The Gilder Lehrman Institute of American History

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.