Lesson: The Great Correspondence Debate Prior to the American Revolution
Author: Bob Piotrowski
Grade Level: High School
Common Core Standards:
CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary
or secondary source; provide an accurate summary that makes clear the relationships
among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and
determine which explanation best accords with textual evidence, acknowledging where
the text
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they
are used in a text, including analyzing how an author uses and refines the meaning of a
key term over the course of a text (e.g., how Madison defines faction in Federalist No.
10).
CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is
structured, including how key sentences, paragraphs, and larger portions of the text
contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same
historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively, as well as in
words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence
by corroborating or challenging them with other information.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both
primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
CCSS.ELA-Literacy.WHST.11-12.1 Write arguments focused on discipline-specific
content.
CCSS.ELA-Literacy.WHST.11-12.1a Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.11-12.1b Develop claim(s) and counterclaims fairly and
thoroughly, supplying the most relevant data and evidence for each while pointing out
the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
CCSS.ELA-Literacy.WHST.11-12.1e Provide a concluding statement or section that
follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.11-12.2b Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.11-12.2d Use precise language, domain-specific vocabulary
and techniques such as metaphor, simile, and analogy to manage the complexity of the
topic; convey a knowledgeable stance in a style that responds to the discipline and
context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.11-12.2e Provide a concluding statement or section that
follows from and supports the information or explanation provided (e.g., articulating
implications or the significance of the topic).
CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.11-12.5 Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.WHST.11-12.6 Use technology, including the Internet, to produce,
publish, and update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a problem;
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.11-12.8 Gather relevant information from multiple
authoritative print and digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format
for citation.
CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support
analysis, reflection, and research.
Wisconsin Academic Standards:
Standard B.12.1 - Explain different points of view on the same historical event, using
data gathered from various sources, such as letters, journals, diaries, newspapers,
government documents, and speeches.
Standard B.12.2 - Analyze primary and secondary sources related to a historical
question to evaluate their relevance, make comparisons, integrate new information with
prior knowledge, and come to a reasoned conclusion.
Standard B.12.3 - Recall, select, and analyze significant historical periods and the
relationships among them.
Standard B.12.5 - Gather various types of historical evidence, including visual and
quantitative data, to analyze issues of freedom and equality, liberty and order, region
and nation, individual and community, law and conscience, diversity and civic duty; form
a reasoned conclusion in the light of other possible conclusions; and develop a coherent
argument in the light of other possible arguments.
Standard B.12.6 - Select and analyze various documents that have influenced the legal,
political, and constitutional heritage of the United States.
Standard B.12.15 - Identify a historical or contemporary event in which a person was
forced to take an ethical position, such as a decision to go to war, the impeachment of a
president, or a presidential pardon and explain the issues involved.
Standard C.12.5 - Analyze different theories of how governmental powers might be
used to help promote or hinder liberty, equality, and justice, and develop a reasoned
conclusion.
Essential Question: Viewing history through the lens of American colonists at the time,
should they have revolted against the British?
Learner Outcomes – Students Will Be Able To:
Interpret and analyze primary sources.
Construct historical arguments from primary and secondary sources.
Deliver a historical debate.
Procedure:
1. Introduction: Break students into pairs and pose the following question: What
were the risks and benefits for American colonists revolting?
2. Call on pairs for responses and list on the board.
3. Ask pairs: What were the risks and benefits for King George III and Parliament in
responding with force?
4. Call on pairs for responses and list on the board.
5. Ask students for their own opinions on what the king should have done.
6. Tell students they will be looking at primary and secondary sources to research
these questions in greater depth and use their research to deliver a debate in
teams.
7. Pass out the attached debate instructions.
8. Read instructions as a class and answer any questions.
9. Break students into groups to conduct research.
10. Monitor research while walking around the room.
11. Extend further research time the following day to address any issues
encountered during this phase.
Closure: Students will assume the roles of deliver the debate. A debriefing will follow,
where the essential question will be posed to the class for discussion.
Assessment: Students will be assessed according to whether they have met the
criteria outlined in the instructions in the handout.
The Great Correspondence Debate Prior to the American Revolution
DEBATE QUESTION: Should the colonies of Great Britain in North America declare their
independence and separate from England? Or should King George III do everything in his power
to keep the colonies under British rule?
TIME: May 1776 (This is the date after the Battles of Lexington and Concord and the publication
of Common Sense and before the Declaration of Independence was written).
PLACES: London, England and Philadelphia in the colony of Pennsylvania
SCENARIO: Tensions between the colonies in North America and the English crown are
increasing dramatically. King George III is the focal point for those seeking independence and
those seeking to keep the colonies under British rule. This literary debate will focus on whether
the American colonies should declare their independence and separate from the mother country
or remain loyal to England.
For this literary debate, you must use at least two primary sources and a minimum of three
secondary sources (please avoid traditional textbooks or encyclopedia accounts) and you must:
Identify your historical character as pro-separation or pro-remaining loyal to England.
Identify your colony or country from which your character came.
Identify your character’s occupation and socio-economic background, if they held any
governmental offices, and the time period in which they held them.
Become totally familiar with the person’s arguments for or against colonial
independence. It would be advisable to investigate your opponent’s viewpoints in order
to refute potential arguments from their side.
Investigate what happened to your individual once American Independence was
declared (for example, did he go to Canada or back to England; did he fight for the
colonies or the British? etc.)
Work well with your fellow allies when given the opportunity to create your written
document to argue your position.
Complete a formal resume for your historical character; resumes must contain a
bibliography of at least 3 sources using the MLA format.
USEFUL BOOKS INCLUDE, BUT ARE NOT LIMITED TO:
Baily, The American Spirit, Vol 1
Dictionary of American Biography
Dictionary of World Biography
The American Republic: Primary Sources (edited by Bruce Frohnen) – Liberty Fund
BACKGROUND DOCUMENTS
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Magna Carta - 1215
Mayflower Compact – November 11, 1620
Fundamental Orders of Connecticut – January 14, 1639
Charter of Liberties and Frame of Government of the Province of Pennsylvania in
America – May 5, 1682
English Bill of Rights 1689
The Rights of the British Colonies Asserted and Proved – James Otis 1763
The Stamp Act – March 22, 1765
Declaration of the Rights and Grievances (passed on October 19, 1765 by Stamp
Act Congress)
The Act Repealing the Stamp Act – March 18, 1766
The Declaratory Act – March 18, 1766
Letters from a Farmer in Pennsylvania – John Dickinson 1767-68
Declaration and Resolves of the First Continental Congress – October 14, 1774
Common Sense – Thomas Paine – January 10, 1776