Student Resources:

• Around the Room Graphic Organizer 
• Revolutionary Town Hall Debate Planning Handout 
• Historical Figure Profiles Resource 
  • Printed and cut (There are 18, double cards if necessary to have one for each student)  
• Nametags (Optional) 

Teacher Resources:

• Historical Figure Profiles Resource (Posters printed for hanging around the room) 

Anticipate (Optional)

Glossary terms: terms used during this part of the lesson. 

• Loyalist, Patriot, Neutral 

Warm-up Discussion 

• Display the following questions on the board:
  • What does it mean to be loyal?
  • When is it okay to challenge authority?
• Have students discuss in small groups and share responses with the class.
• Introduce the terms Loyalist, Patriot, and Neutral/Other with brief explanations.

Engage 

Transition: Distribute Around the Room graphic organizer to each student. You may also want to provide students with clipboards and pencils.

Around the Room 

• Students walk around the room, reading the historical figure profiles. Students choose 10 to add to their handout 
• On their worksheet, they will: 
  • Write the person’s name. 
  • Determine if the figure is a Loyalist, Patriot, or Neutral/Other. 
  • Provide one piece of evidence from the profile to justify their choice. 

Transition: Distribute Revolutionary Town Hall Debate Planning pages to each student. 

Character Assignment & Research (15-20 minutes) 

• Assign each student a historical figure (or allow them to choose). 
• Review the graphic organizer to help students take notes. 
• Students analyze their profile, filling out their organizer with: 
  • Key beliefs 
  • Supporting evidence (quotes, events, experiences) 
  • Potential counterarguments from the opposing side 

Explore 

Town Hall Debate 

• Set up: Arrange desks or chairs in a circle or panel format for the “Town Hall.” 
• Select a student moderator (or take on the role as the teacher). 
• Divide students into three groups based on their assigned historical figure: 
  • Patriots (favor independence) 
  • Loyalists (support British rule) 
  • Neutral/Other (have mixed or undecided views) 

Debate Procedure:

• Opening Statements (1-2 minutes per person) 
  • Each student introduces themselves in character and states their position. 
• Moderator Questions (Teacher-Led or Student-Led) 
  • The moderator asks open-ended questions to spark discussion, such as: 
    • Why should the colonies stay loyal to Britain or seek independence? 
    • What are the biggest threats to the colonies right now? 
    • What do you say to people who disagree with you? 
    • What should happen to Loyalists if the colonies declare independence? 
• Cross-Examination & Rebuttals 
  • Students respond to counterarguments using evidence from their notes. 
  • Encourage historical realism—students should defend their character’s actual views, even if they personally disagree. 
• Closing Statements (1 minute per student) 
  • Each figure summarizes their position and why their perspective is the correct one. 

Scaffolding note: Offer an alternative written debate format for students who prefer writing or if the classroom environment does not support live debate.  

Assess & Reflect

• Reflection and Exit Ticket 
• Have students complete a short-written reflection, answering: 
  • Which argument in the debate was most persuasive? Why?
  • Did your personal perspective change after hearing other arguments?
  • If you were living in the colonies during the Revolutionary War, which side would you be most likely to support? Choose a person from that time whose views or reasons you think you might agree with. What aspects of their beliefs or experiences would influence your decision?

AND/OR 

• Completed Organizer 
  • Have students submit their completed organizers. This will ensure that they analyze at least 10 historical figure profiles and deep dive into the views of one. 

Extend (Optional)

Revolutionary Perspective Swap 

• Students pick a figure from the opposite side that they debated (Patriot ↔ Loyalist) and write a letter or speech arguing from their new perspective.