CONTENT

Just as in America, the politicians and citizens within Great Britian itself differed on who they supported – some agreeing that the colonists needed to be put in their place while other supported the colonists’ complaints. As the war went on, the British public became weary of the war and several politicians were looking to end it – especially once France allied with the United States and Spain declared war on Great Britain. After the war was over, the United States and Great Britian formed a treaty that established peace and connections between the two countries.  

AIMS/OBJECTIVES 

Students will be able to:  

• Analyze primary sources to identify differing views on the Revolution 

• Analyze the purpose and meaning of a political cartoon 

• Identify differing views on the Revolution and analyze reasons people held those beliefs.  

MATERIALS 

• Print: The Reconciliation Between Britania and Her Daughter America by Thomas Colley, 1782 (Library of Congress) 

• Travel Journal of Nicholas Cresswell, 1774-1777 Selections. (National Humanities Center) https://americainclass.org/sources/makingrevolution/rebellion/text3/vacresswell.pdf  

PROCEDURES 

• First, [Ask the students how they believe people in Great Britian felt about the end of the Revolution.] Have them look closely at the print “The Reconciliation Between Britania and Her Daughter,” and have them make observations about what they see. Ask students which of the people are supposed to be Britania and Her Daughter? What do the two of them represent? Who or what else is pictured? What is happening in the image? This portion of the activity can be completed as a class or is also well-suited to collaborative discussion with a partner or group members.  

• Next, ask the students what message do they think this image is sending? [How does this fit with their view of how the British felt at the end of the war?] Share that this cartoon was made by a British artists named Thomas Colley and was published in 1782, about six months after the British surrender at Yorktown, but more than a year before the British signed a peace treaty with the United States of America. What British hopes and beliefs do students believe this image was meant to portray?  

• Then, have students explore the three figures to the left of the image. What are some things they notice about them? Ask students to review the text page accompanying the image. Who are the three figures on the left side? What are they doing? Tell the students to consider the artist of the political cartoon. What perspective [of the war] were they trying to share? Do they think the artist supported the potential separation of the United States and Britain?  

• Finally, have the students enter the Virtual Museum and, using the drop-down menu in the upper-left hand corner, navigate to the “Liberty Tree” and “Propaganda on Both Sides” galleries. Have them look for examples of British made cartoons and select one of interest. Share with students that these cartoons were made before the Revolutionary War began and ask students to analyze this second image. Then ask students to compare and contrast the two images against one another using the question: what were the artists’ perspectives on the American colonists?  

EXTEND 

• Have the students read selected entries from the journal of Nicholas Cresswell, an Englishman traveling in the colonies as conflict grew. As they read, students should make note of possible answers to the following questions: What does Creswell believe is causing unrest among the colonists? What is his experience like in Virginia as a loyal Englishman? After the students have finished reading, discuss their findings as a class.  

• Conclude by asking what can Cresswell’s account tell you about the Loyalists [and people in between] experienced in the colonies during the Revolutionary War? 

WORKSHEET

• British Perspectives in the Conflict PDF

This activity is excerpted from Unit 4 of the Through Their Eyes: Major Causes and Events of the American Revolution Teacher Resource Guide. To see the full lesson and all supporting materials visit: http://www.amrevmuseum.org/teacher-resource-guides