Module 3

❓ Guiding Questions ❓

1. How did the American Revolution and the events leading up to it affect the people in the colonies?

2. How does a person's perspective influence his or her own opinion?

📚 Our Class Texts 📚

The story is set on December 16, 1773, the day of the famous Boston Tea Party. It follows Ethan, a young printer’s errand boy, as he makes his way through the bustling streets of Boston to deliver messages. As Ethan moves from shop to shop, we hear the perspectives of the various people he encounters.

The "Voices" of the Revolution

The book is structured as a series of poems, each told from the viewpoint of a different colonial resident. This provides a 360-degree view of the political climate:
The Patriots: Characters like the blacksmith and the baker express their frustration with "taxation without representation" and the King’s overbearing laws.
The Loyalists: We hear from those who remain faithful to King George III, fearing that rebellion will lead to chaos, ruin, and the loss of British protection.
The Neutral/Undecided: Some characters are caught in the middle, worried about how the coming conflict will affect their livelihoods and families.

Imagine a family living in a house 250 years ago. This is the story of the Barton family, and it shows how the American Revolution wasn't just a war between two armies—it was a war between neighbors and even parents and their children.

The Big Problem: Picking Sides

Back then, there were two "teams" in America:

The Loyalists: They wanted to stay friends with the King of England. They thought the King kept everyone safe and followed the rules.
The Patriots: They wanted America to be its own country. They were tired of the King making unfair rules and taking their money (taxes).

The Barton Family Split

In this story, the Barton family is like a tug-of-war.

The Dad (The Loyalist): He is very angry at the rebels. He thinks they are troublemakers who are breaking the law. He wants his family to be loyal to the King.
The Son (The Patriot): He thinks the King is being a bully. He decides to join the American army to fight for freedom. This makes his father feel like his own son has betrayed him.
The Rest of the Family: The mom and the other kids are stuck in the middle. They love the Dad, and they love the Son. They just want the fighting to stop so they can be a family again.

🗓️ Reading Calendar 🗓️

Colonial Voices: Hear Them Speak

Act 1 Scene 1 - Stop video at 19:05

Act 1 Scene 2 - Start video at 19:05

Act 1 Scene 3

Act 2 Scene 1 - Stop video at 6:36

Act 2 Scene 2 - Start video at 6:36, Stop video at 10:45

Act 2 Scene 3 - Start video at 10:45

Act 3 Scene 1

Act 3 Scene 2

Act 3 Scene 3

📜 Historical Context 📜

⚓ Anchor Charts ⚓

📝 Performance Task ✏️

Throughout this module, you have been learning about different perspectives on the American Revolution. For this task, you are going to consider whether you would have supported the revolution if you had lived during that time period. For the performance task, you will meet with a small group to discuss the following question: If you lived during colonial times, would you have supported the American Revolution? Why/why not?

What sources can i use as evidence?

Colonial Voices: Hear Them Speak by Kay Winters
Divided Loyalties: The Barton Family during the American Revolution by Gare Thompson
American Indians and the American Revolution (A historical overview of indigenous perspectives)
An Incomplete Revolution
Revolutionary War: Parts I, II, and III

💬 Sentence Stems 🗣️

1. Stating Your Stance (The "Hook" and Claim)

If Supporting the Revolution (Patriot Perspective)

"If I had lived during colonial times, I would have supported the American Revolution because..."
"From the perspective of a Patriot, I would argue that breaking away from Britain was necessary because..."
"I would choose to stand against the King because I believe..."

If Opposing the Revolution (Loyalist Perspective)

"If I were a colonist living in the 1770s, I would have remained loyal to the King because..."
"From a Loyalist point of view, starting a war with Great Britain was a mistake because..."
"I would have chosen not to support the revolution because I value..."

2. Introducing Evidence and Reason (The "Why")

"One major reason for my choice is the impact of [the Stamp Act / the Quartering Act / the Boston Massacre - or other event]
"According to what we learned about [a merchant / an enslaved person / a tenant farmer], their life would have been better if..."
"The texts we read showed that Great Britain's actions were [fair / unfair] because..."
"When I consider the concept of 'no taxation without representation,' it makes me think..."

3. Agreeing and Building on Others (Collaborative Talk)

"I agree with [Name's] point about __________, and I would add that..."
"That makes sense to me because, as a [Patriot / Loyalist], I would have worried about..."
"Your point about [topic] connects to my idea that..."

4. Disagreeing Politely or Considering the Counter-Perspective

"I see why a [Patriot / Loyalist] would think that, but if you look at it from the perspective of..."
"While I understand [Name's] point about _____________, I still think the fight for independence was worth it because..."
"Even though staying loyal to the King would mean [benefit], the risk of war was necessary because..."

⚡ Early Finisher Reading Response Tasks ⚡

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