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Lesson Plans: American Revolution: Patriots, Loyalists and
Moderates Viewpoints
Title: American Revolution: Patriots, Loyalists and Moderates Viewpoints
GRADE LEVEL : 08
SUBJECT : SOCIAL STUDIES - Middle
SBBC COURSE SOCIAL STUDIES M/J I (21040000),US HISTORY M/J (2100010A)
CONNECTION :
Creator : TEACHING AMERICA TEAM
DESCRIPTION /
ABSTRACT OF Prior to this lesson ensure students have an understanding of the various events that led the colonists to declare
LESSON: independence from Great Britain. For example: Stamp Act, Townshend Acts, Boston Massacre and Intolerable Acts.
This lesson focuses on the differing viewpoints of the Loyalists, Patriots and Moderates during the American Revolution.
The purpose of the lesson is to show that each group held strong views that divided friends, families and the entire
nation.
OBJECTIVE(S): Students will be able to describe the social makeup of each group (Loyalist, Patriot, Moderate)
Students will be able to differentiate between the views of the Loyalists, Patriots and Moderates during the
Revolutionary period.
Students will be able to use evidence to support the divergent viewpoints of each group.
TEACHER
MATERIALS /
TECHNOLOGY
CONNECTIONS:
1. Teachers can use any text or primary document that pertains to the viewpoints of the Loyalist, Patriots or
Moderates. Two possible documents are: Excerpts from Charles Inglis:
The True Interest of America Impartially Stated, 1776 for the Loyalist perspective, Thomas Paine: Common Sense for
the Patriot perspective.
2. Teacher edition of student textbook. Use pages containing information pertinent to this topic.
STUDENT Construction paper (1 per group), markers, colored pencils.
MATERIALS / Student textbook/ Reading: Loyalists, Patriots, Moderates.
TECHNOLOGY Primary source excerpts
CONNECTIONS:
Duration : 2 Days (Regular Schedule)
ESSENTIAL
QUESTION / KEY Would you have supported the Loyalists, Patriots or Moderates? Explain.
VOCABULARY:
Vocabulary: Loyalist, Patriot, Moderate, Olive Branch Petition, Common Sense, Declaration of Independence
GROUPING FOR Small Group,Whole Group
INSTRUCTION :
LESSON LEAD IN /
OPENING: 1. Teacher will discuss or review the events that led the colonists to protest against British rule.
2. Teacher will then ask students to decide whether or not they would have been in favor of or against Independence?
Allow some students to share their choices.
3. Explain that in this activity, they will be taking a closer look at the views of each group. They will then once again be
asked to choose a side.
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STEPS TO DELIVER 1. Conduct Lead-in activity.
LESSON: 2. Think, Pair, Share Activity- Students will read the assigned passages in the textbook individually along with primary
source documents supporting the viewpoints of the Loyalists, Patriots and Moderates.
3. Students will then be put into groups of four.
4. Teacher will assign each group the role of either a Loyalist, Patriot, or Moderate
5. Teacher will distribute one sheet of construction paper, markers and colored pencils to each group.
6. Teacher will explain to the class that their assignment is to create a pamphlet intended to persuade the colonists to
support their position (Loyalist, Patriot or Moderate).
A. Pamphlet MUST include a visual or symbol that represents their point of view and MUST include arguments to
convince the colonists that their position is best for the nation.
B. Pamphlet must include the social makeup of their assigned group (Loyalist, Patriot or Moderate)
7. Teacher will assign the following roles and each student within the group will decide among themselves the roles
they prefer:
A. Researcher- Uses the text and excerpts to gather information
B. Designer- Establishes the overall design and layout of the pamphlet
C. Writer- Creates the pamphlet with specific instruction from the designer and
researcher
D. Presenter- Presents pamphlet to the class
GUIDED PRACTICE: 1. Teacher will serve as facilitator to ensure that each group is on task and each student is carrying out their assigned
role.
2. Teacher will answer any questions students may have and direct them to relevant sources.
INDEPENDENT 1. Students will discuss as a group the information they believe is most important in order to persuade the colonists to
PRACTICE: accept their position (Loyalist, Patriot or Moderate).
2. Each member of the group will work on their assigned roles.
3. The Presenter in each group will present the pamphlet to the class.
DIFFERENTIATED Modify excerpts based on reading ability of students.
INSTRUCTION: Create mixed ability groups.
LESSON CLOSURE: 1. After each group presents- the remaining groups will identify which aspects of the Presenters' pamphlets they found
most convincing and/or appealing and explain why.
2. Each group will then vote on the pamphlet they found most convincing (cannot include their own in the vote)
ASSESSMENT: Student Reflection- Explain some of the various arguments the Loyalists, Patriots and Moderates used to justify their
position. Respond to the essential question: Would you have supported the Loyalists, Patriots or Moderates? Explain.
Teacher may create a rubric for the pamphlet and reflection at:Rubistar 4 Teachers
FLORIDA SUNSHINE Florida Sunshine State FL Social Studies Standard (2008)
STATE STANDARDS
and ISTE/NETS Grade 8
STANDARDS: Florida Sunshine State Standards
American History
1: Use research and inquiry skills to analyze American History using primary and secondary sources.
SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose
of significant historical documents.
SS.8.A.1.6 Compare interpretations of key events and issues throughout American History.
SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings,
music, and artifacts.
3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the
founding principles of our nation.
SS.8.A.3.2 Explain American colonial reaction to British policy from 1763 - 1774.
SS.8.A.3.6 Examine the causes, course, and consequences of the American Revolution.
SS.8.A.3.8 Examine individuals and groups that affected political and social motivations during the American
Revolution.
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Broward ESOL Broward DISTRICT Broward K-12 ESOL Instructional Strategies (2007)
Strategies (2007):
A. Instructional Modifications based on Level of English Proficiency
A6 Flexible Timing
A12 Use all Modalities/Learning Styles*
A13 Use of Illustrations/Diagrams*
A16 Vary Complexity of Assignment
B. Vocabulary
B2 Explain Key Concepts
E. Interactive Strategies & Cooperative Learning Settings
E2 Flexible Grouping
E4 Group Reports/Projects*
E10 Think/Pair/Share*
F. Other Strategies
F1 Activating and/or Building Prior Knowledge
F8 Reading with a Specific Purpose*
G. Alternative Assessment Instruments
G4 Graphic Representation*
G9 Rubrics*
* Marzano's High Yield Strategy
Jurying Profile: SOCIAL STUDIES: 6th - 12th Grade Secondary
Jury Admin Profile: SOCIAL STUDIES: 6th - 12th Grade Secondary ADMIN
Date Created : July 26, 2010
Date Modified : July 26, 2010
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