1. Preview Consider this: How would you feel if you knew that someone else (parents, guardians) would make decisions for you the rest of your lives?

2. Lesson 6, Unit 1 Writing the Declaration Essential Question: How was the government of the United States established? Learning Target: I Will Be Able To describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. Formative Assessment: Name and explain how one action of the British provoked the colonists to begin the process of gaining independence. Homework: Vocabulary Daily Rubric: 4 – I fully understand the learning target and I am ready to move on 3 – I feel like I have a good understanding of the learning target but I need to cover it a little more 2 – I feel kind of lost on the learning target and I need a lot of review before I can move on 1 – I am completely lost and feel like I need to completely cover this learning target over

3. Vocabulary Townshend Acts: These were taxes passed by the British to tax all imported goods coming to the colonies. Intolerable Acts: Laws passed by British Parliament to punish Massachusetts for rebellious behavior. Sovereignty: A government’s absolute power or authority. (page 36) Human Rights: The basic rights to which all people are entitled as human beings. (page 34) Declaration of Independence: A document declaring that American colonies were no longer under the rule of Britain but were a new country. (pages 38-41

4. Activity As a class: Read Hey, King: Get Off Our Backs! In pairs: Complete worksheets that go along with the reading. Independently: Complete review worksheet.

5. Formative Assessment Name and explain how one action of the British provoked the colonists to begin the process of gaining independence.