Objectives

• Analyse how Paine constructs the distinction between 'society' and 'government' in Chapters 1–2, identifying the logical structure of his argument.
• Analyse how Paine uses biblical allusion, historical example (William the Conqueror), and direct address to delegitimise monarchy and hereditary succession in Chapter 3.
• Evaluate how Paine deploys ethos, pathos, and logos in Chapter 4 to dismantle the case for reconciliation with George III.
• Write an evidenced analytical paragraph that embeds quotation, names a rhetorical or linguistic technique, and links it to Paine's purpose and context.
• Assess the cumulative persuasive effect of Common Sense as a whole, weighing the relative force of Paine's theoretical, emotional, and practical arguments across all five chapters.

The sequence

1. Lesson 1: Society vs. Government: Paine's Opening Argument in Chapters 1–2

   60 min · ch. 1, 2

   Do now

   On the board: 'In one sentence, explain how a society differs from a government without using a dictionary.' Students will work on this individually for four minutes. Please keep your answer, as you will revisit it at the end of the lesson.

   Teacher input

   Model close reading on the opening sentence of Chapter 1: 'Society in every state is a blessing, but government even in its best state is but a necessary evil.' Consider the binary structure set up by the contrast between blessing and evil. Notice the phrase 'even in its best state,' which acknowledges that while government can have positive aspects, it still falls short. The term 'necessary' indicates that government is unavoidable, even though it carries negative connotations. This shows how Paine anticipates and counters possible objections before stating his point. As you annotate on the visualiser, label this rhetorical strategy as concession-then-assertion.

   Independent task

   Students should revisit the paragraph in Chapter 2 that starts with 'Here then is the origin and rise of government…' and craft a PEEL paragraph (Point, Evidence, Explanation, Link) addressing the question: How does Paine utilize the metaphor of the 'country town' thought experiment to suggest that government arises from human failure rather than human virtue? Each paragraph should incorporate at least two embedded quotations and identify one technique.

   Exit ticket

   Paine wants readers to believe that government is a necessary evil by the end of Chapter 2, and the word "society" in Chapter 1's opening sentence most efficiently plants that belief.

2. Lesson 2: Toppling the Crown: Paine's Attack on Monarchy in Chapter 3

   60 min · ch. 3

   Do now

   On the board: three short quotations from Chapter 3 — (a) 'In the early ages of the world… there were no kings'; (b) 'A French bastard landing with an armed banditti and establishing himself king of England against the consent of the natives, is in plain terms a very paltry rascally original'; (c) 'One of the strongest natural proofs of the folly of hereditary right in kings, is, that nature disapproves it.' Rank them 1–3 from most to least persuasive and provide one reason for your top choice.

   Teacher input

   Model how Paine addresses the biblical example of Gideon (Chapter 3, starting with 'Gideon did not hesitate to pull down an altar of Baal'). Observe how Paine uses scripture — a trusted source for his audience — to argue that even God was against kingship among the Israelites ('They have rejected me, that I should not reign over them'). This tactic can be identified as turning the opponent's authority against them.

   Independent task

   Students analyze the passage describing William the Conqueror in Chapter 3 ('A French bastard landing with an armed banditti…'). Write two analytical paragraphs: the first on Paine's word choices ('bastard', 'banditti', 'paltry rascally original') and their impact on the perception of monarchy's dignity; the second on how the historical example of William serves as logical evidence that all royal lineage is rooted in violence rather than virtue.

   Exit ticket

   Before: > Name the two sources of authority Paine attacks in Chapter 3 (one religious, one historical) and write one sentence explaining why attacking both matters to his colonial audience in 1776.

   After: > Identify the two authority sources that Paine critiques in Chapter 3 (one from religion and one from history) and provide a sentence on why challenging both is significant for his colonial readers in 1776.

3. Lesson 3: No Going Back: Ethos, Pathos, and Logos in Chapter 4

   60 min · ch. 4

   Do now

   On the board: 'Paine writes in Chapter 4: "The blood of the slain, the weeping voice of nature cries, 'TIS TIME TO PART." What effect does capitalizing 'TIS TIME TO PART' have that using lowercase wouldn’t achieve? Write three sentences.

   Teacher input

   Model the rhetorical triangle based on the section in Chapter 4 where Paine discusses the destruction of Falmouth and Norfolk alongside the events at Lexington and Concord. Illustrate how logos functions by presenting a list of verifiable, recent events that the reader has experienced. Demonstrate how pathos is invoked with phrases like 'the blood of the slain.' Highlight how ethos is established as Paine presents himself as a straightforward outsider, lacking any personal interest in British favor. Make sure to annotate each appeal in the visualizer.

   Independent task

   Students are given the paragraph from Chapter 4 beginning 'Small islands not capable of protecting themselves are the proper objects of kingdoms to take under their care…' and the paragraph ending '…there is something very absurd, in supposing a continent to be perpetually governed by an island.' Write a structured response (three paragraphs) evaluating how Paine uses scale — geographical, numerical, and moral — to make reconciliation seem not merely wrong but ridiculous. Must name at least one appeal (ethos/pathos/logos) per paragraph.

   Exit ticket

   Which of the three appeals — ethos, pathos, or logos — stands out the most in Chapter 4? Provide two sentences defending your choice, including a specific quotation.

4. Lesson 4: America Is Ready: Practical Argument and the Call to Action in Chapter 5

   60 min · ch. 5

   Do now

   On the board: 'Paine writes in Chapter 5: "Youth is the seed time of good habits, as well in nations as in individuals." What does this metaphor suggest about when American independence should occur? Write two sentences without looking at the text.

   Teacher input

   Model how Paine's use of statistics in Chapter 5—specifically his estimates of the colonial population, the number of trees for shipbuilding, and his calculations of naval tonnage—serves as a distinct rhetorical strategy. In the passage starting with 'No country on the globe is so happily situated, or so internally capable of raising a fleet as America…', demonstrate how the gathering of concrete numbers changes the tone from a moral argument to practical proof, illustrating how this transition is a persuasive tactic: it conveys to the reader that independence is not only morally justified but also attainable.

   Independent task

   Students will write a comparative paragraph that addresses the following question: In what ways does Paine's use of practical, numerical evidence in Chapter 5 contrast with his emotional appeal to 'the blood of the slain' in Chapter 4, and which argument does he emphasize as the decisive one? Students are required to include quotes from both chapters and must correctly use the word 'register' in their response.

   Exit ticket

   Paine's appeal to 'the yet unborn millions' evokes a sense of responsibility and connection to future generations, something that raw statistics cannot capture.

5. Lesson 5: The Whole Pamphlet: Evaluating Paine's Cumulative Persuasive Structure

   60 min · ch. 1, 2, 3, 4, 5

   Do now

   On the board: "In four minutes, write down the five-step sequence of Paine's argument from the pamphlet, using one clause for each chapter — and do it without checking your notes."

   Teacher input

   Model how to write an evaluative introduction for a whole-text question. Using the thesis 'Paine's most powerful move is structural, not stylistic — he makes independence feel inevitable before he asks for it,' demonstrate to students how to establish a line of argument that encompasses all five chapters. Identify the overall rhetorical strategy, which funnels from a universal principle to immediate action, and indicate the counter-argument that emotional appeal in Chapter 4 plays a more significant role than logic. Do this live on the board, crossing out and revising one sentence to illustrate the drafting process.

   Independent task

   Timed essay (35 minutes): 'Paine persuades his readers through logic rather than emotion.' To what extent do you agree? Reference at least three chapters of Common Sense. Students should: begin with a clear thesis statement, discuss at least three chapters by their number, incorporate at least four quotations, identify at least two rhetorical techniques by their proper names, and present a counter-argument.

   Exit ticket

   Underline the one sentence in your essay that you believe provides the deepest analysis. Below that, write a single word that captures your reason for selecting it.

Activities

Assessment

• Lesson 1 exit ticket: checks whether students can identify Paine's core binary (society/government) and pin it to a specific word — looking for 'necessary' or 'evil' with a reason, not a paraphrase of the chapter.
• Lesson 2 PEEL paragraph: checks whether students can name diction choices ('bastard', 'banditti') and connect them to the delegitimisation of monarchy — looking for technique + effect + purpose, not plot summary.
• Lesson 3 three-paragraph response: checks whether students can identify and label all three rhetorical appeals in the same passage — looking for correct use of ethos/pathos/logos with embedded quotation, not just one appeal.
• Lesson 4 comparative paragraph: checks whether students can hold two chapters in mind simultaneously and comment on register shift — looking for the word 'register' used correctly and quotations from both chapters.
• Lesson 5 underlined sentence: checks whether students can self-assess analytical quality — looking for a sentence that contains technique + quotation + effect, not a sentence that merely introduces a quotation.

Standards covered

Common Core 11 12

• RI.11-12.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RI.11-12.3 — Analyse a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
• RI.11-12.6 — Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analysing how style and content contribute to the power, persuasiveness, or beauty of the text.
• W.11-12.1 — Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• W.11-12.9 — Draw evidence from informational texts to support analysis, reflection, and research.

AP Literature

• Reading — Rhetorical Situation (RHS): explain how Paine's choices reflect the rhetorical situation (audience of colonial readers in January 1776, anonymous authorship, pamphlet form).
• Reading — Claims and Evidence (CLE): identify Paine's line of reasoning and evaluate whether his evidence (biblical, historical, statistical) is sufficient and relevant.
• Reading — Reasoning and Organization (REO): analyse how Paine sequences his argument across five chapters to build toward the call for immediate independence.
• Writing — Thesis (THR): write a defensible thesis that makes a claim about Paine's rhetorical choices and their effect.
• Writing — Evidence and Commentary (EVC): provide specific evidence from the text and explain how it supports the line of reasoning.

AQA

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse ways in which meanings are shaped in literary and non-literary texts, including Paine's use of diction, syntax, biblical allusion, and rhetorical structure.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which texts are written and received, including the colonial crisis of 1775–76 and Paine's position as a recent immigrant.
• AO4 — Explore connections across literary and non-literary texts, including comparison of Paine's rhetorical strategies in different chapters.

Edexcel

• AO1 — Articulate informed responses to literary and non-literary texts using relevant concepts and terminology; write with coherence and accuracy.
• AO2 — Analyse and evaluate how writers use language, form, and structure to create meanings and effects — specifically Paine's use of binary opposition, rhetorical questions, and statistical accumulation.
• AO3 — Demonstrate understanding of the contexts of texts and how they influence meaning — including the political context of the Second Continental Congress and the pamphlet's anonymous publication in January 1776.