Lesson Plan 2: Middle School
Revolutionary Propaganda: Persuasion and Colonial Support
by Lydia Loureiro
Background:
Many students misconstrue the American Revolution as a period of unanimous
support for independence from Great Britain. However colonists generally
considered themselves loyal British citizens, asserting rightful constitutional
claims that had been previously established through their colonial charters
or contracts. After the French Indian War, many colonies saw their ability
for self rule stripped away by the Parliament as it exerted greater authority
over its empire. In reaction to this attempt to centralize parliamentary
control, the independence movement gained momentum within the colonies.
Prior to declaring independence, there were several attempts by the colonists
to mediate their growing troubles with Great Britain. By advocating for
their rights and precedence of self rule, colonists increasingly distinguished
their unique American political culture from their British counterparts.
Many colonists (and eventually other foreign nations) had to be persuaded
to join in this revolution. In order to encourage support, several speeches
and letters were published outlining the colonial grievances in pamphlets
or broadsides. Through these documents, colonists attempted to create
democratic change within their political structure. However as time passed
and tensions rose, these complaints formed the basis for the Declaration
of Independence.
Objectives:
Students will use SOAPStone to analyze primary sources by colonists arguing
for independence.
Students will study the Declaration of Independence as a base argument
for colonial independence.
Students will utilize this information in order to answer the essay question.
Materials:
SOAPStone Graphic Organizer:
http://www.facinghistory.org/soapstone-graphic-organizer-examples
Document A-Copy of We…Lay Our Grievances Before the Throne:
http://www.gilderlehrman.org/search/display_results.php?id=GLC01671
Document B-Copy of the Olive Branch Petition by John Dickinson:
http://www.learner.org/workshops/primarysources/revolution/docs/olive.html
Document C-Copy of Common Sense by Thomas Paine: http://www.gilderlehrman.org/search/display_results.php?id=GLC03777
Document D-Copy of All Europe is Interested in Our Fate by Mercy Warren
Otis:
http://www.gilderlehrman.org/search/display_results.php?id=GLC01800.02
Document E-Copy of Give Me Liberty or Give Me Death by Patrick Henry:
http://www.earlyamerica.com/earlyamerica/bookmarks/henry/speech.htm
Class Set: A copy of the Declaration of Independence:
http://www.earlyamerica.com/earlyamerica/freedom/doi/
Video:
PBS “Liberty!” Episode 2
Day One:
1. Think-Pair-Share Activity: Name one way in which the American Revolution
might have changed world history. Students should respond based on prior
knowledge or textbook work.
2. After students share their responses, discuss briefly the implications
of the American Revolution or if you have an Honors or an AP class show
the three minute clip by Gordon Wood on the “Meaning of the American
Revolution” (http://www.gilderlehrman.org/institute/era_founding.php).
Discuss their responses to his assertion that this is the most important
event in our history.
3. In order to garner support for independence, what events might have
played crucial roles? Review briefly the influence of the French Indian
War, King Philips War, and parliamentary Acts on the colonies, the Boston
Massacre, Lexington-Concord, and Bunker Hill.
4. Homework: Have students create an illustrated timeline of these events
with brief descriptions.
5. Extension: Students can play “The Road to Revolution” game
at http://www.pbs.org/ktca/liberty/road.html
for review.
Day Two-Three:
1. Bellringer: Teachers should pull up a blog, Twitter, or section of
the Daily Show or other satire to illustrate how people call attention
to an issue that they would like to change. What was the tone of the example?
Does tone matter? Explain.
2. Explain to students that prior to the Revolution many arguments were
made by the colonists to support either the British or the colonists.
Explain that in this activity they will read a series of persuasive documents
that express an opinion regarding independence. They will work in teams
to SOAPstone these documents.
3. Group the students into heterogeneous groups of three.
4. Prior to class label each of the documents listed above A-E and put
them into large manila envelopes. Make at least two sets of each document
envelope.
5. Within their groups students will take one envelope and return to their
seats.
6. Each group will read through the document and SOAPstone the document
together.
7. When they have completed their SOAPstone they will return the envelope
and repeat the process with the next envelope.
8. By the end of the class the students will have SOAPstoned all of the
documents.
9. Homework: Which article was the most submissive in tone? Which article
was the most aggressive in tone? What might have occurred to change the
tone of these documents?
Day Four:
1. Discuss the different types of tone the documents presented and why
the tone grew increasingly aggressive. (Note: I focus this on the King’s
reaction to the Olive Branch Petition. I then tend to spend more time
discussing “On Common Sense” as a pivotal document that engages
more of the population and influences subsequent arguments. PBS’s
series “Liberty!” Episode two does a great job summarizing
these arguments.)
2. Briefly lecture on the importance of colonial autonomy that had been
established through their contracts and charters. The colonists considered
these to be “constitutional” rights that should be protected
as British Citizens. The treatment as colonial subjects rather than equal
citizens by the King and Parliament increased anger within the colonies.
3. Refer students to the Declaration of Independence. Individually SOAPstone
the document and share with a partner.
4. Go over the answers as a class.
5. Essay: In the years 1774-1776, a growing sense of constitutional rights
provided momentum for declaring independence from Great Britain. Compare
and contrast how Thomas Jefferson built on previous arguments in order
to justify independence.
