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Which Side Are You On? Patriots and Loyalists in the American Revolution

from Connecticut Historical Society

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Was every colonist a Patriot during the American Revolution? Uncover the many reasons individuals supported different sides of this conflict by examining primary sources, including documents, images, and music from the time period. Students will weigh the arguments and choose a side themselves, wrapping up by signing an Oath of Allegiance.


This program has been made possible by a major grant from the National Endowment for the Humanities: Exploring the human endeavor; and through the generous support of the Society of the Cincinnati in the State of Connecticut.

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About This Program

Cost

By Request: $100.00


Discounts available for Priority and Title 1 School Districts.

Length

45 minutes


Target Audience

Education: Grade(s) 5, 6, 7, 8

Minimum participants:

10

Maximum participants:

30 (class-size)


Primary Disciplines

Social Studies/History


Program Delivery Mode

Zoom - please contact us for other platforms



Booking Information

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Cancellations must be made at least 48 hours prior to the scheduled virtual field trip. There is no charge if your program is canceled due to weather or unforeseen technical problems.

About This Provider

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Connecticut Historical Society

Hartford, CT
United States

The Connecticut Historical Society is a private, independent, not-for-profit educational organization founded in 1825. Located at One Elizabeth Street in Hartford, CT, the CHS is home to a museum and library, the Waterman Research Center, and the Connecticut Cultural Heritage Arts Program - the state's folk and traditional arts initiative.

Ths CHS's mission is connecting you and the stories of Connecticut. Its vision is a society that values historical perspective and understanding as essential tools in connecting with others, shaping communities, and making informed decisions. To accomplish that, the CHS serves tens of thousands of people annually through adult, youth and family educational programs, as well as tours, exhibitions, and library and research services. The organization's renowned collection includes more than 4 million manuscripts, graphics, books, and other materials accessible at its Hartford campus and on loan at other organizations.

Contact:
Rebecca Gross
rebecca_gross@chs.org
860-236-5621, x. 232

Program Details

Format

1. The program begins with an introduction that builds background and activates students' prior knowledge about the American Revolution.
2. Next we clarify the three main positions held by those living in the colonies during the war - Patriot, Loyalist, and Undecided - and students match quotes with those who might have aligned themselves with each position.
3. We listen to music selections from the Revolutionary War, evaluate the lyrics, and discuss ways in which music could serve as propaganda for each side.
4. Synthesizing the material they learned in the program, students "choose a side" and sign a copy of an Oath of Allegiance for the side they might have joined.
5. The program concludes with a wrap-up and time for questions and answers.

Objectives

Students will be able to:
1. Examine different viewpoints that might have been held by American colonists at the time of the Revolutionary War and cite reasons why people would have supported different sides in the conflict.
2. Evaluate a variety of visual, written, and audio primary and secondary material to form an opinion about which side they might have supported during the American Revolution.

Standards Alignment

National Standards

CCSS.ELA-LITERACY.5.L.4a -- Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.5.RI.1 -- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.5.RI.7 -- Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.5.SL.2 -- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.6-8.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.6-8.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.6-8.RH.7 -- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.6.L.4a -- Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.6.RI.1 -- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.6.RI.7 -- Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-LITERACY.6.SL.2 -- Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-LITERACY.7.L.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.7.RI.1 -- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.7.SL.2 -- Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.8.L.4a -- Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.8.RI.1 -- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.8.RI.7 -- Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA-LITERACY.8.SL.2 -- Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

State Standards

Connecticut Social Studies HIST 5.4 Explain why individuals and groups during the same historical period differed in their perspectives.
Connecticut Social Studies HIST 5.6 Compare information provided by different historical sources about the past.
Connecticut Social Studies HIST 8.3 Analyze multiple factors that influenced the perspectives of people during different historical eras.