Students explore the contributions of significant individuals in the American Revolution by conducting independent research. They craft and support claims about these contributions, considering how research shapes their understanding of historical events.
Students read an introduction explaining that colonists during the American Revolution held different views and could be Patriots, Loyalists, or neutralists, and review key vocabulary about allegiance. They then respond to a poll about which factor they think most influenced which side colonists supported (government and economy, safety and protection, family and community, or new ideas).
Teacher MovesPresent the lesson overview and objectives, clarifying that students will compare Patriot and Loyalist perspectives using sources and claims. Preview the later small-group discussion so students know they will share and compare their reasoning. After the poll, facilitate a discussion in which students justify their choices, optionally using a Four Corners activity. Prompt them to think about motivations behind each side’s beliefs by asking what people hoped to gain or avoid and what factors might influence allegiance.
Students watch Loyalists vs. Patriots in the American Revolutionary War to learn why different groups of colonists became Patriots, Loyalists, or neutralists. They then answer multiple-choice questions that check their understanding of the proportions of Patriots, reasons certain groups (such as Scottish immigrants and pacifist religious groups) chose particular positions, how Britain’s military power affected colonists’ choices, and the role of enslaved African Americans in the conflict.
Teacher MovesIntroduce the idea that colonists responded to the Revolution in varied ways shaped by their circumstances and beliefs. After students answer the questions, review each item and response option, clarifying misconceptions and reinforcing distinctions among Patriots, Loyalists, and neutralists. Highlight key details from the video that connect to the questions. Then draw attention to the idea of the Revolution as America’s first civil war, defining “civil war” if needed and using examples such as Benjamin Franklin and his son being on opposite sides to illustrate how the conflict divided families.
Students are introduced to a structured academic controversy focused on the question: Which side had the stronger reasons for choosing their allegiance in the Revolutionary War, the Loyalists or the Patriots? They read background text about how colonists’ choices of allegiance reflected concerns about security, property, identity, and the future of colonial society. Students then select and analyze two sources from the Patriot Perspective Source Packet and two from the Loyalist Perspective Source Packet, choosing one primary and one secondary source from each. Using two graphic organizers, they record for each source the title, the author and whether it is primary or secondary (with justification), and what the source suggests about reasons for choosing a particular allegiance.
Teacher MovesClarify the central controversy question and explain that students will ultimately write claims for both sides, emphasizing that the goal is to understand reasoning on each side rather than to “win” a debate. Review the difference between primary and secondary sources with quick questions to activate prior knowledge and help students identify key signals of each type. As students work, remind them to focus on what each source reveals about colonial perspectives and motivations for allegiance, going beyond restating details to interpreting reasons. After students complete their organizers, facilitate a share-out so that as many of the available sources as possible are discussed, ensuring that multiple perspectives are represented. Guide students to compare the reasons for allegiance across sources and prompt them to evaluate the strength of those reasons.
Students read a brief reminder that they will now use their source evaluations to write claims about allegiance during the Revolutionary War. They first write a claim arguing that the Patriots had the stronger reasons for their allegiance, supporting it with at least one piece of evidence from the sources in a shared response wall. They then write a second claim arguing that the Loyalists had the stronger reasons, again supporting it with evidence from the sources in a separate shared response wall. After writing, students participate in a “coffee chat”–style partner or small-group discussion where they choose the claim they believe has the strongest evidence and reasoning, share it, and explain why they think it is stronger.
Teacher MovesReinforce what makes a strong claim by framing it as “an answer plus a because,” modeling stems such as “The Patriots had the stronger reasons because…” and “The Loyalists had the stronger reasons because…,” and reminding students to ground their reasoning in specific evidence from the sources. As students post their claims, circulate to check that each one clearly answers the question and includes supporting evidence. During the coffee chat discussion, prompt students to select the claim they find strongest and explain their choice, encouraging them to focus on the quality of evidence and reasoning rather than on winning an argument. Support quieter students in contributing, invite some students to adopt the less popular viewpoint if everyone favors one side, and close with a whole-class reflection on which side seemed to have stronger reasons and how examining both perspectives affected their understanding of the causes of the war.
Students read an explanation of why reflection is important for their learning and then answer three reflection questions about their confidence in identifying primary and secondary sources, writing and supporting claims, and sharing their ideas in writing. They select from scaled response options indicating their level of confidence for each skill.
Teacher MovesReview student reflections to identify patterns in class confidence with working with sources, writing evidence-based claims, and sharing ideas. Use this information to plan brief reteaching or practice on skills where many students express uncertainty, and note individual students who may benefit from additional support or check-ins.
©2026 Exploros. All rights reserved.