1. To Declare Independence or Not
What were the arguments for and against colonial independence from Great Britain?

2. Preview

3. Preview 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.

4. Preview 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?

5. Preview
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)

6. 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.

7. Preview 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
the Loyalist side?
the Patriot side?

8. Vocabulary
Here are the key social studies terms we will learn in this lesson:
Independence
Patriot
Loyalist
Neutral
Traitor
Tyrant
Treason
resolution

9. Activity Problem Solving Group work: Preparing Characters and Arguments

10. Activity
Read Section 2 (page 148), Who Were the Loyalists and Patriots?, in your Student Text.
In 1775, colonists fell into one of three groups:
those who were loyal to Great Britain
those who wanted to declare their independence
those who were undecided (neutral)

11. Activity
You will work in a group to prepare for a panel debate focusing on this question:
Should the American colonies declare independence from Great Britain?
Each member of your group will have a role:
Public Relations Agent
Actor
Investigative Reporter
Costume Designer

12. Activity
Each group will present the views of a different historical figure:
Jonathan Boucher
Lord Dunmore
Thomas Hutchinson
Samuel Adams
Benjamin Franklin
Mercy Otis Warren

13. 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.

14. Step 1
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.
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.
Actor: You will lead the group during Step 3. Then you will bring the historical figure to life during the panel debate.
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.
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.

15. Step 2
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:
1. What occupation(s) did your historical figure hold during the American Revolution?
2. What are three important details to remember about your historical figure's personal life?
3. How would your historical figure answer when asked, “Should the American colonies declare independence?”
4. What actions did your historical figure take for or against independence?

16. Step 3
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.
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.)

17. Step 4
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.
Opponent 1:
Question:
Opponent 2:
Opponent 3:

18. Step 5
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:
• 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:
____________________________________
George Washington
“Our First President and the Father of Our Country”
☆☆☆
_________________________

19. 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.

20. 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.

21. Activity Problem Solving Group work: Presenting Arguments in a Panel Debate

22. Debate 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.

23. Debate Let’s hear from each Public Relations Agent.
Introduce your historical figure.
You have 30 seconds each.
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.

24. Activity Problem Solving Groupwork: Completing Reading Notes

25. 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

26. Patrick Henry, Radical Revolutionary
Reading Further:
Patrick Henry, Radical Revolutionary

27. Reading Further 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 ( ).

28. Reading Further
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!

29. Reading Further 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!

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31. 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.