Student Name: __________________________________________Period:_________________

Student Directions

My Life

A mobile device projectBenchmark:

SS.8.A.3.15 –Examine this time period (1763-1815) from the perspective of historically under-represented groups (children, indentured servants, Native Americans, slaves, women, and working class).

Florida Standards

LAFS.RH.6-8.7- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

LAFS.RH.6-8.4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

LAFS.RH.6-8.3- Identify key steps in a text’s description of a process related to history/social studies.

LAFS.RH.6-8.6-Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

LAFS.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

Essential Questions:1. How did various groups like indentured servants, Native Americans, slaves, free blacks and

the working class experience and impact the American Revolution? 2. Compare the experiences of the various groups during the American Revolution.

Introduction:This project will give you a clear understanding of the adversities Americans faced during the American Revolutionary War. The Continental Congress had difficulty recruiting soldiers, gathering food, weapons and supplies needed to fight a war. Many groups tried to maintain the life styles they had grown accustomed to sharing with their families but it became a difficult task in a war torn nation. Your assignment will be to take on the role of an African American, Native American, soldier, or wife of a common soldier. You will keep a diary and write about your daily experiences during the American Revolutionary Era. The entries should tell about your life experiences during the time period of 1763-1815.

Process:

Step 1: Background information

1. You will read the excerpts attached to help you gain a perspective on the lives of an African American, common soldier, wife of a common soldier, and Native American during the time period 1763-1815.

2. While reading each source, you are required to answer the questions below for each of the journal/diary entries. See journal/dairy entries questions worksheet below.

Describe the role played in the American Revolution by this person or group. Did this person or group contribute to the economy? Explain your reasoning. Explain how this person or group considered themselves to be a strategic

element of the Revolutionary War.

3. You will use other resources to help you understand this era in American history but you need cite all your sources at the end of your diary.

Step 2: Creating your American Revolutionary Era Diary

1. You will use Penzu to create your diary entries. You will need to go to the following website to start your diary: https://penzu.com/.

2. Click on the sign up icon on the top right of the page and fill in the required fields.

You will need an email account in order to create a journal/diary using this website.

3. Once you are signed in and have created your log in information, complete the settings for your diary. The image below is an example of what you will see outside of your journal once you have created an account and you’re logged in.

4. When you click on New Entry for the first time, you will be given a tutorial on how to input your entries and the use of certain tools.

5. Diary entries can be shared by clicking on the three dots which are located on the entry page to the far right.

Step 3: Writing your American Revolutionary Era Diary Entries

1. There should be a total of 7 diary entries.

2. Entries #1 – #4 should include the following:

The story of the person’s life during the war. You should include the following information in this section of the dairy.

Describe the role played in the American Revolution by this person or group.

Describe how the person or group contributed to the economy. Describe how this person or group considered them self to be a strategic

part of the Revolutionary War.

Include Picture(s) of the person(s) or group(s) being mentioned Map of region/state that the person lived

3. Entries #5-#7 should include the following:

Lock setting

Journal setting

View entries

Click to input new

diary entries

Entries #5-#6- Conclude the project by reflecting on what you have learned. How has this project helped you gain an in-depth understanding about life in the Americas during the Revolutionary war? How did the war change the entire country?

Explain the lasting effects of the war on the general population and the government.

How were the experiences during the war similar/different for Native Americans, African-Americans, women, and common soldiers?

Which person or group do you think was the most overwhelmed during the war? And why?

4. Dairy entry #7 should be your works cited paged. In this page cite all the resources that you used for the project.

Step 4: Present your diary to the class See diary rubric below for project expectations.

Diary Rubric

Name: ________________________ Teacher: ____________________Date Submitted: ____________ Title of Work: ___________________

Criteria Points

1 2 3 4

Content Knowledge

Student does not have grasp of

information; student cannot answer

questions about subject.

Student is uncomfortable

with content and is able to

demonstrate only the basic

knowledge of person chosen.

Student is at ease with content, but

fails to fully elaborate on the information of chosen person.

Student demonstrates full knowledge (more

than required) and is able to

grasp the information of chosen person.

____

Format

Instead of reading like the thoughts of

the author, the entries serve only to answer a question. No real attempt is made to CONNECT

with the author.

The entries follow the diary format, but the words in the entries lack the “voice” hero

chosen. They read more like an

essay, serving to answer a question.

An effort is made to express the “voice” hero in

the diary entries, but it lacks the

feel of authenticity.

Each entry reads like an authentic diary. It follows the traditional

format, but more importantly the information is

conveyed in the “voice”the hero.

Organization Sequence of

information is difficult to follow.

Reader has difficulty following

work because student jumps

around.

Student presents information in

logical sequence which reader can

follow.

Information in logical,

interesting sequence which

reader can follow.

____

Presentation

(Written Product)

Very little effort was demonstrated in the

presentation.

The presentation of the diary

reflects a fair amount of effort but could have been improved.

Work reflects an effort that is creative and

neat.

The diary is exceptionally creative. It is

very neatly done and interesting to

the eye.

____

Grammar and Spelling

Work has four or more spelling errors and/or grammatical

errors.

Presentation has three misspellings

and/or grammatical

errors.

Presentation has no more than

two misspellings and/or

grammatical errors.

Presentation has no misspellings or grammatical

errors.

____

Total----> ____

Name: _________________________________ Date: ___________________ Period: ________

Journal/Diary Entries

Instructions: Make sure to read each document in its entirety. Use your reading strategies, which may include re-reading for understanding. Then answer the questions for each document below. Remember that each diary entry should be a minimum of 1 paragraph, so answering these questions will help you formulate the paragraph or paragraphs needed to fulfill the requirement.

Questions: African American soldier

1. Describe the role played in the American Revolution by this person or group.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Did this person or group contribute to the economy? Explain your reasoning.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Explain how this person or group considered themselves to be a strategic part of the Revolutionary War.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Questions: Common soldier

1. Describe the role played in the American Revolution by this person or group.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Did this person or group contribute to the economy? Explain your reasoning.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Explain how this person or group considered themselves to be a strategic part of the Revolutionary War.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Questions: Wife of a common soldier

1. Describe the role played in the American Revolution by this person or group.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Did this person or group contribute to the economy? Explain your reasoning.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Explain how this person or group considered themselves to be a strategic element of the Revolutionary War.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Questions: Native Americans

1. Describe the role played in the American Revolution by this person or group.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Did this person or group contribute to the economy? Explain your reasoning.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Explain how this person or group considered themselves to be a strategic part of the Revolutionary War.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

An African American soldier’s pay warrant, 1780A primary source by the State of Connecticut

Pay warrant for Revolutionary War soldier Sharp Liberty, June 1, 1780. (Gilder Lehrman Collection)

During the American Revolution, Sharp Liberty, an African American soldier, served in the Connecticut Line of the Continental Army. Before the war, he had been enslaved in Wallingford, Connecticut. In 1777, he enlisted in the army, served in the 6th Connecticut and 4th Connecticut, and was manumitted at the end of the war for his service.

The cash-strapped government issued vouchers promising full payment by a certain date and paid interest until the full amount was collected. This voucher for eight pounds, five shillings, covers one-quarter of the full amount that Connecticut owed to Liberty in 1780. On the back, the state treasurer recorded the interest paid between 1781 and 1789. Sharp Liberty acknowledged each payment with his mark. The principal was probably paid soon after 1789, as indicated by the large, circular punch cancellation, evidence that the debt was cleared and the voucher was no longer valid for payment.

EXCERPTTreasury-Office, June 1, A.D. 1780.

THE State of CONNECTICUT doth owe unto Sharp Liberty—who hath served in the ConnecticutLine of the Continental Army, the Sum of Eight pounds five shillings—Being one fourth Part of the Balance found due to him, which Sum shall be paid to him or his Order at this Office, in Gold or Silver, or Bills of Credit equivalent thereto, in Value, on or before the first Day of June, A.D. One Thousand Seven Hundred and Eighty five with Lawful Interest thereof from the first Day of January last until paid; which Interest shall be paid [text loss] or his Order annually, at the same Place, on the first Day of June, if demand [text loss] an Act of the General Assembly held at Hartford, the second Thursday of M[text loss]

J Lawrence Treasurer

Henry Knox on the British invasion of New York, 1776A primary source by Henry Knox

Henry Knox to Lucy Knox, July 8, 1776. (Gilder Lehrman Collection)

When twenty-six-year-old Henry Knox, the Continental Army’s artillery commander, penned this letter to his wife, Lucy, on July 8, 1776, patriot morale was at a low point. The summer of 1776 was a particularly hard time as word of Congress’s Declaration of Independence had not yet reached George Washington’s headquarters, while just five days earlier, the British had orchestrated the largest amphibious landing of the eighteenth century when they put a powerful force on Staten Island. Knox understood the critical nature of the Continental Army’s situation when he said, “The eyes of all America are upon us, the matters which we are to act are of infinitely high import as we play our part posterity will bless or curse us.” Knox told his wife of a little more than two years that 10,000 redcoats occupied the other side of New York harbor; by the middle of August there would be 32,000 redcoats to face-off against the 7,000 rag-tag troops the Americans had assembled. In the midst of this military showdown, Knox’s letter allows us to see the human element of warfare. During the Revolutionary War, wives were known to accompany their husbands in their service to the nation. In a previous letter, Lucy expressed great desire to join her husband in New York, citing the travels of other officers’ wives. With great emotion, Henry told her not to follow the example of another military couple as the officer is merely a man and “wants to see her because she is a Woman.” Knox wrote that his love for her was too great to risk her capture at this grave time. He was right; the Americans suffered serious setbacks in New York and retreated through New Jersey and into Pennsylvania in the coming months.

TRANSCRIPT

My dear Lucy

I received yours of last Saturday by Mr Belford, Mrs. Greene Return to was a vast surprize to us as to miss Airey I conjecture he[r] whimsical mother sent these Gentlemen up after her. – my Lucy acted herself and acted right in not returning to this place – It is a happiness and the greatest happiness for me to be with you, but to be under a continual uneasiness on account of your safety is what You would not wish – as to Mrs. G. husband being happy to see her in all times and in all places & much mistaken if it would not have di[s]abled him from the service whether he had not have rather lost his arm than have seen her here at this time – he was over here at the time she arriv’d and would not beleive she was coming untill he saw her – Genl Putnam ask’d her if she had ever read Betsey Thoutghtely, – [struck: other Gentlemen] other people may view the light in a different manner from me – But we must stand and fall by our own opinion and not by theirs – The peace of this Town and [inserted: of] the safety [strikeout] Safety of the Ladies is upon the most precarious tenor imaginable – The enemy at farthist not more than three quarters of an hours sail from us, and if they should come of a dark night not more possibly than ten minutes before we must be in action – Think my dear Lucy of ten minutes to get your carriage tuck’d to get [on] and dress yourself and get out of Town in a dark night not knowing whether to go not knowing the road the Carri[a]ge as likely as not oversetting & my dear Girl fright’d to death – add her heavenly Gift the sweet babe to it & the very view would be insupportable, the reality would kill me – You say the enemy are landed on Staten Island waiting a reinforcement, what security have we of this? by the best accounts they are 10,000, and the reinforcement may be in to day – The eyes of all America are upon us, – the matters which we are to act are of infinitely high import as we play our part posterity will bless or curse us – and my dear it will be no common blessing or cursing – it will be In the most divine gratitude or the keenest execrations of the heart – As to what you mention of Leaving our dear little pledge at Fairfield I am very certain you could not be serious. – I know not what You will do for a servant I think it must be difficult where you are, if possible I will send you one by the return of Mrs. Green which I think cannot be long – the Ladies tell dismal stories of your Living – you did not go where you were told to – but there were some of you who think you know more than you really do – advice when it comes from Disinterested parties ought to be followed – I am really afraid of one thing. Palfrey tells me he has wrote for his Wife & she is at Fairfield – take not her advice in the present circumstances of things it must be certain she wants to see her husband and he wants to see her because she is a Woman – I don’t mean to say that is solely the reason – besides Wm Palfrey is in very different department from me – he must fly & shall as Mrs Palfrey – they are at a distance from where the action must commence – we are at advanc’d post he is two miles in the rear – a peice of News. a party of [struck: men] Artillery with 212 pounders last Thursday morning shatter’d one of his majestys sloops or tenders so much that the people quitted her – She mounted 14. Guns mostly six pounders – it is reported the enemy have since burnt her – we kill’d a few and wounded some more – the enemy were so supriz’d they de[illegible]’d very little spirit – we also have had another shooting match at

the ships as they come narrows we like to have killed Capt. shot away his bed from under him and kill’d a number of his people – write me my love as often as lays in Your power and believe me to have no other Earthly love but you Henry Knox

Kiss and bless your babe for me –remember me to Mrs P[illegible]

Lucy Knox on the home front during the Revolutionary War, 1777A primary source by Lucy Knox

Lucy Knox to Henry Knox, May 1777. (Gilder Lehrman Collection)

Like many others before and after her, Lucy Knox performed a continuous juggling act as a busy wife and mother. Born into an aristocratic family, she had the advantage of a good education. At the age of seventeen she was disowned by her family when she married Henry Knox, her merchant-class suitor. Due to her heightened involvement as a patriot in Revolutionary America, Lucy faced challenges beyond the typical home front duties, making her a unique witness to history. She was not reluctant to discuss affairs of state in a frank and forthright manner with her husband. Henry quickly climbed the military ranks to become chief of artillery in the Continental Army, and thus a key player in the war.

In this letter to her husband, Lucy described local unrest, including the arrest of Boston men suspected of holding Tory sentiments and the involvement of the local mob in Revolutionary politics. She also reports on the high cost of goods, noting that “the price of everything is so exorbitant indeed it is difficult to get the necessaries of life here.” While remaining alert to political and military affairs, she simultaneously tended to the needs of her family and dealt with hardship. Of thirteen children born to the Knoxes, only three lived beyond infancy. Lucy let her vulnerability show as she wrote of her anxiety about providing for the health and welfare of the family while her husband was in the field. In her case, the demanding position of wife and

mother came with the consciousness that the eyes of future generations would be on her, her husband, and her contemporaries as they forged a new Republic.

EXCERPT

As I can think of no address which would convey an idea of my affection and esteem, I will omit intirely, rather than do injustice to my heart, a heart wholy absorbed in love and anxiety for you – I cannot at this time tell where you are nor form any judgment where you are going – we hear both Armys are in motion, but what thier rout is, we cannot hear. nor have we yet been able to conjecture – what a situation, for us who are at such a distance – how much more we suffer for you than you for yourselves – all my hopes are that it will not, cannot last . . .

Billy is very unwell – he has a terrible breaking out which Dr [Bullfich] says is very like a leprosy, DrGardiner thinks it the itch, which has lain so long in his blood, as to corrupt it to that degree that the cure will be difficult – he is as thin as gabriel Johonnot now but in good spirits, and says he has an appetite – but that he is not permitted to indulge. I am very anxious about him, and at times fear we shall lose him, or at least that the humour in the blood, has taken such deep root as to embitter his future days – this will be handed you by Capt Searjent who will also deliver you your box of pickles – I have got seven yards of linnen for breeches for you, am affraid to have it made up here, for fear it should be spoiled, as it cost twenty shillings pr yard – sure there must be a tailor in morristown . . . the price of every thing is so exorbitant indeed it is difficult to get the necessarys of life here, at any price – the evil increases daily – beef is at eaight pence a pound if you will take half an ox neck, shins, and all you may get it for seven pence – for butter we give two shillings a pound . . . this and the behaviour of our town meeting has almost made me a tory – will you believe me when I tell you that old Mr Erving is among the number who they have passed a vote to confine in close jail untill they can determine what farther is to be done with them – this upon the suspicion of thier being torys – I do not mean to blame them for ridding themselves of those persons – who in case of an attack, would take a part against them, but there meddling with that old gentleman who has been superannated this ten years can be from no other motive but to share his estate – the Colonels – Crafts, Revere& Sears are the three leading men of the place – the first of these motioned to dissolve the meeting, and lett the people revenge their own cause – quite milatary was it not – in short the mob have so much the upper hand at present . . .

The Brotherton Indians of NewJersey, 1780A primary source by Bartholomew Calvin et al.

The Brotherton Indians’ agreement to oppose white settlement, January 6, 1780. (Gilder Lehrman Collection)

During the French and Indian War, the Lenni-Lenape (or Delaware) Indians of New Jersey were among the tribes that signed the Treaty of Easton of 1758. The tribes agreed not to support the French in the colonial conflict and to leave their eastern lands in exchange for a British promise to stop incursions into Indian territory west of the Alleghenies. While many Lenapes chose to leave New Jersey, a few who had converted to Christianity stayed. New Jersey set aside its first Indian reservation, known as “Brotherton,” near present-day Indian Mills in Burlington County. Led by the Reverend John Brainerd, a missionary, approximately 200 Native Americans settled at Brotherton and established a community around grist- and sawmills.

The reservation never became self-sufficient, and after Brainerd left in 1777, circumstances became increasingly difficult. This document from 1780 shows the Indians’ attempt to retain control over the Brotherton land. The residents agreed to stop leasing or selling their lands to white settlers in order to maintain peace within the tribe:

We are exceeding glad when we see we are like to live in Quietness among one another without giving any offence to one another, & this of keeping white people from or among us will be a great step towards it, & for this reason we intend to stand by or rather stand Hand in hand against any coming on the Indian Lands without we all agree as one to let him come.

Conditions at the reservation continued to deteriorate and in 1796, the Oneidas in New Stockbridge, New York, invited the remaining members of the Brotherton community to join them. They decided to stay in New Jersey, and in 1798 signed a “publick expression” affirming that decision (see the Brotherton statement of refusal to leave New Jersey, January 20, 1798. Three years later, however, they changed their minds, and the New Jersey Assembly agreed to sell the reservation and give the profits to the remaining tribal members. In 1802, most of the men and women from Brotherton left New Jersey to join the Oneidas, while a few stayed behind and were integrated into the white community.

EXCERPT

Be it known by this, that it has been in our consideration of late about settling of White People on the Indian Lands, And we have concluded that it is a thing which ought not to be, & a thing that will not be allowed by us, that of Renting or giving Leases for said Lands, hereafter, no, not by the proprietors themselves without the consent of the rest much more by those who has no Claim or Rite here . . . We have come upon those resolutions we hope for our better living in friendship among one another, it may be that there is some which does not like white people for their Neighbours, for fear of their not agreeing as they ought to do. it might be about there children or about something they have about them we know not what, Again it may be the white Man may do something either upon Land Timber or something else which some one of the proprietors would not like & from thence would come great deal of Disquietness.