Objectives

• Analyse how Paine constructs the distinction between 'society' and 'government' in Chapters 1–2 and explain why that distinction is the logical foundation of the entire pamphlet.
• Identify and evaluate the rhetorical strategies — including biblical allusion, irony, and direct address — Paine uses in Chapter 3 to delegitimise monarchy and hereditary succession.
• Explain how Paine uses concrete historical events (Lexington, Concord, Falmouth, Norfolk) and logical refutation in Chapter 4 to close off the possibility of reconciliation.
• Evaluate the effectiveness of Paine's use of statistical and economic evidence in Chapter 5 to argue that America is practically capable of independence.
• Write a sustained, evidence-based analytical essay that tracks Paine's argumentative and rhetorical choices across at least three chapters of Common Sense.

The sequence

1. Lesson 1: Society vs. Government: Paine's Opening Gambit (Chapters 1–2)

   55 min · ch. 1, 2

   Do now

   Read the following two sentences from Chapter 1 of Common Sense without any notes open: 'Society is produced by our wants, and government by our wickedness.' Write one sentence explaining your interpretation of Paine's meaning, and another sentence predicting the type of government he is likely to suggest.

   Teacher input

   Model a close reading of the opening paragraph of Chapter 1, particularly focusing on the sentence 'Society in every state is a blessing, but Government, even in its best state, is but a necessary evil.' Illustrate for students how Paine's use of parallel syntax ('in every state… in its best state') creates a structural contrast that serves an argumentative purpose: the repetition lends a sense of logic and inevitability to the opposition rather than it feeling like a mere assertion. As you annotate live on the board, discuss the connotations of 'blessing' compared to 'necessary evil.' Why is the term 'necessary' significant — how would the meaning shift if Paine had simply stated 'evil'? Show how this one sentence sets the stage for every subsequent critique of the English Constitution.

   Independent task

   Students read the passage in Chapter 2 where Paine outlines his thought experiment involving a small group of colonists arriving on an island, gradually creating a society and then establishing a government. They will write one PEEL paragraph (Point, Evidence, Explanation, Link) in response to the question: How does Paine use the island thought experiment in Chapter 2 to present the idea that government is inferior to society as common sense instead of a radical claim? Students need to quote at least two phrases from the passage and discuss how Paine's word choices impact the reader. Paragraphs will be collected at the end of the lesson.

   Exit ticket

   In one or two sentences, explain the difference between Paine's 'society' and his 'government' in your own words, and state one reason why establishing that difference matters for the argument he will make in the rest of the pamphlet.

2. Lesson 2: Pulling the Crown Apart: Rhetoric and Biblical Allusion in Chapter 3

   55 min · ch. 3

   Do now

   Without looking at the text, jot down everything you remember — whether from history classes or just what you’ve picked up — about the biblical tale of the Israelites asking the prophet Samuel for a king. If you're drawing a blank, make a guess: why do you think someone against monarchy in 1776 would reference a story from the Old Testament?

   Teacher input

   Model a rhetorical analysis on the passage in Chapter 3 where Paine retells the story of Samuel and the Israelites (1 Samuel 8), starting around the line 'Near three thousand years passed away, from the Mosaic account of the creation, till the Jews under a national delusion requested a king.' Illustrate to students how Paine's retelling is a strategic act of framing: by portraying God's warning to Samuel as a clear condemnation of monarchy, he removes kingship's claim to divine approval. Highlight the term 'national delusion' — how does 'delusion' reframe the desire for a king as a shared mental failure? Show how this strategy appeals to Protestant readers' respect for scripture while simultaneously directing that respect against the institution of monarchy.

   Independent task

   Students read the section of Chapter 3 where Paine critiques hereditary succession. They focus on the passage that starts with "One of the strongest natural proofs of the folly of hereditary right in kings, is, that nature disapproves it; otherwise she would not so frequently turn it into ridicule by giving mankind an ass for a lion." Students are tasked with writing a paragraph of 150–200 words that addresses the question: How does Paine's contrast between 'ass' and 'lion,' along with the personification of 'nature,' make hereditary succession seem not just unjust but absurd? They need to identify the rhetorical technique used, quote the relevant phrase, and explain how this impacts the emotions of Paine's intended audience of colonial readers in 1776. Students will submit their paragraphs before leaving.

   Exit ticket

   Name one rhetorical technique Paine uses in Chapter 3 to attack monarchy, write the quotation in which it appears, and explain in one sentence why that technique would have been particularly persuasive to a Protestant colonial audience in 1776.

3. Lesson 3: Closing the Door on Reconciliation: Argument and Evidence in Chapter 4

   55 min · ch. 4

   Do now

   Read the following sentence from Chapter 4: 'Every quiet method for peace hath been ineffectual. Our prayers have been rejected with disdain.' Without looking at the rest of the chapter, write two sentences: one identifying the tone Paine adopts here, and one predicting what kind of evidence he will use in the paragraphs that follow to justify that tone.

   Paine's tone in this excerpt is one of frustration and urgency, reflecting a deep dissatisfaction with the ineffective approaches to achieving peace. In the subsequent paragraphs, it's likely he will provide historical examples or personal anecdotes that illustrate the failures of peaceful methods and the resistance faced from those in power.

   Teacher input

   Model how Paine uses the specific historical events of Lexington, Concord, Falmouth, and Norfolk in Chapter 4 — focusing on the passage that begins, "No man was a warmer wisher for reconciliation than myself, before the fatal nineteenth of April 1775, but the moment the event of that day was made known, I rejected the hardened, sullen-tempered Pharaoh of England forever." Show students how naming the exact date ('the fatal nineteenth of April 1775') turns a general political argument into a personal account, giving Paine's voice the credibility of someone who witnessed the events. Annotate 'hardened, sullen-tempered Pharaoh of England': how does the biblical title 'Pharaoh' relate to the Samuel passage in Chapter 3, creating a consistent theme of biblical delegitimization throughout the pamphlet?

   Independent task

   Students read a section from Chapter 4 where Paine methodically challenges the idea that Britain’s protection of the colonies justifies its rule, particularly focusing on the passage that starts, "But Britain is the parent country, say some. Then the more shame upon her conduct." They will compose a structured response of 200–250 words addressing the following question: How does Paine use the extended metaphor of the parent-child relationship in Chapter 4 to counter the loyalist argument, and what does this choice of metaphor indicate about his assumptions regarding the values of his audience? Students are required to quote at least three phrases, identify the technique used in each instance, and in their concluding sentence, link this passage to Paine's earlier argument in Chapter 1 about the nature of government. Responses will be collected.

   Exit ticket

   Write one sentence identifying the single strongest piece of evidence Paine uses in Chapter 4 to argue that reconciliation is impossible, and one sentence explaining why you chose it over the other evidence in the chapter.

4. Lesson 4: From Principle to Practice: Statistics, Structure, and Chapter 5

   55 min · ch. 5

   Do now

   Consider the figures Paine mentions in Chapter 5: three million colonists, the count of guns on a suggested American warship, and the expense of establishing a colonial navy. A political writer advocating for independence might include this numerical data to appeal to reason and bolster his argument with concrete evidence; however, he risks alienating readers who might find such statistics overwhelming or unconvincing without context.

   Teacher input

   Model how Paine's shift in tone in Chapter 5 — moving from prophetic language to a statistical argument — acts as a structural strategy aimed at addressing a particular objection. Focus on the passage starting with 'No country on the globe is so happily situated, or so internally capable of raising a fleet as America. Tar, timber, iron, and cordage are her natural productions.' Illustrate to students how the list of raw materials ('Tar, timber, iron, and cordage') serves not just as information but as a rhetorical device: this straightforward list conveys a sense of abundance that feels obvious, echoing the 'common sense' theme from the title. Note how 'her natural productions' personifies America as a supplier, subtly shifting the perception of the colonies from dependent children (as Britain portrays them) to self-sufficient adults.

   Independent task

   Students read the closing paragraphs of Chapter 5, specifically from "We have it in our power to begin the world over again" to the end of the pamphlet. They then write a 200–250 word analytical response to the question: How does Paine use the concept of generational responsibility in these closing paragraphs to present independence as not just desirable but a moral obligation, and how does this conclusion reshape the overall argument of the pamphlet? In their responses, students must include at least two quotes from this section, identify the rhetorical techniques employed in each, and clearly state the overarching argumentative role of the conclusion within the pamphlet in their opening sentence. Once completed, responses are submitted.

   Exit ticket

   In two sentences, explain how Chapter 5's use of practical evidence (statistics, resources, population) works together with the emotional and moral appeals of Chapters 3 and 4 to make Paine's overall case more persuasive than either approach would be alone.

5. Lesson 5: The Full Argument: Writing an Analytical Essay Across Common Sense

   60 min · ch. 1, 2, 3, 4, 5

   Do now

   Paine employs emotional appeals and logical reasoning throughout Common Sense to convey a sense of inevitability regarding independence.

   Teacher input

   Model how to create a multi-chapter analytical argument by integrating the introduction with Chapter 3. On the board, illustrate how a strong essay paragraph transitions from a claim about Paine's overall argumentative strategy—specifically, that 'Paine builds his case on a cumulative pattern of biblical delegitimisation'—to a specific quote from Chapter 3: 'hardened, sullen-tempered Pharaoh of England.' Then, broaden the discussion to link that quote with the earlier Samuel passage in the same chapter and the 'necessary evil' framing from Chapter 1. Emphasize to students that the essay's purpose is to show how techniques build upon and interact with each other throughout the pamphlet, rather than treating each chapter as an isolated entity.

   Independent task

   Students will write a detailed analytical essay of 500–600 words in response to the question: 'Paine does not merely argue for independence — he makes any other choice seem irrational, immoral, and cowardly.' How does Paine employ rhetorical and argumentative strategies across at least three chapters of Common Sense to achieve this effect? The essay should include: an introduction with a clear, contestable thesis; at least three body paragraphs, each focused on a close reading of a specific passage from a different chapter (students must quote and analyze at least one phrase in each paragraph); and a conclusion that evaluates which single strategy is the most effective and why. Students may refer to their annotated texts and any notes taken during the lesson. The essay will be written under timed conditions and collected at the end of the class.

   Exit ticket

   Re-read your thesis statement from the do-now and your essay's actual opening paragraph: in two sentences, explain whether your thesis changed as you wrote, and if so, what made you revise it — or, if it did not change, identify the one moment in your essay where you felt your argument was most secure and explain why.

Activities

Assessment

• Lesson 1 exit ticket checks whether students can articulate the society/government distinction in their own words — the marker looks for accurate paraphrase of Paine's logic, not just repetition of his vocabulary.
• Lesson 1 PEEL paragraph checks whether students can embed a quotation from the island thought experiment and explain its rhetorical effect rather than merely summarising the content.
• Lesson 2 exit ticket checks whether students can name a rhetorical technique, supply the correct quotation, and connect the technique to the specific Protestant colonial audience — generic comments about 'persuasion' are insufficient.
• Lesson 3 collected response checks whether students can sustain a multi-quotation argument across 200–250 words and make the cross-chapter link to Chapter 1 in their final sentence.
• Lesson 4 exit ticket checks whether students can synthesise across chapters — the marker looks for a genuine explanatory connection between statistical and emotional appeal, not a list of two separate observations.

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.11-12.6 — 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.
• RI.11-12.8 — Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning.
• 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.

AP Literature

• Explain the function of structure in a text (how Paine's movement from philosophical principle in Chapters 1–2 to practical evidence in Chapter 5 is itself an argumentative strategy).
• Identify and describe how the author's use of rhetorical techniques — including biblical allusion, direct address, extended metaphor, and paratactic listing — contributes to the overall purpose of Common Sense.
• Develop a thesis that interprets the work and requires a line of reasoning sustained across multiple body paragraphs.
• Use evidence from the text to support and develop an interpretive claim, selecting quotations that are specific to the passage being analysed.

AQA

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which texts are written and received (specifically: the political context of the Second Continental Congress debates, the Protestant colonial readership, and the pamphlet as a popular print form in 1776).
• AO5 — Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.

Edexcel

• AO1 — Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology and coherent, accurate written expression.
• AO2 — Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology.
• AO3 — Demonstrate understanding of the significance and influence of the contexts in which texts are written and received.

IB Lit

• Analyse how Paine's authorial choices of language, structure, and rhetorical technique shape meaning and produce effects in Common Sense.
• Evaluate the relationship between the text and its historical and cultural context, specifically the political crisis of 1775–1776 and the pamphlet's intended colonial readership.
• Construct a sustained, evidence-based written argument that makes and defends an interpretive claim about the text as a whole.