Students will analyze key events and vocabulary that led to the American Revolution by engaging with primary sources, constructing cause-effect relationships, and articulating perspectives through collaborative activities.
This lesson develops critical thinking and historical literacy by examining firsthand documents and essential terms, helping students understand how ideas and actions sparked a seminal moment in U.S. history.
Prompt: "Which cause of the American Revolution was most significant and why?"
Students write responses; teacher collects sheets as students exit.
Slide Deck
What Sparked a Revolution?
An exploration of the events and vocabulary that fueled the American Revolution.
Introduce the lesson by setting expectations and linking to the learning objective: “Today we’ll explore what sparked the American Revolution by investigating key events, terms, and perspectives.”
Hook: What Drives a Revolution?
What events or ideas might push a group toward revolution?
• Think individually (1 min)
• Pair and share (2 min)
• Class discussion (2 min)
Project the prompt and give students 2 minutes to think, 2 minutes to share with a partner, then solicit volunteer responses. Record ideas on the board.
Vocabulary Introduction
In your pairs, define each term from the vocabulary list:
Distribute the printed American Revolution Vocabulary List. Instruct pairs to define each term using context clues and prior knowledge. Then review definitions aloud.
Identify key causes, supporting evidence, and author’s perspective.
Record on your chart.
Divide students into three groups and assign each a primary source. Provide each student with a Causes of the Revolution Chart. Circulate to prompt deeper thinking.
Collaborative Synthesis
Re-group with one member from each analysis group.
Share your source’s causes and evidence.
Complete the combined Causes Chart.
Decide on the most compelling cause and prepare a 2-minute summary.
Form new “jigsaw” groups so each group has one student from each source group. Instruct students to explain their findings and complete the combined chart. Circulate to challenge and guide summaries.
Exit Ticket
Prompt: Which cause of the American Revolution was most significant and why?
Write your response on the reflection sheet and submit as you exit.
Instructions: For each term below, write a clear definition and then provide an example or scenario illustrating the term. Use complete sentences.
Taxation without representation
Definition:
Example:
Boycott
Definition:
Example:
Militia
Definition:
Example:
Tyranny
Definition:
Example:
Repeal
Definition:
Example:
Sons of Liberty
Definition:
Example:
Reading
Common Sense Excerpt
Read the following passage from Thomas Paine’s Common Sense. As you read, underline phrases that show Paine’s reasons for breaking away from Britain and note any evidence he provides.
Society in every state is a blessing, but Government, even in its best state, is but a necessary evil. In monarchy, the sovereign hath but a limited power under the law of God and the people; but when it becomes absolute, it ceases to be a government and becomes a tyranny.Even brutes do not devour their young, nor savages make war upon their families; yet British ministers have, in their cruelty, deprived Americans of their most sacred rights, without any shadow of representation.
Read the following excerpt from the Declaration of Rights and Grievances (Stamp Act Congress, 1765). As you read, underline phrases that express the colonists’ grievances about taxation and note any evidence they provide.
“That his Majesty’s subjects in these colonies, when brought into these original and most intimate contact with Great Britain, have never surrendered their right to the Commons of Great Britain to impose taxes upon them; and that the grant of the same is the inseparable right of every British subject.“That it is inseparably essential to the freedom of a people, and the undoubted right of Englishmen, that no taxes be imposed on them but such as are laid by their own consent, or that of their representatives.“That the only representatives of the people of these colonies are the General Assemblies of the said colonies, and that the people of these colonies are not bound to yield obedience to any law imposing any tax or duty whatsoever, laid upon them, unless it be imposed by their respective legislatures.“That the act for granting and applying certain stamp duties, and other duties in the British colonies and plantations in America, is unconstitutional, oppressive, and unjust, inasmuch as they were imposed without the consent of the representatives of the people of these colonies.”
Provide brief notes in each section of your chart.
Activity
Join or Die Cartoon Handout
Below is Benjamin Franklin’s famous political cartoon, first published in the Pennsylvania Gazette in 1754. Study the image closely, then answer the questions that follow.
(Insert image of the segmented snake labeled with colonial regions, captioned “JOIN, or DIE.”)
What do you observe in this cartoon? List at least three details (symbols, labels, arrangement).
What do you think the segmented snake represents? Why would Franklin choose a snake cut into pieces?
What message is Franklin sending to the colonies with the phrase “JOIN, or DIE”? How might colonists interpret this call to action?
How does this cartoon reflect growing tensions between the colonies and British authority? Cite one way it connects to grievances over taxation, representation, or unity.
According to this image, why is colonial unity important? Identify one cause of the American Revolution that this cartoon helps illustrate and record it on your Causes of the Revolution Chart.
Worksheet
Causes of the Revolution Chart
Instructions: For each primary source you analyze, record the following elements. Use evidence from the text or image and think about why each cause helped spark the American Revolution.
Source
Cause Identified
Evidence from Source
Author’s/Creator’s Perspective
Historical Significance of Cause
Common Sense Excerpt
Stamp Act Excerpt
Join or Die Cartoon Handout
Additional Source/Notes
How to use:
Identify the specific cause you observe in the source (e.g., “taxation without representation,” “tyranny,” “need for unity”).
Cite a direct quote, visual element, or detail as evidence.
Note how the author or creator frames this cause (their point of view).
Explain why this cause was important for the growing revolutionary movement.
When you move to group synthesis, compare entries across sources to see which causes overlap and which offer unique perspectives.
Worksheet
Revolution Causes Reflection Sheet
Instructions: Reflect on today's lesson and respond to the prompt below using evidence from the primary sources and class discussions.
Prompt: Which cause of the American Revolution was most significant and why? Use at least one piece of evidence from our sources (e.g., a quote, image detail, or term) to support your argument.
