In this experience, students learn how colonial beliefs about law, liberty, and authority were shaped by English political traditions and religious movements. They also examine how these ideas influenced growing resistance to British rule and were later echoed in Thomas Paine’s Common Sense.
Students read an introduction explaining that colonial beliefs about liberty, rights, and authority developed over time and helped shape responses to British rule. They view the painting “Spirit of ‘76” and respond to a poll indicating where people are most likely to get their ideas about rights and freedom (family/community, culture, friends, or things they see, hear, and read). Students then review the lesson objectives and an overview of what they will explore in the experience.
Teacher MovesIntroduce the overall purpose and objectives of the lesson, emphasizing that beliefs about rights and government have historical roots and shape political action. After students complete the poll, display the results, prompt students to explain their choices, and facilitate a brief discussion about how ideas spread and take hold in society. Encourage multiple perspectives without yet naming specific historical influences, setting up the inquiry for later scenes.
Students read The Foundations of Colonial Beliefs to learn how documents, events, and movements from England and the colonies influenced colonial ideas about rights, power, and government, especially as tensions with Britain increased. They then complete two drag-and-drop activities: first, matching events or documents to the influences they had on colonial beliefs, and second, matching influential ideas to the colonial beliefs or actions they inspired.
Teacher MovesFrame the scene by explaining that colonial beliefs about government developed over time from earlier influences. Optionally use the suggested videos on the Magna Carta, the English Bill of Rights, or the Great Awakening to build background knowledge before students work with the drag-and-drop tasks. After students complete the activities, review correct matches as a class, clarifying how each document or event shaped specific ideas about rights and power. Lead a short discussion connecting these influences to growing colonial resistance, using questions to help students see how beliefs about law and authority encouraged colonists to challenge British rule.
Students read about how long-standing colonial beliefs about rights and government set the stage for new voices calling for independence, then watch Common Sense by Thomas Paine to understand why Paine’s arguments were so influential. They answer multiple-choice questions about Paine’s purpose in writing Common Sense, key arguments he made, and how the pamphlet influenced colonists’ support for independence. Next, students read a quote from historian David Ramsay about the power of writing during the Revolution and post a response explaining the main idea of the quote and how it relates to Common Sense.
Teacher MovesExplain that this scene shifts from background influences to Thomas Paine’s direct call for independence. After students view the video and answer the questions, review the correct responses and guide a discussion about the main idea of Common Sense, highlighting Paine’s criticism of tyrannical kings and his support for representative government. Prompt students to connect Paine’s ideas back to earlier influences such as the Magna Carta, the English Bill of Rights, and the Great Awakening. After students respond to the Ramsay quote, review their posts, clarify that Ramsay is emphasizing the importance of writing and communication (“pen and press”) alongside military action (“sword”), and help students link this idea directly to the impact of Common Sense on colonial resistance.
Students are reminded that they will now examine Thomas Paine’s own words to see how his language and tone helped persuade colonists. They read the Excerpt from Common Sense by Thomas Paine and contribute to a word cloud by adding words from the text that reveal Paine’s tone and emotions. Afterward, they reread the excerpt, focus on Paine’s writing techniques, and respond to two discussion-wall prompts: one about how Paine uses questions in the passage and the effect on readers, and another asking them to select and explain the line that best reveals his message to colonists who still support reconciliation.
Teacher MovesExplain that this optional extension allows students to work directly with Paine’s original language and rhetorical techniques. Before reading, remind students that tone reflects an author’s attitude and prompt them to look for emotionally charged or persuasive word choices. After students contribute to the word cloud, review the responses and highlight how Paine’s vocabulary conveys strong emotion and conviction, making his arguments more persuasive. Once students have posted to the discussion walls, bring the class together to examine examples of rhetorical questions and direct challenges in the excerpt, emphasizing how these techniques create urgency and push readers to reconsider reconciliation with Britain. Use student-selected lines to show how Paine confronts undecided colonists and strengthens the case for independence.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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