue and thus understand the British reasons for passing the Proclamation of 1763, Quartering Act, Stamp Act, and Townshed Acts.  Students are provided the opportunity to defend the British Parliament’s  Acts.  In this non traditional look at the causes of the American Revolution, students learn that external forces such as national debt and a desire for peace with the Indians motivated many Members of Parliament to pass restrictive legislative Acts on their American colonies.

Social Studies: History

2. The student applies the methods of social science investigation to investigate, compare and contrast interpretations of historical events.
To meet this standard, the student will:

2.3 synthesize information and reflect on findings

Social Studies: Civics

1. The student understands and can explain the core values and principles of the U.S. democracy as set forth in foundational documents, including the Declaration of Independence and the Constitution.
To meet this standard, the student will:
1.1 understand and interpret the major ideas of foundational documents
 

Web Quest by Dean Smith, October 20th, 2001

www.smithclass.com  If you have ideas to add to this list, please let me know.

Drop Mr. Smith an email note here.