How did colonists with different
regional interests unite to justify
their independence from Great
Britain?
What do you think is the most important or
essential thing in starting a movement?
“How to Start a Movement,” a TED talk
with Derek Sivers
• http://www.ted.com/talks/derek_sivers_how_
to_start_a_movement
What does it take to make a
movement?
It takes more than a strong or good leader to make
a movement!
What does it take to make a
movement?
A leader needs “first followers.”
What does it take to make a
movement?
A leader must embrace followers as equals.
What does it take to make a
movement?
A movement must be public and the followers, not
the leaders, must be visible.
What does it take to make a
movement?
A movement must ensure that people will want to
be part of the “in crowd.”
Focus Question
• How did colonists with different regional
interests unite to justify their independence
from Great Britain?
in other words . . .
• How did a movement become a revolution?
All colonists NOT seeking
independence!
• Olive Branch Petition – July 1775, just one
year prior to signing of Declaration
Graphic Organizer
Britain sends more soldiers to the Colonies especially to the city of Boston.
Conflicts increase between colonists and British soldiers in Boston.
The Boston Massacre occurs in 1770.
Many colonists are very angry about the Boston Massacre.
Anger increases as the British pass the Tea Act of 1773.
The Boston Tea Party occurs in December of 1773.
Britain passes the Intolerable Acts in 1774 to punish Boston for the Tea Party.
How did Boston’s “Lone Nuts” make a
movement?
Boston leaders (leaders)
All colonies unite
New Englanders (first
followers)
Colonies declare
independence
Question:
• At the top of the handout, write down our
focus question for today:
How did colonists with different regional
interests unite to justify their independence
from Great Britain?
Sourcing
• Describe your artifact. Is it a cartoon? A
newspaper article? A diary entry?
• When was it created?
• Who created it?
• Why was it created?
• For whom was it intended?
Contextualizing
• What else was going on at the time the
artifact was produced?
• How might what was happening at the time
have influenced the author’s/creator’s view?
• Pull out your notes and worksheets to use as a
reference!
Close Reading
• What is the artifact telling you?
– What does the author/creator want you to think?
– Is the author/creator making a claim?
– What are some of the details of the artifact that you can
see?
• What evidence does the author/creator use to support
the claims?
• What words/phrases/symbols does the author/creator
use to convince the audience that he/she is right?
• How does the artifact make you feel?
• What information might the author/creator be leaving
out?
Monitoring/Questioning
• What else would you like to find out after
viewing this artifact?
• What further questions arise as a result of you
viewing this artifact?
PROPAGANDA
a systematic method of communicating your ideas in
order to influence a population toward a
cause/position
• Uses combination of newspaper articles,
advertisements, cartoons, slogans, songs, and
merchandise
• Selectively presents facts
• Uses loaded messages to get emotional
response from the intended audience
Was there a movement?
• Did they have “first followers”?
• Did they embrace “first followers” as equals?
• Did they make the movement visible without
drawing attention to themselves?
• Did they do anything to ensure that people would
want to be with the “in crowd”?
Small Group Discussion:
• Consider all the evidence
• Make a claim about colonists’ use of
propaganda, using evidence from at least
three of the artifacts to support your claim as
you answer this question:
How did colonists with different regional
interests unite to justify their independence
from Great Britain?