Tea Time!Kathleen Wilson

Introduction

• While cleaning Dr. Nimble’s lab, you come across a strange machine. You and your friend decide to explore this strange device. You both step into the machine and begin to push all sorts of buttons. Suddenly, the machine begins to rumble and shake. You both look up and see a screen. Dr. Nimble’s image appears on the screen. He begins speaking, “Congratulations! You have been chosen to travel back in time. You will be transported to Boston in 1773. Your mission will be to document the Boston Tea Party, and the events that led up to it. You will interview participants and spectators, and write an article for the editorial page in The Boston Herald. Have fun and be safe!”

Task:

• You will be assigned a position of your choice on the paper. The positions that you can choose from are: Interviewer, Correspondent, or Field Reporter.

• Interviewer: You will write a personal interview creating a person that was involved in the Boston Tea Party. This interview should contain factual information about the event. This interview should include their role in the Boston Tea Party, and their opinion regarding the British rule in the colonies.

• Correspondent: You will write a letter to the editor about the Boston Tea Party. This letter should be written in business letter format. You should include an opinion of whether or not you are supporting the Boston Tea Party. The letter should contain three reasons for your support of the event.   

• Field Reporter: Your job is to write a description of the Boston Tea Party as it happened. Imagine that you are watching the event and writing about what you are seeing. Sequence the events in order.  

The Process:

• Step One: You are now in Boston. It’s time for you to hit the pavement and begin your research. Visit these sites to research background information regarding the Tea Party. Take any necessary notes that will help you write your article.

• http://www.srcalifornia.com/timelin1.html

• http://www.bostonteapartyship.com/history.asp

The Process:

• Step Two: Now that you have the background information, you should begin interviewing the locals to gain a sense of their opinion about the British policies in the Colonies. Check out these sites to get the perspective of spectators and participants.

• http://www.historyplace.com/unitedstates/revolution/teaparty.htm

• http://www.historywiz.com/teatax.htm

The Process

• Step Three: You have been given special access to your rival newspaper’s printing shop. There you get the first glimpse of what they will be printing on tomorrow’s front page about The Boston Tea Party. Visit this site to see the preview.

• http:///www.pbs.org/ktca/liberty/chronicle_boston1774.html

The Process:

• Step Four: After viewing your competition’s article, you can now begin your stellar editorial.

• Write your rough draft, and then have your partner edit for you.

• Then after revision, submit it to the editor (teacher).

List of Additional Resources:

• If you need any additional resources to write your editorial, visit this site fore more background information on the Boston Tea Party.

http://www.wpi.edu/Academics/Depts/MilSci/Resources/absbostea.html

Conclusion

• Congratulations! You have made it through the turbulent Boston Tea Party. Not only did you survive, but your article sold out the newspaper in record time. The readers now have the information needed to pick which side they will support in the Revolution. Well done!

Evaluation:

• A rubric will be used to grade your newspaper article.• The rubric will be based on a 16 point scale, using

the following criteria: thoroughness of research, creativity of article, and use of proper writing style.

• 13 -16 points = A 9-12 points = B 6-8 points = C 3-5 points = D 0-2 points = F

RubricCATEGORY 4 3 2 1Articles - Purpose

90-100% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.

85-89% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.

75-84% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic.

Less than 75% of the article establishes a clear purpose in the lead paragraph and demonstrates a clear understanding of the topic

Who, What, When, Where & How

The article adequately addresses the 5 W's (who, what, when, where and how

90-99% of the article adequately addresses the 5 W's (who, what, when, where and how).

75-89% of the article adequately addresses the 5 W's (who, what, when, where and how).

Less than 75% of the article adequately addresses the 5 W's (who, what, when, where, and how).

Requirements All of the required content was present.

Almost all the required content was present.

At least 75% of the required content was present.

Less than 75% of the required content was present.

Articles - Supporting Details

The details in the article are clear, effective, and vivid 80-100% of the time.

The details in the article are clear and pertinent 90-100% of the time.

The details in the article are clear and pertinent 75-89% of the time.

The details in more than 25% of the article is neither clear nor pertinent

Teacher’s Page

• This webquest was created in accordance with the 4th grade state of Georgia Performance Standards listed below.

• SS4H4 The student will explain the causes, events and results of the American Revolution.

(a) Trace the events that shaped the revolutionary movement in America including the activities of the Sons of Liberty and the Boston Tea Party.

• ELA4W3 The student uses research and technology to support writing.

• ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing.

(a) Plans and drafts independently and resourcefully. (b) Revises selected drafts to improve coherence and

progression by adding, deleting, consolidating, and rearranging text.

(c) Edits to correct errors in spelling, punctuation, etc.

Teacher’s Page (cont.)

• This lesson could be extended by having the artistic students in the classroom create a political cartoon either supporting or condemning the Boston Tea Party.

Websites Utilized in Webquest:

• http://www.bostonteapartyship.com/history.asp

• http://www.historyplace.com/unitedstates/revolution/teaparty.htm

• http://www.pbs.org/ktca/liberty/chronicle_boston1774.html/

• http://www.srcalifornia.com/timelin1.html

• http://www.historywiz.com/teatax.htm