On the Road to the American Revolution

by Kristin Nunez (Ram)

kram@schools.nyc.gov

PS 128M

Introduction:

You were tired of being persecuted for your beliefs at home in Europe, so your family decided to take the long trip to the colonies, unsure of what life in the New World would be like. Unfortunately, some things have not changed, and the colonies are not as free as you thought.

The French and Indian War ended a few years ago, and England has a lot of debt from the war. King George III has decided to impose taxes on the colonists in order to pay off the debt, but what he is asking for is completely absurd!?! He wants to take most of the money your family has earned from their Cobbler Shoppe. How is your family supposed to support themselves?

The talk of the town is to protest! King George III is thousands of miles away, but there is no one in Parliament defending or representing the colonists' views. There are men coming together and planning ways to let that tyrant, King George III, know that his taxes are unfair.

Task:

You are outraged by the taxes imposed by King George III. Every day you are working hard in the Cobbler Shoppe, but you only have enough money to buy feed for the cow and chickens, extra needles and thread, and candles and tea. With your group of four students, write a persuasive newspaper article that will convince Loyalists that King George III's taxes are unfair to the colonists. Then, create a poster that illustrates your perspective and would be used in town as propaganda on the Liberty Tree. Be prepared to share!

Process:

1. With your group, you will be using the AHPPA process to analyze the social problems caused by King George III in the colonies.

2. In your groups, take on the following roles:

Son or Daughter of Liberty: You are the group leader and are in charge of making sure that your group stays on task. You must make sure that you have the proper materials and make sure that every voice is heard!

Some things you may say:

1. Let's hear from ____ next.

2. That's interesting, but let's get back to our work.

Nuez News Recorder: Your role is to organize all of your group member''s ideas on the graphic organizers and be the official writer of the newspaper article.

Some things you may say:

1. I think I heard you say ____. Is that right?

2. How would you like me to write this?

Roving Reporter: You will be presenting your group's work at the checkpoints and completed project. Your role is also to ask discussion questions as your group is working.

Some things you may say:

1. Why do you think ___?

2. How can we elaborate on ____ to persuade King George III?

Printing Press Apprentice: Your role is to visually represent your group's work in a poster. Your group will help you, but your role is to make sure the ideas are clearly represented in a creative way.

Some things you may say:

1. How can we show ___?

2. Is there a creative way to show ___?

3. Begin researching the relationship between England and the American colonies using the primary source documents and websites. Gather evidence to support why you feel the taxes are unfair to you and your family. (Click on the steps to complete the worksheets.)

Step 1: What were the problems with King George III's taxation? Why were the Patriots upset with King George III?

Step 2: Gather evidence about the problem. What evidence can support why the colonists were so angry?

Step 3: What were the causes for the colonists' anger and reasons for protest?

Step 4: How was the start of the American Revolution the colonists' way of addressing King George III's policies?

4. Complete an OREO graphic organizer to record your reasons and evidence or examples about how the taxes are unfair.

5. Write your persuasive newspaper article. Convince the Loyalists that King George III's taxes and treatment is unfair!

6. Create a visual poster with persuasive language to be used as propaganda for the Sons of Liberty.

7. Gather at the Liberty Tree and share your group's views! We are on the Road to Revolution!

Resources:

v American Revolution Timelines:

o http://www.historyplace.com/unitedstates/revolution/rev-prel.htm

o http://www.ushistory.org/declaration/revwartimeline.htm

v The Intolerable Acts: http://www.socialstudiesforkids.com/wwww/us/intolerableactsdef.htm

v Click on a picture to learn more about an act passed by the king!

Evaluation:

Persuasive Writing Rubric

Poster and Presentation Rubric

Conclusion:

By 1775, many of the colonists had already made up their mind about taxation and British rule. The colonists felt like they had tolerated the laws and acts passed by a British Parliament. Without representation in Parliament, the actions of the British were unfair. The Patriot colonists' resentment continued to grow until the Minutemen of the colonies and the Redcoats clashed at Lexington and Concord. It was the shot heard round the world and, officially, the American Revolution had begun.

Common Core Standards:

Reading Informational Text

o RI3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

o RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

o RI3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Writing

o W3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

o W3.7 Conduct short research projects that build knowledge about a topic.

Speaking and Listening

o SL3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

o SL3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.