 |
Lesson 1: THE RELUCTANT REVOLUTIONARIES
Examine why colonists, many of whom felt strong loyalties to the British Empire, decided to abandon their mother country and join the Revolution.
DOWNLOAD THIS TEACHER'S GUIDE
You’ll need the free acrobat reader.
The Reluctant Revolutionaries
Overview:
Typically, students see the American Revolution as
an organized rebellion of a united people against an
oppressive tyrannical government. In their estimation,
the colonies simply rose up and gained their independence.
In actuality, the truth was far from that. Although
many colonists felt they deserved the equal rights and
liberties of those in the mother country, they were
not ready or willing to totally break away from the
British Empire and start a new nation. In essence, they
were "reluctant revolutionaries" who believed
they were being denied basic rights and freedoms, but
were not ready to take the "big step". Many
would agree with the remark of a woman during the conclusion
of Episode 1 of Liberty! who stated , "I
pray there be some, decent, honorable way to put to
an end this conflict, to be once again reconciled with
old friends".
In this lesson, students will explore what drove these
reluctant colonists to become "revolutionaries."
Related Resources for the Lesson
In this lesson, students will use the following resources:
1. Episodes 1 & 2 of Liberty! Teachers may
elect to have their classes watch the entire length
of both episodes, or may wish to "pick and choose"
specific instances and portions which highlight the
theme of the lesson.
Suggested segments include:
Episode 1: The Reluctant Revolutionaries
a. Chapter 2 Insignificant Provincials (6:40-15:06)
b. Chapter 7 The Cockpit (47:01-51:41)
c. Chapter 8 The Fleet Arrives in Boston (51:42-53:22)
Episode 2: Blows Must Decide
a. Chapter 2 The Continental Congress Meets (5:16-11:48)
b. Chapter 3 A Sense of Betrayal (11:50-13:53)
c. Chapter 8 An Olive Branch (33:02-39:00)
d. Chapter 9 Common Sense (39:01-43:59)
e. Chapter 10 Independence (44:00-53:35)
2. The text of Common Sense by Thomas Paine http://www.bartleby.com/133/
3. Related Questions
PDF (for students)
4 . Related Questions
PDF (for teachers, with answers)
Relevant standards
This lesson addresses the following national content
standards established by the Mid-Continent Research
for Education and Learning (McREL)
http://www.mcrel.org/standards-benchmarks/
US History:
Understands the social, political, and religious aspects
of the American Revolution (e.g., decisions leading
to crisis of revolution, efforts by Parliament and
colonies to prevent revolution, the ideas of different
religions and the economic and social differences between
Loyalists, Patriots and neutrals)
Understands the events that contributed to the outbreak
of the American Revolution and the earliest armed conflict
of the Revolutionary War (e.g., opponents and defenders
of England's new imperial policy, the idea of "taxation
without representation" and the battle at Lexington
and Concord)
Understands the major developments and chronology of
the Revolutionary War as well as the roles of its
political, military and diplomatic leaders (e.g., George
Washington, Benjamin Franklin, Thomas Jefferson, John
Adams, Samuel Adams, John Hancock and Richard Henry
Lee)
Understands how political, ideological and religious
ideas joined economic interests to bring about the
"shot heard round the world" (e.g., leaders
of resistance to imperial policy, the English tax on
the colonists to help pay for the Seven Years War and
the interests and positions of different economic groups,
such as northern merchants, southern rice and tobacco
planters, yeoman farmers and urban artisans)
Understands the social and economic impact of the Revolutionary
War (e.g., problems of financing the war, wartime inflation,
hoarding and profiteering and the personal and social
economic hardships brought on by war)
Strategy for the Lesson
The teacher should begin this lesson with a viewing
of the episodes (or segments) and then conduct an overview
of issues and conflicts between the British and the
colonists in the years leading to the Declaration of
Independence. Brainstorm with the class about what
these issues and conflicts might be. (Students will
most likely include the ideas of "taxation without
representation," higher prices paid by the colonists
for goods because of British trading policies, restrictions
on manufacturing and selling colonial products because
of the trade practices.) The teacher may wish to have
students create a chart on the chalkboard or overhead
projector, which highlights the following issues:
Resentments/Distrusts of the British toward the colonists
Resentments/Distrusts of the colonists toward the British
What issues angered the colonists toward the British?
What issues angered the British toward the colonists?
For what reason(s) were the colonists dependent on
the British?
For what reason(s) were the British dependent on the
colonists?
The teacher may also wish to divide the class into groups,
asking one side to represent the British point of view
and the other side to represent the colonial point
of view in a discussion/debate of British policy or
legislation that includes the Stamp Act or the Intolerable
Acts. Students should also consider the "Loyalist"
point of view. Why would some colonists feel compelled
to remain allied with the British even though they
lived side by side with those who felt the best course
of action was to break away and form a new nation?
After the discussion and viewing, distribute the question
sheets to students.
Allot sufficient time for students to answer the questions.
Once students have completed the questions, the teacher
should evaluate them according to the depth of answer
desired, the amount of time allowed for the assignment,
as well as any other criteria established by the teacher,
such as spelling and grammar.
Extension Activity
Ask students to look at other revolutionary movements
in world history (for example, the French Revolution
or the Russian Revolution). Ask them to write reports
highlighting the various factions/sides in those revolutions,
the groups' differing viewpoints and the revolution's
influence or impact. Have students explore the outcomes
as well as the social upheaval of those revolutions
in comparison to the impact of the American Revolution.
|
|
