Oklahoma Social Studies 8.C.2.2

8.C.2.2 is a cluster heading. These are the individual standards under it.

• 8.C.2.2.A

  Explain major arguments supporting the Patriot cause by analyzing the speech, Give Me Liberty or Give Me Death, attributed to Patrick Henry, and Common Sense by...

• 8.C.2.2.B

  Compare political, economic, and family interests which influenced Loyalists views.

• 8.C.2.2.C

  Explain how the preservation of homelands, cultures, and trade affected the stance taken by many American Indians.

• 8.C.2.2.D

  Describe how the promise of political equality impacted the views of women, by examining the writings of Mercy Otis Warren and Phillis Wheatley.

• 8.C.2.2.E

  Examine the views of free and enslaved Blacks toward the revolution, including petitions to colonial governments for a ban on slavery and the British recruitmen...

01

What Students Need to Do

Students compare why people supported Britain, backed independence, or stayed neutral. They use sources to connect those choices to rights, land, trade, slavery, and family ties. They explain how a person's circumstances shaped their point of view.

02

What Mastery Looks Like

A student can explain Henry's and Paine's arguments for independence using a detail from each text. They can contrast Loyalist concerns with an American Indian nation's concerns about land or trade. They can use Warren, Wheatley, Black petitions, and British freedom offers to explain why liberty meant different things to different people.

03

Common Misconceptions

Students may assume every colonist wanted independence, or that neutral people had no stake in the war. They may treat American Indian nations as one group with one position. They may assume Patriot promises of liberty applied equally to women and enslaved people.

04

How to Assess It

Exit ticket: A merchant earns his living through British trade. An enslaved man hears a British offer of freedom for joining its forces. Why might they choose different sides, and what might each risk?

1. 01

   Have pairs sort six motive cards, including trade, family ties, and land, beside possible allegiances; require two possible placements for each.

2. 02

   Read short excerpts from Henry and Paine; ask, 'Which claim might sway a neutral colonist, and which would a Loyalist dispute?'

3. 03

   In teams, match claims to excerpts from Warren, Wheatley, a Black petition, and Dunmore's proclamation; explain each match.

4. 04

   Show a school boundary map; ask how travel, family ties, and costs shape views of a proposed change, then contrast wartime stakes.

• 8.C.1.5.E

  Evaluate the diverse political, economic, and religious influences that shaped colonial arguments for independence.

• 5.C.4.1

  Explain how the colonists were divided toward the growing call for independence by identifying various points of view and motivations, including patriots, loyal...

• 5.C.4.2

  Compare the advantages and disadvantages of the British and the American colonies during the Revolutionary War, including military leadership and strength, popu...