OPENING
Getting students ready to learn
Date:
60+
minutes
Teacher:
Ally Goldman
Subject:
Social Studies—Compare and
Contrast Patriots vs. Loyalists
Grade:
_____3_________________
Step 1: Teacher and students talk about what they will learn and do (Communication of
Learning Intentions)
Review the Essential Question & Standards:
Content Area Standard
SS3H1 The student will explain the political roots of our modern democracy in the United States
of America
SS3H2 The student will discuss the lives of Americans who expanded people’s rights and
freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s
rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II),
Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon
B. Johnson (Great Society and voting rights), and César Chávez (workers’ rights).
TAG Standard
Higher Order and Critical Thinking Skills
Summary/Overview
The focus of this lesson is to analyze two groups of people based on their government beliefs
during the time of Paul Revere. The students will analyze the different position of each group,
and discuss how these viewpoints played a role in the political roots of our nation by our
Founding Fathers. The students will also deeper their understanding of Paul Revere by
discussing his role as a Patriot who fought to create our own nation.
Essential Question
How did the rebellion of the Patriots play a part in the way our government works today?
Theme
Democracy
Step 2: How will you know when they have gotten it? (Communication of Success Criteria)
At the end of this lesson the student will understand:
a. The causes of the American Revolutionary War.
b. The difference between Patriots and Loyalists.
c. The victory of the Patriots shapes the creation of our nation.
d. The political roots of the democracy in the United States.
What students should know:
a. Patriots were against the King of England and wanted to govern their own nation
instead of having one leader make decisions.
b. Loyalists were on the side of the King of England and were faithful to the King as the
sole ruler.
c. Democracy means the rule of the people where all citizens can contribute to decision
making.
What students should be able to do:
a. Conduct comparisons of two different groups using resources and criteria.
b. Examine the origin and history of both groups involved.
c. Understand how our country became a democracy, and what caused people to
fight for it.
Step 3: Get the students interested (Build Commitment and Engagement)
The Hook: The teacher will begin the lesson by displaying to students the “Join, or Die”
political cartoon published by Benjamin Franklin in the Philadelphia Gazette on May 9,
1754. The teacher will explain to students what each initial represents (a state), and ask
what they think the cartoon means. The students will discuss their answers. (Found at end
of lesson)
Discuss the hook. Applies problem solving by using prior knowledge to new knowledge:
Divide the class into two groups by stating their opinions: who likes chocolate? Vanilla?
Once students make choice, explain that now this class is divided into two groups based
on how you feel, and we will never agree on anything since we have differing opinions.
How would we work together as a group when we are divided?? How could we work
together to continue to be an effective community to get our work done?
Divide the class into 2 groups: Patriots and Loyalists
Step 4: Give students new information (Teacher Presentation Strategies)
Distribute the two readings: Patriots article and Loyalists article. Each person will read
his/her assigned piece and complete the compare and contrast organizer and criteria
organizer.
CLOSING
Helping students
make sense of
their learning
WORK PERIOD
Releasing students to do the work
Step 5: Have students use the new information (Guided Practice )
Provide students who one of the two articles to read silently, and locate evidence of what
their specific group belives.
Students will pair with someone who read the other assigned article (i.e., Patriot will now be
paired up with a Loyalists). Each student will teach his/her partner what s/he knows.
Distribute Compare and Contrast Organizer. Pairs will work together to complete the
organizer (one Patriot and one Loyalist).
After discussing, the current pair of students will match up with another pair to review the
comparisons and contrasts they talked about.
Distribute Criteria Organizer. Groups of four will work together to complete the organizer
(i.e., two members of the Patriots with two members of the Loyalists).
In a class discussion, groups will share the evidence they found in their articles related to
the similarities and differences between the Patriots and Loyalists. The teacher will record
the class responses on chart paper.
As a closure, the teacher will play a summative video to explain the differences between
Patriots and Loyalists (https://www.youtube.com/watch?v=_2p21-soVuA) . The teacher will
play starting at the time 0:40 and end at 1:30. This will be a culminating discussion on how
the two groups are similar, and how they are different.
Step 6: Make sure they can do it (Summary)
Learning Log:
 Which group does Paul Revere belong to? How do you know?
 After you learned a little bit more about who the Patriots and Loyalists were, which side
do you agree with and why?
 What do you think caused a person to join the side they fought for?
 If the Loyalists won the war instead of the Patriots, what do you think our nation would
be like today? Would there be more similarities or differences?
Finish Early
or Need
Challenge
Step 7: Have students practice (Independent Practice)
Distribute Think-Tac-Toe. Each student will select and complete one, two, or three of the
activities to ensure differentiation, and students are challenged to their individual
potentials.
If a student finishes early or needs an extra challenge
Using technology, and approved search engines, the students will locate examples of
historical Patriots and Loyalists who fought in the war.
Anchor Text(s): Biography of Paul Revere (Houghton Mifflin)
Resource(s)
Technology: https://www.youtube.com/watch?v=_2p21-soVuA
Handouts:
Handout 1: Hook (Picture)
Handout 2: Patriots Article
Handout 3: Loyalists Article
Handout 4: Compare and Contrast Organizer
Handout 5: Criteria Organizer
Handout 6: Think-Tac-Toe
Loyalists
The Loyalists believe that violence against Great Britain would have a negative impact
on the economy of the colonies. At this time, the colonies relied on British trade, and Loyalists
believed that the needed Great Britain for economic profit.
The majority of Loyalists were shopkeepers and merchants (people who traded their
goods with other countries). At the time, Britain was the most powerful nation in the world.
Loyalists felt it was to their advantage to be a part of this large empire.
Those who remained loyal to the King put their homes and lives at risk. Loyalists were
arrested, suffered harassment, had their property stolen, and were violently attacked. Many
loyalists fled the colonies during the revolution to avoid these risks. Others joined the British
soldiers in the war.
What is the point of view of the Loyalists?
http://readsidebyside.weebly.com/guest-blogs/compare-and-contrast-of-loyalists-and-patriots
Patriots
The Patriots did not believe in monarchy- a form of government that gives power to a
single person, king or queen. They believe in democracy- government that is powered by
the common people through elected representatives.
After Great Britain placed taxes on the colonies, they rebelled again British control.
They began to protest against British taxes and formed their own militia- an army of ordinary
citizens.
They also formed several groups that protested British rule.
- The Sons of Liberty: This group printed newspapers and advertisements encouraging
people to rebel against British control.
- The Daughters of Liberty: These women made their own fabric, and tea in order to
prove the colonies could survive without British goods.
- The First Continental Congress- This congress, which included representatives from each of the
colonies, drafted the Declaration of Independence.
What is the point of view of the Patriots?
http://readsidebyside.weebly.com/guest-blogs/compare-and-contrast-of-loyalists-and-patriots
Patriots vs. Loyalists
You were assigned to read one of the two articles Patriots or Loyalists. With a partner, you need to
analyze the articles by focusing on who they were, what their points of view are, and what they were
fighting for in the American Revolution War. Be prepared to share.
Patriots
Loyalists
~What did they believe?
~What did they believe?
~ What were they fighting for?
~ What were they fighting for?
How are they the similar?
Roles and Relationships of the Patriots and Loyalists
You will be working with a group of 4 to compare and contrast the two groups based on the
information from the articles read. This time, focus on the criteria related to points of view, reasons for
fighting, and type of government desired. Be prepared to share.
Patriots
Loyalists
~ Point of View on King of
England
~ Reason for Fighting
~ Point of View on Democracy
Patriots and Loyalists Think-Tac-Toe
Musical-Rhythmic
Create your own song or rap
about what the Loyalists
fought for and what the
Patriots fought for.
Visual-Spatial
Create a poster to
demonstrate your knowledge
about Patriots and Loyalists.
Make sure to include a scene
from the American
Revolutionary War. Include at
least 5 facts as diagrams and
captions from the articles you
read.
Intrapersonal
Write a diary entry as either a
Patriot or Loyalist. Be sure to
include your opinion, what
you hope will happen after
the war is over, and what you
see when you look outside
your window.
Lesson Hook:
Verbal-Linguistic
Prepare three higher order
thinking questions (why, how,
what if…) to discuss with your
classmates about what our
country would be like if the
Loyalists won the war.
Patriots and Loyalists ThinkTac-Toe
Interpersonal
Get with a partner and have
a debate: Which group will
create a better type of
government for our country?
Write down three of your
points.
Logical-Mathematical
Pretend you are a Patriot or
Loyalist, and create a
schedule of what your day
might look like. Who do you
meet with to discuss your
point of view? What kinds of
items do you buy? Where do
you go to share your opinion
with others? What places do
you boycott going to?
Bodily-Kinesthetic
Create and perform a play
that acts out a debate
between a Patriot and a
Loyalist. Make sure you
include at least 3 facts you
learned about each group,
and what they were fighting
for.
Naturalist
Explain how we see the
effects of the Patriots winning
the war today. Brainstorm
examples that show how they
are seen in our day-to-day
living.