King George, Give Us A Break! – Grade Eight
Ohio Standards
Connection:
History
Benchmark E
Explain the causes and
consequences of the
American Revolution, with
emphasis on both Colonial
and British perspectives.
Indicator 3
Identify and explain the
sources of conflict which
led to the American
Revolution, with emphasis
on the perspectives of the
Patriots, Loyalists, neutral
colonists and the British
concerning:
a. The Proclamation of
1763, the Stamp Act,
the Townshend Acts,
the Tea Act and the
Intolerable Acts;
b. The Boston Tea Party,
the boycotts, the Sons
of Liberty and
petitions and appeals
to Parliament.
Social Studies Skills and
Methods
Benchmark C
Present a position and
support it with evidence
and citation of sources.
Indicator 3
Write a position paper or
give an oral presentation
that includes citation of
sources.
Lesson Summary:
During this lesson, students will identify and explain the
sources of conflict which led to the American Revolution.
Students will select one of the causes of the Revolutionary
War and then write an editorial about the cause from the
viewpoint of one of the following perspectives: Patriot,
Loyalist, neutral colonist or British. Information from
student research will be shared through student-created
skits.
Estimated Duration: Five to six hours
Commentary:
This lesson encourages students to think critically about the
sources of conflict that led to the American Revolution.
Students are divided into research groups and are then
challenged to look at their assigned topics from four
different historical perspectives. Included in this lesson are
guidelines for organizing note-taking and the citation of
sources. Students will practice these skills as they research,
write about and present their assigned topics.
Pre-Assessment:
Distribute Attachment A, Pre-Assessment. Have students
describe the following groups of people and how they viewed
the relationship between the British government and its North
American colonies: Patriots, Loyalists, neutral colonists,
British, Sons of Liberty.
Scoring Guidelines:
Collect pre-assessment answers to evaluate students’ prior
knowledge.
Post-Assessment:
 Have each student write an editorial about sources of
conflict between the colonists and British from one of the
following perspectives: Patriot, Loyalist, neutral colonist
or British.
 Provide students with directions and examples of the
expected format. See Attachment G, Post-Assessment, for
assignment details.
1
King George, Give Us A Break! – Grade Eight
Scoring Guidelines:
Use the scoring guidelines provided on Attachment G, Post-Assessment.
Instructional Procedures:
Day One
1. Conduct the pre-assessment activity.
2. Distribute Attachment B, Give Us a Break, King George! Background Reading. Have
students read the background information aloud. If desired, assign supplemental
background reading from student textbooks or other resources.
3. Distribute Attachment C, Who Wrote That? Discuss the mock editorials about the Boston
Tea Party, and have students come to consensus on answers for each example. Tell
students this is a fictional activity, and the examples are not real editorials or newspapers
from the time.
Day Two
4. Distribute Attachment D, Research Assignment.
5. Assign four students to research each of the following sources of conflict that led to the
Revolutionary War:
 The Proclamation of 1763
 The Stamp Act
 The Townshend Acts
 The Tea Act
 The Intolerable Acts
 The Sons of Liberty
 The colonial boycotts
6. Distribute and explain the research procedures on Attachment E, Taking Notes and
Attachment F, Citing Sources. Point out that these procedures will help students stay
organized during the research process and be prepared to create a citation page.
7. Have students begin individual research on the assigned topics. Explain that the four
students working on each topic will have time to work as a team during the next class.
 Provide textbooks, encyclopedias, non-fiction books, primary sources, Internet access
and other appropriate research materials.
 Check the note-taking cards and source cards to ensure that students are completing
them correctly.
Day Three
8. Distribute Attachment H, Group Skit Guidelines, and discuss the skit assignment. If
desired, present students with the option of creating an additional song or rap about the
research topic. See Attachment I, Song or Rap.
9. Have the four students researching the same topic meet as a group. They should:
 Decide which point of view each team member will take (Patriot, Loyalist, neutral
colonist, British);
 Share their research and decide if they have enough information;
2
King George, Give Us A Break! – Grade Eight
 Create a rough draft of the script for their skit.
10. Remind students that it is their responsibility to teach the class about their topic.
Day Four
11. Have each group complete its script and rehearse their presentation. If the group is
creating a song or rap, have students finalize that, as well.
12. Meet with each group to review the script and check the accuracy of the information to be
presented.
Day Five
13. Have students present their skits and songs/raps to the class.
14. During the presentations, have students take notes on each source of conflict presented.
15. At the end of each presentation, conduct a brief class discussion to compile student notes
onto a transparency, making sure all students understand the key information. Allow time
for questions and answers. Encourage the presenting team to answer student questions.
Day Six
16. Distribute and explain Attachment G, Post-Assessment. Explain to students that the postassessment is the writing of an editorial based on their research and the skits presented.
17. Instruct students to write their editorial from the point of view they used in creating their
skit.
18. Remind students that a citation page needs to be completed.
19. For homework, instruct students to complete their rough drafts.
Day Seven
20. Have students meet in their teams from day three and share the rough drafts of their
editorials.
21. Instruct students to exchange papers and peer edit their work. Provide students with some
guidelines for peer editing. Explain and provide examples of how to use information on
source cards to create a citation page.
22. For homework, instruct students to complete a final typed or ink copy of the editorial and
citation page.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
 Have students who are having difficulty writing the editorial talk about what they have
learned with a tutor who can use the information to make an outline or graphic organizer
to guide their writing.
 Provide students with modern examples of editorials. Use these examples to illustrate the
concept of perspective.
 Make available research materials on all reading levels to students.
3
King George, Give Us A Break! – Grade Eight


Instruct students to write a song or rap about the assigned research topic from any one of
the perspectives.
Have students research and share examples of primary sources relating to the conflicts
between the colonists and British that led to the Revolutionary War.
Extension:
 Conduct a simulation of the Second Continental Congress. This would have students
representing Patriot, Loyalist or neutral colonists debating and deciding whether to
declare the American colonies independent from Great Britain.
 Have students create a newspaper published in July, 1776 from the perspective of a
Patriot, Loyalist, neutral colonist or British editor. The newspaper could include the
following: banner (name, date, cost), newspaper articles about the sources of conflict that
led to the Revolutionary War, an editorial about independence, letters to the editor,
newspaper articles about local news (example: church service and other meeting that
would support either war or peace) and advertisements.
 Conduct a panel discussion: Should the American colonies go to war with Great Britain?
The panel discussion should include members from all four perspectives: Patriot,
Loyalist, neutral colonist and British.
 Have students write a song or rap about the research topic from one of the four
perspectives studied: Patriot, Loyalist, neutral colonist or British. See Attachment I for
details.
Homework Options and Home Connections:
Instruct students to find two articles or editorials about a current issue, with each article
representing a different perspective or point of view on that issue. Have students share these
examples with the class.
Interdisciplinary Connections:
English Language Arts
 Writing Applications
Benchmark E: Write a persuasive piece that states a clear position, includes relevant
information and offers compelling evidence in the form of facts and details.
Indicator 5: Write persuasive compositions that:
a. establish and develop a controlling idea;
b. support arguments with detailed evidence;
c. exclude irrelevant information; and
d. cite sources of information.
 Research
Benchmark B: Evaluate the usefulness and credibility of data and sources.
Indicator 2: Identify appropriate sources and gather relevant information from multiple
sources (e.g., school library catalogs, online databases, electronic resources and Internetbased resources).
Benchmark C: Organize information from various resources and select appropriate
sources to support central ideas, concepts and themes.
4
King George, Give Us A Break! – Grade Eight

Indicator 5: Compile and organize the important information and select appropriate
sources to support central ideas, concepts and themes.
Communication: Oral and Visual
Benchmark G: Give presentations using a variety of delivery methods, visual displays
and technology.
Indicator 9: Deliver formal and informal descriptive presentations that convey relevant
information and descriptive details.
The Arts: Drama/Theater
 Creative Expression and Communication
Benchmark D: Create scripted scenes based on personal experience and heritage.
Indicator 6: Write a scripted piece that sustains readers’ interest by pacing, action and
developing an engaging plot (e.g., tension and suspense).
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher: Research materials, encyclopedias, Internet access, dictionaries,
thesauruses and rhyming dictionaries.
For the students: Research materials, dictionaries, thesauruses, pencil, pen, paper or word
processor, note cards.
Vocabulary:
 Patriot
 Loyalist
 neutral colonist
 British
 boycott
 Sons of Liberty
 petitions
Technology Connections:
 Supplement research materials with Internet access.
 Format final copies of the post-assessment assignment can be formatted using word
processing software.
5
King George, Give Us A Break! – Grade Eight


Record skits using video equipment.
Ben’s Guide to U.S. Government for Kids offers a history of Yankee Doodle, as well as an
audio version that can be played through the Internet: http://bensguide.gpo.gov
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for
Increasing Student Achievement, Alexandria, VA: Association for Supervision and
Curriculum Development, 2001.


Summarizing and note taking are two very powerful skills to help students identify
and understand the most important aspects of what they are learning.
Nonlinguistic representations, including engaging in kinesthetic activity, help
students think about and recall knowledge.
General Tips:
Establish peer editing guidelines before students exchange papers. Consult an English teacher
to see if there is already a process in place with which students are familiar.
Attachments:
Attachment A, Pre-Assessment
Attachment B, King George, Give Us a Break! Background Reading
Attachment C, Who Wrote That?
Attachment D, Research Assignment
Attachment E, Taking Notes
Attachment F, Citing Sources
Attachment G, Post-Assessment
Attachment H, Group Skit Guidelines
Attachment I, Song or Rap
6
King George, Give Us A Break! – Grade Eight
Attachment A
Pre-Assessment
Name:___________________________
Directions: Describe each group of people and how they view the relationship between the
British government and its North American colonies in the spring of 1775.
1. Patriots
2. Loyalists
3. Neutral colonists
4. British
5. Sons of Liberty
7
King George, Give Us A Break! – Grade Eight
Attachment B
King George, Give Us a Break! Background Reading
HEAR YE, HEAR YE! BE YOU PATRIOTS, LOYALISTS, NEUTRALISTS OR BRITISH
YE NEED TO KNOW THE LATEST NEWS!
JUST 5 PENCE TO BUY THE VERY LATEST NEWS SHEET!
What was the setting?
 After the French and Indian War, the French had been driven out of North America and the
English had control of all the land from the Mississippi River east to the Atlantic Ocean.
 British citizens had been taxed in order to pay for the previous wars and the cost of
administrating the new lands. The British government looked to the American colonies to
help bear the cost of the war debt and administration of the colonies.
 The British Parliament passed a series of laws that taxed the American colonists.
Who were the American colonists?
 Some colonists were angry with the British government and ready to fight for their rights.
These colonists were called Patriots or Rebels and wished to declare independence from
England.
 Other colonists saw calls for independence as disloyal. They felt that the British government
should punish anyone committing acts of rebellion. They were called Loyalists or Tories and
wished to remain under British rule.
 Neutral colonists were undecided or indifferent to the idea of independence and didn’t want
to get involved in any of the problems. About one third of the colonists were neutralists.
 Both the Patriots and Loyalists used every means, whether fair or unfair, right or wrong, legal
or illegal, to persuade others. Both Patriots and Loyalists mistreated the other side, sometimes
causing pain, suffering and even death.
 Eventually, the neutral colonists discovered that taking no side in the conflict was dangerous
because both the Patriots and Loyalists were their enemies.
Who were the British?
 The British were citizens of Great Britain (England), which included the North American
colonies.
 American colonists often called the British soldiers “redcoats” because of the color of their
uniforms.
 The British government and its citizens felt that the American colonists needed to be
responsible for paying the French and Indian War debts. British citizens in England were
already highly taxed and were unwilling to contribute more to the costs of governing the
colonies.
What did the newspapers have to say?
 Newspaper editorials try to influence their readers to support a position on a current issue. In
colonial times, entire newspapers would often reflect a slanted viewpoint in their reporting.
8
King George, Give Us A Break! – Grade Eight
Attachment C
Who Wrote That?
Name: ________________________________________
Directions: Read the following newspaper descriptions and the mock editorials about the
Boston Tea Party. Identify which of the four mock newspapers might have printed each
editorial.




In London, England, there is a newspaper called the London Daily Reporter.
The editor agrees with British government concerns about the American
colonists, especially the rebellious Patriots.
In the colonial town of Marble Head, there is the Marble Head Observer, whose
editor is neutral.
In Boston a Patriot is the owner of the Liberty Tree. The editor strongly supports
the idea of independence.
The Loyal George is run by a Loyalist in Trenton, New Jersey. He believes that
colonists should be loyal subjects of his royal highness, King George III.
Rally, Mohawks!
In Boston, on December 16, 1773, hundreds of cheering onlookers saw the valiant efforts of
150 brave Patriots, who were disguised as Mohawk Indians, take part in a marvelous protest
against the Tea Act passed by the detestable British government. Using their axes and
making triumphant whooping sounds, these fine men split open the tea chests stored on the
detested British ships in the Boston Harbor. They then dumped the hateful tea into the water,
making a fine brew for his monstrous majesty, George III. The admirable Sons of Liberty
have truly struck a marvelous blow for freedom!
Samuel Adams, John Hancock and Joseph Warren, the highly esteemed leaders of the
Patriot group known as the Sons of Liberty, denied knowledge of who was involved in the
excellent job of tea dumping, but felt the incident sent a wonderful message to the loyalist
scum of Boston: Beware of Patriots’ Justice!
The name of this newspaper is the ___________________________________
Tea Dumped into Boston Harbor
In Boston, on December 16, 1773, hundreds of onlookers saw an unknown group in action at
the Boston Tea Party. About 150 men disguised themselves as Mohawk Indians and took part
in a protest against the Tea Act passed by the British. Using their axes and making wild
whooping sounds, they split open the tea chests stored on British ships in the harbor. They
dumped the tea into the water.
Samuel Adams, John Hancock and Joseph Warren, leading members of the group known
as the Sons of Liberty, were spotted in the vicinity. They had “No Comment” when asked
whether their group was involved. The editor of this newspaper must caution both radical
groups, the Patriots and the Loyalists, to refrain from causing any more violence. Most
citizens only desire peace and safety in our beloved colony.
The name of this newspaper is ____________________________________.
9
King George, Give Us A Break! – Grade Eight
Wicked Unrest in the Colonies
In Boston, on Dec. 16, 1773, hundreds of the ungrateful American colonists watched as a
terrorist group of 150 unlawful American rebels disguised themselves as Mohawk Indians in
order to destroy valuable boxes of tea. These rude colonial bumpkins were violently
protesting the Tea Act and our government’s tax on tea. Using their axes and imitating the
unsophisticated Indians’ war cries, the disloyal, wild provincials split open the tea chests and
dumped the tea into Boston Harbor.
Samuel Adams, John Hancock and Joseph Warren were discovered near the vicinity of
this act of disobedience against the colonists’ loving father, King George III. These leaders of
the secret group, the Sons of Liberty, refused to deny this shameful act. These uncultured
colonials are behaving like selfish children toward their mother country. Do they not realize
their duty to England? They should be honored to be allowed to be a part of our beloved
empire and understand their duty to pay for their own governance and protection.
The name of this newspaper is ____________________________________.
Hang the Cowardly Rebels
In Boston, on Dec. 16, 1773, hundreds of shocked onlookers jeered as 150 scruffy rebels
disguised as Mohawk Indians basely protested against the Tea Act and the legal taxation of
tea by our honorable British government. Using their axes and making ridiculous whooping
sounds, the craven mob split open the tea chests stored on lawful British ships in the harbor.
Then the lily-livered agitators dumped the extremely valuable contents into the waters.
Samuel Adams, John Hancock and Joseph Warren, the leading turncoats of the illegal
group of malcontents known as the Sons of Liberty, were spotted skulking in the vicinity. Of
course, the sniveling cowards denied all responsibility for the appalling episode of
unwarranted violence against His Majesty’s government. These rebels need to be reminded
that not all colonists agree with their point of view. There are many of us who respect His
Majesty and the British government.
The name of this newspaper is _____________________________.
Later, a song about the Boston Tea Party was heard in the streets and taverns:
Rally Mohawks, and bring your axes
And tell King George we'll pay no taxes on his foreign tea;
His threats are vain, and vain to think
To force our girls and wives to drink his vile Bohea!
Then rally, boys, and hasten on
To meet our chiefs at the Green Dragon!
Our Warren's here, and bold Revere
With hands to do and words to cheer, for liberty and laws;
Our country's "braves" and firm defenders
shall ne'er be left by true North-Enders fighting freedom's cause!
Then rally, boys, and hasten on
To meet our chiefs at the Green Dragon.
The songwriter was a _____________________________________.
10
King George, Give Us A Break! – Grade Eight
Attachment D
Research Assignment
King George, Give Us a Break! Research Project
Directions: Causes of the Revolutionary War were many. They included British policies and
the American colonists’ reactions to them. To find out more about how these events led to
the Revolutionary War, your class will divide these topics for research, with four students
working on each topic. Research your assigned topic so that you are able to explain the
causes and effects of your topic, and tell why it was important in leading to the revolution. It
will be your responsibility to help teach the class about the topic you are assigned. As you
complete your research, obtain your information from three or more sources.
Topics:

The Proclamation of 1763

The Stamp Act

The Townshend Acts

The Tea Act

The Intolerable Acts

The Sons of Liberty

The Colonial Boycotts
Requirements:
 Research the causes and effects of your topic.

Explain how your topic led to the Revolutionary War.

Write your information on note cards and in your own words. See the Taking
Notes handout for instructions.

Use at least three relevant and reliable sources. Cite your sources on source
cards. See the Citing Sources handout for instructions.
11
King George, Give Us A Break! – Grade Eight
Attachment E
Taking Notes
Directions: When taking notes for your research project, follow these guidelines.



Include only one idea or concept with supporting details on a note card.
Write the name of the resource you use on each card.
Write notes legibly and in your own words.
For example, if the book reads: A federal government is one in which the powers of
government are divided between a central government and several local
governments.
Your note could be: Federal government power divided between central/local
governments or
Federal: power divided between central and local
Your Keyword could be: Federal
To organize your information, record it on note cards following this format:
Keyword
Source Title
One main idea to a card
Include supporting details
Page number
12
King George, Give Us A Break! – Grade Eight
Attachment F
Citing Sources
Directions: As you are working on your research, write the title of each source you use on
your note cards. For this project, three or more sources are required. When you take notes
from a source, create a source card for it. Be sure to put the correct information on the source
card, using the following guide:
For a book:
Author’s last name:
Title and subtitle (underline):
Place where it was published:
Publishing company:
Publishing date:
First name:
For an encyclopedia article:
Article title (in quotes):
Encyclopedia title (underline):
Date of edition:
For a magazine article:
Author’s last name:
Article title (in quotes):
Magazine title (underline):
Date of publication: Month
Inclusive pages of article:
First name:
Year
Vol.
No.
For a Web site:
Author’s last name:
First name:
Title of article (in quotes):
Page title (underline):
Date published or revised:
Name of institution or organization sponsoring the Web site:
Date accessed:
Electronic address or URL:
(Check all Internet sources to be sure they are reliable, with information created by an
expert, not another student.)
13
King George, Give Us A Break! – Grade Eight
Attachment G
Post-Assessment
Revolutionary War Editorial
Background: Many events led to the Revolutionary War. Patriots, Loyalists, neutral
colonists and the British had different perspectives about each of these events. A person’s
view of the Proclamation of 1763, the Stamp Act, the Tea Act and the Intolerable Acts were
based on his/her strong feelings about whether England was being fair or unfair to the
colonists. The American colonists’ boycotts, the Sons of Liberty and petitions and appeals to
Parliament were also viewed differently by each of the groups.
Directions:
 Write an editorial about the following sources of conflict that led to the Revolutionary
War: the Proclamation of 1763, the Stamp Act, the Townshend Acts, the Tea Act, the
Intolerable Acts, the colonial boycotts and the Sons of Liberty.
 Write your editorial from one of the following perspectives: Patriot, Loyalist, neutral
colonist or British. One student from each team should take each perspective.
 Use the information you collected during your research and your notes from student
presentations.
 Include facts and details in your writing.
 Your editorial should show your understanding of all seven topics.
 Create a citation page that includes three or more sources used.
 Work with your team to peer edit your rough drafts.
Scoring Guidelines:
4: Exceeding the
Standard
Includes accurate and
Content
relevant details and
examples, but may be
biased in order to
persuade
Perspective Shows thorough
understanding and is
written accurately from
the perspective chosen
Citations
Mechanics
Uses correct format
with few errors in
capitalization or
punctuation
Contains full sentences
with few spelling or
grammar errors
3: Meeting the
Standard
Includes accurate
details and examples,
but may be biased in
order to persuade
2: Approaching the
Standard
Includes details and
examples, but
contains some
inaccuracies
1: Attempting the
Standard
Includes inaccurate
details and examples
Shows adequate
understanding and is
written accurately
from the perspective
chosen
Uses correct format
with some errors in
capitalization or
punctuation
Contains full sentences
with some spelling or
grammar errors
Shows fair
understanding and is
partially written from
the perspective
chosen
Contains several
errors in format,
capitalization or
punctuation
Contains partial
sentences with several
grammar or spelling
errors
Shows little
understanding and is
not written from the
correct perspective
Contains many errors
in format,
capitalization or
punctuation
Contains many
spelling and grammar
errors which impede
understanding
14
King George, Give Us A Break! – Grade Eight
Attachment H
Group Skit Guidelines
Directions: With your research team, create a dramatic skit to present your research topic to
the class. It is your job to teach the class about the event or source of conflict you researched,
including all of the important facts and details. In your skit be sure to include all four points
of view: Patriot, Loyalist, neutral colonist and British.
Requirements:
 Decide on the facts and details your group wants to share with the class.

Decide on an appropriate setting for your skit. For example:
○ A group of ladies sewing
○ Gentlemen at a local inn
○ School lesson
○ Citizens meeting on the street

Write a script that includes all four points of view.

If possible, use costumes, posters or visual aids.

Rehearse your skit. It should last three to five minutes.
15
King George, Give Us A Break! – Grade Eight
Attachment I
Song or Rap
Extension Activity: Write a song or rap that would have stirred and converted the neutralists
into becoming either Patriots or Loyalists. Explained below is the real-life example of Yankee
Doodle.
Yankee Doodle
The Patriots and Loyalists would often use newspapers and songs to try to persuade
others. An example of a Revolutionary War song is Yankee Doodle, an old song that goes
back to the 15th century. The version we are familiar with was sung by the British people to
mock the colonial soldiers during the French and Indian War. Richard Schuckburg was a
British army doctor. In 1755, he wrote the song Yankee Doodle, putting it to the tune of a
familiar children’s song. A “doodle” was slang for a really foolish or dumb person.
“Macaroni” was slang for a very fancily dressed person, suggesting that a colonist was such a
fool that he would just “stick a feather in his cap” and think he was dressed stylishly. The
colonists were thought of as unsophisticated or country bumpkins.
American soldiers chose to adopt the song as their theme song. Instead of being ashamed
of being a Yankee Doodle, they were proud of it. As the British retreated from Concord, they
could hear the American colonists singing and whistling the tune. Yankee Doodle was also
heard at the British surrender at Yorktown.
Yankee Doodle went to town
A-riding on a pony
Stuck a feather in his hat
And called it macaroni.
CHORUS
Yankee Doodle, keep it up
Yankee Doodle dandy
Mind the music and the step
And with the girls be handy.
Father and I went down to camp
Along with Captain Gooding
And there we saw the men and boys
As thick as hasty pudding.
CHORUS
There was Captain Washington
Upon a slapping stallion
A-giving orders to his men
I guess there was a million.
CHORUS
16