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Lesson Plan: Extension - Thomas Paine and "Common Sense"

Thomas Paine's Writing Style

Actor Ian Ruskin highlights Thomas Paine's language in "Common Sense" through his portrayal of author.

Description

In 1774, Englishman Thomas Paine arrived in America as the conflict between the colonies and Great Britain was reaching its peak. Up to that point, the colonies were said to have been considering negotiation rather than a separation from Britain. Moved in part by the Battles of Lexington and Concord in 1775, Paine, a journalist, wrote a 47-page pamphlet, titled "Common Sense," in which he made a passionate argument against the British monarchy and for full American independence. "Common Sense" was published in early 1776, sold several hundred thousand copies, and highly influenced the colonies in their decision to declare independence from Britain on July 4, 1776. In this lesson, designed by Jocelyn Chadwick and John Grassie, students extend their learning and do a deep dive from the text into historical and contemporary themes and ideas.

Procedures

  • SET UP

    This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

    You can post links to the resources in the lesson and engage in discussion to share responses on a discussion board or learning management system.

  • INTRODUCTION

    Play the following video clip in which actor Ian Ruskin highlights Thomas Paine's language in Common Sense through his portrayal of the author. Direct your students to answer the related prompts and share their findings with a partner, small group, or the class when finished.

    Video Clip: Thomas Paine's Writing Style (1:58)

    • Summarize the quote from Common Sense, as read in the clip.
    • According to actor Ian Ruskin, how did Thomas Paine write Common Sense?
    • What did Paine write Common Sense to appeal to?
    • Explain the quote that has caused "much misunderstanding."
    • Based on the clip, why do we need government?

  • STRATEGIES

    To teach the themes of Common Sense and its connections to historical and contemporary people and issues, use one or more of the following strategies.

    For more details on each strategy and the rationale and aims for each, consult the Teacher Guide: Strategies and Resources (Google Doc).

  • I. Close Reading, Analysis, and Making Connections

    Each student-group or individual examines a passage or two, closely and deliberately, examining the way Paine constructs his argument using this list as a guide: (a) Mode of Writing (persuasive, with narrative and expository and descriptive elements) Audience, Occasion, Purpose; Rhetorical Appeals (logical, ethical, emotional); (b) Word Choice; (c) Use of Bolded Text; (d) Use of Capitalization; (e) Caesura (dashes); (f) Punctuation; (g) Syntax; (h) Simple Sentence; (i) Compound Sentence; (j) Complex Sentence; (k) Compound-Complex Sentence; (l) Repetition (anaphora); (m) Juxtaposition (comparison/contrast); (n) Illustration/Examples; (o) Statistics; (p) First-Person Narrative (memory); and (q) Historical References (Old Testament, history, factual data [monarchy and parliament]).

    As each group (or individual student) examines their passage(s), encourage them to express:

    • what they think about the passage and how Paine constructed it
    • how they would re-write or express the same idea
    • determine if they themselves would be persuaded to act or not after reading Common Sense—In this section, be sure to ask students to be prepared to share-out for class conversation
    • Ask students to keep their findings and notes, for later use with another activity (#4).

  • II. Thematic Threads-Constructing an Argument

    Ask students to trace how Paine conveys a specific message/or point [allow students to rely on and utilize the Writing Style list above—on which you will selectively focus based on grade level and curriculum].

    For older students, another way to approach the thematic threads is to allow them to re-write a selected passage as they would today—to redact the passage. Next, students will share their redactions for commentary and discussion. The aim here is to allow students to understand and experience how a thought and style from an earlier century can be re-expressed in contemporary writing styles and yet remain persuasive. Remember: Allow students the freedom to write as they wish within appropriate parameters.

    Next, encourage students to share their redactions for collaborative discussion and analysis. (If some students are a bit shy, you may want students to submit their redactions to you, and later, you can share them out for class analysis without specific names.

  • III. Voice—The Individual, The Population, and POV: Why IS One’s Voice So Important? Or, IS it?

    As an oral and potentially fun activity, explore with students how a point of view or an idea can gain traction on social media (this approach not only will surprise students but also will immediately grab their attention. Next, move the examination to Paine’s Common Sense, and encourage them to examine, compare and contrast their first exploration into the impact Paine’s pamphlet had. Also, explore the audience’s attention-span today’s social media sometimes has and then compare and contrast with the attention-span of Paine’s pamphlet audience. (Analysis) The culminating conversation/exploration can be not only enlightening for teachers and students but also fun and informative—an activity-snapshot into the similarities and differences of audiences from different time periods.

  • IV. Symbolism: 14 February 1776 and (reference an 1853 article on Valentine’s Day)

    To begin, read the excerpt from the 1853 newspaper article, “St. Valentine: The History, the Mystery:” (Note: the entire article is not in the Teacher Guide: Strategies and Resources (Google Doc); whenever possible, students’ being able to experience a real primary source is important.)

    Now that you’ve reviewed a portion of the newspaper article, think about Paine’s publishing the Philadelphia edition of Common Sense on 14 February 1776, Valentine’s Day. What an interesting coincidence? Whether Paine intended to publish on Valentine’s Day or not, reflecting on the day, date, and symbolic meaning is interesting to explore and analyze. Remember: Audience, Purpose, Occasion—the 3 critical ingredients for every important and successfully delivered argument.

    Begin the class conversation with some overall questions about their understanding of Valentine’s Day:

    • If you were trying to describe Valentine’s Day to someone who had never experienced it or has no knowledge of it, how would you define the date?
    • What do you or your friends/family do or not do on Valentine’s Day?
    • Do you think there is only one way to understand/experience/define the date?
    • As a class, explore how Thomas Paine’s argument in Common Sense could actually connect and relate to Valentine’s Day. For example, is the date solely for people in love, or could the meaning of the date relate to other types of love—such as love for one’s country—thereby, extending love for one another?
    • Explore how Thomas Paine illustrates his love of America and what he envisions it could be.

  • V: Connections-Contemporary - Women and Thomas Paine’s Common Sense—How Text Can Affect and Inspire Reflection and Action

    As a class, explore the following two links provided and those in the primary and secondary sources section of the Teacher Guide: Strategies and Resources (Google Doc) that focus on some of the women who were Thomas Paine’s contemporaries: The American Revolution Institute of the Society of the Cincinnati and Google Arts and Culture online interactive exhibit “Pining for Patriotism.” This activity can apply to states that require elementary teachers to explore with students the roles women and children played during the nation’s birth. Middle and high school students can gather in groups, or, can individually explore who these women were along with their impact and contribution toward establishing “the road to the American Constitution.” As students work, set aside a bit of class time—15 mins—to share and discuss—

    • Pre-knowledge/Awareness: In discussion, explore how much any of us are aware/familiar with the roles women and children forged in the road to America’s independence, the American revolution, and the U.S. Constitution.
    • What they have found and what they think about it all.
    • What do they know now or discovered that they did not know, or even have a clue?
    • What else would they like to know now?

  • VI: Connections - 19th Century

    Students can have multiple research and analysis activity-approaches here because, literally, so very many new perspectives and interests, and actions were emerging, almost simultaneously—politically, socially, constitutionally, and the emergence of America’s footprint in arts and letters. With this section, students can decide to drill into topics and/or people that may interest them—social studies and ELA. Interestingly, in this section, students can leverage their 21st century interest in technology, while still addressing curricular standards. For example, compare and contrast Emerson’s Man-Thinking and “amputated man” in “The American Scholar,” to Paine’s “Lovers of Mankind” and rights for all Mankind.” Links to help them are in Primary and Secondary Resources. Once students select their research or interest topic, allow them to research and read about the person, the movement/event, the document(s), Order, individual(s), speech.

  • VII: Connections - Continuing Impact: Thomas Paine and the 20th and 21st Centuries

    Allow students to form groups; each group selects a movement, speech, or letter. Allow time for the students to read, discuss, and analyze. Encourage students to really break down each document and discuss among themselves: (a) Why do you think this sentiment has lasted for so long?, (b) What do you think it means to you now?, (c) Is the core of the 20th and 21st century quotes still relevant? Still meaningful?, (d) Now, try paraphrasing one of the modern quotes to what YOU would have it say to others today. [Paraphrasing: No more than four consecutive words from the original quote and using your own words to reflect the majority of the original quote]. Be sure students have access to the Primary and Secondary Resources list, as many of the links are interactive. Depending on the grade level, students can create a research piece to present, oral presentation to share with class, or class discussion. Middle and high school students can also research beyond the primary documents and movements listed to align with current events. (Note: Be sure to remain neutral in your position. The primary focus and instructional aim of this project is for students to discover and explore the links between the past and their present from their points of view.)

  • VIII: Collaborative Pamphleteers Exhibit

    After reading and exploring Common Sense, ask students if they’d be interested in coming together in groups of three or four to brainstorm an idea or position they want to publish in their own pamphlet. Of course, Thomas Paine’s Common Sense will be the pattern—not the topic. Students’ will select a topic on which each group agrees. (Note: this activity is one that could be a collaboration between social studies and ELA.) Once each group meets and decides on a topic, they will set about writing the sections of the pamphlet. After each person has created a section for the pamphlet, the groups will review, edit, revise, and polish for review and comments—just like all writers who submit drafts to editors. Next, once corrections and any additions have been made, each group will create their pamphlet. The pamphlets will all be on display for the school, or, like Summit Free Public Library in NJ, social studies and ELA teachers can collaborate with community libraries to bring students and parents together to attend. Students are showcased. Parents have the opportunity to see and listen to their kids. Teachers have a moment to illustrate the import of what we do in the classroom in a real-life environment.

  • IX: Direct Quotes, Indirect/Paraphrased Quotes, Allusion - Illustrations of How 20th and 21st Century references to Thomas Paine’s Common Sense continue to Influence and Persuade and Inspire—Influencers Then and Now

    Preparation: First, review the terms: (a) Direct Quote: Word for word, exact replication of quote; (b) Indirect/Paraphrased Quote: No more than four consecutive words from the original quote and using your own words to reflect the majority of the original quote; and (c) Allusion: writer’s own words that closely parallel or rephrase original quote, usually, on which writer or speaker expands own argument or point.

    Influencers: Now, let’s compare/contrast a word that students today may very well assume belongs uniquely to them and juxtapose it with its original meaning and intent: Influencer (2007-present)—a now, a well-known 21st century term, meaning “a person who has become well-known through the use of the internet and social media, and uses celebrity to endorse, promote, or generate interest in specific products, brands, etc., often for payment (OED).” However, in the 18th century, an influencer was one who “or that which influences,” such as a church leader, or attributes that would make a person a good individual: “Honour is one of the most powerful influencers of human nature,” (Examination of Human Philosophy, 1867) (OED). Thomas Paine and his Common Sense most assuredly affected and influenced American colonists to the extent that a nation—the United States of America—would be the ultimate result, guided and led by the American Constitution and by three branches of elected government: Executive, Legislative, Judicial. The people of the United States would review, weigh, select, elect, and assess its government. In lieu of personal wealth and stature a 21st century influencer seeks, Mr. Paine’s aim of influence was the thematic threads cited earlier—aims that would, if nurtured, endure through the life and existence of the United States of America.

    Examination: So, how impactful and lasting has Paine’s argument been? Examine the following 19th, 20th, and 21st century direct and indirect quotes, as well as allusions to Common Sense? Now you’re ready to examine and analyze not only how others today have cited Thomas Paine’s words and thoughts in Common Sense but also experience how and under what circumstances the citations were made (Audience, Purpose, Occasion). For this activity, students may want to collaborate or work individually, or a bit of both.

    • Select one of the 19th, 20th or 21st century quotes listed in the Teacher Guide: Strategies and Resources (Google Doc).
    • Read, examine, and analyze the following: (a) Theme, (b) Writing style, (c) Audience, (d) Purpose, and (e) Occasion
    • Highlight, take notes, record thoughts and questions. Create a brief report of findings, including any extra thoughts or new questions to share-out with the class. Include in the share-out what you learned and think about Thomas Paine’s continued influence. Finally, include in your sharing whether you/group have any personal “take-aways.” In other words: What do you know now or think now that you did not before you experienced Thomas Paine’s Common Sense and its ripple-effect through the following centuries.

  • PRIMARY AND SECONDARY RESOURCES

Related Articles

Additional Resources

Vocabulary

  • Common Sense
  • Thomas Paine

Topics

Criminal Law & JusticeEducationEnglish & LiteratureU.S. History

Grades

Middle SchoolHigh SchoolUniversity