What Was The Making Of This Nation - Be GLAD



American Revolution Level 5

Upland Unified School District

IDEA PAGES

I. UNIT THEME

• Freedom was so important to the colonists’ that they were willing to suffer and endure at any cost.

• Brave American patriots contributed greatly to the American Revolution.

• Freedom from oppression

II. FOCUS/MOTIVATION

• Cognitive Content Dictionary

• Observation Charts

• Inquiry Chart

• Teacher-made Big Books

• Realia

• Picture File Cards

• Super Historian Awards

III. CLOSURE

• Student generated test

• Cause/effect

• Portfolio

- expository

- persuasive letter

- found poem

- biography

• Process inquiry and all charts

• Personal exploration

•Class/team big books

IV. GRADE 5 CALIFORNIA STANDARDS

History/Social Studies

5.3 Students describe the cooperation and conflict that existed among the Indians and between the Indian nations and the settlers.

1. Competition among the English, French, Spanish, Dutch, and Indian Nations for control of North America.

2. Cooperation that existed between the colonists and Indians during the 1600s and 1700s.

3. Conflicts before the Revolutionary War.

4. Role of broken treaties and massacres and the factors that lead to the Indians' defeat, including the resistance of Indian nations to encroachments and assimilation.

5. Internecine Indian conflicts, including the competing claim for control.

6. Influence and achievements of significant leaders of time.

5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era

1. Influence of location and physical setting on the founding of the original 13 colonies,

their location on a map along with the location of the American Indian nations already

inhabiting these areas.

2. Major individuals and groups responsible for the founding of the various colonies and

the reasons for their founding.

3. Religious aspects of the earliest colonies.

4. Significance and leaders of the First Great Awakening that marked a shift in religious

ideas, practices and allegiances in the colonial period; the growth of religious toleration

and free exercise.

5. The British colonial period created the basis for the development of political self

government and a free market economic system, unlike Spanish and French colonial rule.

6. Introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.

7. Early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.

5.5 Students explain the causes of the American Revolution.

1. Political, religious, and economic ideas and interests brought about the Revolution.

2. Significance of the first and second Continental Congress and the Committees of Correspondence.

3. People and events associated with the drafting and signing of the Declaration of Independence and the document's significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain.

4. Views, lives, and impact of key individuals during this period.

5.6 Students understand the course and consequences of the American Revolution.

1. Identify and map the major military battles, campaigns and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders' alliances on both sides.

2. Contributions of France and other nations and individuals to the outcome of the Revolution.

3. Different roles women played during the Revolution.

4. Personal impact and economic hardship on families, problems of financing the war, wartime inflation, and laws against hoarding and profiteering.

5. State constitutions established after 1776 embodied the ideals of the American Revolution and helped serve as models for the US Constitution.

6. Significance of land policies developed under the Continental Congress.

7. Ideals of the Declaration of Independence changed the way people viewed slavery.

English Language Arts

ORAL LANGUAGE/READING/WRITING SKILLS READING

1.0 Word Analysis, Fluency, and Systematic Vocabulary

Students use their knowledge of word origins and word relationships, as well as historical and literacy context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Word Recognition

1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development

1.2 Use word origins to determine the meaning of unknown words.

1.3 Understand and explain frequently used synonyms, antonyms, and homographs.

1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words.

2.0 Reading Comprehension

2.1 Understand how text features make information accessible and usable.

2.2 Analyze text that is organized in sequential or chronological order.

2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.

2.4 Draw inference, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

2.5 Distinguish facts, supported inferences, and opinions in text.

3.0 Literary Response and Analysis

3.1 Identify and analyze the characteristics of poetry, drama, fiction, and non-fiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.

3.2 Identify the main problem or conflict of the plot and explain how it is resolved.

3.3 Contrast the actions, motives and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.

3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes in sample works.

3.5 Describe the function and effect of common literary devices.

3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.

3.7 Evaluate the author's use of various techniques to influence readers' perspectives.

WRITING

1.0 Writing Strategies

1.1 Create multiple-paragraph narrative compositions:

a. Establish and develop a situation or plot.

b. Describe setting.

c. Present an ending.

1.2 Create multiple-paragraph expository compositions:

a. Establish a topic, important ideas, or events in sequence or chronological order.

b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.

c. Offer a concluding paragraph that summarizes important ideas and details.

1.3 Use organizational features of printed text to locate relevant information.

1.6 Edit and revise manuscripts to improve the meaning and focus of writing by

adding, deleting, consolidating, clarifying, and rearranging words and sentences.

2.0 Writing Applications

2.1 Write narratives:

a. Establish a plot, point of view, setting, and conflict.

b. Show, rather than tell, the events of the story.

2.2 Write responses to literature:

a. Demonstrate an understanding of a literary work.

b. Support judgments through references to the text and to prior knowledge.

c. Develop interpretations that exhibit careful reading and understanding.

2.3 Write research reports about important ideas, issues, or events by using the following guidelines:

a. Frame questions that direct the investigation.

b. Establish a controlling idea or topic.

c. Develop the topic with simple facts, details, examples, and explanations.

2.4 Write persuasive letters or compositions:

a. State a clear position in support of a proposal.

b. Support a position with relevant evidence.

c. Follow a simple organizational pattern.

d. Address reader concerns.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.

1.2 Identify and correctly use verbs that are often misused, modifiers, and pronouns.

1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.

1.4 Use correct capitalization.

LISTENING AND SPEAKING

1.0 Listening and Speaking Strategies

1. Ask questions that seek information not already discussed.

2. Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.

3. Make inferences or draw conclusions based on an oral report.

4. Select a focus, organizational structure, and point of view for an oral presentation.

5. Clarify and support spoken ideas with evidence and examples.

1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

2.0 Speaking Applications

2.1 Deliver narrative presentations:

a. Establish a situation, plot, point of view, and setting with descriptive words and phrases.

b. Show, rather than tell, the listener what happens.

2.2 Deliver informative presentations about an important idea, issue, or event by the following means.

a. Frame questions to direct the investigation.

b. Establish a controlling idea or topic.

c. Develop the topic with simple facts, details, examples, and explanations.

V. ELD Standards (Grade 3-5)

Comprehension

Beginning Level:

Speak with few words/sentences

Answer simple questions with one/two word response

Retell familiar stories/participate in short conversations/using gestures

Early Intermediate Level:

Ask/answer questions using phrases/simple sentences

Restate/execute multi step oral directions

Intermediate Level:

Ask/answer questions using support elements

Identify key details from stories/information

Early Advanced Level:

Identify main points/support details from content areas

Advanced Level:

Identify main points/support details from stories & subject areas

Respond to & use idiomatic expressions appropriately

Comprehension, Organization & Delivery of Oral Communication

Beginning Level:

Uses common social greetings

Early Intermediate Level:

Identify main points of simple conversations/stories (read aloud)

Communicate basic needs

Recite rhymes/songs/simple stories

Intermediate Level:

Speak with standard English grammatical forms/sounds

Participate in social conversations by asking/answering questions

Retell stories/share school activities using vocabulary, descriptive words/paraphrasing

Early Advanced Level:

Retell stories including characters, setting, plot, summary, analysis

Use standard English grammatical forms/sounds/intonation/pitch

Initiate social conversations by asking & answering questions/restating & soliciting information

Appropriate speaking based on purpose, audience, subject matter

Ask/answer instructional questions

Use figurative language & idiomatic expressions

Advanced Level:

Question/restate/paraphrase in social conversations

Speak/write based on purpose, audience, & subject matter

Identify main idea, point of view, & fact/fiction in broadcast & print media

Use standard English grammatical forms/sounds/intonation/pitch

Reading – Word Analysis

Concepts about Print, Phonemic Awareness, Decoding & Word Recognition

Beginning Level:

Recognize familiar phonemes

Recognize sound/symbol relationships in own writing

Early Intermediate Level:

Read orally recognizing/producing phonemes not in primary language

Recognize morphemes in phrases/simple sentences

Intermediate Level:

Read aloud with correct pronunciation of most phonemes

Use common morphemes in oral & silent reading

Early Advanced Level:

Use knowledge of morphemes to derive meaning from literature/texts in content areas

Advanced Level:

Use roots & affixes to derive meaning

Reading – Fluency & Systematic Vocabulary Development

Vocabulary & Concept Development

Beginning Level:

Read aloud simple words in stories/games

Respond to social & academic interactions (simple questions/answers)

Demonstrate comprehension of simple vocabulary with action

Retell simple stories with drawings, words, phrases

Uses phrases/single word to communicate basic needs

Early Intermediate Level:

Use content vocabulary in discussions/reading

Read simple vocabulary, phrases & sentences independently

Use morphemes, phonics, syntax to decode & comprehend words

Recognize & correct grammar, usage, word choice in speaking or reading aloud

Read own narrative & expository text aloud with pacing, intonation, expression

Intermediate Level:

Create dictionary of frequently used words

Decode/comprehend meaning of unfamiliar words in texts

Recognize & correct grammar, usage, word choice in speaking or reading aloud

Read grade level narrative/expository text aloud with pacing, intonation, expression

Use content vocabulary in discussions/reading

Recognize common roots & affixes

Early Advanced Level:

Use morphemes, phonics, syntax to decode/comprehend words

Recognize multiple meaning words in content literature & texts

Use common roots & affixes

Use standard dictionary to find meanings

Recognize analogies & metaphors in content literature & texts

Use skills/knowledge to achieve independent reading

Use idioms in discussions & reading

Read complex narrative & expository texts aloud with pacing, intonation, expression

Advanced Level:

Apply common roots & affixes knowledge to vocabulary

Recognize multiple meaning words

Apply academic & social vocabulary to achieve independent read.

Use idioms, analogies & metaphors in discussion & reading

Use standard dictionary to find meanings

Read narrative & expository text aloud with pacing, intonation

Reading Comprehension

Beginning Level:

Answer fact questions using one/two word response

Connect simple test read aloud to personal experience

Understand & follow one-step directions

Sequence events from stories read aloud using key words/phrase

Identify main idea using key words/phrases

Identify text features: title/table of contents/chapter headings

Early Intermediate Level:

Use simple sentences to give details from simple stories

Connect text to personal experience

Follow simple two-step directions

Identify sequence of text using simple sentences

Read & identify main ideas to draw inferences

Identify text features: title, table of contents, chapter headings

Identify fact/opinion in grade level text read aloud to students

Intermediate Level:

Orally respond to comprehension questions about written text

Read text features: titles, table of contents, headings, diagrams, charts, glossaries, indexes

Identify main idea to make predictions & support details

Orally describe connections between text & personal experience

Follow multi-step directions for classroom activities

Identify examples of fact/opinion & cause/effect in literature/content texts

Early Advanced Level:

Give main idea with supporting detail from grade level text

Generate & respond to text-related comprehension questions

Describe relationships between text & personal experience

Identify function of text features: format/diagrams/charts/glossary

Draw conclusions & make inferences using text resources

Find examples of fact, opinion, inference, & cause/effect in text

Identify organizational patterns in text: sequence, chronology

Advanced Level:

Make inferences/generalizations, draw conclusions from grade level text resources

Describe main ideas with support detail from text

Identify patterns in text: compare/contrast, sequence/ cause/effect

Writing Strategies and Applications

Penmanship, Organization & Focus

Beginning Level:

Write alphabet

Label key parts of common object

Create simple sentences/phrases

Write brief narratives/stories using few standard grammatical forms

Early Intermediate Level:

Write narratives that include setting and character

Respond to literature using simple sentences, drawings, lists, chart

Write paragraphs of at least four sentences

Write words/simple sentences in content areas

Write friendly letter

Produce independent writing

Intermediate Level:

Narrate sequence of events

Produce independent writing

Use variety of genres in writing

Create paragraph developing central idea using grammatical form

Use complex vocabulary & sentences in all content areas

Write a letter with detailed sentences

Early Advanced Level:

Write detailed summary of story

Arrange compositions with organizational patterns

Independently write responses to literature

Use complex vocabulary & sentences in all content areas

Write a persuasive letter with relevant evidence

Produce writing with command of standard conventions

Advanced Level:

Write short narrative for all content areas

Write persuasive composition

Write narratives that describe setting, character, objects, events

Write multi-paragraph narrative & expository compositions

Independently use all steps of writing process

Writing Conventions

Beginning Level:

Begin own name and sentences with capital letter

Use period at end of sentence

Early Intermediate Level:

Begin proper nouns & sentences with capital letter

Use period at end of sentence/use some commas

Edit for basic conventions

Intermediate Level:

Produce independent writing

Use standard word order

Early Advanced Level:

Produce independent writing with correct capitals, punctuation, spelling

Use standard word order

Edit for basic conventions

Advanced Level:

Use complete sentences and correct order

Use correct parts of speech

Edit for punctuation, capitalization, spelling

Produce writing with command of standard conventions

Reading Literary Response and Analysis

Narrative Analysis of Grade-Level Appropriate Text

Beginning Level:

One/two-word oral responses to factual comprehension questions

Word/phrase oral response identifying characters and settings

Distinguish between fiction & non-fiction

Identify’ fairy tales, folk tale, myth, legend using lists, charts, tables

Early Intermediate Level:

Orally answer factual questions using simple sentences

Orally identify main events in plot

Recite simple poems

Orally describe setting of literature piece

Orally distinguish among poetry, drama, short story

Orally describe character of a selection

Intermediate Level:

Paraphrase response to text using expanded vocabulary

Apply knowledge of language to derive meaning from text

Early Advanced Level:

Describe figurative language (simile, metaphor, personification)

Distinguish literary connotations from culture to culture

Identify motives of characters

Describe themes stated directly

Identify speaker/narrator in text

Identify main problem of plot and how it is resolved

Recognize first & third person in literary text

Advanced Level:

Describe characteristics of poetry, drama, fiction & non-fiction

Evaluate author’s use of techniques to influence reader

Describe directly stated & implied themes

Compare & contrast motives of characters in work of fiction

VI. SCIENCE/MATH SKILLS

• Maps, charts, and graphs - location, latitude, and longitude

• Study Skills - note taking, highlighting key ideas, use of advance organizers

• Cause and effect

• Scientific process skills; observe, communicate, compare, categorize, infer, apply

VII. VOCABULARY

|Parliament |coerce |muskets |

|militia |debt |strategy |

|triangular trade |declaration |minutemen |

|resolution |enlist | |

|ammunition |hoard |liberty |

|Proclamation of 1763 |militia |intolerable |

|boycott |navigation |massacre |

|loyalists |patriot |natural rights |

|blockade |quarter troops |consequences |

|First Continental Congress |ratify |democracy |

|neutral |ratify |representation |

|repeal |representation |petition |

|Committee of Correspondence |traitor |inalienable rights |

| | | |

VII. RESOURCES and MATERIALS —Fiction

• Victory or Death! Stories of the American Revolution, Doreen Rappaport & Joan Verniero

• A Day in the Life of a Colonial Dressmaker, Amy French Merrill

RESOUCES AND MATERIALS—Non-fiction

• American Revolution, Dorling Kindersley

• The American Revolution, Steve Sheinkin

• A Day in the Life of A Colonial Soldier, J.L. Branse

• The Story of the Declaration of Independence, Norman Richards

• Reflections: United States History, Harcourt Brace, et al.

• A History of the US: From Colonies to Country, Joan Hakim

• The Boston Massacre, Allison Stark Draper

• What People Wore in Early America, Allison Stark Draper

• The Boston Tea Party, Allison Stark Draper

• The Colony of New York, Susan Whitehurst

INTERNET RESOURCES

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PLANNING PAGES

I. FOCUS/MOTIVATION

• Cognitive Content Dictionary

• Observation Charts

• Inquiry Chart

• Teacher-made Big Books

• Realia

• Picture File Cards

II. INPUT

• World Map – From Pre-Columbian settlements to the French and Indian War

- Native American varied customs and traditions (5.1)

- Trace the routes of early explorers (5.2)

- Describe cooperation and conflict that existed among the American Indians and settlers (5.3)

- Describe political, religious, social and economic institutions that evolved in the colonial era (5.4)

• Big Book

- Explain the causes of the American Revolution

• George Washington Pictorial – Describe the views, lives and impact of key individuals during this period (5.5.4)

• Narrative Input – Describe the views, lives and impact of key individuals during this period (5.5.4)

• Back to George Washington Pictorial for battles (5.6.2)

• Expert Groups- Key people who effected the Revolution (5.5)

• Big Book – Traces the Declaration of Independence (5.6)

III. GUIDED ORAL PRACTICE

• Expert Groups

- Team Tasks

• T-Graph

• Found Poem/Paul Revere’s Ride

• Poetry/Songs/Chants

• Sentence Patterning Chart (aka Farmer-in-the-Dell)

• 10/2

• Numbered Heads together

• Mind Maps

• Process Grid

• Flex Groups

IV. READING/WRITING

• Whole Group

- Co-op strip paragraph

- Poetry frame

- Found Poetry

• Small Group

- Team tasks

- Process grid

- Group frame for ELD – student-generated text

- DRTA

- Ear-to-ear reading

- Observation charts

- Read arounds

- Flexible grouping – leveled and heterogonous

- Team writing workshop

• Individual

- Individual tasks

- Interactive journals

- Home/school connections

- Learning logs

- Sketch and write

- Writer’s workshop

V. CLOSURE

• Student-generated test

• Cause/effect

• Portfolio

- expository

- persuasive letter

- found poem

- biography

• Process inquiry and all charts

• Personal exploration

•Class/team big books

SAMPLE DAILY LESSON PLAN

DAY 1:

FOCUS/MOTIVATION

• Standards - Historian Awards

• Cognitive Content Dictionary with Signal Word

• Observation Charts

• Inquiry Chart

• Big Book

INPUT

• World Map

-10/2

- Learning Log and ELD Review

• Timeline

-10/2

- Learning Log and ELD Review

GUIDED ORAL PRACTICE

• T- Graph – cooperation

• Picture Files

• Exploration Report

INPUT

• Input – George Washington (Continental Army & Militia)

-10/2

- Learning Log and ELD Review

• Poetry

READING/WRITING

• Interactive Journal

• Writer's Workshop

- mini lesson

- write

- Author's Chair

CLOSURE

• Process inquiry

• Home/School Connection

SAMPLE DAILY LESSON PLAN

DAY 2:

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Review input with word cards

• Chants – Highlight, sketch/add picture file cards

INPUT

•Narrative – Paul Revere

-10/2 and ELD Review

INPUT/GUIDED ORAL PRACTICE/READING/WRITING

• Expert Groups

• Team Tasks

READING/WRITING

• Journals

• Writer's Workshop

- mini lesson

- write

- Author's Chair

CLOSURE

•Process charts

•Home/School Connection

SAMPLE DAILY LESSON PLAN

DAY 3:

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home/School Connection

• Review inputs and highlight poetry and sketch.

• Revisit Narrative with word cards and conversation bubbles

INPUT/GUIDED ORAL PRACTICE/READING/WRITING

• Expert groups

- Team Tasks

• Found poem with Midnight of Paul Revere

GUIDED ORAL READING/READING WRITING

• Sentence Patterning Chart

– Reading Game

– Trading Game

– Flip Chant

• Whole class – Mind Map – Review of Pictorial

• Process Grid

• Coop Strip Paragraph

-respond, revise, edit

READING/WRITING

• Journals

• Writer's Workshop

- mini lesson

- write

- Author's Chair

CLOSURE

• Read Aloud

• Process charts

• Home/School Connection

SAMPLE DAILY LESSON PLAN

DAY 4:

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word – “Stumper Word”

• Review input charts

• Chants – highlight, sketch, add picture file cards

• Home/School Connection

READING/WRITING

• Flex group reading (leveled - ELD and "Clunkers and Links")

- Team Tasks

- Team oral evaluations

- Team share

• Story Map

• Poetry

• Listen and Sketch

• Journals

• Writer's Workshop

- mini lesson - 6 traits

- write

- Author's Chair

CLOSURE

• Read Aloud

• Process charts

• Home/School Connection

SAMPLE DAILY LESSON PLAN

DAY 5:

FOCUS/MOTIVATION

• Content Dictionary – “Stumper Word” (self-selected vocabulary)

• Read Aloud

• Chants

READING/WRITING

• Coop Strip reading for emergent/struggling readers

- Team Tasks

- Team written evaluations

- Team adds to walls

• Ear-to-Ear Reading

• Focused reading with Cognitive Content Dictionary

CLOSURE

• Process Inquiry and other charts

• Evaluate week

• Team Feud Game

Big Book

American Revolution

By Rachael Emery

(At top and bottom of each page)

Did you know the American Revolution was the result of the Colonists’ willingness to make great sacrifices to secure their independence from England?

I just thought you would like to know.

Page 1

In order to pay for the French and Indian War, the British Parliament passed the Stamp Act which placed a tax on paper documents in the colonies. Things like newspapers, legal documents, and even playing cards were taxed. Many colonists opposed the law because they believed they were being taxed without representation. Working as a group, many colonists tried to force Britain to take back the Stamp Act. The colonists decided to boycott goods that were taxed.

Page 2

Soon, Parliament proposed new taxes for the colonies. In 1767, Parliament passed the Townshend Acts, which taxed all imports, such as glass, tea, paint and paper, brought into the colonies. The colonists grew more rebellious, boycotting all of the taxed goods. Eventually, in 1770, Parliament repealed all of the taxes, except for the tax on tea.

Page 3

Parliament, concerned about the rebellious colonists, sent 9,000 British soldiers to the colonies.

Having British soldiers in their colonies angered many colonists. The colonists began calling the British soldiers “lobsters” or “redcoats” because of their bright red uniform jackets.

The anger between the colonists and the British soldiers grew and fights broke out more and more often.

Page 5

One of the worst fights took place in Boston on March 5, 1770, when a large crowd of angry colonists gathered near several British soldiers. As the crowd moved forward, the soldiers opened fire. Three colonists were killed on the spot and two others died later.

Among the dead was an African-American sailor from Massachusetts named Crispus Attucks. Many people consider Crispus Attucks to be the first person killed in the fight for the colonies’ freedom.

Page 6

In 1773, Parliament passed the Tea Act. The Tea Act gave Britain a monopoly, or complete control, over the sale of tea in the colonies. Britain believed the colonist would buy the cheaper tea and pay the taxes. Instead, many colonists decided to boycott the tea.

Ships carrying thousands of pounds of tea for the colonists docked in Boston Harbor. About 150 members of the Sons of Liberty dressed as Mohawk Indians. They boarded the ships and broke open 342 chests of tea and threw it all overboard. The angry protest became known as the Boston Tea Party.

Page 7

To punish colonists in Massachusetts for the Boston Tea Party, Parliament passed new laws known as the Coercive Acts that restricted colonists’ rights. The laws forced the colonists to obey. Many colonists said the new laws were “intolerable.” As a result, the laws also became known as the Intolerable Acts.

The acts were intended to punish the colonists, but instead they helped unite the colonists against Britain.

Page 8

In the colonies, many people feared that Britain might take stronger action to enforce its rule. In September 1774, representatives of the colonies met in Philadelphia to discuss how to respond to Britain. This formal meeting of representatives was called the First Continental Congress. The delegates petitioned the King, agreed to stop trade with Britain, and asked the colonies to form militias.

Page 9

The militia units were called the Minutemen because they were said to be ready to fight at a minute’s notice. In April 1775, General Gage from Britain, heard that two leaders from the Sons of Liberty were meeting in Lexington, and that the Minutemen were storing weapons in Concord. He ordered 700 British soldiers to march to Lexington and Concord. Paul Revere found out about the plan and warned the Minutemen. The Minutemen were ready and waiting.

Page 10

No one knows who fired the first shot, but the fighting marked the first step in creating the United States of America, and it was the beginning of a long, bitter war called the American Revolution.

Big Book

Declaration of Independence

By Rachael Emery

Page 1

The important thing about the Declaration of Independence is that it is our nation’s most cherished symbol of liberty.

Page 2

The Declaration of Independence was drafted by Thomas Jefferson between June 11 and June 28, 1776.

With the Declaration, Jefferson expressed the convictions in the minds and hearts of the American people. It contained the ideals of individual liberty.

Page 3

Part 1

Men have certain rights that can not be taken away from them.

1. That all men are created equal.

2. That all men are born with rights that no one can take away from them.

3. That some of these rights are life, liberty, and the right to be happy. (Pursuit of happiness.)

4. That the purpose of a government is to preserve these rights for all men.

5. That the government is the servant of the people and gets its powers with the permission of the people it governs.

6. That if a government fails to protect people’s rights, men have the right and the duty to change government.

7. That men have the right to form new governments that will protect their rights and provide safety and happiness.

Page 4

Part 2

- Tells how the king refused to grant these rights to Americans.

- It contains a long list of examples of tyranny by the king.

- It tells the world why the colonies broke away from his rule and became the United States of America.

This document was presented to the members of the Congress.

They debated about it for almost three days.

It was approved on July 4, 1776.

Page 5

• When the Declaration was read aloud from the yard of Independence Hall, on July 8, the crowd of people went wild.

• High in the tower of Independence Hall the great iron bell tolled so the whole city could hear.

• The bell came to be known as Liberty Bell.

• Several more years of war took place before the Americans finally defeated the British troops and the British decided to quit the war.

• General George Washington led the American armies and was the victor when the British surrendered.

• The grateful American people elected Washington as their first President, and he is known today as the Father of His Country.

Page 6

But the most important thing about the Declaration of Independence is that is asserts the fundamental American ideal of government, based on the theory of natural rights.

World Map Script

1. Input Continents and Oceans.

2. Native Americans lived on the continent of North America before it was settled by any Europeans.

3. Before the 1400’s Europeans believed the only way to reach Asia for trade was to sail east.

4. Christopher Columbus believed it was possible to get to Asia by sailing west, but he could not prove it.

5. Christopher Columbus convinced Spain’s Monarchs King Ferdinand and Queen Isabella to fund his voyage.

6. Columbus landed somewhere in the West Indies.

- He believed he was in Asia

- He claimed the land for Spain

7. When England heard of Columbus’s success for Spain, King Henry VII sent John Cabot on an expedition to claim land and riches for England.

8. Amerigo Vespucci of Italy did not believe the land was Asia and came to realize that the world was bigger the previously believed.

9. In 1507, a German mapmaker published a world map that included the new continent and named it America

10. By 1500s, several European nations had sent explorers to claim land in America.

11. Spain realized that it needed to protect its claims in America and established colonies.

12. England saw Spain becoming wealthy from its claims and colonies and wanted to do the same.

13. John Smith left Jamestown and headed north, many colonists followed him looking for religious freedom.

14. While Spain and England were busy building colonies in North America, France was claiming more land in what are today Canada and the Northeastern United States.

15. New England, Middle and Southern Colonies, had settlements.

16. Trade Routes (Triangular Trade) was established with the colonies, England, and Africa.

17. By the mid-1700s, Spain, France, and Britain were trying to keep control of their lands in North America.

18. The French built forts and sent soldiers to the Ohio Valley to drive out the British. – The British saw this as an act of war.

19. The French lost nearly all their land in North America.

20. To ease tension with the Indians, The Proclamation of 1763 by Britain said that all lands west of the Appalachian belonged to the Indians.

21. Britain also imposed what would be the first of many taxes for the colonists’ to help pay for the cost of defending the colonies.

Timeline of the Revolution

|1763 |Treaty signed between England and France ending the French and Indian War. |

|1765 |Parliament passed The Stamp Act as a means to pay for British expenses during the War. |

| |Colonists violently protest the measure. |

|1766 |March 18 |

| |-Stamp Act repealed, but on the same day parliament passes the Declaratory Act asserting its right to make laws |

| |binding on the colonies. |

|1768 |October: |

| |British troops arrive in Boston to enforce laws. |

|1770 |March: |

| |-Four workers shot by British troops stationed in Boston - becomes known as “The Boston Massacre.” |

|1773 |December: |

| |-Massachusetts patriots dress as Mohawk Indians protest the British Tea Act by dumping crates of tea into Boston |

| |Harbor – becomes known as “The Boston Tea Party” |

|1174 |January |

| |-First Continental Congress convenes in Philadelphia. |

|1775 |January |

| |-Thomas Paine’s Common Sense is published, becomes an instant best seller and pushes the colonies closer to |

| |independence. |

| |April: |

| |-Shots fired at Lexington and Concord – becomes known as “The Shot Heard Around the World” |

| |-“Minute Men” force British troops back to Boston. |

| |-George Washington takes command of the Continental Army. |

| |July 4 |

| |-Thomas Jefferson’s Declaration of Independence is ratified by the Congress |

| |July |

| |-A huge British force arrives in New York Harbor determine to stop the rebellion. |

|1776 |August |

| |-Continental Army loses at Long Island, New York. |

| |December 26 |

| |-George Washington crosses the Delaware River and captures a Hessian force at Trenton, New Jersey. Renews hope for |

| |the patriots. |

| |December |

| |-In desperate need of financing and arms, Congress sends Benjamin Franklin to France to urge the French to ally with|

| |America. |

|1777 |July |

| |-America had a devastating loss at Fort Ticonderoga |

| |-The Marquis de Lafayette arrives in America |

| |September |

| |-Washington defeated at Brandywine |

| |October |

| |-Philadelphia is lost to the British |

|1778 |February |

| |-France signs a treaty of alliance with America. |

|1780 |Americans ‘lose’ a series of engagements in the south, but a heavy toll is still experienced on the British Army. |

|1781 |October |

| |-Working together the American and French troops trap Lord Cornwallis at Yorktown, Virginia. He surrenders his |

| |British army. |

|1783 |September |

| |-A peace treaty is signed between Great Britain and the United States |

| |December |

| |-George Washington gives up the command of the Continental Army and returns to a private life. |

Narrative Input

Three men rode on horseback on an April night in 1775:

Paul Revere, William Dawes, and Dr. Samuel Prescott.

Each carried the same message: “The redcoats are coming!”

You may have heard of Paul Revere, because a poet,

Henry Wadsworth Longfellow, wrote a famous poem

about his ride. Listen carefully because you can almost

hear Longfellow’s words galloping like a horse’s hooves:

Listen, my children, and you shall hear

Of the midnight ride of Paul Revere,

On the eighteenth of April, in Seventy-five;

Hardly a man is now alive,

Who remembers that famous day and year.

The Patriots were worried. It looked as if war

with Britain couldn’t be avoided. The Patriots

were the colonists who wanted independence.

They wanted to be free of British rule. The

other colonists, the ones who wanted to stay

British subjects, were called Loyalists. Some

Patriots, like Samuel Adams, expected war. But

most Patriots still hoped to find peaceful ways to

settle their differences with England.

It was scary to think of war. England was a great

power. The colonies were scattered and had little

military experience. Still, it made sense to be

prepared for the worst. So, New Englanders began

to stockpile, or save, cannonballs and gunpowder.

They piled them up in Concord, a small town about

20 miles of northwest of Boston.

When the British soldiers heard about the stockpiling,

they decided to go after the piles of ammunition. Paul

Revere and his Boston friends learned of the British

plans. They found out that the redcoats were going to

march on Concord the next morning. Besides the

gunpowder, Revere was worried about his friends Sam

Adams and John Hancock. They were hiding in

Lexington, a city right next door to Concord. The

British were searching for those two troublemakers

because they wanted to hang them as traitors.

Someone had to get a warning to those towns – and fast!

It would help to know which way the redcoats would march.

Would they go by the long land route over the Boston neck?

Or would they take the shorter route - by boat across the

water to Charlestown and then on foot from there?

Billy Dawes didn’t wait to find out. He snuck by the British

guard on duty at the neck. As soon as he was out of sight

of the guard, Dawes jumped on a horse and went at a gallop.

He knew the redcoats would start out soon, and he shouted

that message as he rode through town. That same dark night,

Paul Revere sent someone to spy on the British. “Find out

which way the redcoats will march,” the spy was told. “Then

climb into the high bell tower of the North Church and send a

signal. Light one lantern if they go by land. Hang two

lanterns if they go by sea.”

Paul Revere got in a boat and quietly rowed out into the

Charles River. A horse was ready for him on the Charlestown

shore. He waited - silently. (Revere was a known Patriot and

would have been arrested if the British had found him outdoors at

night.)

And lo! As he looks, on the belfry’s height

A glimmer, and then a gleam of light!

He springs to the saddle, the bridle he turns,

But lingers and gazes, till full of his sight

A second lamp in the belfry burns!

Now he knew! The redcoats would take the water route

across the Charles River, just as Paul Revere was doing.

What happened next? Well, both Billy Dawes and Paul

Revere rode hard, through the night warning everyone in

the countryside that the British were coming. They met

at Lexington in time to tell Sam Adams and John Hancock

to escape. But before they could go on to Concord, they

were stopped by British patrol. The redcoats took their

horses.

Luckily, by this time, a third man, Dr. Samuel

Prescott, was riding with Dawes and Revere. The doctor

managed to escape from the British, ride home to

Concord, and warn everyone there.

The American farmers were ready and they grabbed their

guns. They were called the “Minutemen” because they could

fight on a minute’s notice. Capt. John Parker was the

leader of the minutemen, and what he said on that day is now

carved in stone near the spot where he stood. “Stand your

ground. Don’t fire unless fired upon. But if they mean to

have a war, let it begin here!”

And it did begin right there at Lexington. Each side said the

other fired the first shot. No one knows who really did, but a poet

named Ralph Waldo Emerson called it “the shot heard round the

world.” When the smoke cleared, eight American farmers lay dead.

It was April 19, 1775. The Revolution had begun.

Paul Revere's Ride

Henry Wadsworth Longfellow

|Listen my children and you shall hear |

|Of the midnight ride of Paul Revere, |

|On the eighteenth of April, in Seventy-five; |

|Hardly a man is now alive |

|Who remembers that famous day and year. |

|He said to his friend, "If the British march |

|By land or sea from the town to-night, |

|Hang a lantern aloft in the belfry arch |

|Of the North Church tower as a signal light,-- |

|One if by land, and two if by sea; |

|And I on the opposite shore will be, |

|Ready to ride and spread the alarm |

|Through every Middlesex village and farm, |

|For the country folk to be up and to arm." |

|Then he said "Good-night!" and with muffled oar |

|Silently rowed to the Charlestown shore, |

|Just as the moon rose over the bay, |

|Where swinging wide at her moorings lay |

|The Somerset, British man-of-war; |

|A phantom ship, with each mast and spar |

|Across the moon like a prison bar, |

|And a huge black hulk, that was magnified |

|By its own reflection in the tide. |

|Meanwhile, his friend through alley and street |

|Wanders and watches, with eager ears, |

|Till in the silence around him he hears |

|The muster of men at the barrack door, |

|The sound of arms, and the tramp of feet, |

|And the measured tread of the grenadiers, |

|Marching down to their boats on the shore. |

|Then he climbed the tower of the Old North Church, |

|By the wooden stairs, with stealthy tread, |

|To the belfry chamber overhead, |

|And startled the pigeons from their perch |

|On the sombre rafters, that round him made |

|Masses and moving shapes of shade,-- |

|By the trembling ladder, steep and tall, |

|To the highest window in the wall, |

|Where he paused to listen and look down |

|A moment on the roofs of the town |

|And the moonlight flowing over all. |

|Beneath, in the churchyard, lay the dead, |

|In their night encampment on the hill, |

|Wrapped in silence so deep and still |

|That he could hear, like a sentinel's tread, |

|The watchful night-wind, as it went |

|Creeping along from tent to tent, |

|And seeming to whisper, "All is well!" |

|A moment only he feels the spell |

|Of the place and the hour, and the secret dread |

|Of the lonely belfry and the dead; |

|For suddenly all his thoughts are bent |

|On a shadowy something far away, |

|Where the river widens to meet the bay,-- |

|A line of black that bends and floats |

|On the rising tide like a bridge of boats. |

|Meanwhile, impatient to mount and ride, |

|Booted and spurred, with a heavy stride |

|On the opposite shore walked Paul Revere. |

|Now he patted his horse's side, |

|Now he gazed at the landscape far and near, |

|Then, impetuous, stamped the earth, |

|And turned and tightened his saddle girth; |

|But mostly he watched with eager search |

|The belfry tower of the Old North Church, |

|As it rose above the graves on the hill, |

|Lonely and spectral and sombre and still. |

|And lo! as he looks, on the belfry's height |

|A glimmer, and then a gleam of light! |

|He springs to the saddle, the bridle he turns, |

|But lingers and gazes, till full on his sight |

|A second lamp in the belfry burns. |

|A hurry of hoofs in a village street, |

|A shape in the moonlight, a bulk in the dark, |

|And beneath, from the pebbles, in passing, a spark |

|Struck out by a steed flying fearless and fleet; |

|That was all! And yet, through the gloom and the light, |

|The fate of a nation was riding that night; |

|And the spark struck out by that steed, in his flight, |

|Kindled the land into flame with its heat. |

|He has left the village and mounted the steep, |

|And beneath him, tranquil and broad and deep, |

|Is the Mystic, meeting the ocean tides; |

|And under the alders that skirt its edge, |

|Now soft on the sand, now loud on the ledge, |

|Is heard the tramp of his steed as he rides. |

|It was twelve by the village clock |

|When he crossed the bridge into Medford town. |

|He heard the crowing of the cock, |

|And the barking of the farmer's dog, |

|And felt the damp of the river fog, |

|That rises after the sun goes down. |

|It was one by the village clock, |

|When he galloped into Lexington. |

|He saw the gilded weathercock |

|Swim in the moonlight as he passed, |

|And the meeting-house windows, black and bare, |

|Gaze at him with a spectral glare, |

|As if they already stood aghast |

|At the bloody work they would look upon. |

|It was two by the village clock, |

|When he came to the bridge in Concord town. |

|He heard the bleating of the flock, |

|And the twitter of birds among the trees, |

|And felt the breath of the morning breeze |

|Blowing over the meadow brown. |

|And one was safe and asleep in his bed |

|Who at the bridge would be first to fall, |

|Who that day would be lying dead, |

|Pierced by a British musket ball. |

|You know the rest. In the books you have read |

|How the British Regulars fired and fled,--- |

|How the farmers gave them ball for ball, |

|>From behind each fence and farmyard wall, |

|Chasing the redcoats down the lane, |

|Then crossing the fields to emerge again |

|Under the trees at the turn of the road, |

|And only pausing to fire and load. |

|So through the night rode Paul Revere; |

|And so through the night went his cry of alarm |

|To every Middlesex village and farm,--- |

|A cry of defiance, and not of fear, |

|A voice in the darkness, a knock at the door, |

|And a word that shall echo for evermore! |

|For, borne on the night-wind of the Past, |

|Through all our history, to the last, |

|In the hour of darkness and peril and need, |

|The people will waken and listen to hear |

|The hurrying hoof-beats of that steed, |

|And the midnight message of Paul Revere. |

Poetry Booklet

Name: ________________

The Colonist Bugaloo

We are the Colonists and we’re here to say,

Old King George is in our way!

He taxes our products, even our tea,

Freedom is the goal for you and me!

Declaring independence from Britian’s rule,

Doing the colonist bugaloo!

No one represents us and that’s not fair,

England and the King take more than their share.

Britain won’t listen so we’ll have to fight,

Freedom and independence are a natural right.

Fighting for freedom, independence too,

Doing the colonist bugaloo!

At Lexington and Concord we made our stand,

And fired the shot heard across the land.

Revere and Dawes gave out a shout,

“The British are coming! Get your muskets out!”

The Redcoats were shooting; the patriots shot too,

Doing the colonist bugaloo!

Known as the Minutemen, they were fast to fight,

Convinced of their cause, they knew they were right.

Fighting at Concord, forcing the British back,

The Americans prepare for Boston and the next attack.

On to Bunker Hill, with George Washington too,

Doing the colonist bugaloo!

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Historian Bugaloo

I’m a historian and I’m here to say,

Studying the Revolution is the American Way!

Learning about the battles and what started the fight,

We discover our heritage and learn our rights.

Meeting the generals and the common folk too,

Doing the historian bugaloo!

America used to be a colony,

Thirteen states longing to be free!

King George in England wouldn’t let go

So the battle lines formed and we were foes.

Loyalists fought for England, Germany too,

Doing the historian bugaloo!

The Patriots fought on the Colonist’s side,

The Minutemen’s bravery stirred their pride.

Lexington, Concord, the battles raged,

Support from the French finally set the stage.

Surrender at Yorktown, and a treaty too,

Doing the historian bugaloo!

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I’m a Colonist

(To the tune I am a Nut)

I’m a colonist; I’ve made a stand,

I’ll fight for freedom for America’s land.

I left my farm and family too,

The Continental Army will find me true!

I’m a soldier! Yes, sir!

I’m a soldier! Yes, sir!

We marched long and hard to Valley Forge,

Waiting for orders to fire or charge.

The camp was rough, with mud and ice.

Dirty and hungry and covered with lice.

I won’t quit! No sir!

I won’t quit! No sir!

Washington inspired us, and von Stueben too,

Spring is here; the sun is shining through.

General Howe took off, now Clinton we’ll fight,

’78 isn’t easy, but we know we’re right.

Fight for freedom! Yes, sir!

Fight for freedom! Yes, sir!

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Marching Home

To the tune of “When Johnny Comes Marching Home”

When Minutemen come marching home again; Hurrah! Hurrah!

When Minutemen come marching home again; Hurrah! Hurrah!

The drums will beat and the men will shout,

And the women, they will all turn out,

And the Colonies are free from British rule!

Cornwallis surrendered the Union Jack; Hurrah! Hurrah!

We won at Yorktown, no turning back; Hurrah! Hurrah!

Surrender took place on October nineteenth,

1781’s a year that can’t be beat!

And Washington led the way to victory!

The British soldiers threw down their guns; Hurrah! Hurrah!

They marched away and the fighting was done; Hurrah! Hurrah!

Congress informed and the news spread quick

Old King George couldn’t believe they were licked,

But in Paris, France he signed the treaty of peace!

When Minutemen come marching home again; Hurrah! Hurrah!

When Minutemen come marching home again; Hurrah! Hurrah!

The drums will beat and the men will shout,

And the women, they will all turn out,

And the Colonies are free from British rule!

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Patriots

Patriots here, patriots there

Patriots, patriots, everywhere.

Brave patriots fighting.

United patriots marching.

Determined patriots resisting,

And embattled patriots dying.

Patriots at their printing press,

Patriots on the battlefields,

Patriots at Valley Forge,

And patriots throughout the colonies.

Patriots here, patriots there

Patriots, patriots, everywhere.

Patriots! Patriots! Patriots!

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Victory Cadence

Yorktown was the final battle,

Guns were fired and sabers rattled,

King George thought he could hold the South,

But Washington knew it could be a rout.

Sound off----Washington

Sound off----George

Sound off----1 2 3 4 Victory!

Britain’s strategy worked at first,

But Horatio Gates drove ‘em back and worse,

The Swamp Fox known as Frances Marion

Used guerilla tactics to further bury them.

Sound off----strategy

Sound off----tactics

Sound off----1 2 3 4 Victory!

Nathan Greene took command of our army.

They were hungry and dirty and cold and swarmy.

Sometimes they had to eat frogs for dinner.

Bravely they fought to be the winner.

Sound off----Continental

Sound off----Army

Sound off----1 2 3 4 Victory!

Cornwallis was tired; the British trapped,

The French were in harbor, just as mapped.

Washington had surrounded his enemy,

He guaranteed freedom for you and for me.

Sound off----Surrender

Sound off----Yorktown

Sound off----1 2 3 4 Victory!

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Yes, Ma’am!

Is this the Stamp Act? Yes, ma’am!

Is this the Stamp Act? Yes, ma’am!

How do you know? Taxes on papers!

How do you know? Taxes on documents!

Can you tell me more? Parliment passed it.

Can you tell me more? And the colonies pay it.

Is this a Tea Party? Yes, ma’am!

Is this a Tea Party? Yes, ma’am!

How do you know? Sam Adams in Boston, in disguise.

How do you know? Tea chests in the harbor, oh my!

Can you tell me more? We won’t pay the tax!

Can you tell me more? King George is unfair!

Are you Sam Adams? Yes, ma’am!

Are you Sam Adams? Yes, ma’am!

How do you know? I opposed the taxes!

How do you know? I opposed the taxes!

Can you tell me more? I called for independence!

Can you tell me more? I called for independence!

Are you a Minuteman? Yes, ma’am!

Are you a Minuteman? Yes, ma’am!

How do you know? We’re part of the militia.

How do you know? We’re part of the militia.

Can you tell me more? We’re ready to fight in a minute!

Can you tell me more? We’re ready to fight in a minute!

Are you a Loyalist? Yes, ma’am!

Are you a Loyalist? Yes, ma’am!

How do you know? I support King George.

How do you know? I support King George.

Can you tell me more? I’ll fight for the English!

Can you tell me more? I’ll fight for the English!

Are you a Son of Liberty? Yes, ma’am!

Are you a Son of Liberty? Yes, ma’am!

How do you know? I protest against the King!

How do you know? I protest against the King!

Can you tell me more? I fight to stop the tax collectors!

Can you tell me more? I fight to stop the tax collectors!

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Date: ____________________

American Revolution

Home/School Connection #1

Tell your parents two things you learned about George Washington. Tell them why he was a key figure in the American Revolution. Have your parent tell you about another key figure they remember from history. It can be someone from another country. Sketch and write what they tell you.

Cuéntales a tus padres dos cosas que aprendiste sobre George Washington. Cuéntales por qué él era una figura clave en la Revolución Americana. Pídele a tus padres que te cuenten sobre otra figura clave que ellos recuerdan en la historia. Puede ser alguien de otro país. Puedes dibujar y escribir lo que ellos te dicen.

Parent: __________________________ Student: ___________________________

Date: ____________________

American Revolution

Home/School Connection #2

Retell the story of The Shot Heard Around the World. Did they know about Paul Revere? Sketch and write what your parent’s think of this story.

Cuéntales a tus padres sobre el cuento del Tiro Escuchado Alrededor del Mundo. ¿Sabían ellos sobre Paúl Reveré? Dibuja y escribe lo que tus padres piensan de este cuento.

Parent: __________________________ Student: ___________________________

Date: ____________________

American Revolution

Home/School Connection #3

Tell your parents how the American Revolution led to the Independence of the 13 Colonies from British rule. Ask them if they know about any other revolutions that have occurred and what results came of them. Sketch and write what they tell you.

Cuéntales a tus padres como la Revolución Americana resulto en la independencia de las 13 Colonias de la regla Británica. Pregúnteles si ellos conocen sobre otras revoluciones que han ocurrido y que resultados tuvieron. Puedes dibujar y escribir lo que ellos te dicen.

Parent: __________________________ Student: ___________________________

Date: ____________________

American Revolution

Home/School Connection #4

Explain “taxation without representation” to your parents. Ask them if they have ever felt that they were being taxed unfairly. Sketch and write what they tell you.

Explícale a tus padres lo que es "impuestos sin representación." Pregúntales si ellos han sentido alguna vez ellos se han sentido que fueron cobrados impuestos injustamente. Puedes dibujar y escribir lo que ellos te dicen.

Parent: __________________________ Student: ___________________________

Expert Group

The Story of Molly Pitcher

An Artillery wife, Mary Hays McCauly (better known as Molly Pitcher) shared the rigors of Valley Forge with her husband, William Hays. Her actions during the battle of Monmouth on June 28, 1778 became legendary. That day at Monmouth was as hot as Valley Forge was cold. Someone had to cool the hot guns and bathe parched throats with water.

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Across that bullet-swept ground, a striped skirt fluttered. Mary Hays McCauly was earning her nickname "Molly Pitcher" by bringing pitcher after pitcher of cool spring water to the exhausted and thirsty men. She also tended to the wounded and once, heaving a crippled Continental soldier up on her strong young back, carried him out of reach of hard-charging Britishers.

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On her next trip with water, she found her artilleryman husband back with the guns again, replacing a casualty. While she watched, Hays fell wounded. The cannon, its crew too depleted to serve it, was about to be withdrawn. Without hesitation, Molly stepped forward and took the rammer staff from her fallen husband’s hands.

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For the second time on an American battlefield, a woman bravely manned a gun. (The first was Margaret Corbin during the defense of Fort Washington in 1776.) For her heroic role, General Washington himself issued her a warrant as a noncommissioned officer. Thereafter, she was widely hailed as "Sergeant Molly." A flagstaff and cannon stand at her gravesite at Carlisle, Pennsylvania. A sculpture on the battle monument commemorates her courageous deed.

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Expert Groups

Mercy Otis Warren

Mercy Otis Warren was born in 1728 in Massachusetts. Mercy became a writer, and she wrote plays and poems that supported independence. Her ideas and writings convinced many people in Massachusetts to become Patriots. Of all the people writing to support the patriotic cause, Mercy Otis Warren was the only woman who published plays, books, and poetry.

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In 1743, Mercy attended the Harvard Graduation and met James Warren. In November 1754, she married him and went to live in the Warren family farm at Eel River, Plymouth, Massachusetts.

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When the colonies increasingly rebelled against English rule, Mercy Otis Warren became perhaps the most important of Revolutionary War women. Like the men of her family, she was among those ready to throw out the colonial governor. In 1772 -- four years before the Declaration of Independence, she published The Adulateur, a play that made fun of the governor. Her second play was The Defeat (1773), and she published her third in 1775, just as the rebellion began to be violent. All her plays urged people to take risks to achieve American independence.

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The Revolution was scarcely begun before Warren began recording the history of it. Her work not only provided an insider's view of the Revolution, but also paved the way for women authors. Until that time, the few who existed in American did not set out to publish, but instead wrote primarily for themselves (as in the case of Anne Bradstreet and Phyllis Wheatley).     

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Mercy Otis Warren believed that Britain's laws and taxes were unfair and that families in the colonies couldn't pay for expensive British goods. She said that Britain was too far away to understand the colonists' rights and needs. For this reason alone, the colonists would be better off alone with their own independence and freedom.

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Expert Group

Samuel Adams, Son of Liberty

Samuel Adams was born in Boston to prosperous parents, and he developed his ideas about freedom while studying at Harvard College in the 1740s. After completing his studies, Samuel returned to Boston, Massachusetts to work for his father. He began to question the fairness of the laws imposed by the governor, who was appointed by the British government.

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Samuel believed the colonists had a right to elect their own government officials and he began to convince others about their rights for fairness, justice and representation. He wrote newspaper articles and essays and promoted his ideas at taverns and meetings. Samuel and the members of the Country Party opposed these laws. Samuel organized a group called the "Sons of Liberty."

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Conflicts with colonists and Britain grew worse in the 1760s and 1770s when the British Parliament imposed new taxes on the colonists, and these taxes nearly caused Samuel’s father’s financial ruin. The Sons of Liberty resisted the tea tax by secretly dumping tea into Boston harbor in the famous "Tea Party." He kept working for the cause during this time even though four of his six children died, followed by his wife, Elizabeth, leaving Samuel to raise two children alone.

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Samuel proposed a meeting with representatives of all the colonies to discuss their problems. It took a long time to reach agreement. The Continental Congress first met in Philadelphia in 1774. Just as he had in Boston, Samuel promoted his ideas for independence with the other delegates. Two years later, the Continental Congress met again in Philadelphia. They adopted the Declaration of Independence on July 4, 1776, and Samuel signed it.

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He spent the rest of his life as a voice for reform, and he died in Boston in 1803. Bells all over America tolled and flags flew at half-mast. Samuel's strong belief in independence and his ability to persuade support for the cause of freedom earned him the name "the Father of the American Revolution."

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Expert Group

Phillis Wheatly, American Poet

Phillis Wheatley was born in Africa (probably Senegal) about 1753 or 1754. When she was about eight years old, she was kidnapped and brought to Boston. There, in 1761, John Wheatley bought her for his wife, Susanna, as a personal servant. The Wheatley family taught Phillis English and Christianity, and, impressed by her quick learning, they also taught her some Latin, ancient history, mythology and classical literature.

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The Wheatleys gave Phillis time to study and write. In 1767, the Newport Mercury published Phillis Wheatley's first poem, a tale of two men who nearly drowned at sea, and of their steady faith in God. She published more poems each year 1771-1773, and a collection of her poems was published in London in 1773.

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The American Revolution interrupted Phillis Wheatley's career, and her life. The people of Boston -- and of America and England -- bought books on other topics rather than the volume of Phillis Wheatley poems. It also caused other disruptions in her life. First, her master moved the household to Providence, Rhode Island, then back to Boston.

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Phillis was eventually freed and married a man named John. The Revolutionary War continued, and John and Phillis moved briefly to Wilmington, Massachusetts. Having children, trying to support the family, losing two children to death, and dealing with the war's effects and a shaky marriage, Phillis Wheatley was able to publish only a few poems during this period.

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In 1776, Phillis Wheatley wrote a poem to George Washington, congratulating him for his appointment as commander of the Continental Army. That was while her master and mistress were still alive, and while she was still quite the sensation. But after her marriage, she addressed several other poems to George Washington. She sent them to him, but he never responded again.

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Eventually John deserted Phillis, and to support herself and surviving child she had to work as a scullery maid in a boardinghouse. In poverty and among strangers, on December 5, 1784, she died, and her third child died hours after she did. Her last known poem was written for George Washington.

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Mind Map

Process Grid

| |Position in Colonial |Contributions |Sacrifices |Obstacles |Interesting Facts |

| |America | | | | |

|George Washington |Plantation owner in |Created and organized |Spent 8 years away |His mother was loyal |False teeth made of |

| |Virginia |the U.S. Continental |from home in service |to King George |hippo ivory |

| |Highly respected |Army |to his country |Defeated at the |Nicknamed “Father of |

| |gentleman from the |Commander and Chief of|Refrained from taking|battle of Brandywine |Our Country” |

| |South |the Continental Army |more power than was |Some people wanted |Married to Martha |

| |Distinguished General|Surprised the British |due to him |him removed from |Custis and adopted |

| |and commander and |at Saratoga and |Did not want to be |commander |her children, later |

| |chief of the colonial|Georgetown |seen as a tyrant like|Many men of the |two grandchildren |

| |armies |Victory at Yorktown |King George |Continental Army |When to school until |

| | |Took a leading part in|Endured brutal |defected |the age of 16, then |

| | |the creation of the |winters with his |Betrayed by John |studied on his own |

| | |Constitution |soldiers |Andre and Benedict |6’4” |

| | |Unanimously elected to| |Arnold |Instituted the Purple|

| | |be the first President| | |Heart as a way to |

| | |of the United States | | |recognize bravery |

| | |He continued to lead | | |Born in 1732 |

| | |men into battle with | | |Horse named Nelson |

| | |minimal manpower and | | | |

| | |resources | | | |

|Mercy Otis Warren |Married to James |Her ideas and writing |As a women, she was |She was a considered |Born in 1728 |

| |Warren and lived on a|convinced many people |not entitled to a |a rebel because of |“Taxation without |

| |farm Massachusetts |to become patriots |formal education |her strong political |Representation is |

| |Only woman who |She published The |She believed taxes |beliefs |tyranny” the |

| |published plays, |Adulatueur, a play |were unfair and |Never saw any place |principle slogan for |

| |books, and poetry to |that made fun of the |colonist couldn’t |beyond Eastern |the American |

| |support the patriotic|governor |afford to pay for |Massachusetts which |Revolutionary War was|

| |cause |Her work provided an |expensive British |narrowed her focus |credit to her brother|

| | |insiders view of the |goods. | |James Otis |

| | |Revolution | | |Even as a child she |

| | |She paved the way for | | |engaged in |

| | |women authors | | |conversations with |

| | | | | |her father and |

| | | | | |brothers about |

| | | | | |politics |

| | | | | |Known as the |

| | | | | |conscience of the |

| | | | | |American Revolution |

| | | | | |America’s first woman|

| | | | | |playwright |

| | | | | |Mother was a decedent|

| | | | | |from the Mayflower |

| | | | | |Her circle of friends|

| | | | | |included Abigail |

| | | | | |Adams and Martha |

| | | | | |Washington |

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|Molly Pitcher |Artillery wife (wife |Brought pitchers of |Husband wounded in |Women were not |George Washington |

| |of a soldier) |water to the troops on|the war |allowed to fight in |gave her a medal |

| | |the battlefield |She had to fight in |the army |She’s nicknamed |

| | |Tended to wounded |his place |No believed women had|“Sergeant Molly” |

| | |soldiers | |a place on the |A flagstaff and a |

| | |Carried a crippled | |battlefield |cannon stand at her |

| | |soldier off the | | |gravesite |

| | |battlefield | | | |

|Phillis Wheatly |Brought over from |She appeared before |She lost her children|Her intelligence was |She was kidnapped |

| |Africa and purchased |George Washington in |to death |questioned and she |from Africa and |

| |by John Wheatly to be|March, 1776 for her |The war interrupted |had to defend her |became a slave at age|

| |a personal servant |poetry and was a |her writing career |literary ability in |8 |

| |for his wife Susanna |strong supporter of |To support herself |court |Her first poem was |

| |Well-known poet |independence |she worked as a |A book of poems had |published when she |

| | |She wrote a poem to |scullery maid |to be published in |was 12 years old |

| | |King George to get him| |London because |She was very well |

| | |to repeal the Stamp | |publishers in Boston |educated for a black |

| | |Act | |refused to publish. |woman |

| | |She was honored for | | | |

| | |her poetry by the | | | |

| | |founding fathers | | | |

| | |As the American | | | |

| | |Revolution gained | | | |

| | |strength she turned to| | | |

| | |writing about themes | | | |

| | |from the point of view| | | |

| | |of the colonist | | | |

|Samuel Adams |Prosperous Bostonian |He founded the “Sons |Taxes from Britain |It took a long time |When he died flags |

| |Harvard Graduate |of Liberty” |nearly caused |for the colonies to |across America flew |

| | |He wrote newspaper |financial ruin for |come to an agreement |at half-mast and |

| | |articles and essays |his family |about how to solve |bells rang |

| | |Spoke at taverns and |Took a great risk by |their problems |He’s known as the |

| | |meeting about fairness|organizing the “Tea | |father of the |

| | |and justice |Party” | |American Revolution |

| | | |Worked hard for the | | |

| | | |Revolution even | | |

| | | |though his wife and 4| | |

| | | |of his 6 children | | |

| | | |died | | |

|Patriot |Position in Colonial |Contributions |Sacrifices |Obstacles |Interesting Facts |

| |America | | | | |

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Position in Colonial America

Sacrifices

Obstacles

Interesting Facts

Contributions

By Jimi Gillespie, UUSD

By Jimi Gillespie, UUSD

[pic]

By Jimi Gillespie, UUSD

By Jimi Gillespie, UUSD

By Jimi Gillespie, UUSD

By Jimi Gillespie, UUSD

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