Classroom Debate
A great way to incorporate this heavily debated question into the classroom would be have the students form a debate!
After teaching the lesson on the beginnings of the American Revolution it would be an awesome time to pose the question, "Were the taxes given by Great Britain fair to the colonists?"
With the students background information coming from school it is more likely that it is in the view point of the colonists. This will force the students to use historical thinking skills as they are forced to look at this question from two different view points after primarily looking at one point of view.
With the students having the background knowledge needed you can distribute two primary sources to the classroom. The Rights of the British Colonies Asserted and Proved, by James Otis (primary source 3) can serve as the point of view for the colonists. The Objections to the Taxation Consider'd, by Soame Jenyns (Primary source 2) can serve as the point of view for Great Britain. Depending on the classroom grade it may be important to edit the primary source for better understanding for students. The Soame Jenyns primary source is very difficult to understand.
The students can now form their own opinion of the question and now can be split into agreeing with the question or disagreeing. From here the teaching can put them in groups based upon their decision to present why they feel this way. Or the teacher could set up a classroom debate with the students having to defend their opinions with specific examples from the primary sources or outside information.
After teaching the lesson on the beginnings of the American Revolution it would be an awesome time to pose the question, "Were the taxes given by Great Britain fair to the colonists?"
With the students background information coming from school it is more likely that it is in the view point of the colonists. This will force the students to use historical thinking skills as they are forced to look at this question from two different view points after primarily looking at one point of view.
With the students having the background knowledge needed you can distribute two primary sources to the classroom. The Rights of the British Colonies Asserted and Proved, by James Otis (primary source 3) can serve as the point of view for the colonists. The Objections to the Taxation Consider'd, by Soame Jenyns (Primary source 2) can serve as the point of view for Great Britain. Depending on the classroom grade it may be important to edit the primary source for better understanding for students. The Soame Jenyns primary source is very difficult to understand.
The students can now form their own opinion of the question and now can be split into agreeing with the question or disagreeing. From here the teaching can put them in groups based upon their decision to present why they feel this way. Or the teacher could set up a classroom debate with the students having to defend their opinions with specific examples from the primary sources or outside information.