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Fifth Grade Revolution Unit

This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Essential Questions

Enduring

Understandings

GLCEs Assessments

District

Resources

How did conflict in the

colonies lead to change?

How did the personal

beliefs of the colonial

people influence

government?

When in conflict, how do

resources, leadership,

incentives, proximity, and

experience influence the

outcome?

Conflict leads to change.

Personal beliefs influence

government.

People’s actions impact

history; past, present, and

future.

Key Terms & Vocabulary Boston Massacre

Treaty of Paris

Independence

Rights

Courage

Beliefs

Sam Adams

Treaty Continental Army

Militia

Great Compromise

Key provision

Delegates

Britain/England

American Patirot

Representation

Grievances

Declaration

U3.1.1

Describe the role of the French and Indian War, how British

policy toward the colonies in America changed from 1763 to

1775, and colonial dissatisfaction with the new policy.

U3.2.4

Describe the significance of the Treaty of Paris (establishment of

the United States and its boundaries).

U3.1.8

Identify a problem confronting people in the colonies, identify

alternative choices for addressing the problem with possible

consequences, and describe the course of action taken.

U3.1.2

Describe the causes and effects of events such as the Stamp Act,

Boston Tea Party, the Intolerable Acts, and the Boston Massacre.

U3.1.4

Describe the role of the First and Second Continental

Congress in unifying the colonies (addressing the Intolerable

Acts, declaring independence , drafting the Articles of

Confederation).

U3.3.2

Give examples of problems the country faced under the

Articles of Confederation (e.g., lack of national army,

competing currencies, reliance on state governments for

money).

U3.1.7

Describe how colonial experiences with self-government (e.g.,

Mayflower Compact, House of Burgesses and town meetings)

and ideas about government (e.g., purposes of government such

as protecting individual rights and promoting the common

good, natural rights, limited government, representative

Required:

Fifth Grade

Revolution Unit

Assessment

Formative:

Human timeline

District:

1



Essential Questions

Enduring

Understandings

GLCEs Assessments

District

Resources

Westward Expansion

Colonial

Loyalist

Quartering

Century

Decade

Proclamation

Committee of Correspondence

Recruit

Minutemen

Civil

Revolution

Taxation Without Representation

Repealed

Debits

Act

Protest

Appalachian Mountains

Resources

Government

Cause/effect

government) influenced the decision to declare independence.

U3.1.5

Use the Declaration of Independence to explain why the

colonists wanted to separate from Great Britain and why they

believed they had the right to do so.

U3.2.2

Describe the importance of Valley Forge, Battle of Saratoga,

and Battle of Yorktown in the American Revolution.

U3.2.1

Describe the advantages and disadvantages of each side during

the American Revolution with respect to military leadership,

geography, types of resources, and incentives.

U3.1.6

Identify the role that key individuals played in leading the

colonists to revolution, including George Washington, Thomas

Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams,

John Adams, and Thomas Paine.

U3.2.3

Compare the role of women, African Americans, American

Indians, and France in helping shape the outcome of the war.

U3.1.3

Using an event from the Revolutionary Era (e.g., Boston Tea

Party, quartering of soldiers, writs of assistance, closing of

colonial legislatures), explain how British and colonial views on

authority and the use of power without authority differed (views

on representative government).

2


Fifth Grade Revolution Unit Lessons Breakdown

Unit 1 Title GLCEs Included

Resources

Needed Resources Suggested Resources

Lesson 1 Introduction U3.1.1 Discovery Education video:

Field Trips to Yesterday: The

Road to Revolution: Historical

Boston OR

Events Leading Up to War: The

Revolutionary War Series

Dominoes

The Fighting Ground by Avi

Lesson 2

(2 days)

French and

Indian War

U3.1.1 Background

information, maps,

picture, and

PowerPoint on

French and Indian

War

Hands On History, American

Revolution by Michael Gravois

Lesson 3 Proclamation of

1763

U3.1.1

U3.1.8

Information about the

Proclamation of 1763

Image and text of the

Proclamation of 1763

Discovery Education Video:

Events Leading up to War: the

Revolutionary War Series OR

Field Trips to Yesterday: The

Road to Revolution: Historical

Boston

Lesson 4

(2 days)

Boston Massacre U3.1.2 Background

information on

Boston Massacre

Reader’s Theater

Paul Revere’s

engraving of Boston

Massacre

Chart paper for creating

timeline

Fact or Opinion sheet on Crispus

Attucks from How Our Nation Was

Born: The American Revolution by

Carole Marsh

Template of a tombstone (from Hands

on History)

Online play

3

http://player.discoveryeducation.com/index.cfm?guidAssetId=F7B52A28-CA45-4495-9FF0-3F16B03B8B24&blnFromSearch=1&productcode=US







Explanation of

engraving

Book of plays: Revolutionary War by

Dallas Murphy

U.S. History Document-Based

Activities by Charlotte S. Jaffe and

Barbara T. Doherty ISBN# 978-1-

56644-110-0

How Our Nation Was Born: The

American Revolution by Carole Marsh

ISBN#978-0-635-02348-3

The Many Rides of Paul Revere.

James Cross Giblin. (Scholastic)

Lessons 5 Boston Tea Party U3.1.2

U3.1.8

Information on

Boston Tea Party


Why Don't You Get a Horse,

Sam Adams? or Disney video

Johnny Tremaine.

**Liberty’s Kids videos

http://libertyskids.com/

Show as needed/wanted

throughout this unit

Lesson 6 Intolerable Acts U3.1.2

U3.1.8

Information on the

Intolerable Acts

Video segment from Discovery

Education about the Intolerable

Acts




56644-110-0



ISBN#978-0-635-02348-3

Primary Sources Teaching Kit Colonial

America by Karen Baicker ISBN #0-

4

http://libertyskids.com/


590-37847-3

Lesson 7 First Continental

Congress

U3.1.1

Information about

Sybil Ludington

Lesson 8 Paul Revere U3.1.6

U3.2.3

Brief biography and

portrait of Paul

Revere

Poem: “Paul Revere’s

Ride”

Information on Sybil

Ludington


And Then What Happened,

Paul Revere?

Lesson 9 Shot Heard

Round the World

U3.1.6

U3.2.3

Information on

Lexington and

Concord, including

Photostory and

eyewitness account

Liberty’s Kids video “Shot Heard 'Round the World” from

Schoolhouse Rock - America Rock.

Book of plays: Revolutionary War by

Dallas Murphy ISBN#0-590-03325-5

History Comes Alive Teaching Unit:

The American Revolution by

Jacqueline B. Glasthal ISBN#0-590-

31500-5




56644-110-0



ISBN#978-0-635-02348-3

5


Primary Sources Teaching Kit Colonial

America by Karen Baicker ISBN #0-

590-37847-3

The Complete Book of United States

History by McGraw-Hill ISBN# 1-

56189-679-9

Lesson 10,

part I

Second

Continental

Congress

U3.1.4

U3.1.6

Information on the

Second Continental

Congress


American Heroes and

Heroines: George Washington

– Introduction and sections 1-3

only

Liberty’s Kids video

You tube video: “Muppets Reenact the

Second Continental Congress”

Lesson 10,

part II

Patriot or

Loyalist

U3.1.3

U3.1.5

U3.1.8

Letters from a patriot

and loyalist

“Patriot, Loyalist, or

Neutral? You

Decide” activity

“Join or Die”

political cartoon

Lesson 11 Bunker Hill U3.1.8 Background

information on Battle

of Bunker Hill

Liberty’s Kids video “Shot Heard 'Round the World” from

Schoolhouse Rock - America Rock.

Lesson 12 Declaration of

Independence

U3.1.5

U3.1.7

Biographies of

patriots

Patriot Thumbnail

Book activity

Biography organizer

Discovery Education video Six

Revolutionary War Figures

Will You Sign Here? John

Hancock by Jean Fritz


template from Hands-On-History

American Revolution for the

Declaration of Independence Quiz

Panels

Lesson 13 Crossing the

Delaware

U3.1.6

U3.2.1

Background

information on the

Web games on

http://www.state.nj.us/hangout_



6

http://www.state.nj.us/hangout_nj/games_washington.html


crossing of the

Delaware, Patrick

Henry and Thomas

Paine

Copy of “Common

Sense”

nj/games_washington.html


Barbara T. Doherty, pages 17 and 19

Play about crossing the Delaware

(Read Aloud Plays Revolutionary War

by Michael Gravois)

Lesson 14 Military

Advantages &

Disadvantages

U3.2.2 Eyewitness accounts

about Valley Forge

and Yorktown

T-chart template

Matchbook template


Portraits - The Americans:

Deborah Sampson

Matchbook template from Hands-On-

History American Revolution

Lesson 15 The Battle of

Saratoga

U3.2.2 KWL chart

Website on the Battle

of Saratoga


Animated Hero Classics:

General George Washington


Lesson 16 Valley Forge U3.2.2 Information about

Valley Forge

Primary source

material on Valley

Forge


Dear America: The Winter of

Red Snow: The Revolutionary

War Story of Abigail Jane

Stewart, Valley Forge,

Pennsylvania, 1777


Lesson 17 Yorktown U3.2.2

U3.2.3

Information on

Yorktown

Yorktown Victory

Center Resource

Packet


7


PowerPoint

newspaper template

Lesson 18 Treaty of Paris U3.2.4 Information on the

Treaty of Paris

“Do the Research”

template

RAFT information

8


This work by Calhoun ISD Department of Curriculum, Instruction and Assessment is licensed under a Creative Commons

Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 1

Title: Introduction

Grade Level: 5th

Unit of Study: American Revolution

Abstract: Students will be introduced to the role of the French and Indian War, how British

policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction

with the new policy.

GLCE:

U3.1.1 Describe the role of the French and Indian War, how British policy toward the

colonies in America changed from 1763 to 1775 and colonial dissatisfaction with

the new policy.

Key Concepts: Conflict leads to change

Sequence of Activities:

Introduction:

Show students either Discovery Education video: Field Trips to Yesterday: the Road to

Revolution: Historical Boston OR Events Leading Up to War: The Revolutionary War Series

*From Hands on History, use the following suggested activity to introduce the major events that

led up to the Revolutionary War.

1. In front of the class have a row of dominoes set up and explain that each of the dominoes

represents the French and Indian War, the Proclamation of 1763, new taxes, the Boston

Massacre, the Boston Tea Party, etc. Then, with the French and Indian War domino, let

the rest fall. What led up to the American Revolution was like a series of dominoes.

2. Have the students create a folder for the unit. On the cover have them create a series of

dominoes (or use those from the resource listed below).

Formative Assessment: Have students write a paragraph about what they think the French and

Indian War was about, and who fought against whom in the war.

Connections:

English Language Arts

9






Begin reading to class a book about the revolution. Example: The Fighting Ground by Avi

Read a biography

Mathematics

Instructional Resources:

Equipment/Manipulative

Student Resources

Teacher Resources

Hands on History, American Revolution by Michael Gravois ISBN#0-439-07208-5

Thematic Unit—Revolutionary War, Teacher Created Materials, Inc. by John and Patty

Carratello ISBN#1-55734-293-8

Liberty or Death—The American Revolution 1763-1783 by Betsy & Giulio Maestro

(Scholastic).

10




Domino Cause and Effect Activity:

Briefly meet and review the event they were assigned. On one index card, they should

list the 2-3 most significant facts about the event. On the second card, they should design

a colorful illustration to represent the event.

1. Students will attach one index card to each side of their “domino” templates.

2. Reconvene as a class. Each group should summarize the 1-3 most important points of

their event (or perhaps they could read the index card.)

3. Ask the class to put the “event boxes” in chronological order. Discuss why this is

important (cause and effect – one event leads logically to the next.)

4. MAKE SURE THAT THE BOXES ARE SET UP WITHIN DOMINO RANGE

5. Let a student tip over the first box and watch how when each “event box” falls, it causes

the next event box to also fall.

Ten events leading to Revolution

1-French and

Indian War

2-Proclamation of

1763

3-Unfair Taxes (Stamp

Act, taxes on tea, etc.)

4-Boston

Massacre

5-Boston Tea Party

6-Intolerable Acts 7-First

Continental

Congress

8-Second Continental

Congress

9-Battle of

Bunker Hill

10-Declaration of

Independence

11




Lesson 2

Title: French and Indian War

Grade Level: 5th


Abstract: Students will be introduced to the role of the French and Indian War, how British

policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction

with the new policy.

GLCE:


colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the

new policy.

Key Concepts: Conflict leads to change.

Sequence of Activities (estimated-2 days):

1. Lead a class discussion on the French and Indian War. Use the following links to

access the resources needed for this lesson:

Information on the French and Indian War from Social Studies for Kids

Background on the French and Indian War

Timeline of the French and Indian War

Pictures of the French and Indian War from the Library of Congress

Map of America Before the French and Indian War

PowerPoint on the French and Indian War

Be sure students understand:

The reasons for the war

Who fought in the war

The results of the war

2. Have the students create a mini book on the French and Indian War (a template for

the mini book can be found in Hands on History or included resource (instructions

and booklet).

The book should include the following:

*Map of territory held by British, French, and Spanish before and after the war

*Reasons for the war

12

http://www.socialstudiesforkids.com/articles/ushistory/frenchandindianwar1.htm

http://www.u-s-history.com/pages/h608.html

http://www.socialstudiesforkids.com/articles/ushistory/fiwartimeline.htm

http://www.loc.gov/rr/print/list/picamer/paFrench.html

http://reenacting.net/fiwar.html

http://www.worldofteaching.com/powerpoints/history/The%20French%20and%20Indian%20War.ppt




*When and where the war took place

*Who fought in the war

*Results of the war

Formative Assessment: French and Indian War mini book.

Connections:


Mathematics



Student Resources

Teacher Resources

Hands On History, American Revolution by Michael Gravois ISBN#0-439-07208-5

13

French and Indian War Booklet

Directions:

1. Have students answer all questions thoroughly on each sheet.

2. Next, have students cut out the four squares on each page. Each square represents

a page in the booklet. Place the pages in order and then staple.

3. On the square titled “Cover,” have students design a cover for their book.

Answers:

Page 2- French controlled a huge portion of North America; British controlled a very

small portion.

Page 4- French lost control of almost all of their land in North America; British gained

control of a lot of land in North America.

Page 5- The war lasted from 1754-1763.

Page 6- The war took place in North America.

Page 7- The French sided with the Native Americans to take on the British and the

Colonists.

Page 8- The two sides were fighting over control of the land in North America.

Page 9- France lost the war and as a result lost control over their land in North America.

Page 10- Answers may vary. Answers should reflect understanding of British gaining

control over land previously controlled by the French and Native Americans.

14

North America in 1754

What do you notice about land ownership in 1754 (before the war?)

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 2

North America in 1763

What do you notice about land ownership in 1763 (after the war)?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 4

15

WHEN?

When did the French and Indian War take place?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 5

WHERE? Where did the war take place?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 6

WHO? Who fought in the French and Indian War?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 7

WHY? Why did the French and Indian War take place?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 8

16

WHAT? What were the results of the French and Indian

War?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 9

Proclamation of 1763 What were the effects of the Proclamation of 1763

on each of the three groups (British, French and Native Americans)?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 10

Cover

17




Lesson 3

Title: Proclamation of 1763

Grade Level: 5th


Abstract: Students will understand why the Proclamation of 1763 was so unpopular with the

colonists.

GLCE:


colonies in America changed from 1763 to 1775, and colonial dissatisfaction with

the new policy.

U3.1.8 Identify a problem confronting people in the colonies, identify alternative choices

for addressing the problem with possible consequences, and describe the course of

action taken.



Introduction: Show students the Discovery Education Video: Events Leading up to War: the

Revolutionary War Series OR Field Trips to Yesterday: The Road to Revolution: Historical

Boston.

1. Read aloud to class additional historical facts about the Proclamation of 1763 from this

or another source: Information about the Proclamation of 1763

2. Divide students into cooperative groups with one facilitator and one recorder.

3. The facilitator will ask the group the following questions while the recorder writes

down the group’s answer to each question.

Why did King George III issue the Proclamation of 1763?

Were the colonists upset about the Proclamation?

Can you think of a better solution to the problem of the King restricting settlement

west of the Appalachians?

Should colonists that fought in the French and Indian War have the right to settle

the lands they won?

4. Recorder will report out for the group. Discuss answers as whole class.

18



http://www.ushistory.org/declaration/related/proc63.htm




5. Provide students a copy of The Proclamation of 1763. Read document with students

and explain wording as necessary.

Formative Assessment: Have students re-create a Proclamation (paragraph) that answers

the question “Can you think of a better solution to the problem

of the King restricting settlement west of the Appalachians?”

Optional: curl the top and bottom edges of the final document or

make it appear as authentic as possible.

Connections:


Mathematics



Student Resources

Teacher Resources


19




Lesson 4

Title: Boston Massacre

Grade Level: 5th


Abstract: Students will study point of view and the effectiveness of propaganda on political

events.

GLCE:

U3.1.2 Describe the causes and effects of events such as the Stamp Act, Boston Tea

Party, the Intolerable Acts, and the Boston Massacre.

Key Concepts: Conflict leads to change people’s actions impact history; past, present, and

future.

Sequence of Activities (approximately 2 days):

Introduction: Share these and/or other resources about the Boston Massacre with students and

have them read about and discuss this historical event (click on link below):

Overview of the Boston Massacre

Detailed description of the Boston Massacre

Timeline of events leading to the Boston Massacre

Paul Revere's Engraving of the Boston Massacre

PART 2 (Can be done the next day)

1. Hand out a copy of Paul Revere's Engraving of the Boston Massacre (or see below).

Students will work in small groups or with a partner to study the engraving.

2. Have them answer the following questions on a separate sheet of paper:

*Who was the creator of the engraving?

*What is happening in the picture?

*Do you think this is an accurate portrayal of the Boston Massacre?

*What do you believe was the creator’s purpose in drawing this event?

*Do you think the engraving supported the colonists’ point of view or the British

point of view?

3. Have students share their responses with whole class.

4. Read to the students the explanation of the engraving (below). Discuss “findings” as

whole class.

20

http://www.bostonmassacre.net/plot/index.htm

http://www.bostonmassacre.net/plot/detailed1.htm

http://www.bostonmassacre.net/timeline.htm

http://www.earlyamerica.com/review/winter96/enlargement.html

http://www.earlyamerica.com/review/winter96/enlargement.html




Connections:


Fact or Opinion sheet on Crispus Attucks from How Our Nation Was Born: The American

Revolution by Carole Marsh

Mathematics

Art

Students may use template of a tombstone (from Hands on History) to create an epitaph for

Crispus Attucks.



Student Resources

Teacher Resources:


Reader’s Theater play: http://www.thefreelibrary.com/_/print/PrintArticle.aspx?id=128671006

Book of plays: Revolutionary War by Dallas Murphy ISBN#0-590-03325-5

U.S. History Document-Based Activities by Charlotte S. Jaffe and Barbara T. Doherty ISBN#

978-1-56644-110-0

How Our Nation Was Born: The American Revolution by Carole Marsh ISBN#978-0-635-

02348-3

The Many Rides of Paul Revere. James Cross Giblin. (Scholastic)

21

http://www.thefreelibrary.com/_/print/PrintArticle.aspx?id=128671006




Paul Revere's Engraving - Explained

The presence of British troops in Boston had long been a sore point among Boston's radical politicians. Paul Revere

wasted no time in capitalizing on the Massacre to highlight British tyranny and stir up anti-British sentiment among

his fellow colonists. As you will see, Revere's historic engraving is long on political propaganda and short on

accuracy or aesthetics.

22

http://www.paul-revere-heritage.com/




Notice how the British Grenadiers are shown standing in a straight line shooting their

rifles in a regular volley, whereas when the disturbance actually erupted both sides were

belligerent and riotous.

Notice also that Revere's engraving shows a blue sky. Only a wisp of a moon suggests

that the riot occurred after nine o'clock on a cold winter night.

Notice too the absence of snow and ice on the street, while Crispus Attacks-- a black man

lying on the ground closest to the British soldiers-- is shown to be white. As an aside, it

should be noted that as a result of his death in the Boston Massacre, Crispus Attacks would emerge as the most

famous of all the black men to fight in the cause of the Revolution, and become its first

martyr.

Documentation has come to light over the years indicating that Revere copied engraver

Henry Pelham's drawings of the Massacre, produced his own engraving, and three weeks

after the occurrence was advertising his prints for sale in Boston's newspapers. By the

time Pelham's prints hit the street, Revere's print had flooded the market. A third

engraving was executed by Jonathan Mulliken , who also issued prints depicting the

event. Except for a number of minor differences, all three prints appear alike.

In his rush to produce his engraving Revere employed the talents of Christian Remick

to colorize the print. Remick's choice of colors is simple yet effective. Notice the use

of red for the British uniforms and the blood. The other colors-- blue, green, brown

and black-- all contribute to make this print what is arguably the most famous in

America.

Few historians would deny that the B.M. proved to be a milestone in America's road to

independence. By popularizing the tragic event, Paul Revere's print became "the first powerful influence in forming

an outspoken anti-British public opinion," one in which the revolutionary leaders had almost lost hope of achieving.

When Paul Revere first began selling his color prints of "The Bloody Massacre perpetrated in King Street" in

Boston, he was doing what any like-minded patriot with his talents in 1770 would have done. Only, Paul Revere did

it faster and more expeditiously than anyone else, including two other artist-engravers who also issued prints of the

Massacre that year.

Crispus Attucks

Crispus Attucks, one of the first men to die for American freedom, was a fugitive slave who had escaped from his

master and had worked for twenty years as a merchant seaman. When Samuel Adams, prominent leader of the

struggle against British domination of the American colonies, called upon the dock workers and seamen in the port

of Boston to demonstrate against the British troops guarding the customs commissioners, Crispus Attucks responded

to the plea. Aroused by Adams' exhortations, a group of 40 to 50 patriots, armed with clubs, sticks and snowballs,

approached the British soldiers. Attucks was apparently in the front of the line of the aroused citizens, urging them

on. Suddenly there was a terse order--"Fire!" The British troops responded with a barrage of rifle fire.

23




Crispus Attucks was the first to fall in the celebrated "Boston Massacre" of 1770. Four other Americans died that

night from the action. Samuel Adams used the incident to incite the colonists to further rebellion. Although only five

people were killed, Adams termed it a "massacre" of innocent citizens by the tyrannical mother country. Paul Revere

published a poem and a drawing of this famous incident in the Boston Gazette on March 12, 1770. Writers who omit

Crispus Attucks' name from the accounts of the American revolution might as well dismiss the "Boston Massacre"

as an irrelevant incident in the struggle for American independence.

24




Lesson 5

Title: Boston Tea Party

Grade Level: 5th


Abstract: Students will study the effect of the choices made by the colonists

GLCE:





action taken.


future.


Part One:

1. Show student the Discovery Education Video: Why Don't You Get a Horse, Sam Adams? or

the Disney video Johnny Tremaine or Liberty’s Kids video.

2. Read and discuss with students the information provided on The Boston Tea Party.

3. With a partner or small group, have students list the causes and effects of The Boston Tea

Party.

Formative Assessment:

Students will write a paragraph, from the point of view of a colonist. The paragraph will include:

causes, effects and repercussions of The Boston Tea Party.


Mathematics



25




Student Resources

Teacher Resources



978-1-56644-110-0


02348-3

Primary Sources Teaching Kit Colonial America by Karen Baicker ISBN #0-590-37847-3

26




The Boston Tea Party, 1773

From

Victory in the French and Indian War was costly for the

British. At the war's conclusion in 1763, King George III

and his government looked to taxing the American

colonies as a way of recouping their war costs. They were

also looking for ways to reestablish control over the

colonial governments that had become increasingly

independent while the Crown was distracted by the war.

Royal ineptitude compounded the problem. A series of actions including the Stamp

Act (1765), the Townsend Acts (1767) and the Boston Massacre (1770) agitated the

colonists, straining relations with the mother country. But it was the Crown's attempt

to tax tea that spurred the colonists to action and laid the groundwork for the

American Revolution.

The colonies refused to pay the levies required by the Townsend Acts claiming they

had no obligation to pay taxes imposed by a Parliament in which they had no

representation. In response, Parliament retracted the taxes with the exception of a

duty on tea - a demonstration of Parliament's ability and right to tax the colonies. In

May of 1773 Parliament concocted a clever plan. They gave the struggling East India

Company a monopoly on the importation of tea to America. Additionally, Parliament

reduced the duty the colonies would have to pay for the imported tea. The Americans

would now get their tea at a cheaper price than ever before. However, if the colonies

paid the duty tax on the imported tea they would be acknowledging Parliament's right

to tax them. Tea was a staple of colonial life - it was assumed that the colonists

would rather pay the tax than deny themselves the pleasure of a cup of tea.

The colonists were not fooled by Parliament's ploy. When the East India Company

sent shipments of tea to Philadelphia and New York the ships were not allowed to

land. In Charleston the tea-laden ships were permitted to dock but their cargo was

consigned to a warehouse where it remained for three years until it was sold by

patriots in order to help finance the revolution.

In Boston, the arrival of three tea ships ignited a furious reaction. The crisis came to

a head on December 16, 1773 when as many as 7,000 agitated locals milled about

the wharf where the ships were docked. A mass meeting at the Old South Meeting

House that morning resolved that the tea ships should leave the harbor without

payment of any duty. A committee was selected to take this message to the Customs

House to force release of the ships out of the harbor. The Collector of Customs

refused to allow the ships to leave without payment of the duty. Stalemate. The

27




committee reported back to the mass meeting and a howl erupted from the meeting

hall. It was now early evening and a group of about 200 men disguised as Indians

assembled on a near-by hill. Whopping war chants, the crowd marched two-by-two to

the wharf, descended upon the three ships and dumped their offending cargos of tea

into the harbor waters.

Most colonists applauded the action while the reaction in London was swift and

vehement. In March 1774 Parliament passed the Intolerable Acts which among other

measures closed the Port of Boston. The fuse that led directly to the explosion of

American independence was lit.

Take your tea and shove it.

George Hewes was a member of the band of "Indians" that boarded the tea ships that

evening. His recollection of the event was published some years later. We join his

story as the group makes its way to the tea-laden ships:

"It was now evening, and I immediately dressed myself in the costume of an Indian,

equipped with a small hatchet, which I and my associates denominated the

tomahawk, with which, and a club, after having painted my face and hands with coal

dust in the shop of a blacksmith, I repaired to Griffin's wharf, where the ships lay that

contained the tea. When I first appeared in the street after being thus disguised, I fell

in with many who were dressed, equipped and painted as I was, and who fell in with

me and marched in order to the place of our destination.

When we arrived at the wharf, there were three of our number who assumed an

authority to direct our operations, to which we readily submitted. They divided us into

three parties, for the purpose of boarding the three ships which contained the tea at

the same time. The name of him who commanded the division to which I was

assigned was Leonard Pitt. The names of the other commanders I never knew. We

were immediately ordered by the respective commanders to board all the ships at the

same time, which we promptly obeyed. The commander of the division to which I

belonged, as soon as we were on board the ship, appointed me boatswain, and

ordered me to go to the captain and demand of him the keys to the hatches and a

dozen candles. I made the demand accordingly, and the captain promptly replied,

and delivered the articles; but requested me at the same time to do no damage to

the ship or rigging. We then were ordered by our commander to open the hatches

and take out all the chests of tea and throw them overboard, and we immediately

proceeded to execute his orders, first cutting and splitting the chests with our

tomahawks, so as thoroughly to expose them to the effects of the water.

In about three hours from the time we went on board, we had thus broken and

thrown overboard every tea chest to be found in the ship, while those in the other

ships were disposing of the tea in the same way, at the same time. We were

surrounded by British armed ships, but no attempt was made to resist us.

28




...The next morning, after we had cleared the ships of the tea, it was discovered that

very considerable quantities of it were floating upon the surface of the water; and to

prevent the possibility of any of its being saved for use, a number of small boats were

manned by sailors and citizens, who rowed them into those parts of the harbor

wherever the tea was visible, and by beating it with oars and paddles so thoroughly

drenched it as to render its entire destruction inevitable."

References: Hawkes, James A, Retrospect of the Boston Tea-Party, with a Memoir of George R. T. Hewes... (1834) reprinted in Commager, Henry Steele, Morris Richard B., The

Spirit of 'Seventy-Six vol I (1958); Labaree, Benjamin Woods, The Boston Tea Party (1964).

"The Boston Tea Party, 1773," EyeWitness to History, www.eyewitnesstohistory.com (2002).

29

http://www.eyewitnesstohistory.com/




Lesson 6

Title: Intolerable Acts

Grade Level: 5th


Abstract: Students will study the effect of the choices made by the colonists

GLCE:





action taken.


future.


1. Show a video segment from Discovery Education or Liberty’s Kids episode about the

Intolerable Acts.

2. Read the included or other resources to learn more about the Intolerable Acts.

3. Discuss with students on whether this was a positive or negative outcome of the Boston

Tea Party.

Connections:


Mathematics



Student Resources

Teacher Resources

30





978-1-56644-110-0


02348-3


31




Lesson 7

Title: First Continental Congress

Grade Level: 5th

Unit of Study: American Revolution,

Abstract: In this lesson students explore the First Continental Congress and the issues of

colonial unity, independence and political action. After they examine the actions and ideas of

the colonial leaders involved in the First Continental Congress, students engage in a simulation

of Congress.

GLCE:


colonies in America changed from 1763 to 1775, and colonial dissatisfaction with

the new policy.

Key Concepts: The cause and effects of the First Continental Congress, representative

government, and the first self-government.


1. Begin this lesson with a brief review of the Intolerable Acts. Remind students that

although the Intolerable Acts targeted the colonists of Massachusetts and of Boston in

particular, people in all the colonies were angry and quick to come to the defense of

Boston. Ask students to think of ways the colonists may have protested these acts based

on what they learned about previous colonial reactions to British laws and actions.

Possible answers include:

*A boycott of British goods

*Demonstrations

*A petition to the King and/or Parliament

*Destruction of British property similar to the Boston Tea Party, or

*Circular letters (Committees of Correspondence) sent between colonists

listing ideas of what to do

2. Write “The First Continental Congress” on the board (or overhead). Ask students what

they think this means. Record student responses.

3. Show a video segment from Discovery Education or Liberty’s Kids episode about the

First Continental Congress.

4. Return to the students’ list of responses. Have them add to their list and with all the

reactions, discuss:

*who was involved

*reasons for the reaction

32




*outcome of the reaction

Formative Assessment: Students will write a brief position paper on whether or not to join the

First Continental Congress. An explanation supporting their stand must include facts from video

or other resource materials.

Connections:


Mathematics



Student Resources

Teacher Resources

Hands on History, American Revolution by Michael Gravois ISBN#0-439-07208-5

Liberty or Death—The American Revolution 1763-1783. Betsy & Giulio Maestro (Scholastic)

33




Lesson 8

Title: Paul Revere

Grade Level: 5th


Abstract: Students will understand how one person’s actions impact history.

GLCE:

U3.1.6 Identify the role that key individuals played in leading the colonists to revolution,

including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick

Henry, Samuel Adams, John Adams, and Thomas Paine.

U3.2.3 Compare the role of women, African Americans, American Indians, and France in

helping shape the outcome of the war.


future.


Introduction: Show student the Discovery Education Video: And Then What Happened, Paul

Revere?

1. Read about and discuss Paul Revere’s life from the included or other resources.

2. Read aloud to students the poem “Paul Revere’s Ride” by Henry Wadsworth

Longfellow.

3. Read the story of Sibyl Ludington’s ride to students.

4. Compare the biography and background information with the poem.

5. Optional: have students create a mini-book of Paul Revere’s ride with captions from

the poem.

Formative Assessment: Illustrated book of Paul Revere’s ride.

Connections:


Mathematics

Resources:

34





Student Resources

Teacher Resources

http://player.discoveryeducation.com/index.cfm?guidAssetId=321B06A1-6C49-4395-BE7D-

3A90F7E160C1&blnFromSearch=1&productcode=US

Hands on History American Revolution by Michael Gravois ISBN# 0-439-07208-5



978-1-56644-110-0


02348-3


The Many Rides of Paul Revere. James Cross Giblin. (Scholastic)

Brief Biography of Paul Revere from http://www.paul-revere-heritage.com/brief-

bibliography.html

Paul Revere was one of the key figures of the revolutionary movement in New England

colonies. He was also a craftsman known for his works of silver. Born on December 22,

1734 in Boston Revere first became famous for his craftsmanship. His work was well known

in Boston, especially silverware and tea sets. His other well-known specialty was the

engraved printing plates.

When revolutionary mood became growing in Boston, Revere became involved as an active

member of the Boston’s Sons of Liberty chapter lead by Samuel Adams. He also used

proceeds from the trade to finance revolutionary activities. One of his most publicized

engraving works where his trade and his political views crossed, was the representation of

the Boston Massacre.

35

http://player.discoveryeducation.com/index.cfm?guidAssetId=321B06A1-6C49-4395-BE7D-3A90F7E160C1&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=321B06A1-6C49-4395-BE7D-3A90F7E160C1&blnFromSearch=1&productcode=US

http://www.paul-revere-heritage.com/brief-bibliography.html

http://www.paul-revere-heritage.com/brief-bibliography.html




In 1773 Revere participated in the Boston Tea Party when members of the Sons of Liberty

climbed three ships anchored in Boston Harbor and dumped tea chests into the ocean to

protest British taxation. But it was the famous Midnight Ride of April 18, 1775 for which the

Boston silversmith became known to anyone even vaguely familiar with the American

Revolution history. The historic event occurred when Revere and two other couriers rode

from Boston to Lexington to warn patriots about the arrival of the British troops. The battles

of Lexington and Concord then became know as the first battles fought for American

independence.

During the Revolutionary war Revere participated as a soldier in the American army and

also started a gunpowder mill. His other key contributions were the designs of Continental

currency and the seals of 13 colonies, including the current seal of Massachusetts. After the

war Revere came back to his silversmith business in Boston. He died on May 10, 1818 when

he was 83 years of age.

Revere's Account of Events of April 18, 1775 The account below is the deposition of Paul Revere for the investigation conducted by the

Massachusetts Provincial Congress. The purpose of the enquiry was to establish the proof

that the British soldiers fired the first shot. Note that the text of the memo has been

modernized for readability. The account with the original formatting can be found here.

Another known account of the Ride left by Revere was his letter to a historian, Jeremy

Belknap which was written in 1798.

I, Paul Revere, of Boston, in the colony of the Massachusetts Bay in New England; of lawful

age, do testify and say; that I was sent for by Dr. Joseph Warren, of said Boston, on the

evening of the 18th of April, about 10 o'clock; when he desired me, ''to go to Lexington, and

inform Mr. Samuel Adams, and the Hon. John Hancock Esq. that there was a number of

soldiers, composed of light troops, and grenadiers, marching to the bottom of the common,

where there was a number of boats to receive them; it was supposed that they were going

to Lexington, by the way of Cambridge River, to take them, or go to Concord, to destroy the

colony stores.''

I proceeded immediately, and was put across Charles River and landed near Charlestown

Battery; went in town, and there got a horse. While in Charlestown, I was informed by

Richard Devens Esq. that he met that evening, after sunset, nine officers of the ministerial

army, mounted on good horses, and armed, going towards Concord.

I set off, it was then about 11 o'clock, the moon shone bright. I had got almost over

Charlestown Common, towards Cambridge, when I saw two officers on horse-back, standing

under the shade of a tree, in a narrow part of the road. I was near enough to see their

holsters and cockades. One of them started his horse towards me, the other up the road, as

I supposed, to head me, should I escape the first. I turned my horse short about, and rode

upon a full gallop for Mistick Road. He followed me about 300 yards, and finding he could

not catch me, returned. I proceeded to Lexington, through Mistick, and alarmed Mr. Adams

and Col. Hancock.

36

http://www.paul-revere-heritage.com/ride-account-original.html

http://www.paul-revere-heritage.com/ride-letter-to-Belknap.html

http://www.paul-revere-heritage.com/ride-letter-to-Belknap.html




After I had been there about half an hour Mr. Daws arrived, who came from Boston, over

the Neck.

We set off for Concord, and were overtaken by a young gentleman named Prescot, who

belonged to Concord, and was going home. When we had got about half way from Lexington

to Concord, the other two stopped at a house to awake the men, I kept along. When I had

got about 200 yards ahead of them, I saw two officers as before. I called to my company to

come up, saying here was two of them, (for I had told them what Mr. Devens told me, and

of my being stopped). In an instant I saw four of them, who rode up to me with their pistols

in their bands, said ''G---d d---n you, stop. If you go an inch further, you are a dead man.''

Immediately Mr. Prescot came up. We attempted to get through them, but they kept before

us, and swore if we did not turn in to that pasture, they would blow our brains out, (they

had placed themselves opposite to a pair of bars, and had taken the bars down). They

forced us in. When we had got in, Mr. Prescot said ''Put on!'' He took to the left, I to the

right towards a wood at the bottom of the pasture, intending, when I gained that, to jump

my horse and run afoot. Just as I reached it, out started six officers, seized my bridle, put

their pistols to my breast, ordered me to dismount, which I did. One of them, who appeared

to have the command there, and much of a gentleman, asked me where I came from; I told

him. He asked what time I left . I told him, he seemed surprised, said ''Sir, may I crave

your name?'' I answered ''My name is Revere. ''What'' said he, ''Paul Revere''? I answered

''Yes.'' The others abused much; but he told me not to be afraid, no one should hurt me. I

told him they would miss their aim. He said they should not, they were only waiting for

some deserters they expected down the road. I told him I knew better, I knew what they

were after; that I had alarmed the country all the way up, that their boats were caught

aground, and I should have 500 men there soon. One of them said they had 1500 coming;

he seemed surprised and rode off into the road, and informed them who took me, they

came down immediately on a full gallop. One of them (whom I since learned was Major

Mitchel of the 5th Reg.) clapped his pistol to my head, and said he was going to ask me

some questions, and if I did not tell the truth, he would blow my brains out. I told him I

esteemed myself a man of truth, that he had stopped me on the highway, and made me a

prisoner, I knew not by what right; I would tell him the truth; I was not afraid. He then

asked me the same questions that the other did, and many more, but was more particular;

I gave him much the same answers. He then ordered me to mount my horse, they first

searched me for pistols. When I was mounted, the Major took the reins out of my hand, and

said ''By G---d Sir, you are not to ride with reins I assure you''; and gave them to an officer

on my right, to lead me. He then ordered 4 men out of the bushes, and to mount their

horses; they were country men which they had stopped who were going home; then

ordered us to march. He said to me, ''We are now going towards your friends, and if you

attempt to run, or we are insulted, we will blow your brains out.'' When we had got into the

road they formed a circle, and ordered the prisoners in the center, and to lead me in the

front. We rode towards Lexington at a quick pace; they very often insulted me calling me

rebel, etc., etc. After we had got about a mile, I was given to the sergeant to lead, he was

ordered to take out his pistol, (he rode with a hanger,) and if I ran, to execute the major's

sentence.

37




When we got within about half a mile of the Meeting House we heard a gun fired. The Major

asked me what it was for, I told him to alarm the country; he ordered the four prisoners to

dismount, they did, then one of the officers dismounted and cut the bridles and saddles off

the horses, and drove them away, and told the men they might go about their business. I

asked the Major to dismiss me, he said he would carry me, let the consequence be what it

will. He then ordered us to march.

When we got within sight of the Meeting House, we heard a volley of guns fired, as I

supposed at the tavern, as an alarm; the Major ordered us to halt, he asked me how far it

was to Cambridge, and many more questions, which I answered. He then asked the

sergeant, if his horse was tired, he said yes; he ordered him to take my horse. I

dismounted, and the sergeant mounted my horse; they cut the bridle and saddle of the

sergeant's horse, and rode off down the road. I then went to the house were I left Messrs.

Adams and Hancock, and told them what had happened; their friends advised them to go

out of the way; I went with them, about two miles across road.

After resting myself, I set off with another man to go back to the tavern, to inquire the

news; when we got there, we were told the troops were within two miles. We went into the

tavern to get a trunk of papers belonging to Col. Hancock. Before we left the house, I saw

the ministerial troops from the chamber window. We made haste, and had to pass through

our militia, who were on a green behind the Meeting House, to the number as I supposed,

about 50 or 60, I went through them; as I passed I heard the commanding officer speak to

his men to this purpose; ''Let the troops pass by, and don't molest them, without they begin

first.'' I had to go across road; but had not got half gunshot off, when the ministerial troops

appeared in sight, behind the Meeting House. They made a short halt, when one gun was

fired. I heard the report, turned my head, and saw the smoke in front of the troops. They

immediately gave a great shout, ran a few paces, and then the whole fired. I could first

distinguish irregular firing, which I supposed was the advance guard, and then platoons; at

this time I could not see our militia, for they were covered from me by a house at the

bottom of the street.

Signed Paul Revere.

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

38




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

39




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.

40




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,

41




The people will waken and listen to hear

The hurrying hoof-beats of that steed,

And the midnight message of Paul Revere.

From http://www.geocities.com/Heartland/Plains/1789/sybil.html

Sybil Ludington was a typical 16 year old girl in 1777. She was the eldest of 12 children and was often responsible for taking care of her younger siblings. She was putting the younger children to bed on the night of April 26, 1777, when word reached her house that the British were burning the town of Danbury, Connecticut, which was only 25 miles away. Her father was a colonel in the local militia. His men were scattered over a wide area around the Ludington house in Fredericksburg, New York (now Ludington). Sybil convinced her father to let her ride and summon the men. She rode on horseback over 40 miles on dark, unmarked roads to spread the alert. Her course took her down through Carmel, on to Mahopac, and around to Kent Cliffs and Farmers Mills and back home. She rode alone with only a stick to prod her horse Star and to knock on the doors spreading the alert in time. The men whom she helped to gather arrived just in time to help drive the British, under the command of General William Tyron (who was also colonial governor of New York), back to their ships in Long Island Sound. In this day and age a sixteen year old girl alone on a darkened street is not safe. One can only imagine what it was like being a 16 year old girl aiding the rebellion during war-time within such a short distance from the fighting and alone with no one for protection. Sybil Ludington was a true American Hero.

Sybil's contribution to the war was not forgotten. Present day visitors to Putnam County New York can trace her path on that midnight ride by following markers placed along the route, and view a statue of her erected in 1961 on Route 52 beside Gleneida Lake in Carmel on the route. There is a smaller copy of the statue located in Washington, D.C. in Constitution Memorial Hall in DAR headquarters.

42

http://www.geocities.com/Heartland/Plains/1789/sybil.html




Lesson 9

Title: Shot Heard Round the World

Grade Level: 5th


Abstract: Students will understand time line of Lexington and Concord.

GLCE:




U3.2.3 Compare the role of women, African Americans, American Indians, and France in

helping shape the outcome of the war.


future.


1. Have students read about and discuss Lexington and Concord, using the included or other

resources, or show “Shot Heard 'Round the World” from Schoolhouse Rock - America

Rock and/or Liberty’s Kids episode.

1. Have students create a horizontal puzzle of the timeline of events beginning with British

troops leaving Boston on April 18 to arrest colonial leaders and ending with Minutemen

and British troops meeting at Lexington on April 19.

2. Have students illustrate and write short captions on each piece of the timeline.

Formative Assessment: completion of puzzle

Connections:


Mathematics

Resources:


43




Student Resources

Teacher Resources



History Comes Alive Teaching Unit: The American Revolution by Jacqueline B. Glasthal

ISBN#0-590-31500-5


978-1-56644-110-0


02348-3


The Complete Book of United States History by McGraw-Hill ISBN# 1-56189-679-9

44




Lesson 10, part I

Title: Second Continental Congress

Grade Level: 5th


Abstract: Students will understand the significance of the Second Continental Congress.

GLCE:

U3.1.4 Describe the role of the First and Second Continental Congress in unifying the

colonies.





future.


1. Show students the Discovery Education Video: American Heroes and

Heroines: George Washington – Introduction and sections 1-3 only and “Muppets

Reenact the Second Continental Congress”.

http://www.youtube.com/watch?v=aAVpj_Vo7zk

2. RAFT writing: Instruct them to produce a piece of writing using the following format:

Role: John Adams

Audience: George Washington

Format: letter

Topics:

o Why the Second Continental Congress was going to meet?

o Information about the Continental Army

o The reasons why Washington would be the best Commander-in-Chief

Formative Assessment: Letter to George Washington

Connections:


Business letter writing

Mathematics

Resources:

45

http://www.youtube.com/watch?v=aAVpj_Vo7zk





Student Resources

Teacher Resources




978-1-56644-110-0


02348-3



46




Lesson 10, part II

Title: Patriot or Loyalist

Grade Level: 5th

Unit of Study: American Revolution,

Abstract: Students will explore the differences between Patriots and Loyalists and the decision

that colonists had to make.

GLCE:

U3.1.3 Using an event from the Revolutionary era, explain how British and colonial

views on authority and the use of power without authority differed.

U3.1.5 Use the Declaration of Independence to explain why the colonists wanted to

separate from Great Britain and why they believed they had the right to do so.



action taken.

Key Concepts: Personal beliefs influence government.


1. Read with the class a journal entry or letter (see below) from someone trying to

explain to another their reasons for becoming a Patriot or remaining a Loyalist (or

read from your district’s resources on patriots and loyalists).

2. In pairs or small groups, have students work through the “Patriot, Loyalist, or

Neutral-You Decide” activity.

3. Show the students the “Join or Die” political cartoon. Have students discuss with a

partner what they think it means in relation to the American Revolution. Report out to

class, record and discuss answers.

Formative Assessment:

Write a letter to your brother pretending you are a Patriot and he has chosen to remain a

Loyalist (or vice versa)

Connections:


Friendly letter writing

Mathematics

Resources:

47





Student Resources

Teacher Resources




ISBN#0-590-31500-5


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Excerpt from a “Letter from Catharine Van Cortlandt, 1777, to her husband Philip Van Cortlandt, dated Hanover, New Jersey, January 20, 1777.” Many of our female neighbours have been here, but I find their visits are only to gratify curiosity and to add insult to our unremitted distress. One of them who lives across the river, whose family we took so much pleasure in relieving when friendless…said that formerly she always respected you and loved the ground over which you walked, but now could with pleasure see your blood run down the road… The pious, devout and Reverend Mr. Green is very industrious in promoting your ruin by declaring you an enemy to their cause. The farmers are forbid to sell me provisions, and the millers to grind our grain. Our woods are cut down for the use of their army, and that which you bought and left corded near the river my servants are forbid to touch, though we are in the greatest distress for the want of it… Our dear children have been six weeks without any other covering to their tender feet but woolen rags sewed around them to keep them form freezing.

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Patriot, Loyalist, or Neutral? You Decide

Historical Background: During the American Revolution, the American colonists had to decide to

support the War for Independence or remain loyal to the British and King George III. Some Americans

could not decide which side to choose and remained neutral during the war. Most American colonists,

however, did choose sides. Those who supported independence from Britain were known as Patriots and

colonists who opposed independence from Britain were known as Loyalists. Most Patriots supported

independence because they felt that recent British laws on the American Colonies violated their rights as

British citizens (e.g. taxing without consent, quartering soldiers in citizens’ homes, and denying colonists

the right to a trial). Many Patriots live in the New England Colonies, especially Massachusetts. Most

Loyalists who opposed independence tended to be wealthy landowners, Anglican clergymen, or people

with close business or political ties to Britain. There was a high concentration of Loyalists in New York

City and in the Southern Colonies. Many Loyalists agreed that the American colonists had suffered at the

hands of the British but the Loyalist hoped that a peaceful reconciliation with British government was

possible. During the Revolution taking a Loyalists stance was dangerous, especially in the Southern

Colonies. Many Loyalists were brutally attacked and killed. Their property was destroyed or confiscated.

Loyalists by thousands fled the American Colonies for their own safety. Some Loyalists moved to

England and many more moved to nearby Canada.

Those living in the American colonies had various reasons for choosing their side. The Iroquois

Confederation, except the Seneca Tribe, had a working relationship with British officials and was angered

by colonists encroaching into their territory, sided with British. Tenant farmers often choose their position

on the Revolution based on which side their landowner supported. For example, if a Patriot landowner

was cruel and always raised the rent, the tenant would be a Loyalist, but if the Patriot landowner was kind

and collected a fair rent, the tenant would be a Patriot. Non-English speaking colonists, especially those

living in the frontier, often kept to themselves and viewed the conflict between the British government

and the Patriots as family quarrel among the English. They wanted to stay out of it and be left alone.

Colonists who were in debt with British creditors often became Patriots since they hoped winning the

Revolution could get them out of paying back their debt.

Directions: Read the following biographies of colonists during the American Revolution. Some

of the biographies are of real individuals and other biographies are fictional individuals but their

situations are similar to those of actual colonists. After reading each biography, circle whether

the colonists would have been a Patriot, Loyalist or a neutral and explain why you made your

decision.

To help you with the following activity, use your classroom notes or textbook to define the following

terms:

Patriot: ___________________________________________________________________________

Loyalist: _________________________________________________________________________

Neutral: __________________________________________________________________________

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Colonist A Colonist A is a poor farmer in the Hudson Valley of New York. Colonist A has paid no

attention to the trouble brewing in the colonies. His day to day struggle to maintain his farm and

family is what worries him. His problems have recently become worse; his landowner, a

Loyalist, has had some financial troubles and to get himself out of his enormous debts, his

landowner raised Colonist A’s rent three times in the last five months. Colonist A barely earns

enough from selling his crops to pay the original rent amount and now with the raise in the rent,

Colonist A will be evicted from his farm. He and his wife have six children and fear they will

have no where to go if they are forced to leave the farm.

Patriot Loyalist Neutral

Reason for decision:

Colonist B Colonist B is a wealthy woman from New York City. Her husband’s business earns

tremendous wealth and honor for the family. She frequently claims to be related to several

members of the House of Lords in the British Parliament. She worries about the amount of

violence being committed by mobs of men called the Sons of Liberty. She and her husband fear

that their wealth and their connections to Britain may cause them to be targets of the mob.



Colonist C Colonist C is a wealthy tea merchant in Boston. Colonist C’s goal in life is to make

money and he doesn’t care if he violates the law. Since the Townshend Acts placed a tax on tea,

Colonist C has been illegally importing tea from the Dutch. His ships frequently have to hide

from the British navy and British customs officials who can board his ships whenever they

please. Recently he was caught smuggling in tea, but fortunately he was able to buy off the

official with a large sum of money. Friends have informed Colonist C that the Royal Governor of

Massachusetts has issued an arrest warrant for Colonist C, and friends advise him to go into

hiding.



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Colonist D Colonist D is a merchant from rural Virginia. He follows the British laws and sells all of

his goods, mainly tobacco to the British. Colonist D’s lifestyle is extravagant and spends large

amounts of his money purchasing the finest clothes and furnishings from Europe. As a young

boy, his father sent him to study in Britain and he hopes that next year, he too will send his son

to Britain, the only place in his mind one can get a decent education. Due to his rich lifestyle,

Colonist D is in heavy debt with several British banks. He fears that the people he owes money

to will foreclose his property.



Colonist E Colonist E is originally from Germany and lives on the Pennsylvania Frontier. Colonist E

decided to move his family out of the Pennsylvania colony into the fertile Ohio Valley. He plans

to move near a British fort in the Ohio Valley which can provide protection from Indians. As

Colonist E and his family moved towards the Ohio Valley, British soldiers stopped him and

informed him that the Proclamation of 1763 prohibits him from moving into the Ohio Valley.



Colonist F Colonist F is a merchant in New York City. His business imports many products from

Europe, especially Britain. Colonist F has secretly grown concerned over the recent talk of

independence from Britain. He fears an independent America could not protect his ships at sea;

the British navy escorts colonial ships as they cross the Atlantic to protect the ships from pirates

or foreign ships wanting to steal goods. Since the Townshend Acts, the Sons of Liberty have

been bullying storeowners into removing British goods from their shelves. A store owner friend

of his was badly beaten up by a mob of Son’s of Liberty for selling British products. Since

hearing of his friend’s attack, Colonist F has participated with the boycotts.


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Colonist G Colonist G lives close to Boston’s waterfront. He has very little money and cares little

about politics. He works on docks loading and unloading the ships and at night he hangs out and

plays cards in one of the many taverns along the waterfront. He has been known to spend a few

nights in jail after fighting in the taverns. His toughness has caught the eye of the Sons of Liberty

and for months they have been trying to recruit him. Colonist G accepted their rum and ale but

refused to join the Sons of Liberty. Yesterday, Colonists G was informed that he was out of a job

because the British passed a series of acts called the Intolerable Acts which closed Boston

Harbor to trade.



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Lesson 11

Title: Bunker Hill

Grade Level: 5th


Abstract: Students will understand the Battle of Bunker Hill and the significance it played in the

American Revolution.

GLCE:



action taken.

Key Concepts: Conflict leads to change.


1. Have the students read about and discuss the Battle of Bunker Hill, using the included or

other resources.

2. Have the students create a six panel guide book to Bunker Hill:

Panel 1 – Cover

Panel 2 – Answer questions:

About how many soldiers fought in the Battle of Bunker Hill in total?

How many more soldiers did the Americans have than the British?

How many Americans were killed or wounded?

How many British soldiers were killed or wounded?

What percentage of the British soldiers were killed or wounded?

How many Americans survived the Battle of Bunker Hill?

Panel 3 – A graph of American troops, British troops, American troop losses, British

troop losses (http://www.britishbattles.com/bunker-hill.htm)

Panel 4 – In paragraph form, write about the battle. Include an answer to the question:

Why was Bunker Hill considered a strategic location?

Panel 5 – In paragraph form, write about the significance of the Battle of Bunker Hill.

Panel 6 – Directions or illustration

Connections:


Paragraph writing

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http://www.britishbattles.com/bunker-hill.htm




Mathematics

Reading or creating graphs

Resources:


Student Resources

Teacher Resources




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Lesson 12

Title: Declaration of Independence

Grade Level: 5th


Abstract: Students will understand why the colonists wanted to separate from Great Britain

and why they believed they had the right to do so.

Students will be able to describe how colonial experiences with self-government and ideas

about government influenced the decision to declare independence.

GLCE: U3.1.5 Use the Declaration of Independence to explain why the colonists wanted to

separate from Great Britain and why they believed they had the right to do so.

U3.1.7 Describe how colonial experiences with self-government and ideas about

government influenced the decision to declare independence.

Key Concepts: Personal beliefs influence government


Introduction: Show students the Discovery Education video: Six Revolutionary War Figures

1. Read aloud the book Will You Sign Here? John Hancock by Jean Fritz to the class.

2. Break students into groups. Have the students examine a copy of the Declaration of

Independence and write down any words or phrases they do not understand. Report out,

discuss, and define group questions.

3. Have each student create a Patriot Thumbnail Book (see below for instructions)

Formative Assessment

If possible, use template from Hands-On-History American Revolution for the Declaration of

Independence Quiz Panels. If not, have the students answer the following questions on paper:

Which delegate was chosen to write the Declaration of Independence?

On what date did the Congress adopt the Declaration of Independence?

Who was the first person to sign the Declaration of Independence? Why did he write

his name so large?

What unalienable rights does the Declaration say people have?

How are the Mayflower Compact and the Declaration of Independence similar?

How are they different?

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Connections:


Analyzing text

Mathematics



Student Resources

Teacher Resources




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Activity -- Patriot Thumbnail Book

Activity: Students will create books with short biographies of the following patriots:

George Washington

Thomas Jefferson

Benjamin Franklin

Patrick Henry

Samuel Adams

John Adams

Thomas Paine

Materials needed:

7 circles cut from light colored construction paper. (You can use a cd for a template, or

draw circles with a compass.)

Coloring materials (markers, colored pencils, etc.)

Copies of biographical information on each individual (included or other resources –

textbooks, trade books, internet, etc.)

Sequence of Events:

1. Students will use included or other resources to complete biography organizer for each

patriot.

2. Students should carefully cut 7 circles from light colored construction paper. Each page

will be used for notes about a different patriot.

3. Students will neatly copy information from each biography organizer to a separate circle.

4. Once all seven circles have been completed, students will fold each circle in half and glue

the backs together.

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Biography Organizer

Name of individual

Date /place of birth Family life/occupation Role they played in

leading colonists to

revolution

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Lesson 13

Title: Crossing the Delaware

Grade Level: 5th


Abstract: Students will be able to describe the advantages and disadvantages of each side during

the American Revolution with respect to military leadership, geography, types of resources, and

incentives. Students will be able to identify the role that George Washington, Patrick Henry, and

Thomas Paine played in leading the colonists to revolution.

GLCE:

U3.1.6 Identify the role that key individuals played in leading the colonists to

revolution, including George Washington, Thomas Jefferson, Benjamin

Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.

U3.2.1 Describe the advantages and disadvantages of each side during the American

Revolution with respect to military leadership, geography, types of resources,

and incentives.

Key Concepts: Personal beliefs influence government


1. Have students study and discuss the crossing of the Delaware, using included or other

resources or watch Liberty’s Kids episode.

2. Choice of activities:

Have students participate in a play about crossing the Delaware (from the book

Read Aloud Plays: Revolutionary War)

OR have students play the web games on

http://www.state.nj.us/hangout_nj/games_washington.html.

3. Break students into groups. Choice of activities:

Use the resource U.S. History Document-Based Activities pages 17 and 19

OR: Have half the students research Patrick Henry and his speech and the other

half research Thomas Paine and Common Sense. Have groups answer the

following questions:

Patrick Henry:

What reaction do you think Henry’s speech had on

the other members present?

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Patrick Henry was able to influence others with his

speeches. Discuss two other speeches that

influenced people.

Make a poster defining: extenuate, idle, brethren,

clash, gale, endowed, unalienable.

Thomas Paine:

Study the cover of “Common Sense.” What can you

learn from it?

What subjects will be addressed in the book?

What do you think was the author’s purpose?

Why, do you think, has the first sentence become so

famous? What does “the summer soldier and the

sunshine patriot” mean?

Why do you think George Washington read this to

his troops?

4. When complete, have groups present their answers to the class.


Writing: What did George Washington, Patrick Henry, and Thomas Paine do that helped lead

the colonists to revolution?

Connections:


Analyzing text

Writing

Mathematics

Resources:


Student Resources

Teacher Resources



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Lesson 14

Title: Military Advantages & Disadvantages

Grade Level: 5th


Abstract: Students will be able to describe the advantages and disadvantages of each side during

the American Revolution with respect to military leadership, geography, types of resources, and

incentives.

GLCE:

U3.2.2 Describe the importance of Valley Forge, Battle of Saratoga, and Battle of

Yorktown in the American Revolution.



Introduction: Show students the Discovery Education Video: Portraits - The Americans:

Deborah Sampson

1. Have students read the included eyewitness accounts or other resources to learn about

the lives of American Patriot soldiers and British soldiers.

2. Create two T-charts with students listing the advantages and disadvantages for the

Americans and for the British.

3. Have students create and illustrate two matchbooks: one each on the advantages and the

disadvantages of each side. Use template from Hands-On-History American Revolution,

if available.


Completion of matchbooks

Connections:


Mathematics

Resources:

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Student Resources

Teacher Resources




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Lesson 15

Title: The Battle of Saratoga

Grade Level: 5th


Abstract: Students will be able to describe the Battle of Saratoga.

GLCE:





Introduction: Show students the Discovery Education Video: Animated Hero Classics:

General George Washington and/or Liberty’s Kids episode.

1. Complete the first part of a KWL chart about the Battle of Saratoga

2. Have students explore the website: http://www.saratoga.org/battle1777/ individually, in

groups, or teacher led.

3. Complete the L section of the chart.


Write a paragraph to answer: Why was the Battle of Saratoga significant to the American

Revolution?

Connections:


Mathematics



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Lesson 16

Title: Valley Forge

Grade Level: 5th


Abstract: Students will be able to describe the hardships and training at Valley Forge and what

was the significance of the troops surviving the winter.

GLCE:



Key Concepts: People’s actions impact history; past, present, and future


Introduction: Show students the Discovery Education Video: Dear America: The Winter of

Red Snow: The Revolutionary War Story of Abigail Jane Stewart, Valley Forge,

Pennsylvania, 1777

1. Have students read about and discuss Valley Forge, using the included or other resources.

2. Have students examine a primary source letter or journal entry from a soldier who

wintered at Valley Forge.

3. Questions for discussion:

Why was Valley Forge a turning point in the Revolutionary War?

What does the Valley Forge experience reveal to us about the character of those

who lived it?

How do people survive difficult experiences?


Answer the following question in writing: Do you think the Americans could have won the

Revolutionary War without foreign help?

Connections:

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Mathematics

Resources:


Student Resources

Teacher Resources




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Lesson 17

Title: Yorktown, part I

Grade Level: 5th


Abstract: Students will be able to describe the end of the Revolutionary War

GLCE:



U3.2.3 Compare the role of women, African Americans, American Indians, and France

in helping shape the outcome of the war.

Key Concepts: People’s actions impact history; past, present, and future


Introduction:

1. Have students read about and discuss the Battle of Yorktown, using the included and

other resources and/or watch Liberty’s Kids episode.

2. With the class, develop and list the facts of Yorktown.

3. Have students complete the “Fighting for Freedom” perspectives activity (page 21 of the

included Yorktown Victory Center Resource Packet).

4. Have students create a front page of a newspaper with the lead article recounting the

Battle at Yorktown, using the included PowerPoint template.


Writing of article

Connections:


Mathematics

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Resources:


Student Resources

Teacher Resources




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Lesson 18

Title: Treaty of Paris

Grade Level: 5th


Abstract: Students will be able to describe the Treaty of Paris

GLCE:

U3.2.4 Describe the significance of the Treaty of Paris.



1. Have students read about and discuss the Treaty of Paris, using the included or other

resources.

2. Discuss what King George III, George Washington, Lord Cornwallis, A British

Soldier, and An American Soldier would have felt on September 3, 1783.

3. Have students pick one of the above and write a letter to his or her family describing

the end of the war and the terms of the treaty (RAFT writing: Role-person from #2,

Audience-family member, Format-letter, Topic-the end of the war and terms of the

treaty).


Letter Writing

Connections:


Mathematics

Resources:


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Teacher Resources




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