Students discover how Thomas Paine's pamphlet, Common Sense, helped turn the tide of the colonists to support revolution. They will learn about the initial response to Thomas Paine's writing. Next, they will consider the audience, language, and message of this pamphlet. Then they will work in groups to read and analyze excerpts from Common Sense to understand its meaning. Finally, they will write their own short persuasive essay from the point of view of an American colonist.
Students are introduced to the experience focus on Thomas Paine and his pamphlet Common Sense, including how it influenced colonial support for revolution and how they will later analyze excerpts and write a persuasive piece. They view an image of Thomas Paine and respond to a word cloud prompt about ways new ideas and opinions are spread today.
Teacher MovesReview the overview and objective with students. After they submit word cloud responses, highlight common modern channels for spreading ideas (such as television, Internet, and social media), then prompt students to consider how ideas were spread in the late 1700s, especially across the colonies.
Students read background text about colonial divisions over independence in early 1776 and how Common Sense became a catalyst for changing public opinion. They use the resource Thomas Paine to learn how Paine was first perceived by colonial leaders, then answer a poll question about how Paine described the Revolutionary era in his writing.
Teacher MovesClarify key points from the background text and ensure students understand Paine’s role as an English-born writer advocating independence. After the poll, briefly discuss the correct description of the era and connect Paine’s language to his goal of inspiring colonists.
Students examine the cover of Common Sense and answer a poll to identify its intended audience. They read a short excerpt from the introduction, then contribute to a word cloud highlighting key words and phrases Paine uses. Next, they post to a class wall summarizing the main idea of the excerpt in their own words. Finally, they read an explanation of the pamphlet’s overall message and how they will work in small groups to analyze assigned sets of excerpts in later scenes.
Teacher MovesIntroduce the scene’s focus on audience, language, and message. Use the poll results to reinforce that Paine wrote for all colonists. Guide students in noticing Paine’s clear, direct language and persuasive techniques as they share key words and paraphrases. Then divide the class into four small groups, assign each group one of the excerpt sets in Scenes 4–7, and explain how their group work will proceed.
In small groups, students read Excerpts 1–5 from Common Sense. They collaboratively identify key words and phrases in a shared table and then post group summaries of the main ideas for each excerpt on a small-group wall.
Teacher MovesUse the provided sample paraphrases to check student understanding and to support discussion of how Paine argues that debate is over, war has begun, the cause is globally significant, earlier plans are outdated, and continued dependence on Britain is illogical. Highlight effective identification of key phrases and clear restatements of Paine’s arguments.
In small groups, students read Excerpts 6–10 from Common Sense. They record important words and phrases in a group table, then write and share their own summaries of the main ideas for each excerpt on a small-group wall.
Teacher MovesDraw on the sample paraphrases to confirm that students understand Paine’s claims that America could flourish without Britain, British “protection” was self-interested, Britain has failed as a “parent,” Europe as a whole is America’s origin, and Americans should see themselves as connected broadly to Europe. Emphasize how Paine uses analogy and emotional language to strengthen his case.
In small groups, students read Excerpts 11–15 from Common Sense. They identify key words and phrases in a shared table and then post group-written summaries of each excerpt’s main idea on a small-group wall.
Teacher MovesUse the sample paraphrases to guide feedback, ensuring students grasp Paine’s arguments that there are no real advantages to remaining tied to Britain, dependence drags America into European wars, separation is morally and naturally right, Boston’s suffering illustrates British oppression, and Britain is too distant and uninformed to govern the colonies effectively. Point out how Paine blends logic, vivid examples, and appeals to justice.
In small groups, students read Excerpts 16–20 from Common Sense. They list key words and phrases in a group table and then write and share summaries of each excerpt’s main idea on a small-group wall, focusing on Paine’s reasoning for separation and self-government.
Teacher MovesReference the sample paraphrases to check that students understand Paine’s claims that it is absurd for a small island to rule a continent, that he supports independence out of conviction rather than self-interest, that Lexington and Concord ended hopes of reconciliation, that self-government is a natural right, and that he calls on all who love humanity to oppose tyranny. Prepare students to transition from group analysis to individual work in the next scenes.
Students revisit classmates’ excerpts and summaries from all groups, noting the different persuasive techniques Paine uses to argue that independence is the only reasonable solution. Then, imagining themselves as American colonists in 1776 inspired by Common Sense, they write a paragraph on a class wall either agreeing or disagreeing with Paine’s argument, using clear language, strong word choice, metaphors, and logical reasoning.
Teacher MovesFacilitate a brief whole-class discussion of selected student paragraphs, highlighting varied persuasive techniques and how effectively students modeled Paine’s use of language, evidence, and appeals to his audience.
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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