American Revolution A Teaching Unit for 5 th Grade Students. Prepared By: Jeffrey Gibson URL:

Transcription

1 American Revolution A Teaching Unit for 5 th Grade Students Prepared By: Jeffrey Gibson URL: Submitted as Partial Requirement for ED 405 Elementary and Middle Social Studies Curriculum and Instruction Professor Gail McEachron The College of William and Mary Fall

2 Table of Contents Description Page Historical Narrative 3 Lesson Plan # 1 Map and Globe Skills.13 Lesson Plan # 2 Art Series 28 Lesson Plan # 3 Biography...41 Lesson Plan # 4 Inquiry 51 Assessment...69 Appendix A Standards..71 References 74 Expenses

3 Historical Narrative Introduction During the revolutionary era many important events, people, and ideas surfaced that still affect people in America today. The revolutionary era began in 1763 when King George III and British leaders decided that taxes should be raised to pay for the war dept from the French and Indian War. In 1776, a committee was appointed by Congress to write a Declaration of Independence, a document stating that the colonies were independent from its mother country. The first shots of the American Revolutionary War were fired at the Battle of Lexington and Concord and the war ended with the British being trapped at Yorktown in The American Revolution officially was over when the British government signed The Treaty of Paris 1783, which the British agreed to recognize American independence. A new country was left to be created, which ensured freedom and justice for all. By studying the time period between 1754 and 1783 the students will begin to understand the issues of dissatisfaction that led to the American Revolution and the historical development of the United States and life as Americans know it. In Virginia, the revolutionary era is studied specifically in all PK-5 grades. During Kindergarten, the students are introduced to interesting Americans in the Revolutionary War. They focus on historical figures such as George Washington and Betsy Ross. As the students progress through the elementary grades they go into more depth about these leaders and are introduced to other leaders of the American Revolution including, Benjamin Franklin and Thomas Jefferson.The students learn about their lives and how their contributions changed the United States forever. In fourth and fifth grade the students begin to focus more on the big picture. Both grades look specially at the causes of the American Revolution. In addition, fourth grade students study certain groups of people like enslaved African Americans, free African 3

4 Americans, and the American Indians. While fifth grade students study the revolutionary movement and how the colonies were able to defeat Great Britain. Sixth grade makes a transition away from the revolutionary era. However, the impact of the Revolutionary War goes beyond its time as Americans and other ethnic groups continue to gain freedom. The revolutionary era provides insights to the students about the important individuals who shaped this country and how the freedoms Americans know today came to pass. Key Ideas and Events Arguably, the causes of the American Revolution could date back as far as 1215, which is when the Magna Carta was written. The document was not just important for Englishmen, but for all of humanity around the globe. It provided the basis for many of the rights and freedoms Americans experience today. Then again, in 1688, Parliament convinced King William and Queen Mary to sign a Bill of Rights that made Parliament more powerful than the monarch itself. This became a huge victory for the English people because Parliament represented them. The English people were pleased with the rights they had inherited. However, the American colonists expected to receive those same rights as they still saw themselves as English citizens (Hakim, 2005). In the American colonies there was a disagreement between France and Great Britain because colonists settled on land claimed by the French. The dispute over the land eventually led to the French and Indian War. The war continued for nine years until it finally ended with France s defeat (Banks & Colleary & Greenow & Parker & Schell & Zike, 2011). The war impacted Great Britain in many different aspects. For instance, the mother country had to take care of 2 million people in 13 colonies (Hakim, 2005). Also, the British government now faced a huge war debt that they were going to have to pay back. They believed the colonists should help pay for some of this debt. 4

5 In order to raise enough revenue to pay the debt Parliament, taxed the colonies. The 1764 Sugar Act and the 1765 Stamp Act put taxes and fees on imported goods including sugar and on printed documents and publications (Murray, 2005). Americans were outraged at the taxes and claimed it was not fair to tax without representation. There were no colonists who served in Parliament and that resulted in no colonists voting on the taxes. They were so upset with the taxes that they attacked British government officials to prevent them from collecting the taxes. Because of the Stamp Act, riots and boycotts broke out all over the colonies. Eventually, the violence caused these taxes to be repealed. However, in 1767 Parliament passed the Townshend Acts, which taxed factory-made goods like paper, glass, and paint. All the different acts divided the colonists. Some of them called themselves patriots or people who would fight for their country. The other colonists called themselves Loyalist, who remained loyal to Great Britain. Due to all the violence in Boston, Great Britain decided to send extra troops in the city to punish the colonists. But, the colonists did not welcome the soldiers and instead started to throw snowballs filled with rocks at them. During the conflict, someone in the crowd yelled, Fire! and the troops began shooting into the crowd killing five colonists, which became known as the Boston Massacre. The British government decided to repeal the Townshend Acts, but passed the Tea Act in 1773 (Osborne & Boyce, 2004). Many of the colonists loved to drink tea and some people in Boston decided to show King George and Parliament and Lord Townshend what they thought of the new tax on tea. In November 1773, three British East India Company ships entered Boston Harbor. The colonists would not allow the ships to unload, so the governor of Massachusetts demanded that the ships would stay in the harbor until all the tea was sold. In the middle of the night of December 16, 1773, about 50 Sons of Liberty, a group of patriots who met in secret, entered the ships as 5

6 Mohawk Indians and emptied the tea chest into the harbor, which is known as the Boston Tea Party. The British Parliament reacted by closing the Boston Harbor until all the tea was paid for and sent more troops to the colonies. The colonists continued to rebel by selecting delegates, who met in Philadelphia to discuss the problem about Great Britain. They formed the First Continental Congress (Banks & Colleary & Greenow & Parker & Schell & Zike, 2011, p ). The First Continental Congress consisted of 56 delegates from all the colonies except Georgia. Before the meeting was over the delegates began to feel more united. For an example, Patrick Henry said, I am not a Virginia but an American! (Osborn & Boyce, 2004, p.50). In response to the Boston Tea Party the British government passed strict regulations on the colonies. The regulations became known as the Intolerable Acts because the colonists thought they were unbearable. The First Continental Congress urged the colonies to cease buying British goods until Parliament repealed the Intolerable Acts. In addition, American men, women, and children began to organize at home, manufacturing their own goods to take the place of British imports (Murray, 2005). The patriots became worried as the relations with Great Britain grew worse. It appeared as if war with Britain was inevitable. This was a concern to the Americans because England was a great power. The colonists began to prepare for the war by stocking cannonballs and gun powder. They hid military supplies in Concord to use against the British soldiers. British officers heard of these preparations and decided to seize the supplies. Paul Revere and his Boston friends discovered that the redcoats were going to take Concord on the morning of April 19, In addition, the British were after John Hancock and Sam Adams, who were hiding out in Lexington. These two gentlemen were well known supporters of independence and had proven to be trouble makers for the British (Hakim, 2005, p.69-71). Paul Revere rode through the country 6

7 yelling, To arms! To arms! to warn the patriots that the British were coming as he raced off towards Concord (Osborn & Boyce, 2004,). By the time the redcoats reached Lexington, Adams and Hancock had already fled. No one knows who shot first, but many shots were exchanged between the redcoats and the minutemen. Eight militia members were killed as the British continued to march toward Concord (Banks, 2011). Thousands of patriots rose up and fought against the redcoats at Concord, thanks to Paul Revere s warning. The minutemen were armed with muskets and bayonets. They had on their three-cornered cocked hats, civilian clothes, and homespun shirts as few uniforms were available at the time. They were able to successfully push the British back to Boston. Each side tended to use the same tactics during battle: mass firing then charging with the bayonets. The Battle at Lexington and Concord signified that the war for independence had begun. The first shot fired at Lexington and Concord is known as the Shot heard around the world (Murray, 2004). Colonists from New England began forming outside of Boston. Their plan was to push the British out of the city. The redcoats were able to take Breed s Hill on June 17, 1775, but they became trapped. General George Washington, commander of the colonial army, knew he could force the British to leave, but he was going to need cannons. Late in the winter of 1776 George Washington received his canons from Fort Ticonderoga. The canons were the most powerful weapon in the war and could hit a target from several hundred miles away. When General William Howe and the rest of the redcoats saw the canons they fled Boston in their ships (Murray, 2005). By now, most colonists understood that a peace would not be reached between the two sides. In May 1776, the Continental Congress met in Philadelphia and decided to declare their independence from Great Britain. They even sent representatives to France, Spain, and 7

8 Netherlands to acquire financial backing. However, these countries would not send any money or supplies until the Americans proved they could defeat the British (Banks, 2011). The Continental Congress then elected Thomas Jefferson and other men to create the Declaration of Independence (Osborne & Boyce, 2004). Americans were already inspired and stirred up by Thomas Paine s pamphlet, Common Sense. The pamphlet asserted that the purpose of the government was to serve the people and not oppress them (Murray, 2004). The Declaration of Independence would only fuel them more. In the Declaration of Independence Jefferson wrote that all men are created equal. They have the right to life, liberty, and the pursuit of happiness. Jefferson also claimed that the people should be able to choose how they want to be governed and that the government should protect the people. Jefferson also listed all the wrongs Great Britain had done to the colonists. On July 4, 1776 the delegates met in Independence Hall and signed the Declaration of Independence. After the Delegates voted on the Declaration the Liberty Bell rang all day, signifying to the colonists that it had been accepted. The print shops and newspapers rushed to provide copies for the rest of Philadelphia (Osborn & Boyce, 2004). The British did not want the colonists to have freedom, so they hired Hessian soldiers from Germany to help fight the patriots. However, even though the redcoats had more men and supplies the Americans knew the land well and were fighting for a cause they believed in. The patriots fought hard battles at Trenton and Saratoga, but defeated the British both times. The victory at Saratoga proved to be a turning point in the war as other countries realized that the colonists had a chance to defeat the British (Osborn & Boyce, 2004). Benjamin Franklin was sent to France to seek help with the war. This time France was eager to strike back at the British. The French began to send warships, supplies, and troops on a long journey across the Atlantic Ocean. 8

9 In the winter of 1777 to 1778, George Washington and his army constructed their camp at Valley Forge, Pennsylvania. Many troops were without warm winter shoes, clothes, and only had a small thin tent to protect them from the cold. Throughout the winter the troops worked hard and built cabins to survive. In February 1778, the conditions began to improve and the patriots were stronger than ever (Jedson, 2006). By the summer of 1780 the British controlled much of the South. George Washington sent soldiers to assist the patriots and slowly the colonists began to push back the redcoats. In March 1781, the British suffered a huge defeat in North Carolina. Cornwallis and his men retreated towards the north to Yorktown, Virginia. However, they soon became trapped. The French prevented the British from escaping to the east and northwest, while Washington and his army surrounded the British from the southwest (Heinrichs, 2007). Finally, on October 17, 1781 Cornwallis and his men surrendered. Great Britain began peace talks France, Spain, and the Americans. The Revolutionary War officially ended with the Treaty of Paris Americans had gained their independence and the 13 colonies became known as the United States. In the end, the soldiers got to go back home to their families. The Loyalists fled to Canada. Native Americans lost their land to the colonists and slavery still continued. However, a new country needed to be constructed (Osborne & Boyce, 2004). Men, Women, Youth, & Children During the Revolutionary War, at least five thousand African American men and boys fought for the American army. Some of the black soldiers were free, but most of them were slaves. They were present at the beginning of the war to the end, when Cornwallis surrendered at Yorktown. Most black soldiers served in the infantry. Both African American and poor white soldiers brought their families with them to the army camps because the families could not afford to live back at home. They worked in the army camps and helped aid the soldiers back to health. When the army moved, the women and children walked right behind them. The women were 9

10 also present when gunfire was being exchanged during battle. In addition, they sewed, mended, and cooked for the soldiers. African American men were also spies. The most well known African American spy was James Armistead. In 1781, he served for Marquis de Lafayette who sent him to spy on the British. Armistead pretended to be a British worker and gathered information about the British plans and sent them back to Lafayette. (Harper, 2001). Even young African American women were spies. Lydia Darragh sent coded messages hidden in her son s coat pocket. Other women would also signal information by the way they hung their laundry. Some African American and white women helped fight the war without even leaving their community. Lucretia Emmons, a young slave woman, helped load and reload Captain Huddy s musket, when his house was being attacked by Loyalists. The Loyalists set fire to his house, but a band of patriots rescued the captain and Lucretia (Harper, 2001). The white women who stayed home during the war not only had to do their work, but the men s. They ran farms and businesses and helped make gunpowder and cannonballs. Martha Bratton, a white woman, hid weapons and ammunition in her home. When the Loyalists discovered this information they went to her house to seize the supplies. However, when they arrived she lit the gunpowder and caused a huge explosion. The boys and girls who did not go to war also made Cartridges, running Bullets, and baked biscuits for the soldiers (Hakim, 2005). During the Revolutionary War, religion played a crucial factor in Canada s decision to join the war. In the mid- to late- eighteenth century Benjamin Franklin traveled to Canada to try to convince the Canadians to join the fight for independence. However, Catholic Canada feared an alliance with the colonies that were mostly Protestant (Hakim, 2005). Closing and Legacy The end of the Revolutionary War affected the entire world and everyone in it. A superpower had been defeated and a new world power was on the rise. A new nation was being 10

11 formed on the ideas of freedom, fairness, and equality. The conclusion of the war set up the nation to eventually become the opportunity for all, including slaves. It would also be ruled by laws and not kings. Even women and children would become equal to men over time. It also proved that enemies can become friends and accomplish the unlikely. It seems that sometimes the child can out grow the mother and become stronger and better. If King George the III could have put an ear to the ground on July 4, 1776 he most certainly would have heard the drastic change that was about to affect every country in the world that all started within the 13 colonies. 11

12 References Banks, A & Colleary, K. & Greenow, L. & Parker, W. & Schell, E. & Zike, D. (2011).The United States Early Years. Columbus, Ohio: The McGraw-Hill Companies, Inc. Hakim, J. (2005). A History of US From Colonies To Country New York: Oxford University Press. Harper, J. (2001). African Americans And The Revolutionary War Journey To Freedom. United States of America: The Child s World, Inc. Heinrichs, A. (2007). The Surrender of Cornwallis. Minneapolis, Minnesota: Compass Point Books. Jedson, L. (2006). The Treaty of Paris, New York, New York: The Rosen Publishing Group, Inc. Micklos, J. (2009). The Brave Women and Children of the American Revolution. Stockton, New Jersey: OTTN Publishing. Murray, A. (2004). American Revolution Battles and Leaders. New York, New York: DK Publishing, Inc. Murray, S. (2005). American Revolution. New York, New York: DK Publishing, Inc. Osborne, M. & Boyce, N. (2004). American Revolution. New York: Random House, Inc. 12

13 Lesson One Map Skills and the American Revolution Grade Level: 5 th Topic: Midnight Rides of Paul Revere, William Dawes, and Samuel Prescott Prepared by: Jeffrey Gibson Time: 1 hour Students: Class of 24 students working individually, but can help each other as needed (whole group). Standards: USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to b) make connections between the past and the present; f) analyze and interpret maps to explain relationships among landforms, water features, climate characteristics, and historical events; USI.2 The student will use maps, globes, photographs, pictures, or tables to d) recognize key geographic features on maps, diagrams, and/or photographs. Objectives: The students will create a historic interactive map of Paul Revere, William Dawes, and Samuel Prescott s rides by a) locating geographic features, historical landmarks, and other significant structures b) describing the roles of the geographic features, historical landmarks, and other significant structures c) discussing the differences in the physical structures that exist today compared to the 1770 s. Materials: Student laptops as needed, white construction paper, pencils, The Many Rides of Paul Revere by James Cross Giblin, Paul Revere s Ride by Lori Mortensen, Paul Revere s Ride by Henry Wadsworth Longfellow, crayons/markers, outline map of Boston, maps of present-day Boston (websites) Introduction/Anticipatory Set: Introduce the lesson by asking students how people communicate today. Then, ask the students to list different ways people communicated in the 1700 s. Ask the students to explain how Paul Revere s midnight ride would have been different if the technology that exists today would have existed then. Additionally, ask the students to compare and contrast Paul Revere s ride from 1775 with For an example, how would have his ride been different and similar if he would have warned the militia that the British were coming in What different structures would he have seen? As you are asking the students these questions post a map of present Boston on the document camera. Objective/Purpose: Let the students know that by the end of the lesson they will be able to discuss key geographical features, historical landmarks, and other significant structures that Paul Revere, William Dawes, and Samuel Prescott encountered from the beginning of their rides to the end of their rides using a map. 13

14 Instructional Input: Start the lesson by reading the poem, Paul Revere s Ride, by Henry Wadsworth Longfellow. As you are reading the poem tell the students to pay close attention to the different geographical features, historical landmarks, and other significant structures Paul Revere encounters on his midnight ride. Once you have read the poem ask the students what geographic features and historical landmarks did the poem talk about. Then, ask the students how could those features or landmarks impact Paul Revere s ride. After you have listened to the students responses, explain to them that they are going to be creating an interactive map. Ask the students to describe what an interactive map is. After the students description of an interactive map, read The Many Rides of Paul Revere, by James Cross Giblin (p.35-41). Then, ask the students what were some new geographical features and historical landmarks were introduced by William Dawes and Dr. Samuel Prescott. What role did they play and what was their significance? Next, show examples of different kinds of interactive maps ( Go through the interactive maps and explain to the students the different parts of an interactive map and how they work. Describe to the students what makes an interactive map unique and why they are more beneficial to look at compared to an ordinary map. After the explanation, explain to the students their assignment. The students goal is to create an interactive map of the three routes taken by Paul Revere, William Dawes, and Samuel Prescott. Explain to the students they will be given an outline map of Boston and they will be pasting the map on a white piece of construction paper. Inform the students that the map must contain a key (geographic features, structures, three different routes) title, and appropriate labels. Tell the students that each route must be represented by a different color or line. As you explain to the students the requirements you will carefully emphasize that their maps will contain an extra step that will separate them from ordinary maps. Their maps must contain a picture on the map itself, in its respective location and the same picture must be present below the map. The picture below the map will have a description about the significance that took place there. These pictures and descriptions will be separate from the key. When creating these maps the students are to use the poem and the story that the teacher read in class. Also, the teacher will provide additional websites ( and books for the students to reference. If the student wishes to use outside resources besides the ones that the teacher has provided that is okay. Modeling: After the assignment has been discussed you will show an example of an interactive map of the midnight rides that took place on April 18-19, of 1775 ( Click on the various illustrations and read to the students what the map says. Once you have read all the examples on the map continue to provide different examples for the students to encourage their creativity and imagination. For an example, the students could draw a lantern hanging from a church. In their explanation they can explain what the lantern means, where was Paul when he decided the meaning of the lantern, who was he talking to, what were they discussing, why were they having a discussion, and what impact did this particular geographical feature or historical landmark have on his ride. Also, if you have done this assignment with students before it is important to keep their work, so you can show future classes. Checking for Understanding: 14

15 Ask the students, as a class, to think of different pictures they could draw on their map. Also, ask them to explain what type of information their pictures would include. Use this time to assess the students responses and make sure they understand the assignment. Guided Practice: Once you think the students understand let them begin their assignment. Post on the document camera the different routes taken by Paul Rever, William Dawes, and Samuel Prescot. As they are working, walk around the room and monitor their progress. Look to see how the students are approaching the task. Also, tell the students that they have to show you their map after the map has been drawn and they have added one picture with an explanation. They must show you this before they are allowed to finish. This is an important part of the lesson because this lets you know the students truly understand the entire assignment. Independent Practice: If you think the student can perform the rest of the task without any major errors, he/she is ready to complete the rest of the assignment without your assistance. If the student is struggling then you should continue to provide examples and show the students more models of an interactive map. Closure: After the students have finished their maps ask them to explain the different parts of an interactive map. What separates an interactive map from other maps? What can an interactive map tell people about the past? Ask the students what they have learned about the role of the geographical features, historical landmarks, and other significant structures in the three midnight rides that took place on April Ask the students to describe some of the locations of the important geographical features, historical landmarks, and other significant structures. Discuss with the students that sometimes maps can explain information easier and more efficiently than other sources. Also, discuss with the students how a map can show a better visual representation of the three routes compared to stories or charts. Evaluation: Before the students create their map, the academic expectations should be clearly stated to the students. The students should understand that they are not going to be graded on their artistic ability. Rather, you are looking for effort and creativity. In addition, you are looking at how many geographical features, historical landmarks, and other significant structures the student included. How much did the student write about each picture? Did the student include all the necessary elements of a map? Formative evaluations will be made based on the map the students turn in. You should look at how much effort and creativity went into the assignment. You should also look at how accurate the map is and if it included all the necessary elements. A summative evaluation will be given to the students in the form of an examination. The students will answer multiple choice and short answer questions about an interactive map. The questions will also address the rides taken by Paul Revere, Samuel Prescott, and William Dawes. Content/Background Information: 15

16 Dr. Joseph Warren received word that the British redcoats would make their move on Lexington and Concord at midnight on April 18, The soldiers would row across the Back Bay from Boston to Cambridge. He immediately summoned Paul Revere to his house to tell him the news. He told Paul to warn Lexington and Concord about the British approach. Dr. Warren decided that two horsemen would have a better chance of fooling the British than one. Paul Revere would row across Boston Harbor to Charlestown and pick up a borrowed horse from there. He would then move onto Lexington. The other messenger was William Dawes who would take a single land route out of Boston. Earlier in the week Paul had set up an arrangement with Old North s sexton to send a signal as soon as the British travel plans were known. If the redcoats left Boston by land the sexton was to hang one lighted lantern in the steeple of Old North Church. However, if the British left by water, the sexton was to hang two. These lighted lanterns could be seen easily across the river in Charlestown. Paul warned the sexton that the British would definitely leave by water, so the sexton hung two lighted lanterns. Meanwhile, Paul rowed across the river towards Charlestown and borrowed a horse named Brown Beauty. His next stop was Lexington. Paul was not at Lexington long until William Dawes arrived. They warned John Hancock and Samuel Adams that the British were on their way. Revere and Dawes departed Lexington as soon as they could, so they could warn Concord of the advancing redcoats. On their ride to Concord they were joined by Samuel Prescott who was returning home. As the three were making their approach to Concord four British guards emerged from the shadows. Revere, Prescott, and Dawes were outnumbered and the British commanded them to a halt. However, they were not ready to accept defeat. They decided that when Prescott gave a signal they would all split up and head in opposite directions. After the signal was given, Revere commanded his horse to the right. Dawes urged his horse to turn back around to the road they just left and Prescott went to the left. Dawes thought he was free and clear, but an animal scared his horse causing him to be thrown off. His horse raced away, which is why he decided to head back towards Lexington. Prescott was able to work his way through the swamp and woods before he reached Concord. Once he arrived there he warned the militia of the redcoats plans. Revere had planned to escape through the woods as well, but he ran into six more British redcoats. Revere became captured and began to be questioned by the guards. The guards eventually decided to set Revere free, so they could warn the advancing British troops of what they thought was going to be an American attack. This lesson aims to help build the students knowledge about the midnight rides of Paul Revere, William Dawes, and Samuel Prescott. The use of interactive maps provides students with more information about an event, person, and place that is normally not present with ordinary maps like Mercator maps. For an example, the students receive the opportunity to learn more than just the location of Lexington or Mystic River, but what significant events took place there. The students also become familiarized about the different parts of an interactive map. The students receive the chance to control their own education and develop a deeper understanding of interactive maps by constructing them. They also get the opportunity to look and discuss the different features of present day maps and how the map of Lexington has changed compared to a historical map of Lexinton. 16

17 Assessment Multiple Choice 1. Between Paul Revere, William Dawes, and Samuel Prescott, whose route was the shortest? a. Paul Revere b. William Dawes b. Samuel Prescott d. They were all the same. 2. Paul Revere told a North sexton to hang two lanterns on this building if the British came by water. What was the name of the building? a. Old North Church b. Lexington c. Charlestown d. Concord 3. By looking at the map what direction is Lexington from Charlestown? a. Northeast b. Southeast c. Northwest d. Southwest 17

18 Assessment Multiple Choice 3. Between Paul Revere, William Dawes, and Samuel Prescott, whose route was the shortest? c. Paul Revere b. William Dawes d. Samuel Prescott d. They were all the same. 4. Paul Revere told a North sexton to hang two lanterns on this building if the British came by water. What was the name of the building? a. Old North Church b. Lexington c. Charlestown d. Concord 3. By looking at the map what direction is Lexington from Charlestown? a. Northeast b. Southeast c. Northwest d. Southwest 18

19 Map of Midnight Rides Paul alerted the others to be on the lookout for British guards along the road, and sure enough he soon glimpsed two in the shadows ahead. He and his companions decided to ride on and fight the guards if necessary. But as they spurred their horses forward, two more guards emerged from the trees and lined up with their fellows. Revere, Dawes, and Prescott tried to break through the line, but they were outnumbered. The British commanded them to halt and herded the trio into a nearby pasture. However, the Americans weren t ready to accept defeat. At a signal from Dr. Prescott, they split apart. Dr. Prescott made his way through the woods and swamps and succeeded in eluding the British guards. Prescott galloped into Concord an hour or so later and accomplished what Paul had meant to do: He alerted the militia that the British soldiers were on the march. From Concord, the word went out to nearby towns, and soon all the militias I the vicinity were mobilizing. Paul Revere spots two British officers on his midnight ride. Paul quickly swung his horse around and sped back the way he had come toward Charleston. The two guards 19

20 saw him and gave chase, but Brown Beauty was too fast for them. Paul turned into a side road and made a long detour that finally brought him to Lexington. "I left Dr. Warrens, called upon a friend, and desired him to make the Signals. I then went Home, took my Boots and Surtout, and went to the North part of the Town, Where I had kept a Boat; two friends rowed me across Charles River... They landed me on Charlestown side." Revere's two friends who rowed him to Charlestown were Joshua Bentley, a boat builder and Thomas Richardson, a shipwright. They would have been perfect for the job: local men who were expert rowers and familiar enough with the shoreline and harbor to attempt this mission in the dark of the night. "I told them what was Acting, and went to git me a Horse; I got a Horse of Deacon Larkin... I set off upon a very good Horse; it was then about 11 O'Clock and very pleasant" Paul Revere got a spirited mare named Brown Beauty. He sprang into the saddle and set off toward Lexington. "After I had been there about half an hour Mr. Dawes arrived, who came from Boston over the neck. We set off together for Concord." 20

21 The Different Routes of Paul Revere, William Dawes, and Samuel Prescott Giblin, J. (2007). The Many Rides of Paul Revere. New York, New York: Scholastic Press. 21

22 Outline Map of Boston Maps of Boston 22

23 23

24 Paul Revere s Ride (poem) LISTEN, my children, and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-Five; Hardly a man is now alive Who remembers that famous day and year. He said to his friend, "If the British march By land or sea from the town to-night, Hang a lantern aloft in the belfry arch Of the North Church tower, as a signal light, -- One, if by land, and two, if by sea; And I on the opposite shore will be, Ready to ride and spread the alarm Through every Middlesex village and farm, For the country-folk to be up and to arm." Then he said "Good-night!" and with muffled oar Silently rowed to the Charlestown shore, Just as the moon rose over the bay, Where swinging wide at her moorings lay The Somerset, British man-of-war; A phantom ship, with each mast and spar Across the moon like a prison-bar, And a huge black hulk, that was magnified By its own reflection in the tide. Meanwhile, his friend, through alley and street Wanders and watches with eager ears, Till in the silence around him he hears The muster of men at the barrack door, The sound of arms, and the tramp of feet, And the measured tread of the grenadiers, Marching down to their boats on the shore. Then he climbed the tower of the Old North Church, By the wooden stairs, with stealthy tread, To the belfry-chamber overhead, And startled the pigeons from their perch On the somber 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, 24

25 Wrapped in silence so deep and still That he could hear, like a sentinel's tread, The watchful night-wind, as it went Creeping along from tent to tent, And seeming to whisper, "All is well!" A moment only he feels the spell Of the place and the hour, 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 gazed on 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 somber and still. And lo! as he looks, on the belfry's height A glimmer, and then a gleam of light! He springs to the saddle, the bridle he turns, But lingers and gazes, till full on his sight A second lamp in the belfry burns! A hurry of hoofs in a village street, A shape in the moonlight, a bulk in the dark, And beneath, from the pebbles, in passing, a spark Struck out by a steed flying fearless and fleet: That was all! And yet, through the gloom and the light, The fate of a nation was riding that night; And the spark struck out by that steed, in his flight, Kindled the land into flame with its heat. He has left the village and mounted the steep, And beneath him, tranquil and broad and deep, Is the Mystic, meeting the ocean tides; And under the alders that skirt its edge, Now soft on the sand, now loud on the ledge, Is heard the tramp of his steed as he rides. It was twelve by the village clock, When he crossed the bridge into Medford town. 25

26 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, blank 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 be 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 meadows 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 farm-yard wall, Chasing the red-coats 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 forevermore! For, borne on the night-wind of the Past, Through all our history, to the last, In the hour of darkness and peril and need, The people will waken and listen to hear The hurrying hoof-beat of that steed, And the midnight-message of Paul Revere. Henry Wadsworth Longfellow 26

27 References Advameg Inc. (2010). Lexington Massachusetts. Retrieved October 2, 2010, from American Human Development Project of the Social Science Research Council. (2010). Interactive Maps. Retrieved October 2, 2010, from ET Productions. (2008). Lexington, MA Area Map. Retrieved October 2, 2010, from Giblin, J. (2007). The Many Rides of Paul Revere. New York, New York: Scholastic Press. Mortensen, L. (2010). Paul Revere s Ride. Mankato, Minnesota: Picture Window Books. Paul Revere Memorial Association. (2008). The Paul Revere House. Retrieved October 2, 2010, from Paul Revere Memorial Association. (2008). The Paul Revere House. Retrieved October 2, 2010, from Paul Revere Memorial Association. (2008). The Paul Revere House. Retrieved October 2, 2010, from Paul Revere Memorial Association. (2008). The Paul Revere House. Retrieved October 2, 2010, from 27

28 Lesson # 2 Art Series- Declaration of Independence Level: Elementary 5 th grade Prepared by: Jeffrey Gibson Virginia Standards of Learning: USI. 1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) Identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865; b) make connections between the past and the present; USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution c) describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, and Patrick Henry National Standards of Learning: Standard 3. Historical Analysis and Interpretation B. Identify the author or source of historical document or narrative. National Standards for Art Education (Visual Art) Content Standards # 5: Reflecting upon and assessing the characteristics and merits of their work and work of others Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry Objectives: 1. Given an American Revolution drawing, students will describe the key characteristics of the drawing with their classmates and the teacher. 2. Students will create and interpret a mini Declaration of Independence by referencing and making connections to the Declaration of Independence written by Thomas Jefferson. Materials/Space/Time: Document camera, 20 tea bags, 20 pieces of construction paper, Declaration of Independence drawing, draft and original copy of Declaration, Declaration of Independence (20), Posts-it notes, 5 bowls full of water, 20 pens (students bring their own), paper towels, clothes line or string, 20 clothes pins, internet, computer, speakers, whole class (20 students), space for individual student work; 1 hour Introduction: The class has been learning about the causes of the American Revolution. Place a drawing of the five men who drafted and wrote The Declaration of Independence on the document camera (have it covered with Post-it notes, so the students cannot see what it is). Remove the Post-its one by one, having the students make predictions about who the individuals may be. Also, have the students predict about what the individuals are doing. Content Focus: Key Questions: Objective: What do you think they are creating? What other things do you see in the drawing? Where are these people? How do you think this drawing was created? What are some characteristics of this drawing? What title would you give this drawing? Reflective: When have you seen people dressed this way? How would you feel if you were in the same situation as these people? How can you relate to the people in the drawing? Interpretive: Why do you think the artist decided to draw this? Why are there only five people in the drawing? What do their facial expressions tell you? Who do you think the leader is? Decisional: How would you describe what is being shown in this drawing? How did the artist 28

29 show his appreciation for the writers? Did the artist do a good job of showing how much he admired the writers? What is the purpose of this drawing? Post on the document camera the draft of the Declaration of Independence. Allow the students time to observe the draft and see how even one of the most important documents had revisions made to it before it was published (see attached for draft). Then, display on the document camera a copy of the original Declaration of Independence (see attached for document). As you display the copy, read the most important and most inspirational parts of the document. Additionally, read it to the class with an inspirational voice. As you read the document to the class, explain to the students what the different parts of the document mean. After you have read the Declaration of Independence, show the Declaration of Independence clip from the movie National Treasure ( The clip should be shown second because it is inspirational and will help motivate the students for their next assignment. Divide the class into 5 groups. Give each group a bowl of water and each student a tea bag and several paper towels. Tell the students to place the paper towels under their piece of paper to prevent from making a mess. Then, tell the students to dip their tea bag in the water for several minutes, until the tea bag is damp. Next, tell the students to squeeze some of the water out of the tea bag, so it does not destroy the paper. The students then need to take the tea bag and rub it over their paper until it becomes brown. Then, hang each student s paper on the clothes line to allow it to dry. Discuss with the students the roles that Benjamin Franklin, Thomas Jefferson, and John Adams played in the creation of the Declaration of Independence. Also, discuss the colonists feelings towards the document, what it meant to them, and how the Declaration of Independence has changed America today (see see Background Information/Content). Once the papers are dry, have the students crinkle their papers up. In addition, pass out a copy of the Declaration of Independence to each student. Tell the students to select two to three consecutive sentences in the Declaration of Independence and copy it onto their paper using a pen. Closure: Ask the students to interpret what the sentences mean and write their interpretation on the back of the declaration using a pencil. Also, ask the students how that particular part of the Declaration of Independence affects them today (this should be on the back of the paper as well). Assessment: Formative: Observation of the students responses during key questions and discussion of the drawing. Summative: Each student will create a mini Declaration of Independence with their interpretations and connections on the back. The students will also complete the multiple choice questions attached below. Background/Content Information: Thomas Jefferson was uncertain that he could write a good declaration. But, John Adams and Benjamin Franklin persuaded Jefferson and told him that they had faith in him. Jefferson worked on a draft for two weeks. Then, Franklin and Adams made a few changes and presented the draft to Congress. The final wording of the Declaration was determined by Congress and passed the final version of the Declaration on July 4, According to the Declaration of Independence all men are created equal and we are all entitled to equal rights: the right to live, the right to be free, the right to be able to pursue a happy life. In addition, the main purpose for a government is to benefit the people who are being governed and protect their rights. The Declaration was inspiring to many colonists and reminded them the reasons they were fighting. The Declaration of Independence became a foundation for equality. Also, many of the values discussed in the Declaration people still hold today such as: freedom, life, happiness, and equality (Hakim, 2005). Key Concepts: Declaration of Independence- a document stating that the colonies were independent from Great Britain. Thomas Jefferson- the 29

30 writer of the first draft of the Declaration of Independence. John Adams and Benjamin Franklinmade revisions to the Declaration of Independence and persuaded Jefferson to write it. 30

31 Summative Evaluation for Lesson Plan # 2-Art Series- Declaration of Independence Circle the Correct Answer 1. On what date was the final draft of the Declaration of Independence passed by Congress? a. July 4, 1776 b. June 28, 1776 c. May, 10, 1775 d. March, Who wrote the first draft of the Declaration of Independence? a. John Adams b. Benjamin Franklin c. Thomas Jefferson d. Thomas Paine 3. What was NOT a major idea addressed in the Declaration of Independence? a. More freedom for the colonists b. All men are created equal c. The right to pursue happiness d. An increase in a King s power Summative Evaluation for Lesson Plan # 2-Art Series (Declaration of Independence) Circle the Correct Answer 1. On what date was the final draft of the Declaration of Independence passed by Congress? b. July 4, 1776 b. June 28, 1776 c. May, 10, 1775 d. March, Who wrote the first draft of the Declaration of Independence? a. John Adams b. Benjamin Franklin c. Thomas Jefferson d. Thomas Paine 3. What was NOT a major idea addressed in the Declaration of Independence? a. More freedom for the colonists b. All men are created equal c. The right to pursue happiness d. An increase in a King s power 31

32 References: Bear, R. & Finison, M. (2004). A Call to Action for 2004 and Beyond. Retrieved October 16, 2010, from Hakim, J. (2005). A History of US From Colonies To Country New York: Oxford University Press. Library of Congress. (2010). Thomas Jefferson. Retrieved October 16, 2010, from Tropical Web Works. (2010). Declaration of Independence. Retrieved October 16, 2010, from Web Media Brands. (2010). The Declaration of Independence. Retrieved October 16, 2010, from 32

33 Mini Declaration of Independence 33

34 Drawing of Declaration of Independence refurl= Sm3Mf2WopoFtLXX- T8paNQnrIa4=&h=508&w=633&sz=78&hl=en&start=20&zoom=1&um=1&itbs=1&tbnid=3w KapJgUddKpYM:&tbnh=110&tbnw=137&prev=/images%3Fq%3Dthomas%2Bjefferson%2Ban d%2bdeclaration%2bof%2bindependence%2bart%26um%3d1%26hl%3den%26sa%3dn%26 rlz%3d1r2adbf_enus343%26tbs%3disch:1 34

35 Draft of Declaration of Independence imgrefurl= mpecmvquy3owmqoqu ph3p8m98c=&h=466&w=640&sz=68&hl=en&start=1&zoom=1&um=1&itbs=1&tbnid=pmdi6 ohges1tam:&tbnh=100&tbnw=137&prev=/images%3fq%3dphotographs%2bof%2bsecond% 2Bcontinental%2Bcongress%26um%3D1%26hl%3Den%26sa%3DN%26rlz%3D1R2ADBF_en US343%26tbs%3Disch:1 35

36 Copy of Declaration of Independence 36

37 Declaration of Independence When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. That whenever any form of government becomes destructive to these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to affect their safety and happiness. Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and accordingly all experience hath shown that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object evinces a design to reduce them under absolute despotism, it is their right, it is their duty, to throw off such government, and to provide new guards for their future security. --Such has been the patient sufferance of these colonies; and such is now the necessity which constrains them to alter their former systems of government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute tyranny over these states. To prove this, let facts be submitted to a candid world. He has refused his assent to laws, the most wholesome and necessary for the public good. He has forbidden his governors to pass laws of immediate and pressing importance, unless suspended in their operation till his assent should be obtained; and when so suspended, he has utterly neglected to attend to them. He has refused to pass other laws for the accommodation of large districts of people, unless those people would relinquish the right of representation in the legislature, a right inestimable to them and formidable to tyrants only. He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public records, for the sole purpose of fatiguing them into compliance with his measures. He has dissolved representative houses repeatedly, for opposing with manly firmness his invasions on the rights of the people. He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the legislative powers, incapable of annihilation, have returned to the people at large for their 37

38 exercise; the state remaining in the meantime exposed to all the dangers of invasion from without, and convulsions within. He has endeavored to prevent the population of these states; for that purpose obstructing the laws for naturalization of foreigners; refusing to pass others to encourage their migration hither, and raising the conditions of new appropriations of lands. He has obstructed the administration of justice, by refusing his assent to laws for establishing judiciary powers. He has made judges dependent on his will alone, for the tenure of their offices, and the amount and payment of their salaries. He has erected a multitude of new offices, and sent hither swarms of officers to harass our people, and eat out their substance. He has kept among us, in times of peace, standing armies without the consent of our legislature. He has affected to render the military independent of and superior to civil power. He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his assent to their acts of pretended legislation: For quartering large bodies of armed troops among us: For protecting them, by mock trial, from punishment for any murders which they should commit on the inhabitants of these states: For cutting off our trade with all parts of the world: For imposing taxes on us without our consent: For depriving us in many cases, of the benefits of trial by jury: For transporting us beyond seas to be tried for pretended offenses: For abolishing the free system of English laws in a neighboring province, establishing therein an arbitrary government, and enlarging its boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule in these colonies: For taking away our charters, abolishing our most valuable laws, and altering fundamentally the forms of our governments: For suspending our own legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever. 38

39 He has abdicated government here, by declaring us out of his protection and waging war against us. He has plundered our seas, ravaged our coasts, burned our towns, and destroyed the lives of our people. He is at this time transporting large armies of foreign mercenaries to complete the works of death, desolation and tyranny, already begun with circumstances of cruelty and perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the head of a civilized nation. He has constrained our fellow citizens taken captive on the high seas to bear arms against their country, to become the executioners of their friends and brethren, or to fall themselves by their hands. He has excited domestic insurrections amongst us, and has endeavored to bring on the inhabitants of our frontiers, the merciless Indian savages, whose known rule of warfare, is undistinguished destruction of all ages, sexes and conditions. In every stage of these oppressions we have petitioned for redress in the most humble terms: our repeated petitions have been answered only by repeated injury. A prince, whose character is thus marked by every act which may define a tyrant, is unfit to be the ruler of a free people. Nor have we been wanting in attention to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our separation, and hold them, as we hold the rest of mankind, enemies in war, in peace friends. We, therefore, the representatives of the United States of America, in General Congress, assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the name, and by the authority of the good people of these colonies, solemnly publish and declare, that these united colonies are, and of right ought to be free and independent states; that they are absolved from all allegiance to the British Crown, and that all political connection between them and the state of Great Britain, is and ought to be totally dissolved; and that as free and independent states, they have full power to levy war, conclude peace, contract alliances, establish commerce, and to do all other acts and things which independent states may of right do. And for the support of this declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our lives, our fortunes and our sacred honor. New Hampshire: Josiah Bartlett, William Whipple, Matthew Thornton Massachusetts: John Hancock, Samual Adams, John Adams, Robert Treat Paine, Elbridge Gerry 39

40 Rhode Island: Stephen Hopkins, William Ellery Connecticut: Roger Sherman, Samuel Huntington, William Williams, Oliver Wolcott New York: William Floyd, Philip Livingston, Francis Lewis, Lewis Morris New Jersey: Richard Stockton, John Witherspoon, Francis Hopkinson, John Hart, Abraham Clark Pennsylvania: Robert Morris, Benjamin Rush, Benjamin Franklin, John Morton, George Clymer, James Smith, George Taylor, James Wilson, George Ross Delaware: Caesar Rodney, George Read, Thomas McKean Maryland: Samuel Chase, William Paca, Thomas Stone, Charles Carroll of Carrollton Virginia: George Wythe, Richard Henry Lee, Thomas Jefferson, Benjamin Harrison, Thomas Nelson, Jr., Francis Lightfoot Lee, Carter Braxton North Carolina: William Hooper, Joseph Hewes, John Penn South Carolina: Edward Rutledge, Thomas Heyward, Jr., Thomas Lynch, Jr., Arthur Middleton Georgia: Button Gwinnett, Lyman Hall, George Walton Source: The Pennsylvania Packet, July 8,

41 Lesson #3: Biography- Samuel Adams Level: Elementary 5 th grade Prepared by: Jeffrey Gibson Virginia Standards of Learning: USI.6 The student will demonstrate knowledge of the causes and results of the American Revolution by a) identifying the issues of dissatisfaction that led to the American Revolution; b) identifying how political ideas shaped the revolutionary movement in America and led to the Declaration of Independence; National Standards of Learning: Civic Ideals and Practices e. explain actions citizens can take to influence public policy decisions; f. recognize that a variety of formal and informal actors influence and shape public policy; Objectives: The students will evaluate the role Samuel Adams played in the American Revolution and determine if he was an effective leader by doing in-depth research on Samuel Adams and writing their responses in their social studies notebook. Materials/Time/Space: A Picture Book of Samuel Adams by David Adler, Samuel Adams by Ann Heinrichs (pages 13-23), white board, marker, whole class (20 students), space for small group work (4 students), space to sit on the floor together; one hour Lesson Description: Introduction: Ask the students for examples of leaders during the American Revolution. List the leaders on the white board as the students provide examples. Then, ask the students why he/she thinks that person is a good leader. Write their responses next to the leaders on the white board. Inform the class that they are going to be learning about one of the famous leaders of the American Revolution, Samuel Adams. Content Focus: The students will have previously learned about many of the causes and results of the American Revolution. Gather the students on the floor and review American Revolution terms such as: Declaration of Independence, Continental Congress, and the Stamp Act. Then, read A Picture Book of Samuel Adams to the class. Discuss with the students Samuel Adams childhood and what his life was like when he was growing up. Ask the students do they see any evidence in the early life of Adams that would make them believe he would be a leader of rebellion. Ask the students what role, if any, did Samuel Adams childhood play in his efforts in the American Revolution (see Background Information/Content). Inform the students that they are going to be doing research on Samuel Adams. Divide the class into 5 groups and give each student a copy of the book Samuel Adams (pages 13-23). Have the students read the selected pages and explain the key contributions and the role of Samuel Adams during the American Revolutionary era. Write some guiding questions for the students on the white board such as: What groups did Adams belong to? What did Adams write during the 1760 s and what impact did that have? What did Adams help form during the 1770 s and what impact did that have? What contributions make him a good/bad leader? Explain. Did his role during the American Revolutionary era make him an effective leader and have any impact on the war or the colonists (students opinions will vary)? Explain (all students answer last two questions). Let the students know they do not have to answer all of these questions. In addition, after they read the selected pages they can do in-depth research anywhere in the book, they do not have to start at the beginning. 41

42 Closure: Have each group describe and write in their social studies notebooks their findings about the contributions and role of Samuel Adams during the American Revolutionary era. Write their responses on the white board. Ask the class what actions make Adams a good/bad leader and how do they think Adams actions affect their lives today? Ask students do they think today s life could be different if Adams did not play a role in the American Revolution? Why? Assessment: Formative: Observation of student participation during group work and class discussion. Summative: Completion of the multiple choice questions found below. Also, the students social studies notebook will be collected and observed for completion. Background Information/ Content: Samuel Adams was taught to read and write by his mother. In addition, at the age of six, his parents sent him to the Boston Grammar School. Samuel was an excellent student and loved to learn. At the age of fourteen he began studying history and philosophy at Harvard College. It was during college that Adams realized he wanted a life in politics. Also, he had started to develop strong feelings about the rights of people to govern themselves. Adams was awarded an advanced degree from Harvard College in He gave a graduation speech about the people s rights to oppose their king in front of many people including the royal governor of Massachusetts. After graduation Adams spent most of his time working in a bank or in his father s brewery. However, Adams spent more time talking politics than working causing him to leave both of those jobs. In 1747 Adams and a few of his friends started a newspaper, the Public Advertiser. In the first issue he attacked the local British government. In 1765 Great Britain passed the Stamp Act and more acts were soon to come. So, Adams and the Sons of Liberty began making trouble for Great Britain. They started riots and burned tax stamps. They even set fire the home of Thomas Hutchinson, the colony s lieutenant governor. Adams was also a part of the committee that convinced Thomas Hutchinson to remove the redcoats from Boston after the Boston Massacre. In 1772, Adams helped create a Committee of Correspondence causing a network of committees to spring all over Massachusetts. Adams used the committee to spread his views such as: the colonists had a natural right to life, liberty, and property. He even delivered a report called, The Rights of the Colonists, which included those views. Some of the words he used in the report would later be used in the Declaration of Independence, a very inspiring document Additionally, Adams asserted that Great Britain was taking these rights away. It was not until 1774 that Adams used the Committee of Correspondence to try to spur all the colonies in action. This time he called for a meeting among all the colonies, which became known as the First Continental Congress. Review terms: Declaration of Independence- a document that announced that the 13 American colonies were at war with Great Britain and independent from the British Empire. Stamp Act- a tax placed on printed materials such as: newspapers, magazines, and legal documents that were imposed on the colonies from the British Parliament. Continental Congress- a convention of delegates from the 13 colonies that tried to right the wrongs done to them by Great Britain. 42

43 Assessment Multiple Choice 1. Samuel Adams was taught to read and write by whom? a) His mother b) His brother c) His father d) His grandmother 2. Samuel Adams and a few friends started what? a) A baseball team b) A shoe company c) A newspaper d) A brewery 3. Samuel Adams believed that the colonists had the right to a) Life, liberty, and health b) Life, liberty, and the pursuit of happiness c) Life, freedom, and property d)life, liberty, and property Assessment Multiple Choice 3. Samuel Adams was taught to read and write by whom? b) His mother b) His brother c) His father d) His grandmother 4. Samuel Adams and a few friends started what? b) A baseball team b) A shoe company c) A newspaper d) A brewery 3. Samuel Adams believed that the colonists had the right to a) Life, liberty, and health b) Life, liberty, and the pursuit of happiness c) Life, freedom, and property d)life, liberty, and property 43

44 References: Adler, David. (2005). A Picture Book of Samuel Adams. New York: Holiday House. Heinrichs, Ann. (2004). Samuel Adams. Chanhassen, Minnesota: The Child s World. Research on Samuel Adams In 1747 Adams and a few of his friends started a newspaper, the Public Advertiser. In the first issue he attacked the local British government. In 1765 Great Britain passed the Stamp Act and more acts were soon to come. So, Adams and the Sons of Liberty began making trouble for Great Britain. They started riots and burned tax stamps. They even set fire the home of Thomas Hutchinson, the colony s lieutenant governor. Adams was also a part of the committee that convinced Thomas Hutchinson to remove the redcoats from Boston after the Boston Massacre. In 1772, Adams helped create a Committee of Correspondence causing a network of committees to spring all over Massachusetts. Adams used the committee to spread his views such as: the colonists had a natural right to life, liberty, and property. Additionally, Adams said that Great Britain was taking these rights away. It was not until 1774 that Adams used the Committee of Correspondence to try to spur all the colonies in action. This time he called for a meeting among all the colonies, which became known as the First Continental Congress. Adams contributions during the Revolutionary era made him an effective leader. He spoke to people with inspiring words and reminded people why war with Great Britain was inevitable. Adams had a way of communicating to other colonists and helping them understand that living under British rule was unacceptable. For an example, he delivered a report called, The Rights of the Colonists. Some of the words he used in the report would later be used in the Declaration of Independence, a very inspiring document. Another example is when Samuel Adams helped organize the Committees of Correspondence. He was able to successfully convince many people throughout Boston area that they needed to communicate and work together. A vital aspect of being an effective leader is communicating with surrounding people. Before war with Great Britain began, Adams set out to accomplish two main goals: revolution and independence. Adams believed that the colonists had a right to protect and defend their natural rights. His role and contributions prior to the American Revolution helped encourage and convince people that the colonies would only gain independence through war with Great Britain. In order to accomplish his goals of revolution and independence, Adams engaged in many actions to rebel against the mother country. He spoke freedom and independence into a variety of colonists and engaged in violent revolts which eventually led to the American Revolution. 44

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51 Lesson 4-Inquiry- Life and the American Revolution Prepared By: Jeffrey Gibson Virginia Standards of Learning: USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865; b) make connections between the past and the present; Intended Audience: Heterogeneous 5 th grade classroom Behavioral Objectives: Given pictures of the American Revolution, the students will develop and record impressions about what life was like during the Revolutionary War, with 100% participation. Given research opportunities, the students will demonstrate their ability to obtain information from sources in relation to a question one asks by documenting their responses, with 100% participation. Materials/Time/Space: Document camera, pictures of contemporary war, pictures of the American Revolution, The Brave Women and Children of the American Revolution by John Micklos, internet, John and Abigail Adams letters, American Revolution Inquiry worksheet (26 copies)/ Two sessions of one-hour each/ Day one- students at desks or tables in groups of three or four, Day two- still at their desks but access to laptops (whole class about 26 students). The Lesson Proper: Day 1 Catalyst: Show the students various pictures of the war Americans are fighting today (attached below). Introduction: Since most school history accounts of the American Revolutionary War focuses on the Declaration of Independence, major leaders, issues that led to the American Revolution, and the reasons why the colonies were able to defeat Great Britain ask students questions such as: Does anyone know someone or have any family members fighting in the war today? If so, how does that impact you? Have you wondered like I have about what life is like to be a soldier? Do you wonder what it is like to live away from your mother or father? What impact does the war have on families whose loved ones are fighting overseas? How has the war change your families lifestyle and did your family adapt? The discussions about these questions will likely lead to various responses from the students. In addition, these questions will probably provoke curiosity among the students. Consider every student s response equally as important and possible. Inform the students that the answer to these questions can be found by searching through appropriate authentic sources such as: the internet, books, newspapers, letters, journals, and photographs. Content Focus: Post on the document camera various pictures of the American Revolutionary War. Tell the students these pictures were taken from periodically thought the Revolutionary era. Ask the students to observe the pictures. Ask the students to record their impressions and make inferences about what life was like during the American Revolutionary era. Allow the students the chance to share their answers with their classmates (pair or small group). Ask the students to record their responses on part 1 of the worksheet. Predicted Outcomes: The student s impression and inferences will vary and will include ones such as: the Boston Massacre was a horrible incidence for the people to live through and all the British soldiers should have been punished severely; the Revolutionary War helped create a 51

52 sense of community among the colonists who supported the idea of independence; it must have been tough on families to live in Boston with all the battles taking place nearby. After the students report their responses, ask the class to examine the lists and determine if the responses can fit into any categories. Most likely, the students will recognize two categories that will emerge. Those having to do with life during the war and those reflecting personal evaluations about the war and the various actions individuals took. Have the class group the impressions into categories. Explain to the students the value and usefulness of both types of impressions. A major part of inquiry is that the students generate questions they have about a particular topic and do research to try to find the answer. Ask the students to write questions they have after observing the pictures (part 2). Some questions will focus on soldiers (What was the life of an American soldier like), on relationships (What impact did the war have on marriages, etc.), on children (What was it like to be a child during the American Revolution). Day 2: Have students do research on their question from day one. Direct the students to appropriate authentic sources for the information they need to answer their question. Have students focus on the book, The Brave Women and Children of the American Revolution. Encourage students to scan through the book by reading the bold words. This will give the students the opportunity to understand what it was like as a child to grow up during the American Revolution. Ask students to complete part three on their worksheet by providing answers to their questions and discovering new information. Closure: Have the students share with the class their question and what they found. Have students draw conclusions from their research and tell them to support their conclusions by citing specific information. Challenge students to question their peers and evaluate their findings. After the presentations, have the class draw a final conclusion about what was life like as a child during the American Revolution. Evaluation: Formative: Were students able to create a question? Were students respectful of other students opinions? Were students able to evaluate the evidence and draw a conclusion? Summative: Worksheet documenting impressions and inferences, questions, and recording research. Essay question attached. Background Information: The book, The Brave Women and Children of the American Revolution, describes what life was like for all kinds of children from birth to adulthood. It discussed that children had a proper role at a young age. They were supposed to act like adults and do what they were told. There were no free schools during the American Revolution, so few children attended. Even the students who did attend schools lacked supplies such as: books and writing tools. Lack of schooling meant that boys began to learn trades at a young age like a blacksmith, shoemaker, or cooper. On the other hand girls were taught at home. Many parents thought it was important for girls to spend time doing household chores verses spending time in school. When the war began there was an increase in responsibility for the children. Boys began plowing and helped out even more doing household chores. Also, there was the potential for the loss of a loved one in which the children would have to cope with his/her death. Sometimes, children would become a camp follower. These children had no real homes and followed the army wherever they went (Resource # 1). Students who have questions about family relationships will investigate letters exchanged between John and Abigail Adams (Copies of the letters will be provided to the students in class). The letters written between the two were warm and informative. John gives Abigail detailed 52

53 descriptions of the Continental Congress and his impressions of Europe. He shares his concerns with Abigail and any updates on the war. He often writes Abigail to send his love to his children and for them to mind their mother. In Abigail s letters she often writes about how the family is doing. She writes about her father and how he is distraught after the destruction of Charlestown. Even though she writes about their sorrow she stills talks about how much they have to be thankful for. Mostly, Abigail writes about everyday life and how much she misses him. After reading the letters between the two it is obvious they have a lot of affection for each other (Resource # 2). Students who have questions about the life of an American soldier will be directed to the following website: This website includes many military journals written by a soldier during the American Revolution. The journals describe what life is like to be a soldier. The author of the journal writes about the extreme conditions the soldiers are exposed to such as: the cold winters and the violent snow storms. The author also talks about how some soldiers lack the appropriate clothing for the winter and how others are sleeping in tents while the log huts are built. The soldier even writes about the different battles he endured and how he ate meals with George Washington. In addition, he describes the daily activities of a soldier (Resource # 3). Skills: Development of inferences and impressions about the American Revolution; process of inquiry; research. Values: Curiosity; respect for other students opinions; respect for historical evidence. Concepts: War (What was life like during the American Revolution from various perspectives and its impacts) 53

54 American Revolution Inquiry Worksheet Part 1) After observing various pictures from the American Revolution, record your impressions and inferences of two different pictures (note which two pictures you observed). Part 2) What further questions do you have about life during the American Revolution? Part 3) Investigate your questions by doing further research. Record your observations below. Question: Resource referenced: Information discovered related to question: Additional information found: Additional questions: Amount of time spent to today s research: American Revolution Inquiry Worksheet Part 1) After observing various pictures from the American Revolution, record your impressions and inferences of two different pictures (note which two pictures you observed). Life during the American Revolution must have been tough and scary because of all the different battles taking place so close to home. I bet the life of colonists were tougher than most peoples lives today (Retreat from Concord). It seems that many children did not have a normal life like today. At any moment their father or brother could leave and head off to war. It probably made them sad. Also, they probably played a lot of war games when they were children because they wanted to idol their father or brother (Putman). Part 2) What further questions do you have about life during the American Revolution? What was life like as a child during the American Revolution? Did boys and girls go to school? What impact did the war have on families? What was life like as a British soldier? Part 3) Investigate your questions by doing further research. Record your observations below. 54

55 Question: What was life like as a child during the American Revolution? Resource referenced: The Brave Women and Children of the American Revolution by John Micklos Jr. Information discovered related to question: If children survived infancy they were treated as little adults. Children would begin to do chores at a young age. They would fetch water and clean the house. There were no free public schools in Virginia which meant few children had a chance to attend. At the age of fourteen boys began training to be a blacksmith, shoemaker, or cooper. Girls spent their time doing household chores. During the war children took on added responsibility. Boys had to take on some of their duties their father did before he left. Both boys and girls got the chance to see the war up close as the battles took place near their homes and schools. Overall, it must have been tough to grow up during the American Revolution. It seems they lived a hard life. Additional information found: Sometimes children and women served as camp followers. They had to travel wherever the army traveled. Also, they could not always receive food rations or fresh water. In addition, they did not want to live like this, but had no other choice. Additional questions: Why did many children die during infancy? Did young boys fight during the war? Did young boys serve as spies? Amount of time spent to today s research: 11:00-11:35 p.m. 35 minutes Essay Question (10 Points): Describe what the life of a child was like during the American Revolution (3 points). Describe the impacts the American Revolutionary War had on the relationship between Abigail and John Adams (3 points). Describe the living conditions of an American soldier during the American Revolution. Give four examples (4 points). 55

56 References: History Channel. (2010). Military Journal. Retrieved November 4, 2010, from Micklos, John. (2009). The Brave Women and Children of the American Revolution. Berkeley Heights, New Jersey: Enslow Publishers Inc. The Massachusetts Historical Society. (2003). Adams Family Papers. Retrieved November 4, 2010, from The U.S. National Archives and Records Management. (2010). Pictures of the Revolutionary War. Retrieved November 4, 2010, from Word Press. (2007). Iraq War. Retrieved November 4, 2010, from 56

57 Letters from John Adams to Abigail Adams Phyladelphia Septr. 8, 1774 My Dear When or where this Letter will find you, I know not. In what Scenes of Distress and Terror, I cannot foresee.-we have received a confused Account from Boston, of a dreadfull Catastrophy. The Particulars, We have not heard. We are waiting with the Utmost Anxiety and Impatience, for further Intelligence. The Effect of the News We have both upon the Congress and the Inhabitants of this City, was very great-great indeed! Every Gentleman seems to consider the Bombardment of Boston, as the Bombardment, of the Capital of his own Province. Our Deliberations are grave and serious indeed. It is a great Affliction to me that I cannot write to you oftener than I do. But there are so many Hindrances, that I cannot. It would fill Volumes, to give you an Idea of the scenes I behold and the Characters I converse with. We have so much Business, so much Ceremony, so much Company, so many Visits to recive and return, that I have not Time to write. And the Times are such, as render it imprudent to write freely. We cannot depart from this Place, untill the Business of the Congress is compleated, and it is the general Disposition to proceed slowly. When I shall be at home I cant say. If there is Distress and Danger in Boston, pray invite our Friends, as many as possible, to take an Assylum with you. Mrs. Cushing and Mrs. Adams if you can. There is in the Congress a Collection of the greatest Men upon this Continent, in Point of Abilities, Virtues and Fortunes. The Magnanimity, and public Spirit, which I see here, makes me blush for the sordid venal Herd, which I have seen in my own Province. The Addressers, and the new Councillors, are held in universal Contempt and Abhorrence, from one End of the Continent to the other. Be not under any Concern for me. There is little Danger from any Thing We shall do, at the Congress. There is such a Spirit, thro the Colonies, and the Members of the Congress are such Characters, that no Danger can happen to Us, which will not involve the whole Continent, in Universal Desolation, and in that Case who would wish to live? Make my Compliments to Mr. Thaxter and Mr. Rice-and to every other of my Friends. My Love to all my dear Children-tell them to be good, and to mind their Books. I shall come home and see them, I hope, the latter End of next Month. Adieu. John Adams P.S. You will judge how Things are like to be in Boston, and whether it will not be best to remove the Office entirely to Braintree. Mr. Hill and Williams, may come up, if they choose, paying for their Board. Philadelphia July 7, 1776 I have this Moment folded up a Magazine, and an Evening Post and sent it off, by an Express, who could not wait for me to write a single Line. It always goes to my Heart, to send off a Packett of Pamphletts and News Papers, without a Letter, but it sometimes unavoidably happens, and I suppose you had rather receive a Pamphlet or News Paper, than nothing. 57

58 The Disign of our Enemy, now seems to be a powerfull Invasion of New York and New Jersey. The Hallifax Fleet and Army, is arrived, and another Fleet and Army under Lord How, is expected to join them. We are making great Preparations to meet them, by marching the Militia of Maryland, Pensilvania, and New Jersey, down to the Scene of Action, and have made large Requisitions upon New England. I hope for the Honour of New England, and the Salvation, of America, our People will not be backward in marching to New York. We must maintain and defend that important Post, at all Events. If the Enemy get Possession there, it will cost N. England very dear. There is no danger of the Small Pox at New York. It is carefully kept out of the City and the Army. I hope that your Brother and mine too will go into the Service of their Country, at this critical Period of its Distress. Our Army at Crown Point is an Object of Wretchedness, enough to fill a humane Mind, with Horror. Disgraced defeated, discontented, dispirited, diseased, naked, undisciplined, eaten up with Vermin -- no Cloaths, Beds, Blanketts, no Medicines, no Victuals, but Salt Pork and flour. A Chaplain from that Army, preached a Sermon here the other day, from "cursed is he, that doth the Work of the Lord, deceitfully." I knew better than he did, who the Persons were, who deserved these Curses. But I could not help myself, nor my poor Country any more than he. I hope that Measures will be taken to cleanse the Army at Crown Point from the small Pox, and that other Measures will be taken in New England, by tolerating and encouraging Inoculation, to render that Distemper less terrible. I am solicitous to hear, what Figure, our new Superiour Court made in their Eastern Circuit. What Business they did? Whether the Grand Juries, and petit Juries, were sworn. Whether they tried any Criminals? or any civil Actions. How the People were affected at the Appearance of Courts again. How the judges were treated, whether with Respect, or cold Neglect &c. Every Colony, upon the Continent will soon be in the same Situation. They are erecting Governments, as fast as Children build Cobb Houses. But I conjecture they will hardly throw them down again, so soon. The Practice We have hitherto been in, of ditching round about our Enemies, will not always do. We must learn to Use other Weapons than the Pick Axe and the Spade. Our Armies must be disciplined and learn to fight. I have the Satisfaction to reflect, that our Massachusetts People, when they have been left to themselves, have been constantly fighting and skirmishing, and always with success. I wish the same Valour, Prudence, and Spirit had been discovered everywhere. 58

59 Letters from Abigail Adams to John Adams June Braintree Dearest Friend My Father has been more affected with the distruction of Charlstown, than with any thing which has heretofore taken place. Why should not his countanance be sad when the city, the place of his Fathers Sepulchers lieth waste, and the gates thereof are consumed with fire, scarcly one stone remaineth upon an other. But in the midst of sorrow we have abundant cause of thankfulness that so few of our Breathren are numberd with the slain, whilst our enimies were cut down like the Grass before the Sythe. But one officer of all the Welch fuzelers remains to tell his story. Many poor wretches dye for want of proper assistance and care of their wounds. Every account agrees in 14 and 15 hundred slain and wounded upon their side nor can I learn that they dissemble the number themselves. We had some Heroes that day who fought with amazing intrepidity, and courage -- "Extremity is the trier of Spirits -- Common chances common men will bear; And when the Sea is calm all boats alike Shew mastership in floating, but fortunes blows When most struck home, being nobly bravely warded, crave A noble cunning."shakespear. I hear that General How should say the Battle upon the plains of Abram was but a Bauble to this. When we consider all the circumstances attending this action we stand astonished that our people were not all cut of. They had but one hundred foot intrenched, the number who were engaged, did not exceed 800, and they [had] not half amunition enough. The reinforcements not able to get to them seasonably, the tide was up and high, so that their floating batteries came upon each side of the causway and their row gallies playing keeping a continual fire. Added to this the fire from fort hill and from the Ship, the Town in flames all round them and the heat from the flames so intence as scarcely to be borne; the day one of the hottest we have had this season and the wind blowing the smoke in their faces -- only figure to yourself all these circumstances, and then consider that we do not count 60 Men lost. My Heart overflows at the recollection. We live in continual Expectation of Hostilities. Scarcely a day that does not produce some, but like Good Nehemiah having made our prayer with God, and set the people with their Swords, their Spears and their bows we will say unto them, Be not affraid of them. Remember the Lord who is great and terible, and fight for your Breathren, your sons and your daughters, your wives and your houses. I have just received yours of the 17 of june [John to Abigail, 11 June 1775] in 7 days only. Every line from that far Country is precious. You do not tell me how you do, but I will hope better. Alass you little thought what distress we were in the day you wrote. They delight in molesting us upon the Sabbeth. Two Sabbeths we have been in such Alarms that we have had no meeting. This day we have set under our own vine in quietness, have heard Mr. Taft, from psalms. The Lord is good to all and his tender mercies are over all his works. The good man was earnest and pathetick. I could forgive his weakness for the sake of his sincerity -- but I long for a Cooper and an Elliot. I want a person who has feeling and sensibility who can take one up with them him "And in his Duty prompt at every call Can watch, and weep, and pray, and feel for all." 59

60 Mr. Rice joins General Heaths regiment to morrow as adjutant. Your Brother is very desirous of being in the army, but your good Mother is really voilent against it. I cannot persuaid nor reason her into a consent. Neither he nor I dare let her know that he is trying for a place. My Brother has a Captains commission, and is stationd at Cambridge. I thought you had the best of inteligence or I should have taken pains to have been more perticuliar. As to Boston, there are many persons yet there who would be glad to get out if they could.mr. Boylstone and Mr. Gill the printer with his family are held upon the black list tis said. Tis certain they watch them so narrowly that they will not let them cannot escape, nor your Brother Swift and family. Mr. Mather got out a day or two before Charlstown was distroyed, and had lodged his papers and what else he got out at Mr. Carys, but they were all consumed. So were many other peoples, who thought they might trust their little there; till teams could be procured to remove them. The people from the Alms house and work house were sent to the lines last week, to make room for their wounded they say. Medford people are all removed. Every sea port seems in motion. -- O North! may the Groans and cryes of the injured and oppressed Harrow up thy Soul. We have a prodigious Army, but we lack many accomadations which we need. I hope the apointment of these new Generals will give satisfaction. They must be proof against calumny. In a contest like this continual reports are circulated by our Enimies, and they catch with the unwary and the gaping croud who are ready to listen to the marvellous, without considering into of consequences even tho there best Friends are injured.i have not venturd to inquire one word of you about your return. I do not know whether I ought to wish for it -- it seems as if your sitting together was absolutely necessary whilst every day is big with Events. Mr. Bowdoin called a fryday and took his leave of me desiring I would present his affectionate regards to you. I have hopes that he will recover -- he has mended a good deal. He wished he could have staid in Braintree, but his Lady was fearful. I have often heard that fear makes people loving. I never was so much noticed by some people as I have been since you went out of Town, or rather since the 19 of April. Mr. [Winslows] family are determined to be sociable. Mr. A n are quite Friendly. --Nabby Johny Charly Tommy all send duty.tom says I wish I could see par. You would laugh to see them all run upon the sight of a Letter -- like chickens for a crum, when the Hen clucks. Charls says mar What is it any good news? and who is for us and who against us, is the continual inquiry. -- Brother and Sister Cranch send their Love. He has been very well since he removed, for him, and has full employ in his Buisness. Unkle Quincy calls to hear most every day, and as for the Parson, he determines I shall not make the same complaint I did last time, for he comes every other day. Tis exceeding dry weather. We have not had any rain for a long time. Bracket has mowed the medow and over the way, but it will not be a last years crop. -- Pray let me hear from you by every opportunity till I have the joy of once more meeting you. Yours ever more, Portia P.S. Tell Bass his father and family are well. Braintree July 16, 1775 Dearest Friend I have this afternoon had the pleasure of receiving your Letter by your Friends Mr. Collins and Kaighn and an English Gentle man his Name I do not remember. It was next to seeing my dearest Friend. Mr. Collins could tell me more perticuliarly about you and your Health than I 60

61 have been able to hear since you left me. I rejoice in his account of your better Health, and of your spirits, tho he says I must not expect to see you till next spring. I hope he does not speak the truth. I know I think I do, for am not I your Bosome Friend? your feelings, your anxieties, your exertions, &c. more than those before whom you are obliged to wear the face of cheerfulness. I have seen your Letters to Col. Palmer and Warren. I pity your Embaresments. How difficult the task to quench out the fire and the pride of [illegible] private ambition, and to sacrifice ourselfs and all our hopes and expectations to the publick weal. How few have souls capable of so noble an undertaking -- how often are the lawrels worn by those who have had no share in earning them, but there is a future recompence of reward to which the upright man looks, and which he will most assuredly obtain provided he perseveres unto the end. -- The appointment of the Generals Washington and Lee, gives universal satisfaction. The people have the highest opinion of Lees abilities, but you know the continuation of the popular Breath, depends much upon favorable events. I had the pleasure of seeing both the Generals and their Aid de camps soon after their arrival and of being personally made known to them. They very politely express their regard for you. Major Miflin said he had orders from you to visit me at Braintree. I told him I should be very happy to see him there, and accordingly sent Mr. Thaxter to Cambridge with a card to him and Mr. Read to dine with me. Mrs. Warren and her Son were to be with me. They very politely received the Message and lamented that they were not able to upon account of Expresses which they were that day to get in readiness to send of. to entertain a favorable opinion of him, but I thought the one half was not told me. Dignity with ease, and complacency, the Gentleman and Soldier look agreably blended in him. Modesty marks every line and feture of his face. Those lines of Dryden instantly occurd to me "Mark his Majestick fabrick! He's a temple Sacred by birth, and built by hands divine His Souls the Deity that lodges there. Nor is the pile unworthy of the God." General Lee looks like a careless hardy Veteran and from his appearence brought to my mind his namesake Charls the 12, king of Sweeden. The Elegance of his pen far exceeds that of his person. I was much pleased with your Friend Collins. I persuaded them to stay coffe with me, and he was as unreserved and social as if we had been old acquaintances, and said he was very loth to leave the house. I would have detaind them till morning, but they were very desirous of reaching Cambridge. You have made often and frequent complaints that your Friends do not write to you. I have stired up some of them. Dr. Tufts, Col. Quincy, Mr. Tudor,Mr. Thaxter all have wrote you now, and a Lady whom I am willing you should value preferable to all others save one. May not I in my turn make complaints? All the Letters I receive from you seem to be wrote in so much haste, that they scarcely leave room for a social feeling. They let me know that you exist, but some of them contain scarcely six lines. I want some sentimental Effusions of the Heart. I am sure you are not destitute of them or are they all absorbed in the great publick. Much is due to that I know, but being part of the whole I lay claim to a Larger Share than I have had. You used to be more communicative a Sundays. I always loved a Sabeth days letter, for then you had a greater command of your time -- but hush to all complaints. I am much surprized that you have not been more accurately informd of what passes in the camps. As to intelegance from Boston, tis but very seldom we are able to collect any thing that may be relied upon, and to report the vague flying reports rumours would be endless. I heard 61

62 yesterday by one Mr. Rolestone a Goldsmith who got out in a fishing Schooner, that there distress encreased upon them fast, their Beaf is all spent, their Malt and Sider all gone, all the fresh provisions they can procure they are obliged to give to the sick and wounded. 19 of our Men who were in Jail and were wounded at the Battle of Charlstown were Dead. No Man dared now to be seen talking to his Friend in the Street, they were obliged to be within every evening at ten o clock according to Martial Law, nor could any inhabitant walk any Street in Town after that time without a pass from Gage. He has orderd all the melasses to be stilld up into rum for the Soldiers, taken away all Licences, and given out others obligeing to a forfeiture of ten pounds L M if any rum is sold without written orders from the General. He give much the same account of the kill'd and wounded we have had from others. The Spirit he says which prevails among the Soldiers is a Spirit of Malice and revenge, there is no true courage and bravery to be observed among them, their Duty is hard allways mounting guard with their packs at their back ready for an alarm which they live in continual hazard of. Doctor Eliot is not on bord a man of war, as has been reported, but perhaps was left in Town as the comfort and support of those who cannot escape, he was constantly with our prisoners. Mr. Lovel and Leach with others are certainly in jail. A poor Milch cow was last week kill'd in Town and sold for a shilling stearling per pound. The transports arrived last week from York, but every additional Man adds to their distress. -- There has been a little Expidition this week to Long Island. There has been before several attempts to go on but 3 men of war lay near, and cutters all round the Island that they could not succeed. A number of whale boats lay at Germantown; 300 volenters commanded by one Capt. Tupper came on monday evening and took the boats, went on and brought of 70 odd Sheep, 15 head of cattle, and 16 prisoners 13 of whom were sent by Simple Sapling to mow the Hay which they had very badly executed. They were all a sleep in the house and barn when they were taken. There were 3 women with them. Our Heroes came of in triumph not being observed by their [illegible] Enimies. This spiritted up [others]. They could not rest endure the thought that the House and barn should afford them any shelter. They did not distroy them the night before for fear of being discoverd.capt. Wild of this Town with about 25 of his company,capt. Gold of Weymouth with as many of his, and some other volenters to the amount of an 100,obtaind leave to go on and distroy the Hay together with the House and barn and in open day in full view of the men of war they set of from the Moon so call'd coverd by a number of men who were placed there, went on, set fire to the Buildings and Hay. A number of armed cutters immediately Surrounded the Island, fired upon our Men. They came of with a hot and continued fire upon them, the Bullets flying in every direction and the Men of Wars boats plying them with small arms. Many in this Town who were spectators expected every moment our Men would all be sacrificed, for sometimes they were so near as to be calld to and damnd by thetheirenimies and orderd to surrender yet they all returnd in safty, not one Man even wounded. Upon the Moon we lost one Man from the cannon on board the Man of War. On the Evening of the same day a Man of War came and anchord near Great Hill, and two cutters came to Pig Rocks. It occasiond an alarm in this Town and we were up all Night. They remain there yet, but have not ventured to land any men. This Town have chosen their Representative. Col. Palmer is the Man. There was a considerable musture upon Thayers side, and Vinions company marched up in order to assist, but got sadly dissapointed. Newcomb insisted upon it that no man should vote who was in the army -- he had no notion of being under the Military power -- said we might be so situated as to have the greater part of the people engaged in the Military, and then all power would be wrested out of the hands of the civil Majestrate. He insisted upon its being put to vote, and carried his point immediately. 62

63 It brought Thayer to his Speach who said all he could against it. -- As to the Situation of the camps, our Men are in general Healthy, much more so at Roxbury than Cambridge, and the Camp in vastly better order. General Thomas has the character of an Excelent officer. His Merit has certainly been over looked, as modest merrit generally is. I hear General Washington is much pleased with his conduct. Every article here in the West india way is very scarce and dear. In six [weeks] we shall not be able to purchase any article of the kind. I wish you would let Bass get me one pound of peper, and 2 yd. of black caliminco for Shooes. I cannot wear leather if I go bare foot the reason I need not mention.bass may make a fine profit if he layes in a stock for himself. You can hardly immagine how much we want many common small articles which are not manufactured amongst ourselves, but we will have them in time. Not one pin is to be purchased for love nor money. I wish you could convey me a thousand by any Friend travelling this way. Tis very provoking to have such a plenty so near us, but tantulus like not able to touch. I should have been glad to have laid in a small stock of the West India articles, but I cannot get one copper. No person thinks of paying any thing, and I do not chuse to run in debt. I endeavour to live in the most frugal manner posible, but I am many times distressed. --Mr. Trot I have accommodated by removeing the office into my own chamber, and after being very angry and sometimes persuaideding I obtaind the mighty concession of the Bed room, but I am now so crouded as not to have a Lodging for a Friend that calls to see me. I must beg you would give them 7 warning to seek a place before Winter. Had that house been empty I could have had an 100 a year for it. Many [persons] had applied before Mr. Trot, but I wanted some part of it my self, and the other part it seems I have no command of. -- We have since I wrote you had many fine showers, and altho the crops of grass have been cut short, we have a fine prospect of Indian corn and English grain. Be not afraid, ye beasts of the field, for the pastures of the Wilderness do spring, the Tree beareth her fruit, the vine and the olive yeald their fruit increase. We have not yet been much distressed for grain. Every thing at present looks blooming. O that peace would once more extend her olive Branch. "This Day be Bread and peace my lot All Else beneath the Sun Thou knowst if best bestowed or not And let thy will be done." But is the Almighty ever bound to please Ruild by my wish or studious of my ease. Shall I determine where his frowns shall fall And fence my Grotto from the Lot of all? Prostrate his Sovereign Wisdom I adore Intreat his Mercy, but I dare no more. Our little ones send Duty to pappa. You would smile to see them all gather round mamma upon the reception of a letter to hear from pappa, and Charls with open mouth, What does par say -- did not he write no more. And little Tom says I wish I could see par. Upon Mr. Rice's going into the army he asked Charls if he should get him a place, he catchd at it with great eagerness and insisted upon going. We could not put him of, he cryed and beged, no obstical we could raise was sufficent to satisfy him, till I told him he must first obtain your consent. Then he insisted that I must write about it, and has been every day these 3 weeks insisting upon my asking your consent. At last I have promised to write to you, and am obliged to be as good as my word. -- I 63

64 have now wrote you all I can collect from every quarter. Tis fit for no eye but yours, because you can make all necessary allowances. I cannot coppy. of [illegible] inhabitants tis said. -- I hope to hear from you soon. Do let me know if there is any prospect of seeing you? Next Wedensday is 13 weeks since you went away. I must bid you adieu. You have many Friends tho they have not noticed you by writing. I am sorry they have been so neglegent. I hope no share of that blame lays upon me your most affectionate Portia Mr. Cranch has in his possession a Barrel of Mrs. Wilkings Beer which belonged to the late Dr. Warren. He does not know what to do with it. Suppose you should take it and givehim credit for it, as there will be neither wine, lemmons or any thing else to be had but what we make ourselves. Write me your pleasure about it. 64

65 Pictures of the American Revolution The bloody massacre perpetrated in King Street, Boston, on Mar. 5, 1770 Benjamin Franklin at the Court of St. James Battle of Lexington Retreat from Concord General Putnam leaving his plow for the defense of his country 65

66 Faneuil Hall, Boston Reading the Declaration of Independence from the east balcony of the State House in Boston West Point, on the Hudson River, NY Shippen, Peggy (Mrs. Benedict Arnold) and child 66

67 Pictures of Iraq War 67