Unit 5 US History Part 1--Reading and Writing Workshop
​The American Revolution
Objective:

• Analyze key events, documents, and figures in the American Revolution.
• Understand the political, social, and economic causes of the Revolution.
• Develop skills in reading comprehension, analysis, and writing.

Materials:

• Primary Source Readings (Public Domain):
  • The Declaration of Independence (1776) by Thomas Jefferson
  • Common Sense (1776) by Thomas Paine
  • Excerpts from The Federalist Papers (1787-1788)
  • Excerpts from Letters from a Farmer in Pennsylvania (1767-1774) by John Dickinson
  • Excerpts from George Washington’s Farewell Address (1796)

Workshop Breakdown:
1. Warm-up Activity (15 minutes)

• Objective: Set the stage for understanding the causes of the American Revolution and the nature of colonial resistance.

Activity:

• Quick group discussion: What do you know about the American Revolution? Why did the colonies want to break away from Britain?
• Have students reflect individually for 5 minutes and write down 3 potential causes they think led to the American Revolution.

2. Reading: The Declaration of Independence (20 minutes)

• Objective: Analyze the key grievances listed in the Declaration and understand its purpose in the Revolution.

Activity:

• Distribute the full text of The Declaration of Independence.
• As a class, read through it together, pausing to discuss key sections (such as the preamble, the list of grievances, and the resolution).

Guiding Questions:

• What are the primary reasons the colonies give for wanting independence from Britain?
• How does the document reflect Enlightenment ideas about government and rights?

Writing Prompt (5 minutes):

• After reading, ask students to respond to the following prompt in writing:
  • "Do you think the grievances listed in the Declaration of Independence were justified? Why or why not?"

3. Reading: Common Sense (20 minutes)

• Objective: Examine the persuasive arguments presented by Thomas Paine in Common Sense for independence.

Activity:

• Select a few key excerpts from Common Sense (focused on arguments about monarchy, independence, and the situation of the colonies).
• Break students into pairs to read and discuss the excerpts.

Guiding Questions:

• What reasons does Paine give for rejecting monarchy and hereditary succession?
• How does Paine appeal to both the logic and emotions of his audience?

Writing Prompt (5 minutes):

• Have students write a brief response to:
  • "How might Paine’s arguments in Common Sense have influenced public opinion in the colonies?"

4. Group Activity: The Role of Resistance (25 minutes)

• Objective: Explore the role of colonial resistance and discuss different perspectives on the Revolution.

Activity:

• Provide students with excerpts from Letters from a Farmer in Pennsylvania (John Dickinson) to explore a more moderate, conciliatory view.
• In small groups, students will compare and contrast the views presented in Dickinson’s letters with those in Common Sense.

Guiding Questions:

• What arguments does Dickinson present against British policies?
• How does Dickinson view the potential consequences of a revolution compared to Paine’s more radical approach?

Group Writing:

• Have each group come up with a short summary (2-3 sentences) of Dickinson’s perspective and contrast it with Paine’s argument.

Discussion (10 minutes):

• Facilitate a class discussion on the different views about revolution, focusing on the divide between those advocating for independence and those seeking reconciliation.

5. Synthesis Writing: Persuasive Letter (20 minutes)

• Objective: Have students apply what they've learned by creating their own persuasive writing in the style of the era.

Activity:

• Students will write a letter either:
  • Advocating for independence from the perspective of a revolutionary leader.
  • Arguing for reconciliation with Britain from the perspective of a loyalist or moderate.

Writing Guidelines:

• Include at least three reasons to support their position.
• Use evidence from the texts read in the workshop to support their arguments (for example, referencing The Declaration of Independence or Common Sense).

Peer Review (5 minutes):

• Students exchange letters and provide feedback to one another on clarity, argument strength, and use of evidence.

6. Conclusion & Reflection (10 minutes)

• Objective: Reflect on the workshop's content and personal insights.

Activity:

• Briefly summarize the causes of the American Revolution and the various arguments for and against independence.
• Ask students to write a short reflection answering:
  • "Do you think the Revolution was inevitable, or could the conflict have been avoided? What factors were most important in bringing about independence?"

Homework (optional):

• Research Assignment: Have students research the role of one of the major figures in the American Revolution (e.g., George Washington, Thomas Paine, John Adams) and write a brief (1-2 page) report on their contributions to the Revolution. The report should reference primary sources and consider the historical context.

This workshop plan integrates primary source readings, critical analysis, and persuasive writing to foster a deeper understanding of the American Revolution. It also provides an opportunity for students to engage with historical documents, develop their reading and writing skills, and explore multiple perspectives on this pivotal event in U.S. history.