TO DECLARE INDEPENDENCE OR NOT
What were the arguments
for and against colonial
independence from
Great Britain?
PREVIEW
PREVIEW
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Let’s think about
government.
The laws under which you
live and the services you
may take for granted are
provided by your
government.
Can you think of ways in
which the federal, state,
and local governments
impact your everyday life?
Let’s make a list.
PREVIEW
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Look at our list.
Which of the items on
the list do you like?
Which do you not like?
When you become an
adult, do you know how
you will be able to
influence the laws and
rules that your
government makes?
PREVIEW
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What do you see?
What do the two columns on
the T-chart represent?
What might be an argument
that a Loyalist would make
in opposing independence?
What might be an argument
that a Patriot would make in
favoring independence?
You will use this T-chart to
organize six colonists’ views
on independence.
Read Section 1 (page 147)
PREVIEW
Turn to the preview page in your Student
Notebook
 In the left column, write at least two arguments
a Patriot might make in favor of independence.
 In the right column, write at least two
arguments a Loyalist might make in favor of
remaining under British rule.
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PREVIEW
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Let’s divide the class
into two teams: Loyalists
and Patriots.
Share ideas for
arguments for your side.
Compile a list.
Who would like to
volunteer to present the
arguments for
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the Loyalist side?
the Patriot side?
VOCABULARY
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Here are the key social
studies terms we will
learn in this lesson:
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Independence
Patriot
Loyalist
Neutral
Traitor
Tyrant
Treason
resolution
ACTIVITY
PROBLEM SOLVING GROUP WORK:
PREPARING CHARACTERS
AND ARGUMENTS
ACTIVITY
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Read Section 2 (page
148), Who Were the
Loyalists and Patriots?, in
your Student Text.
In 1775, colonists fell into
one of three groups:
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those who were loyal to
Great Britain
those who wanted to
declare their independence
those who were undecided
(neutral)
ACTIVITY
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You will work in a group to
prepare for a panel
debate focusing on this
question:
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Should the American
colonies declare
independence from Great
Britain?
Each member of your
group will have a role:
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Public Relations Agent
Actor
Investigative Reporter
Costume Designer
ACTIVITY
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Each group will present
the views of a different
historical figure:
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Jonathan Boucher
Lord Dunmore
Thomas Hutchinson
Samuel Adams
Benjamin Franklin
Mercy Otis Warren
ACTIVITY
Look at your handout to find out which
prominent colonial figure your group will
represent.
 You will use your handout to make a mask of
your figure.
 You will use these handouts to guide your group
in preparing to bring your colonial figure to life.
 Let’s review each step.
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STEP 1
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Step 1: Review your role. Your teacher will assign you a role. Then you should read
the information below. Make sure you clearly understand what you have to do.
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Public Relations Agent: You will lead the group during Step 2. Then you will write a
statement to introduce your historical figure during the panel debate.
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Actor: You will lead the group during Step 3. Then you will bring the historical figure
to life during the panel debate.
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Investigative Reporter: You will lead the group during Step 4. Then you will direct
questions to your historical figure's opponents during the panel debate.
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Costume Designer: You will lead the group during Step 5. Then you will create a
costume and props for your historical figure to use during the panel debate.
STEP 2
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Step 2: Learn about your historical figure. Take turns reading aloud the information
about your historical figure in Section 11 of your book. When you finish reading, have
the Public Relations Agent record answers to these questions:
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1. What occupation(s) did your historical figure hold during the American Revolution?
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2. What are three important details to remember about your historical figure's
personal life?
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3. How would your historical figure answer when asked, “Should the American
colonies declare independence?”
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4. What actions did your historical figure take for or against independence?
STEP 3
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Step 3: Prepare your Actor. Your group’s Actor will have to explain his or her
position during the panel debate. Think of three arguments your Actor could
use to support his or her answer to the question, “Should the American
colonies declare independence?” Have the Actor record your answers below.
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Help your Actor think of three different ways he or she might act or behave
during the debate to reflect your historical figure’s personality. For example,
he or she might shout to show anger or roll his or her eyes to show
disagreement. Have the Actor record your ideas below. (Look for ideas about
how your figure would look and act in your book.)
STEP 4
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Step 4: Prepare questions for your historical figure’s opponents on the panel. During the panel
debate, Investigative Reporters will be asking questions of the other historical figures. To prepare,
read the three sections about your opponents in your book. Then have the Investigative Reporter write
at least one question for each opponent. For example, if your historical figure is a Patriot, you might
ask Loyalist Thomas Hutchinson, “Why do you enforce British laws that are unfair to the colonists?”
Record your questions below.
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Opponent 1:
Question:
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Opponent 2:
Question:
Opponent 3:
Question:
STEP 5
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Step 5: Prepare materials for the panel debate. To bring your figure to life during the panel debate, the
Costume Designer will make sure each of the following tasks is completed:
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• Actor cuts out and decorates the mask so that it looks realistic. Make sure that he or she can
breathe, see, and speak through it.
• Public Relations Agent writes a 30-second introductory statement that includes your historical
figure’s name, occupation, accomplishments, and views on independence.
• Costume Designer gathers appropriate materials for your historical figure to wear and props for him
or her to hold during the panel discussion. (Look for ideas in your book.)
• Investigative Reporter designs a nameplate that includes the name of your historical figure in large
letters, a slogan, and an illustration that represents your figure’s viewpoints. Here is an example of
what a nameplate for George Washington might look like:
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____________________________________
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George Washington
“Our First President and the Father of Our Country”
☆☆☆
_________________________
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STEP 6
Step 6: Rehearse for the panel debate. As you
rehearse, make sure that
 the Public Relations Agent can deliver the
introductory statement clearly.
 the Actor speaks clearly and dramatically and can
explain his or her views on the issue of whether or
not the American colonies should declare
independence from Great Britain.
 the Costume Designer and the Investigative
Reporter prepare the Actor for questions that
opponents on the panel might ask.
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ACTIVITY
The challenge for each group is to accurately
and dramatically bring your historical figure to
life.
 You will find helpful information in your Student
Text about how each figure looked, dressed,
and spoke.
 After you complete a step, you must obtain
teacher initials before moving on to the next
step.
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ACTIVITY
PROBLEM SOLVING GROUP WORK:
PRESENTING ARGUMENTS
IN A PANEL DEBATE
DEBATE
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Let’s arrange the classroom for our panel
debate.
 If
you are an Actor representing a Loyalist, sit on the
left side of the panel.
 If you are an Actor representing a Patriot, sit on the
right side.
 If you are a Public Relations Agent, stand behind
your Actor.
DEBATE
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Let’s hear from each Public Relations Agent.
 Introduce
your historical figure.
 You have 30 seconds each.
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Now let’s hear from each historical figure.
 Should
the American colonies declare
independence from Great Britain?
 You each have one minute to make your opening
comments.
ACTIVITY
PROBLEM SOLVING GROUPWORK:
COMPLETING READING NOTES
READING NOTES
Cut along the dashed lines of your handout to
separate the six illustrations of our historical
figures.
 Turn to pages 62 and 63 in SNB.
 Glue each illustration in the appropriate box on
the T-chart.
 Complete the notes as you read about each
figure in your Student Text. Pages 149-154.
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Reading Further:
PATRICK HENRY, RADICAL REVOLUTIONARY
READING FURTHER
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What do you see in the image?
Which figure is the center of the scene?
What do you think this man is doing?
How are the men around him reacting?
This scene shows Patrick Henry making one of
his famous speeches.
Henry was a gifted speaker.
He created great support for the Patriot cause
through his speeches. Speeches, letters, and
newspaper articles were the main ways that
leaders influenced people.
Patrick Henry’s skill as a public speaker made
him an important and powerful man.
Let's learn more by reading the Reading
Further section, Patrick Henry, Radical
Revolutionary, in your Student Text (156-159).
READING FURTHER
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This is the final part of a famous
speech that Patrick Henry made
in March 1775.
What do you think the speech
means?
What terms in the excerpt are
unfamiliar to you?
A gale is a strong wind.
Brethren means brothers.
Fighting between British troops
and colonists had already begun
in the northern colony of
Massachusetts Bay.
In this speech, Patrick Henry
believes that fighting will arrive in
Virginia soon.
Turn to page 64 in your SNB.
Gentlemen may cry, Peace, Peace—
but there is no peace. The war is
actually begun! The next gale that
sweeps from the north will bring to
our ears the clash of resounding
arms! Our brethren are already in
the field! Why stand we here idle?
What is it that gentlemen wish?
What would they have? Is life so
dear, or peace so sweet, as to be
purchased at the price of chains
and slavery? Forbid it, Almighty
God! I know not what course others
may take; but as for me, give me
liberty or give me death!
READING FURTHER
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Practice reciting the speech aloud
with a partner.
Use gestures as well as voice,
tone, and volume to create drama
in the speech.
Who would like to present the
speech to the class?
Patrick Henry’s words became a
rallying cry.
Create your own rallying cries for
the Patriots and the Loyalists.
Work with your partner to come
up with brief sentences that
would inspire each group of
colonists.
Write them in your notebook.
Gentlemen may cry, Peace, Peace—
but there is no peace. The war is
actually begun! The next gale that
sweeps from the north will bring to
our ears the clash of resounding
arms! Our brethren are already in
the field! Why stand we here idle?
What is it that gentlemen wish?
What would they have? Is life so
dear, or peace so sweet, as to be
purchased at the price of chains
and slavery? Forbid it, Almighty
God! I know not what course others
may take; but as for me, give me
liberty or give me death!
PROCESSING
PROCESSING
Turn to pages 65 and 66 in SNB
 Write a letter to the panelist with whom you
most agreed.
 Then write a letter to the panelist with whom
you most disagreed.
 Follow the instructions in your notebook.
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