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The Huntington Library, Art Collections, and Botanical Gardens
D. Tell students that in 1764 the British Prime Minister, George Grenville,
announced that he would call on Parliament to pass a stamp tax on paper and
official documents similar to one that already existed in England. Grenville,
however, promised to give the colonists a year to come up with an alternate tax.
Colonial assemblies spent the next year voicing their opposition to any type of
stamp tax and argued that they could only be taxed by their own consent.
Distribute Document 1, a brief excerpt from the Stamp Act passed by Parlia-
ment in 1765. You can have students focus on several of the items that required
stamps (e.g., items such as certificates, pamphlets, newspapers, calendars or
others that may be in the classroom). You may want to conduct a scavenger hunt
in the classroom for items that would have required a Stamp Act tax such as a
newspaper, calendar, pamphlet, or even a class or school certificate for
attendance. Ask students how they would feel if they were required to pay a tax
on these items. Have students take the role of colonists and react to the Stamp
Act. Discuss the reasons why colonists were so angry over these stamp taxes.
CONNECTIONS TO THE PRESENT
Distribute the sales slips that students brought to class earlier—these should be
distributed at random. In groups, have students examine the cash register slips.
Ask them to explain why a section of the sales slip has been highlighted. As a
mathematics activity, ask students to determine what percentage of tax was
collected. Continue the discussion asking questions such as:
1) Why are there taxes on certain things?
2) For what are current taxes used?
3) Do citizens today have a responsibility to pay taxes?
4) Do citizens today have a voice in making tax policy?
5) Do you think that the colonial leaders who opposed the Stamp Act would
approve of current taxes? Why or why not?
Be sure that students know that the sales slips they brought to class reflect city
and state taxes. You can further expand the lesson by introducing federal taxes.
Make certain that students understand the difference between taxes imposed by
a parliament in which colonists were not represented and by city, state, and
federal government today in which citizens have a voice through their elected
representatives.
E. Divide the class into six small groups. Give each group a copy of one of the boxed
readings or illustrations in Document 2, “Opposition to the Stamp Act.” Have
the groups discuss how their assigned reading or illustration helps to explain
ways in which American colonists opposed the Stamp Act. Each group should
select a spokesperson to explain their document to the class.
You may have to work with several groups to help them interpret their assigned
task. For example, one of the readings reflects opposition in Nova Scotia to the
The Stamp Act Crisis
Lesson Plan