The Revolutionary War Era Grade 3 Unit 4

Transcription

1 The Revolutionary War Era Grade 3 Unit 4 1

2 Unit Overview This unit focuses on teaching the events that lead to the beginning of the American Revolution. Since 3 rd grade students have already learned about colonial life before the Revolution, this unit utilizes their prior knowledge to explore the causes that led to it. Since the revolution is a topic that is also repeated in 5 th grade, it is important to provide the students with a general understanding of the major events that started the war so they can explore individual battles and confrontations in more detail in that later grade. Throughout the unit, the key events should also be illustrated on a large classroom timeline, so that students will be able to conceptualize how individual events and actions connected to the larger picture of the American Revolution. Standards New England and Massachusetts 3.5 Explain important political, economic, and military developments leading to and during the American Revolution. (H, C) a. the growth of towns and cities in Massachusetts before the Revolution b. the Boston Tea Party c. the beginning of the Revolution at Lexington and Concord d. the Battle of Bunker Hill e. Revolutionary leaders such as John Adams, Samuel Adams, John Hancock, and Paul Revere 3.6 Identify the Declaration of Independence, the Constitution, and the Bill of Rights as key American documents. (C) Cities and Towns of Massachusetts 3.8 On a map of Massachusetts, locate the class s home town or city and its local geographic features and landmarks. (G) 3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance. (H, C) 3.10 Explain the meaning of the stars and stripes in the American flag, and describe official procedures for the care and display of the flag. (C) 3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E) 2

3 Essential Questions What were the key events leading up to the American Revolution? What is the difference between a patriot and a loyalist? How did the patriotic colonists protest against British rule? Why are different perspectives important when researching a historical event? Learning Objectives Students will be able to describe the taxes imposed by King George as a result of the French and Indian War. Students will be able to compare the characteristics of patriots and loyalists. Students will be able to summarize the sequence of events leading up to the Boston Massacre and the Boston Tea Party. Students will be able to identify key Revolutionary leaders (John Adams, Samuel Adams, John Hancock, and Paul Revere) and the roles they played during the American Revolution. 3

4 Interactive Student Notebook The lessons in this unit are designed for the Interactive Student Notebook (ISN). Students do all of their social studies work throughout the year in the ISN, which serves as an artifact of student learning. The ISN follows a very specific format: left side Preview Question right side Activity Processing Activity This is a representation of the ISN. Each lesson begins with a Preview activity, which builds background knowledge, taps into prior knowledge, reviews the previous lesson, or introduces vocabulary. This is always at the top of the left-hand page. Next, the mini-lesson is taught. The content from the lesson is recorded on the Notes page, which is always the right-hand page. Finally, the lesson ends with a Processing activity, which asks students to apply the content and skills from the lesson and show mastery of the day s objective. This is always at the bottom of the left-hand page. Thus, the flow of the ISN is top left- right - bottom left. Lessons The lessons for the unit were designed around an essential question and topic to build towards a cumulative understanding of the overall concept. The structure of the lessons is as follows: preview, mini-lesson, processing activity, extension. The preview is a warm-up to activate or build background knowledge; the mini-lesson is the explicit teaching time through modeling; the processing activity is the time for students to process the information taught and illustrate their understanding via the notebook or another form of communication; the extension is an activity that extends the students learning with an additional activity to be done for home-work or as a follow-up activity in class (can also be an opportunity for the students to extend their learning in a culminating task such as a research report, explanation, etc.). Lessons were designed with a minute timeframe in mind but in some cases span the course of the more than a day (as indicated). Extension activities for the most part were intended to take place outside of this timeframe. 4

5 The Events Leading to the American Revolution Unit Overview Lesson 1 Timeline: 2-3 days Topic: War With Native Americans Vocabulary: war, trading, homeland, attack Preview: How do you think Native Americans felt as the colonies increased in size? Activity: Students will use a cause and effect graphic organizer to identify the problems that the Native Americans faced as the colonies grew. Processing Activity: Students will write a paragraph answering the following question: Why were the Native Americans angry with the colonists? Close Reading Lesson: A Mashpee Wampanoag Petition for Land Rights (See attached Primary Source Close Reading Lesson) Resources: The Massachusetts Story Pgs Lesson 2 Timeline: 1 day Topic: Growing Cities & Towns Vocabulary: road, trail, tavern, timber, crop, pasture Preview: Write three words describing how the Native Americans felt as the colonies grew. Activity: Students will use a problem-solution chart to record the key changes the colonists made to the land as the colonies began to grow. Processing Activity: Students will create an illustration representing the land before the colonists arrived and after the colonists began to expand. Each illustration should include a caption describing how the land was represented and why it was represented in that fashion. Extension: Compare maps showing some Wampanoag Villages in the 1600s and the location of some present day towns. Lesson 3 Timeline: 1 day Topic: The French and Indian War Vocabulary: raid, captive, enemy Preview: Why do you think land was important during the colonial times? Activity: Students will identify the reasons for the French and Indian War. Processing Activity: Use words or create illustration representing the thoughts and feelings of all people involved in the French and Indian War. (France, England, Native Americans, Colonists) Resources: The Massachusetts Story Pg Lesson 4 Timeline: 1-2 days Topic: A Taxing King Vocabulary: tax, represent, protest, boycott Preview: How do you think England felt about paying for the wars that had been fought in the colonies? Activity: Students will use the box chart to identify the taxes that Britain imposed on the colonists and why they were imposed. Processing Activity: Write a letter to King George explaining your thoughts on the newly imposed taxes. Would you be willing or unwilling to pay the tax? Resources: The Massachusetts Story Pgs Close Reading Lesson: A Mashpee Wampanoag Petition for Land Rights Resources: The Massachusetts Story Pg

6 Lesson 5 Timeline: 1 day Topic: The 13 Colonies Vocabulary: colony, industry Preview: Select 3 words that describe life during the early colonial period Activity: Students will label a map to identify each of the thirteen colonies and the characteristics of the general industry for each region. Processing Activity: Which colony would you have liked to live in? Why? Resources: Blank Map of the Thirteen Colonies The 13 Colonies Summary Handout 13 Colonies Slideshow from Slideshare /sharcr/13-colonies # Lesson 6 Timeline: 1 day Topic: Patriots vs. Loyalists Vocabulary: patriot, loyalist, tories Preview: If you were a colonist would you have supported the king s taxes? Activity: Students will create a t-chart to comparing the characteristics of the loyalists and the patriots. Extension: Students will view an 8 minute video describing the differences between Loyalists and Patriots (which uses the story of Ben and William Franklin as an example) Processing Activity: Would you be a loyalist or a patriot during the American Revolution? Why? Resources: The Massachusetts Story Pg. 140 Video: Loyalist vs. American Patriots n/british-loyalists-vsamerican-patriots-duringthe-americanrevolution.html#lesson Lesson 7 Timeline: 1-2 days Topic: The Boston Massacre Vocabulary: Engraving, Evidence, massacre, protest, perspective Preview: How would a Patriot feel about British soldiers being in Boston? Visual Discovery What do you think is going on in this image? (Show Paul Revere s Image of the Boston Massacre) Activity: Students will complete a who, what, when, where, graphic organizer to record key facts of the Boston Massacre. After recording key facts students will debate whether or not the soldiers should be declared guilty for firing their guns during the Boston Massacre. Processing Activity: What were the British and the Colonists thinking during the Boston Massacre? (Create a picture with thought bubbles showing the perspective of each group of people.) Resources: The Massachusetts Story Pgs Lesson 8 Timeline: 2 days Topic: The Boston Tea Party Vocabulary: Tax, Loyalist, patriot, perspective, protest, cause, effect Preview: Visual Discovery What do you think going on in this image? (Show an image of the Boston Tea Party) Activity: Students will use a cause and effect chart to analyze the impact of different events that caused the Boston Tea Party to occur. Reenactment: Students will read a play to reenact the night of the Boston Tea Party. Play script provided by the Boston Tea Party Historical Society. Processing Activity: Students will create a note that could have been passed around secretly inviting colonists to the Boston Tea Party (Day 1) What were the thoughts of the loyalists and the patriots as the Boston Tea Party was being planned? (Day 2) Resources: The Massachusetts Story Pgs

7 Lesson 9 Timeline: 1 day Topic: Paul Revere s Midnight Ride Lesson 10 Timeline: 1 day Topic: Battles in Massachusetts Lesson 11 Timeline: 1 day Topic: Massachusetts Revolutionary Leaders Lesson 12 Timeline: 1 day Topic: The Declaration of Independence Vocabulary: minutemen Preview: How do you think information traveled between people during the colonial period? Activity: Students will create a timeline to show the order of events during Paul Revere s ride. Various primary source documents to provide the sequence of events during his journey. Extension: Students will read Henry Longfellow s Poem: Paul Revere s Ride. Processing Activity: Students will write a poem describing Paul Revere s midnight ride using accurate information from their notes. Resources: The Massachusetts Story Pgs Vocabulary: minutemen, retreat, occupy, trench, peninsula Preview: Why do you think the top of a hill would be an important spot during a battle? Activity: Students will read a description of the Battle of Lexington & Concord and the Battle of Bunker Hill. The students will then create a Venn diagram comparing the behaviors of the British soldiers and the Colonial Soldiers during each of the battles. Processing Activity: Students will write a paragraph answering the following question: Which group of soldiers, the British or the Colonial, was more successful in the early battles in Massachusetts? What made them successful? Resources: The Massachusetts Story Pgs Vocabulary: biography, leader Preview: What are the characteristics of a good leader? Activity: Students will break into groups and read short biographies of Samuel Adams, John Adams, John Hancock, and Paul Revere then create a small poster to present facts to the class. Processing Activity: Pretend that you had the opportunity to interview one of the Revolutionary War leaders and write a script showing your conversation. What questions would you ask? How would he answer? Resources: The Massachusetts Story Pgs Vocabulary: independence, declaration Preview: What does your family do on the 4 th of July? Activity: Students will read the original text of the Declaration of Independence and identify the key information presented in the document. Extension: Students will read personal letters discussing how two different felt about the Declaration of Independence. Processing Activity: Write a script of the conversation that occurred during the writing of the Declaration of Independence. Resources: The Massachusetts Story Pgs

8 Lesson 13 Timeline: 2-3 days Final Assessment: Creating a Colonial Newspaper Preview: What information is important to know about the events that led up to the American Revolution? Activity: Students will create their own version of a colonial newspaper, The Boston Gazette. Their entries will represent different perspectives on the important events leading to and during the American Revolution. Final Activity: Walking tour of the Freedom Trail Preview: What do you think the historical places we studied might look like today? Activity: Walking tour of the Freedom Trail. Processing Activity: Describe each location on the Freedom Trail and how it was connected to the American Revolution. Resources: The Massachusetts Story Pg

9 Supplemental Resources Books Adams, John, and Carolyn P. Yoder. John Adams, the writer: A treasury of letters, diaries, and public documents. Honesdale, PA: Calkins Creek, Bober, Natalie. Countdown to independence. [New York]: Simon Pulse, Downey, Francis. Road to revolution. Washington, D.C.: National Geographic, Fritz, Jean, and Margot Tomes. And then what happened, Paul Revere? New York: Putnam & Grosset, Fritz, Jean, and Paola Tomie. De. Can't you make them behave, King George. New York: Scholastic, Fritz, Jean, and Trina Schart Hyman. Why don't you get a horse, Sam Adams? New York: Coward, McCann & Geoghegan, Harness, Cheryl. The revolutionary John Adams. Washington, D.C.: National Geographic, Krensky, Stephen, and Greg Harlin. Paul Revere's midnight ride. New York: HarperCollins, Moore, Kay, and Daniel O'Leary. --if you lived at the time of the American Revolution. New York: Scholastic, Winters, Kay, and Larry Day. Colonial voices: Hear them speak. New York: Dutton Children's Books, Websites Office of the Historian The Boston Massacre Historical Society "Boston Tea Party." History.com. A&E Television Boston Tea Party Historical Society 9

10 The Paul Revere House: The Midnight Ride The Thirteen Colonies (Article) The Thirteen Original Colonies (Information on the Different Colonies) The Thirteen Colonies (Interactive Maps & Activities) Field Experiences The Paul Revere House (admission free of charge for Boston students) The Freedom Trail Colonial America exhibit at the Museum of Fine Arts 10

11 Lesson 1: War with Native Americans Name: Graphic Organizers Date: CAUSE-AND-EFFECT CHART CAUSES EFFECTS Gibbs Smith Education The Massachusetts Story Teacher Guide 11

12 5 Changes in the Colony Key Ideas Towns and cities in Massachusetts continued to grow in the 1700s. Native Americans had to fight to defend their homelands. England combined Plimoth Colony and the Massachusetts Bay Colony into one royal colony. Key Terms accuse charter combine homeland raid royal Become a Better Reader Summarize a Lesson For the colonists, the Massachusetts Bay Colony was a great success. Towns were spreading out to the Connecticut River Valley. Merchants carried goods from Massachusetts to places all around the Atlantic Ocean. The future seemed bright. For the Native Americans, it was a different story. Their lives changed for the worse. They had to face hard times. War with Native Americans You have learned that Massachusetts was not just a wilderness waiting to be filled up with people. Several tribes called the area home. All along the coast, Native people had died from diseases brought by sailors and settlers. Often, the spots the colonists chose for towns had once been Native American villages. They took the corn and anything else that was left. They believed they had a right to take the land. Native Americans watched as more and more colonists came. The colonists cut down more trees to make homes. They cleared more fields to plant crops and scared away the animals. Their cows trampled over the Indians crops. It was hard for the Indians to find animals to feed their families in the winter. The Puritans thought the Indians would give up their way of life and live like Europeans. They thought they might become Christians. Some Indians did become Christians. However, most did not want to give up their ways of life. The colonists probably would not have survived in America without help from Native Americans. But before long, the colonists treated them as if they were just in the way. By the time Massasoit died, the two groups were no longer getting along. The promise of peace they had made was beginning to die, too. 12

13 The colonists attacked not only Pequot warriors but women and children. The Pequot War The Pequot Indians lived south of Massachusetts in the Connecticut River Valley. The Pequots and colonists had problems over land and trading. As a result, they began to attack each other. Massachusetts organized a small army to go and fight the Pequots. It had help from the Mohegan and Narragansett tribes. The colonists attacked a Pequot village and killed hundreds of people. They took prisoners and sold them away as slaves. Those who survived had to escape. Many went to live with other tribes. Colonists gather during the Pequot War. What do you think they might be saying to each other? If you were a Pequot leader, what might you say to your people? 13

14 The colonists feared the Narragansett people would join with King Philip. They attacked a Narragansett fort and burned it down. The survivors were forced into the cold with no homes or food supplies left. My father gave them what they asked... they have towns and whole kingdoms for a few blankets, hoes, and flattering words... and still they are not content! Metacom I am resolved not to see the day when I have no country. Metacom King Philip s War You have read about Massasoit, the great sachem of the Wampanoag. One of his sons was Metacom. The colonists called Metacom King Philip. Metacom did not like what was happening to his people. He did not like seeing their homeland destroyed. He worked hard to bring the tribes in the area together to fight for their lands. All over New England, the tribes fought to drive out the colonists. (Some Native Americans did join the side of the colonists.) For more than a year, the two sides fought. Both sides lost many lives, but the Indians lost more. Their families and communities were destroyed. Many were sent away to be slaves. When Metacom was killed, the war came to an end. What Happened to the Wampanoag? Many people today forget that the Wampanoag continued to live here after the Pilgrims and Puritans came. They have struggled to keep their communities alive, but they have done it. For hundreds of years they have continued to work and live in their homeland. They are still here. 14

15 Grade 3, Unit 2: The Wampanoag People A Mashpee Wampanoag Petition for Land Rights (18 th century)! MA#Standards:!Identify!the! Wampanoag!and!their!leaders.! Common#Core#Standards:!RI.3.2;! W.3.1!(depending!on!how!source!is! used)!! Curriculum#Map#Key#Questions:! Who!were!the!early!people!of! Massachusetts?!How!does!the! geography!of!a!place!help!us! understand!the!history!of!the! people!who!live!there?!how!are! people!and!nature!connected?! Curriculum#Map#Core#Concepts,# Skills,#&#Strategies:!Discuss!the! Wampanoag!and!their!leaders!in! the!1600s!(1700s).!describe!the! Wampanoag!way!of!life!in!the! 1600s!(1700s).!! Image Source: Massachusetts State Archives. Reprinted in Ives Goddard and Kathleen Joan Bragdon, Native Writings in Massachusett. Philadelphia: American Philosophical Society, Rationale)and)Source)Context:!!! This! primary!source,!the!mashpee!wampanoag!petition!to!the!massachusetts!general! Court! of! 1752,!highlights!two!key!themes!in!the!history!of!Wampanoag!people!in!Massachusetts themes! echoed!in!the!history!of!native!american!people!across!north!america.!!one!is!the!attachment!to! ancestral!land.!the!other!is!native!america s!fivetcentury!pursuit!of!equity!and!justice.!!! Many! historical! accounts! continue! to! obscure! or! misrepresent! the! history! of! indigenous! Americans.!!One!common!misperception!is!that!Native!people!vanished!from!New!England!as!a! result!of!king!philip s!war!(1675t1678).!!the!war!and!its!aftermath!did!indeed!bring!devastation!to! 15

16 ! Grade 3, Unit 2: The Wampanoag People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`-@a(,-)( &/.'.%"*( -"%+:/.,,)%(!"#$"%&"'( +&89#)%,( "$$)"/0( 3./0,1( T8/&**(,-/&9'-(09<0)U9)%,($"')0(3&/(,4$):/.,,)%(!"#$"%&"'("%+(b%'*.0-(,/"%0*",.&%01W( (( I.O)( &,-)/( *.,)/",)( 2#)/.8"%0( &3(,-)( 8&*&%."*( )/"5(!"#$"%&"'0( "*0&( 90)+(,-)( :/.,,)%( :&/+(,&( )%'"')(.%( $&*.,.8"*( +.08&9/0)1( 6%( 3&/#9*",.%'(,-.0( +&89#)%,5(,-)( 7"0-$))(!"#$"%&"'0( 16

17 Grade 3, Unit 2: The Wampanoag People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`(!Q;%%>(!'+-+%*(.,%"(P%%0$!(]%%>1?(2--#VWW;+-?$&WaM3b2c( ( 6-70(8*9:'-7#0;((<="&>-?@-1-'(A>#0->(6-70BC( ( "#$%! &'()''*!+,! 45'* /! :';05'! -'./01(!2+3')! M?L( ZJ( R?_L( _dja(! eo2!(,!)');+$+-&("!)1:,!1($+1-!'(2!,!(,!.!,(-%(-2!()')#-!'(0,)'!q$!<!$(!'+-!'(<!,1+%*(%.(-2!(-!n-4(*%-(-2!( %,+0+*)$(-!N-?( 17

18 Grade 3, Unit 2: The Wampanoag People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

19 Grade 3, Unit 2: The Wampanoag People! "# $%&'#()*+$,)-&*"'-(.)$./$ 0).12&#*&$ ')#$,#&'3$ 4.3-5%&'#()*$!" #$%&'($)(*+,',(-&,'*.$)'(/$0(*+,(*+.01(0,21.)3($/(*+,(*,4*5( 2" 6+7(.'(*+,(%+2)%,(*$(8,*.*.$)(*+,(3$9,0):,)*(2)(.:8$0*2)*(0.3+*( /$0(8,$8;,(*$(+29,<( =" A$&)%.;(*$(%+2)3,($),(*+.)3(2=$&*(7$&0(%.*7($0(),.3+=$0+$$1B(?+2*(?$&;1(.*(=,<( %" 6,0,(*+,(C)3;.'+(),.3+=$0'(=,.)3(/2.0(*$(*+,(62:82)$23'($/( D2'+8,,<(A+$$',(2('8,%./.%(,42:8;,(/0$:(*+,(*,4*(2)1('+$?( +$?(.*('&88$0*'(7$&0($8.).$)"( E" >)(*+,(FG *+ (2)1(HI *+ (%,)*&0.,'(62:82)$23(8,$8;,(%$)*.)&,1(*$(0,'.'*(?+.*,(,)%0$2%+:,)*($)(*+,.0(;2)1(2)1(1,3021.)3(2)1(1.'%0.:.)2*$07( *0,2*:,)*"(J$(;,20)(:$0,(2=$&*(2(8,*.*.$)(*+,(D2'+8,,('&=:.**,1(.)( FKLLB(,48;$0,(*+,(+.'*$07(*+0$&3+(*+.'(20*.%;,(M>)1.2)'(.)(D2'+8,,( N,:2)1(O,;/(P$9,0):,)*B(D27(HFB(FKLL(/0$:(D2''(D$:,)*'5( +**85QQ???":2'':$:,)*'"$03Q:$:,)*"%/:<:.1RFSI"( ( 6"(-()*$ 4".78-3$ K" T/*,0('*&1,)*'(2)2;7U,(*+,(*,4*B(2''.3)($),($/(*+,(/$;;$?.)3(?0.*.)3( 80$:8*'5( 2" VW8.).$)X(6,0,(*+,(C)3;.'+(),.3+=$0'(=,.)3(/2.0(*$(*+,( 62:82)$23'($/(D2'+8,,<(A+$$',(2('8,%./.%(,42:8;,(/0$:(*+,( *,4*(2)1('+$?(+$?(.*('&88$0*'(7$&0($8.).$)"(( =" V>)/$0:2*.9,QC48;2)2*$07X(T(/0.,)1(?2)*'(7$&0(+,;8(*$(?0.*,(2( 8,*.*.$)(*$(@$'*$)Y'(:27$0"(N,'%0.=,(*+,(*+.)3'(*+2*(+,($0('+,( '+$&;1(.)%;&1,(.)(*+,(8,*.*.$)"(( 19

20 Grade 3, Unit 2: The Wampanoag People 1+2)3%/'4-('.2) & & & 5#+.)6) >1$/)E& O?PQ$=&$6&88*+/64=#$.&8#="/+K$ 6)3>)$6"$,3& H1=<)=& 91$1="C*)& 4#**& O+PQ$'#(4=/?#.R$748/(:$ O4)SPQ$-4.=$ O4)SPQ$.&8#="/+K$&'$.&8#&+#$/+$4$"/K"$-&./=/&+R$1&'=":$ &7$'#.-#6=$ O+PQ$&+#T.$6"&/6#R$)&/+K$.&8#="/+K$:&*$14+=$=&$)&$ 5#+.)7) C)3))>9& O?PQ$=&$4.J$7&'$.&8#="/+K$$ >1*1$E& >1?=,& 2),#,#1$& 3">9)<& O+PQ$4$.#==(#8#+=$="4=$/.$'*(#)$U:$4+&="#'$6&*+=':$ O+PQ$4$-(46#$/+$K&?#'+8#+=$=&$.#==(#$)/.4K'##8#+=.$ O+PQ$4$1'/==#+$'#V*#.=R$O?PQ$=&$4.J$7&'$.&8#="/+K$ O+PQ$="#$(#4)#'$&7$4$>4=/?#$;8#'/64+$='/U#$!""#$#%&'()*+,%-./+,0) )!"#$%&'$()*"&+&),&"*%&-.",#/)&0)12*)3&#$&.)4&5$(*"$678&& 9,<*&& F"**14"E%&F1*#$&G7&&!"#$%&'()$!*'+#)$,-./)#$0&1+2$3+)/4+$5&/6#.$7'&8$94'(:$;8#'/647&!)6H1=6;I,7& J"=,#$K3%&!13,1$%&LMMN&O227&LPNQLPAR7& ST$6#"$3&#$&J"392))&U)<"$6&I)*HQG1/)=$<)$,7S&J"33&J1<)$,37&LN&I)2,)<C)=&BPLB7& 9,,2:;;<"33<1<)$,371=(;<1<)$,7>H<V<#6WLXP&& Y9)&J"392))&Z"<2"$1"(&Y#<)*#$):&&9,,2:;;<"392))4"<2"$1"(,=#C)7>1<;,#<)*#$)79,<*&& S.",#>D&53,"C*#39)67S&J"33&J1<)$,37&LN&I)2,)<C)=&BPLB7& 9,,2:;;4447<"33<1<)$,371=(;<1<)$,7>H<V<#6WX[&& AMBN7&&.)4&]1=D:&^_H1=6&`$#/)=3#,E&0=)33%&LMaB7& & 20

21 9$:=.$>(!"#$%&(B,$.-&FP&*&3(Q-:1&-(R&S1G( Wampanoag Indians at Mashpee Petition to the Massachusetts General Court 1752! Barnstable, June 11, Oh! Our honorable gentlemen and kind gentlemen in Boston in Massachusetts Bay. Here in New England. The great ones who oversee the colony in Boston, gentlemen. Oh!, Oh!, gentlemen, hear us now, us poor Indians. Oh! Boston gentlemen. Oh! Hear our weeping, and hear our beseeching of you. Oh!, and answer. This Indian land, this was conveyed to us by these former sachems of ours. We shall not give it away. Nor shall it be sold. But we shall always use it as long as we live, we together with all our children, and our children s children, and our descendants. But now clearly we Indians say this to all you gentlemen of ours in Boston. We truly are much troubled by these English neighbors of ours being on this land of ours, and in our marsh and trees. Against our will these Englishmen take away from us what was our land. As for our streams, they do not allow us peacefully to be when we peacefully go fishing. They beat us greatly. They have houses on our land against our will. We poor Indians soon shall not have any place to reside, together with our poor children, because these Englishmen trouble us very much in this place of ours in Mashpee, Barnstable County. Therefore now, Oh! you kind gentlemen of Boston, in Massachusetts Bay, now we beseech you. Defend us, and they would not trouble us any more on our land.!!"#$%&'()*&+(,"--.$-(./-(0.123&&/(4"./(5$.6-"/7(!"#$%&'()$#$*+,'$*'-",,"./0,&##8((92:3.-&3;2:.'(<=&$:%./(92:3"+";2:%.3(!"%:&1>7(?@aa(b;;8(cdef CDCGH(&FI""J(&-:1:"/(K$"=(,""63&(5""J+8(211;'LLI:183>LMC%N2O((!! 21

22 Lesson 2: Growing Cities & Towns Growing Cities and Towns As the 1700s began, the colony grew. Cities such as Boston had more and more buildings. Older towns split to form new towns. For example, Dedham split into six towns over time. In 1700, people found the Harvard forest covered with trees. Settlers moved farther west, where the land was better for farming. They founded towns such as Belchertown, Deerfield, and Stockbridge. Roads, Taverns, and Inns The first roads followed Native American trails. The people wanted better roads to link new towns to Boston and other cities. Workers cleared away the trees and built new dirt roads. Along the roads, people built taverns and inns. Travelers stopped there to eat and rest. The sign at Nash s Tavern in Amherst said, Drink for the thirsty, Food for the hungry, Lodging for the weary, and Good keeping for the horses. Taverns were also for the people who lived in the towns. They had meetings, dances, and elections there. People went to the tavern to eat, relax, meet friends, gossip, and talk about the news. Here is the same land after farmers and loggers began clearing it. Clearing More Land Timber was easy to get in New England. There were forests full of trees. Shipbuilders needed wood to build ships. Loggers cut down trees and sent the lumber to sawmills to be cut. Lumber was also sold to other colonies. Farmers also cut down trees. They cleared the land for crops and pastures. They moved heavy rocks out of the way and stacked them into walls to fence their fields. Before long, there were open spots of land where forests had been before. By the end of the 1700s most of the trees were gone. 22

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24 Name: Chapter 2 Lesson 1 Date: MAP ACTIVITY (1 of 2) Compare Maps Some Wampanoag Villages, 1600s ATLANTIC OCEAN Some Massachusetts Towns Today ATLANTIC OCEAN TITICUT PATUXET NAMASKET COHANNET MATTAPUSIT AGAWAM MANOMET POCASSET Buzzards ACUSHNET Bay PAMET Cape Cod NAUSET CAPE COD BAY CUMMAQUID MANNAMYIK Taunton Swansea Bridgewater Plymouth Middleborough Fall River New Bedford Wareham Buzzards Bay Truro Cape Cod Wellfleet CAPE COD BAY Bourne Barnstable Chatham CAPOWAK Nantucket Sound Nantucket Sound Rhode Island Sound Martha's Vineyard Nantucket Rhode Island Sound Edgartown Martha's Vineyard Nantucket Nantucket LEGEND Indian Village Town today land water 1. Which modern town was built where a Wampanoag village called Patuxet once stood? 2. The village of Patuxet was still standing when the Pilgrims moved in. But other Indian villages were already gone when later towns were built. Why do you think people sometimes built towns in the same places? [Hint: Think about what you learned about resources in Chapter 1.] Gibbs Smith Education The Massachusetts Story Teacher Guide 24

25 Name: Chapter 2 Lesson 1 Date: MAP ACTIVITY (2 of 2) 3. Do you think all of the towns in Massachusetts were built where an Indian village used to be? Why or why not? 4. Describe how the town you live in is different from a Wampanoag village. 5. The two maps do not show all of the Indian villages in 1600 or all of the towns today. Why do you think they don t show all of them? 2014 Gibbs Smith Education The Massachusetts Story Teacher Guide

26 Lesson 3: The French & Indian War A Raid at Deerfield By the end of the 1600s, English colonists were moving west into the Connecticut River Valley. They built a farming village called Deerfield. However, the Connecticut River Valley was also home to the Pocumtuck and other Native Peoples. Like England, France also claimed land in North America. France and England were often at war during this time. Both the French and Native Americans wanted to drive the English out of western Massachusetts and Maine. French soldiers joined with warriors from several tribes to raid (make surprise attacks on) English settlements. This meant that colonists in places like Deerfield lived in fear. Many times, Native American warriors and French soldiers attacked their settlements. They burned houses and killed or captured people. They also stole or ruined crops. Deerfield and other towns built fences. They asked the governor to send soldiers to protect them. Sometimes, the colonists left these towns and moved somewhere else. The biggest raid came at Deerfield in About 250 French soldiers and members of different tribes attacked the colonists just before dawn. More than 40 English soldiers and settlers were killed. Over 100 more were taken captive. The captive men, women, and children had to walk through the snow all the way to Canada. Over time, some of them returned to Deerfield. Others chose to stay and live with the French and Indians. A Massachusetts town is burned during an Indian attack. Many Voices Deerfield There are many points of view about what happened at Deerfield. Each group that was there has a different story to tell. To understand the past, we must listen to many voices. Today, places like the Memorial Hall Museum in Deerfield let us do just that. To learn about the Many Stories of 1704, visit their website: 26

27 The French and Indian War taught the colonists skills they would need in the future. Men such as George Washington (on the horse) got a lot of experience commanding troops. He would use it in the years to come. The French and Indian War France and England continued to be enemies in Europe. They were in a race for colonies in North America. Native Americans had lost much of their land to English settlers. They teamed up with the French to force the English out of North America. For nine years, the two sides fought. England (now called Great Britain) finally won the war. It gained control of Canada and all the land stretching west to the Mississippi River. Colonists from Massachusetts had helped England defeat the French. They had fought hard, and some had died in battle. They were proud of being able to help their mother country. However, that was about to change. When it came time to pay for its wars, England turned to the colonies. It began making rules in a way that made the colonists very angry. 5 What Did You Learn? Find the Facts Tell What It Means Make Connections 1. Who was Metacom, or King Philip? 2. What were the Salem Witch Trials? 3. Name three new towns the colonists built as they moved west. 4. Why did the colonists and the Wampanoag become enemies? 5. How did the colonial government change when the king combined Plymoth Colony and the Massachusetts Bay Colony into one royal colony? 6. How do people continue to change the forests and land today? 7. In colonial times, people went to the tavern to hear news, talk about politics, and see friends. Where do people go to do these kinds of things today? 27

28 Lesson 4: A Taxing King Lesson Topic Title: A Taxing King Learning Objective: Students will identify the French and Indian War as the main reason Britain sought to tax the colonies Students will describe the types of taxes imposed by King George in order to raise money for the British government. Vocabulary: Tax Impose Protest Materials: Teacher Resource: Bober, Natalie. Countdown to Independence. Athenum Books for Young Readers; New York, 2001 Countdown to the Revolution A Timeline of the Revolutionary War htm Student Resource: Fritz, Jean. Can t you Make Them Behave, King George, Scholastic; New York, Activity Materials: Graphic Organizer for Taxes Images of Stamps for the Stamp Act and Leaves from the Boston Tea Party Procedures: 1. Mini-Lesson: a. Preview Question: If you were a King or Queen, what taxes would you make your subjects pay? (Completed by students on the left-side of the Social Studies notebook) b. Connection: After students complete the preview question, teacher will review general information regarding the formation of the colonies under the British government. Guiding Questions: Who was King George? Why were many of the colonists loyal to the King? c. Students will turn and talk to discuss: What taxes would you make your subjects pay? d. Teach: Teacher will explain the French and Indian War as a seven-year war that was fought by the French, Indian, and British, mostly on North American soil. 28

29 The teacher will then lead a discussion on the cost of war. Guiding Questions: How much does it cost to have a war between two countries? What do you think the King or Queen might have to pay for? How do you think they might raise money to pay for those items? 2. Activity: Students will work with a partner to complete a graphic organizer to identify the year of the tax, what was taxed as a result of the law, and the colonists reaction to the taxes. When was the tax imposed on the colonists? What was being taxed? Sugar Act April 1764 Placed a threecent tax on foreign refined sugar and increased taxes on coffee, indigo, and certain kinds of wine Stamp Act November 1765 Required that a stamp would be placed on all legal and commercial documents Declaratory Act March 1766 No tax, but stated that England had the right to control the colonies Townshend Acts June- July 1767 These laws placed new taxes on glass, lead, paints, paper, and tea What was the colonists reaction? Colonists protested the tax The colonists didn't think they should have to pay for something they had been doing for free for many years, and they responded with resistance Many celebrated the appeal of the Stamp Act and did not strongly protest the Declaratory Act. Colonists refused to pay taxes on these items What was the British government s reaction to the Colonists behavior? King George was astonished that the Colonist s objected to the law passed by their king King George stood firm on the fact that the English government had the right to tax the colonists Not much reaction given limited colonist response. King repealed all taxes except the tea tax 3. Share: Students will meet in small groups of 4-6 students and review the facts regarding the taxes imposed on the colonists. 4. Conclusion: Teacher will summarize the taxes imposed by King George as a result of the money that they spent on the French and Indian War. 29

30 Informal Assessment: Teacher will assess the students understanding of the content based upon the students thorough completion of the graphic organizer. Processing Activity: Write a letter to King George explaining your feelings about the newly imposed taxes. Samuel Adams Quote For if our Trade may be taxed why not our Lands? Why not the Produce of our lands, & everything we possess and make use of? This [would cancel] our Chareter Right to govern and tax ourselves If Taxes are laud upon us in any shape without our having a legal Representation where they are laid, are we not reduced from the Character of free Subjects to the miserable State of Tributary Slaves? Samuel Adams May 24, 1764 Bober, Natalie. Countdown to Independence. Athenum Books for Young Readers: New York, Pg. 4 30

31 Images ORIGINAL TEA LEAVES, steeped in Boston Harbor after being dumped overboard during the Boston Tea Party of December 16th, and collected on the shores of Dorchester Neck on the morning of December 17, (Image Provided by TAX STAMP, British revenue (Image Provided By 31

32 Name: Date: A Taxing King Complete the table describing the taxes that were imposed by King George. When was the tax imposed on the colonists? What was being taxed? What was the colonists reaction? What was the King s response? Sugar Act Stamp Act Townshend Acts 32

33 Trouble with England By the 1760s, England had 13 colonies in North America. Massachusetts was one of the colonies. As you learned in the last chapter, England (now part of Great Britain) needed money to pay for wars it had fought. It needed to pay for soldiers sent to America to protect the colonists from the French and Indians. The British government thought the colonists should help pay for these things. To raise money, England added taxes to goods sold in the colonies. A tax is money people must pay to the government. Taxes pay for services the government provides. First, the British government taxed items such as sugar and molasses. These were things the colonists used every day. Then came the Stamp Act. It said that certain papers the colonists used had to have special stamps on them. The colonists had to pay for the stamps. Letters, newspapers, and even playing cards had to have the stamps. Next came taxes on paper, paint, and tea. The colonists were used to paying taxes on goods brought in from other places. But these new taxes were different. English or British? In 1707, the countries of England and Scotland became one kingdom. The name of the kingdom was Great Britain. British was a name used for everyone living in the kingdom of Great Britain. That is why the English are also called the British. England was in debt. That means it owed money. All governments need money to provide services to people. For example, in order to have armies to protect people, governments need to spend money. Taxes pay for these things. When a government spends more money than it brings in, it creates a debt that must be paid. Today, our national debt is more than $16 trillion. What kinds of services does our government provide today? These playing cards had to have a special stamp. How much was the tax on these cards? 33

34 Colonists argued with each other about the Stamp Act. Look at the clothes of the people in this scene. What do they tell you about who might have been angriest over the Stamp Act? Who were they angry at? No Taxation Without Representation The colonists were used to having a say in the laws and taxes the colony passed. They believed that only their colonial assemblies had the right to tax them to raise money. These new taxes came directly from the British government, called Parliament. The colonists did not get to send anyone to represent them, or speak for them, in Parliament. That meant they did not have a say in the laws and taxes it passed. That was the problem. The colonists liked making their own rules. They were not sure if they wanted to send representatives all the way to Parliament. The lawmakers in Parliament might be too busy to listen to their concerns. In their colonial assemblies, they could focus on what they needed. However, many colonists did not think Parliament had the right to make laws for them without letting them send representatives. They thought it was unfair. They cried, No taxation without representation! 34

35 The Colonists Protest The colonists were very unhappy about being taxed without representation. They felt like their rights were being stepped on. They began to protest, or take action to show how strongly they disagreed. They wrote letters saying the taxes were unfair. They refused to buy the special stamps. When people refuse to buy something in order to make a point, it is called a boycott. All over the 13 colonies, people boycotted British goods. They stopped buying tea, sugar, cloth, and other items from British merchants. The boycotts made a difference! After a while, the British ended the Stamp Act. They stopped most of the other taxes, too. To get things back in control, the British sent soldiers to Boston. The colonists did not like having the soldiers so close. Without help from women, the boycotts would not have worked. Instead of buying British tea, women made their own liberty teas. They cooked with maple syrup instead of sugar. They made their own cloth. British soldiers marched through American cities. New laws said the colonists had to pay to feed the soldiers. They also had to let the soldiers stay in their barns, taverns, and inns. Many colonists were not happy about that. Why do you think some people supported the British during these struggles? 35

36 Name: Lesson 5: The 13 Colonies Maps Date: THE ORIGINAL 13 COLONIES, 1763 N W E S mi km 36

37 The Thirteen Colonies: Summary Colony Founded Founders Major Industry Major Cities Colony Named for Became a State Massachusetts 1630 John Winthrop and others fishing, corn, livestock, lumbering, shipbuilding Boston, Quincy, Plymouth, Salem, Lexington, Concord Massachusetts tribe (word means "large hill place") February 6, 1788 New Hampshire 1638 John Wheelwrig ht and others potatoes, fishing, textiles, shipbuilding Concord county of Hampshire in England June 21, 1788 Connecticut 1636 Thomas Hooker and others wheat, corn, fishing Hartford, New Haven from an Algonquin word, quinnehtukqut, "beside the long tidal river" February 6, 1788 New York 1626 Peter Minuit and others shipbuilding, iron works, cattle, grain, rice, indigo, wheat New York City, Albany Duke of York July 26, 1788 New Jersey 1664 English colonists ironworking, lumbering Trenton, Princeton Isle of Jersey in England December 18, 1787 Pennsylvania 1682 William Penn and others wheat, corn, cattle, dairy, textiles, papermaking, shipbuilding Philadelphia, Lancaster, York William Penn and sylvania, Latin for "forest" December 12, 1787 Delaware 1638 Peter Minuit and others Fishing, lumbering Wilmington named for the Delaware tribe and for an early governor of colonial Virginia, December 7,

38 Lord de la Warr Maryland 1633 Lord Baltimore and others shipbuilding, iron works, corn, wheat, rice, indigo Baltimore, Annapolis Queen Henrietta Maria of England April 28, 1788 Virginia 1607 John Smith and others Plantation agriculture (tobacco, wheat, corn Jamestown, Williamsburg, Richmond England's "Virgin Queen," Elizabeth I June 25, 1788 North Carolina 1653 Virginia colonists Plantation agriculture (indigo, rice, tobacco) Raleigh from Carolus, the Latin word for "Charles," Charles I of England Novembe r 21, 1789 South Carolina 1663 English colonists Plantation agriculture (indigo, rice, tobacco, cotton, cattle) Charleston from Carolus, the Latin word for "Charles," Charles I of England May 23, 1788 Georgia 1732 James Oglethorpe indigo, rice, sugar Savannah England's King George II January 2, 1788 Summary Provided by: 38

39 Lesson 6: Patriots vs. Loyalists Lesson Topic Title: Patriots vs. Loyalists Learning Objective: Students will be able to compare the characteristics of patriots and loyalists during the American Revolution. Students will be able to organize notes using a t-chart format. Vocabulary: Loyalist Patriot perspective Materials: Teacher Resource: Moore, Kay. If You Lived at the Time of the Revolution. Scholastic, New York; Student Resource: If you Lived at the Time of the Revolution Pgs ; 40; 42-43; 70-71(loyalists) Pgs ; 36-39; 41-42; (patriots) Activity Materials: T-Chart Graphic Organizer Images of Samuel Adams (Patriot) and Samuel Quincy (Loyalist) Procedures: 5. Mini-Lesson: a. Preview Question: If you were a colonist, would you have supported the King s taxes? (Completed by students on the left-side of the Social Studies notebook) b. Connection: After students complete the preview question, teacher will review information regarding the taxes that the King imposed on the colonists after the French and Indian War. Guiding Questions: Why did King George impose taxes on the colonists? What types of taxes did he impose? How did the colonists feel about the taxes? c. Students will turn and talk to discuss: If you were a colonist would you have supposed the King s taxes? d. Visual Discovery: Teacher will display the portraits of Samuel Adams and Samuel Quincy and have students make observations about the images. Guiding Questions: What do you think is going on in this image? Which side do you think represents the Patriots? Which side represents the Loyalists? How are these two portraits similar and different? Both of these gentlemen are named Sam, who do you think is a patriot and who is a loyalist? 39

40 e. Teach: Teacher will introduce and define the terms loyalist and patriot to the students. After introducing the term, teacher will distribute a handout describing the characteristics of a patriot and a loyalist. 6. Activity: Students will work with a partner and use the reading passage to complete a T- Chart with the characteristics of loyalists and patriots. 7. Share: As a whole class, students will share the characteristics which they included on their t-charts. Guiding Questions: How would you describe a loyalist? How would you describe a patriot? How are they similar? How are they different? 8. Conclusion: Teacher will discuss the impact of choosing to side with the patriots or the loyalists and explain how many families were torn apart by members of the same family representing different views. Guiding Questions: How do you think it would feel to have your brother represent the other side of the battle? Why do you think some families had different views? Informal Assessment: Teacher will assess the students understanding of the content based upon the students ability to discuss and record appropriate information from the patriot and loyalist descriptions. Processing Activity: Would you be a loyalist or a patriot during the revolution? Why? Loyalist (What are the characteristics of a loyalist?) Patriot (What are the characteristics of a patriot?) 40

41 Patriot and Loyalist Images Loyalist Samuel Quincy about 1767 John Singleton Copley x cm (35 5/8 x 28 1/8 in.) Oil on canvas Classification: Paintings Museum of Fine Arts, Boston Patriot Samuel Adams about 1772 John Singleton Copley x cm (49 1/2 x 39 1/2 in.) Oil on canvas Classification: Paintings Museum of Fine Arts, Boston 41

42 Loyalist (What are the characteristics of a loyalist?) Patriot (What are the characteristics of a patriot?) 42

43 By working together, the colonists could do more. How might working together make the job easier? Think of a time when you have used teamwork to get something done. How did it help? Would you have been a Patriot or a Loyalist? Why? What would you have done if your family did not agree with your choice? The First Continental Congress Leaders from all the colonies met in Philadelphia, Pennsylvania. They talked about their problems with England. The meeting was called the First Continental Congress. (A congress is a group of representatives who meet to work out a problem.) Four important things came out of the First Continental Congress: Each colony set up a militia (a local army to be used in emergencies). The colonies started another boycott of trade with the British. The leaders sent a letter to King George III. They said they were loyal to England, but they would take stronger action if they were not treated better. The colonies agreed to meet again if the king did not listen. Getting Ready The people of Massachusetts decided to get ready for war just in case. They began to gather bullets, gunpowder, and weapons. They kept them in the town of Concord. Officers from the militia chose young men from their ranks to act as "minutemen." The minutemen Patriots and Loyalists Some of the colonists wanted to break away from Great Britain. They wanted to rule themselves as a free country. They were called Patriots. No one wanted to think that all this might lead to war. But the Patriots began to say they would do whatever it took to be free. Other colonists thought it was best to stay loyal to the king. They were called Loyalists. Some of them just wanted the British to stop the taxes and go home. They may have liked the idea of being free, but they did not want to go to war with Great Britain. 43

44 Loyalists vs Patriots The Arguments a Loyalists 1. A strong unified British Empire is good for all 2. Colonist are British subjects and should obey British law 3. Taxes are due to pay for the French & Indian War which was fought to protect the colonies 4. American colonies would be weak without Britain 5. Colonies profit from trade with England 6. Colonies profit from trade with England 7. Colonies are too far way from England to have representation in Parliament, it!s just not practical Patriots 1. People have rights government can!t take away, like property 2. Taxation takes away property from citizens (i.e. - money and goods) 3. Colonists don!t have voice in Parliament, so England shouldn!t tax colonies (No taxation without representation) 4. There!s no way colonies could ever be represented in Parliament because it is too far away. 5. Many colonist fought in the French & Indian War (we!ve done our part) 6. British personnel are causing violence, riots, and death (Boston Massacre & Boston Tea Party) Taken from by Bryan Toth 44

45 Lesson 7: The Boston Massacre Lesson Topic Title: The Boston Massacre Learning Objective: Students will identify the key participants of the Boston Massacre. (Edward Garrick, Hugh White, Hugh Montgomery, Crispus Attucks, Captain Thomas Preston) Students will compare the perspectives of the Colonists and the British soldiers during the Boston Massacre. Vocabulary: engraving evidence massacre perspective protest Materials: Teacher Resource: Famous American Trials: The Boston Massacre Trials The Boston Massacre Historical society Student Resource: Description of the Boston Massacre: Sheinkin, Steve. King George, What Was His Problem?. Roaring Brook Press: New York, Pgs Captain Preston s Deposition (See Attached) Witness for the King Depositions (See Attached) John Adam Quotes Activity Materials: Paul Revere s Engraving of The Boston Massacre Procedures: 9. Mini-Lesson: a. Preview Question: How would a patriot feel about British soldiers being in Boston? (Completed by students on the left-side of the Social Studies notebook) b. Connection: After students complete the preview question, teacher will review information regarding patriots and loyalists during the American Revolution. Guiding Questions: How would you describe a patriot? How would you describe a loyalist? Why were the colonists separated into patriots and loyalists? c. Students will turn and talk to discuss: How would a patriot feel about British soldiers being in Boston? 45

46 d. Visual Discovery: Teacher will display Paul Revere s engraving of the Boston Massacre and have students make observations about the image. Guiding Questions: What do you think is going on in this image? Which side do you think represents the patriots? Which side represents the loyalists? e. Teach: Teacher will introduce the event as The Boston Massacre and explain how the term massacre describes a situation where many people are killed. After introducing the term the whole class will read a general description of the Boston Massacre and provide the class with a set of fact surrounding the event. (Sheinkin, Pgs 10-11) i. Facts of the Boston Massacre: 1. The Massacre occurred on the evening of March 5, civilians died as a result of the incident, 3 died on the scene and 2 died later. Some websites incorrectly add up the number of victims to be 7 in total. 3. All victims of the Massacre, Crispus Attucks, Samuel Gray, James Caldwell, Samuel Maverick and Patrick Carr, were buried at Granary Burying Ground in Boston. 4. There were two separate Boston Massacre trials. The trial of Captain Preston started almost 8 month after the incident and lasted for one week, from October 24, 1770 to October 30, The second trial was for the soldiers. It started almost one month after Preston s acquittal, on November 27, 1770 and ended on Dec 14, ,000 troops were dispatched to Boston in October of 1768 not a small number, considering that Boston s population was only about 20,000 residents at the time. 10. Activity: Students will use a jigsaw format to read patriot and loyalist descriptions of the Boston Massacre. After studying either the patriot or loyalist perspectives, the students will break into small groups and debate whether or not the soldiers should be found for guilty firing their guns during the Boston Massacre. a. NOTE: As students read the descriptions with small groups have them identify important information in the passages and explain why they would be important. 11. Share: As a whole class, students will share the debates that occurred in the small groups. Guiding Questions: Who do you think should have been held responsible for the deaths during the Boston Massacre? Why? What evidence did you have against the soldiers? What evidence did you have against the people in the crowd? 12. Conclusion: Teacher will discuss the importance of perspective in learning about historical events. The teacher will display Paul Revere s engraving of The Boston Massacre and lead the class in a tableau. Each student will pick a character in the image and freeze in the moment. Then once identified the student will discuss the perspective that the character might present. Guiding Questions: What is your character thinking? What could your character say during this event? 46

47 Informal Assessment: Teacher will assess the students understanding of the content based upon the students ability to discuss appropriate information from the patriot and loyalist depositions. Processing Activity: What were the British and the colonists thinking during the Boston Massacre? (Create a picture showing the perspective of each group of people.) 47

48 Name: Five W s Chart Fill in each row with details that answer the question. What happened? Who was there? Why did it happen? When did it happen? Where did it happen? 48

49 Boston Massacre Images The Boston Massacre 1770 Paul Revere, Jr. Framed: 40.6 x 36.5 x 3.2 cm (16 x 14 3/8 x 1 1/4 in.) Sheet: 25.1 x 21.6 cm (9 7/8 x 8 1/2 in.) Engraving, hand colored Classification: Prints Museum of Fine Arts, Boston Gift of Miss Margaret A. Revere, Miss Anna P. Revere, Mr. Paul Revere and Mr. John Revere Chapin Accession number:

50 The Boston Massacre If You Were There... It is cold and dark on the night of March 5, You are sitting with friends in the tavern when you hear some noise outside. You rub the frosty window and look into the street. You see a mob of men and boys arguing with a British guard. You have heard your father and the other men talk about the British soldiers. No one wants them in Boston. You ve heard people in the town calling the soldiers names and arguing with them. You slip out the door and into the snow to see what is going on. People are shouting. They gather in front of the Customs House, where the taxes are collected. You hear angry words shouted back and forth. You shiver when you see the guard push a young man with his sharp bayonet. The next thing you know, the church bell is ringing in alarm. At this sound, more people join you in the street. 50

51 The men tease the guard. You are too scared and cold to shout with them, but you hear them call the guard names and dare him to fire his gun. The guard calls for help, and a group of British soldiers rush to the scene. They have muskets, swords, and bayonets! They look ready to use them. You run up the street and around the corner, then turn around to look back. The group of people is growing fast. Snowballs and chunks of ice fly towards the soldiers. The soldiers yell threats as they try to keep the crowds back. You see a club fly through the air and knock someone down. Then you hear a terrible sound. One of the British guns shoots into the crowd. You freeze for a moment, but when you hear more shots, you run for home. From your warm bed, you hear your father telling your mother that four men now lay dead on the street. Crispus Attucks, a free black man, was the first to fall. Other men are wounded. The next day, your neighbors are sad and angry. They can t believe the soldiers fired their guns. A few days later, you learn that a fifth man died. Samuel Adams is calling it a massacre. You never thought something like this would happen in your town. Crispus Attucks was the first man killed in the Boston Massacre. He was buried at Granary Burying Ground with the other victims. Attucks was a sailor who worked on the whaling ships based in Boston Harbor. His father was African American, and his mother was Native American. He was the first African American to die for the cause of freedom in America. 51

52 Boston Massacre Trial PHOTO COURTESY OF INDEPENDENCE NATIONAL HISTORICAL PARK John Adams The crowd strained forward in the Queen Street courtroom on October 17, Murmurs and rumblings of anger filled the air. Captain Thomas Preston, a British grenadier, shifted his feet nervously and felt the sweat rising to his brow. If the jury found him, and his men, guilty of murder as the indictment suggested, he could only expect death as a penalty. That is what these Bostonians wanted! The only hope for Preston and his men lay with this short, stocky country lawyer a colonial American after all John Adams, and his too young assistant Josiah Quincy. Seven months had passed since the horrid, bloody massacre took place on the 5th of March. But the passions of the people remained strong. Sons of Liberty such as Samuel Adams and John Hancock had seen to that! They reminded the good citizens that the British soldiers were not welcomed, and that mobs had as much right to carry clubs as the soldiers had to carry loaded muskets! But now the jury was set and the true drama was beginning. Only a fair trial would show the world that Massachusetts, and by association all Americans, deserved their liberty by an appeal to justice and not by the rule of a mob. Captain Preston had his doubts that a fair trial was possible. Yet there was something about his lawyer that gave him hope. This fellow Adams colonial though he was was tenacious when it came to the truth, braver than most when it came to risking himself or his family, devoted beyond reason when it came to the law, and undeniably intelligent. If anyone could help these hapless soldiers in a foreign land, Preston thought, Adams seemed the man. The lawyer hardly cut a gallant figure standing before the bar wearing the powdered wig and black robe of His Majesty s court. Yet there was something Adams seemed at home in the courtroom, like an experienced mariner navigating the shoals of a dangerous coastline. He had been able to impanel a jury from out- 52

53 of-town, not a single Boston man among them and, Preston felt, the jury seemed uncommonly thoughtful for upstart colonials! Now Adams was questioning Richard Palmes, a witness most of the crowd recognized, about events that night. Preston could hear Palmes saying, That instant I saw something resembling Snow or Ice strike the Grenadier on the Captain s right hand He [the Grenadier] fired the first Gun. After the Gun went off I heard the word fire! The Captain and I stood in front about half between the breech and muzzle of the Guns. I don t know who gave the word to fire. Adams let Palmes words settle like fallen snow on the minds of the jury. Who could say where the command fire had come from? Many in the mob had been yelling fire, damn you ye dare not! Clubs and chunks of ice had been ready in menacing hands! What reasonable man, or even seasoned soldier, would not fear for his life? Malice aforethought is what the indictment had charged. Yet Adams was showing that confusion, terror, and even curiosity were more on the minds of everyone that night in King Street. Even the jury s faces showed the common truth of this. John Adams was in his element! Like a gladiator he loved the arena where great battles were fought! For Adams, a man s character was not measured by the popularity he inspired in his neighbors, but by the truth he pursued. As he would say in a letter to his beloved Abigail, I have consented to my own ruin, to your ruin, and to the ruin of our children. But he would also assert the law will not bend to the uncertain wishes, imaginations, and wanton tempers of men. When the jury quickly returned with a not guilty verdict against Preston, Adams felt a great weight lifted from his shoulders. Soon after, the trial of the other eight men Hugh White, Hugh Montgomery, Matthew Kilroy, John Carroll, James Hartigan, William McCauley, William Warren, and William Wemms began. By now, Captain Preston had great admiration for their lawyer s abilities. Generally, Preston resented these colonials and felt that malcontents were using every method to fish out evidence to prove [the shooting] was a concerted scheme to murder the inhabitants. But if a British 53

54 soldier could be acquitted by a New England jury, perhaps there was more, he thought! Following one of the first trials in American history to last for several days, even the frenetic crowd seemed exhausted. Testimony after testimony had been used to show both sides of the massacre story. But as Adams said in his summary, facts are stubborn things if they [the soldiers] were assaulted at all this was a provocation for which the law reduces the offense of killing, down to manslaughter In less than three hours, the jury reached a verdict. No malice was found. All eight men were found not guilty of murder. Two, Hugh Montgomery and Matthew Kilroy, were found guilty of manslaughter. A defense lawyer to the last, Adams negotiated the sentences of Montgomery and Kilroy using and ancient precedent of English law. The Plea of Clergy meant that instead of death, the two men would be branded on the thumbs as first offenders, never to be permitted to violate the law again. Adams would later describe his role as the greatest service I ever rendered my country. Why? In a town where British soldiers were hated, there had been a fair trial by jury. In a land where mobs could sway events, the world saw that justice and liberty were valued as the legal rights of all! 54

55 Deposition of Captain Thomas Preston, March 12, 1770 On Monday night about 8 o'clock two soldiers were attacked and beat. But the party of the townspeople in order to carry matters to the utmost length, broke into two meeting houses and rang the alarm bells, which I supposed was for fire as usual, but was soon undeceived. About 9 some of the guard came to and informed me the town inhabitants were assembling to attack the troops, and that the bells were ringing as the signal for that purpose and not for fire, and the beacon intended to be fired to bring in the distant people of the country. This, as I was captain of the day, occasioned my repairing immediately to the main guard. In my way there I saw the people in great commotion, and heard them use the most cruel and horrid threats against the troops. In a few minutes after I reached the guard, about 100 people passed it and went towards the custom house where the king's money is lodged. They immediately surrounded the sentry posted there, and with clubs and other weapons threatened to execute their vengeance on him. I was soon informed by a townsman their intention was to carry off the soldier from his post and probably murder him. On which I desired him to return for further intelligence, and he soon came back and assured me he heard the mobb declare they would murder him. This I feared might be a prelude to their plundering the king's chest. I immediately sent a non-commissioned officer and 12 men to protect both the sentry and the king's money, and very soon followed myself to prevent, if possible, all disorder, fearing lest the officer and soldiers, by the insults and provocations of the rioters, should be thrown off their guard and commit some rash act. They soon rushed through the people, and by charging their bayonets in half-circles, kept them at a little distance. Nay, so far was I from intending the death of any person that I suffered the troops to go to the spot where the unhappy affair took place without any loading in their pieces; nor did I ever give orders for loading them. This remiss conduct in me perhaps merits censure; yet it is evidence, resulting from the nature of things, which is the best and surest that can be offered, that my intention was not to act offensively, but the contrary part, and that not without compulsion. The mob still increased and were more outrageous, 55

56 striking their clubs or bludgeons one against another, and calling out, come on you rascals, you bloody backs, you lobster scoundrels, fire if you dare, G-d damn you, fire and be damned, we know you dare not, and much more such language was used. At this time I was between the soldiers and the mob, parleying with, and endeavouring all in my power to persuade them to retire peaceably, but to no purpose. They advanced to the points of the bayonets, struck some of them and even the muzzles of the pieces, and seemed to be endeavouring to close with the soldiers. On which some well behaved persons asked me if the guns were charged. I replied yes. They then asked me if I intended to order the men to fire. I answered no, by no means, observing to them that I was advanced before the muzzles of the men's pieces, and must fall a sacrifice if they fired; that the soldiers were upon the half cock and charged bayonets, and my giving the word fire under those circumstances would prove me to be no officer. While I was thus speaking, one of the soldiers having received a severe blow with a stick, stepped a little on one side and instantly fired, on which turning to and asking him why he fired without orders, I was struck with a club on my arm, which for some time deprived me of the use of it, which blow had it been placed on my head, most probably would have destroyed me. On this a general attack was made on the men by a great number of heavy clubs and snowballs being thrown at them, by which all our lives were in imminent danger, some persons at the same time from behind calling out, damn your bloods-why don't you fire. Instantly three or four of the soldiers fired, one after another, and directly after three more in the same confusion and hurry. The mob then ran away, except three unhappy men who instantly expired, in which number was Mr. Gray at whose rope-walk the prior quarrels took place; one more is since dead, three others are dangerously, and four slightly wounded. The whole of this melancholy affair was transacted in almost 20 minutes. On my asking the soldiers why they fired without orders, they said they heard the word fire and supposed it came from me. This might be the case as many of the mob called out fire, fire, but I assured the men that I gave no such order; that my words were, don't fire, stop your firing. In short, 56

57 it was scarcely possible for the soldiers to know who said fire, or don't fire, or stop your firing. On the people's assembling again to take away the dead bodies, the soldiers supposing them coming to attack them, were making ready to fire again, which I prevented by striking up their firelocks with my hand. Immediately after a townsman came and told me that 4 or 5000 people were assembled in the next street, and had sworn to take my life with every man's with me. On which I judged it unsafe to remain there any longer, and therefore sent the party and sentry to the main guard, where the street is narrow and short, there telling them off into street firings, divided and planted them at each end of the street to secure their rear, momently expecting an attack, as there was a constant cry of the inhabitants to arms, to arms, turn out with your guns; and the town drums beating to arms, I ordered my drums to beat to arms, and being soon after joined by the different companies of the 29th regiment, I formed them as the guard into street firings. The 14th regiment also got under arms but remained at their barracks. I immediately sent a sergeant with a party to Colonel Dalrymple, the commanding officer, to acquaint him with every particular. Several officers going to join their regiment were knocked down by the mob, one very much wounded and his sword taken from him. The lieutenantgovernor and Colonel Carr soon after met at the head of the 29th regiment and agreed that the regiment should retire to their barracks, and the people to their houses, but I kept the picket to strengthen the guard. It was with great difficulty that the lieutenant-governor prevailed on the people to be quiet and retire. At last they all went off, excepting about a hundred. 57

58 Witnesses for the King (Prosecution) Richard Palmes Somebody there said there was a Rumpus in King Street. I went down. When I had got there I saw Capt. Preston at the head of 7 or 8 Soldiers at the Custom house drawn up, their Guns breast high and Bayonets fixed. Found Theodore Bliss talking with the Captain. I heard him say why don't you fire or words to that effect. The Captain answered I know not what and Bliss said God damn you why don't you fire. I was close behind Bliss. They were both in the front. Then I step'd immediately between them and put my left hand in a familiar manner on the Captains right shoulder to speak to him. Mr. John Hickling then looking over my shoulder I said to Preston are your Soldiers Guns loaded. He answered with powder and ball. Sir I hope you dont intend the Soldiers shall fire on the Inhabitants. He said by no means. The instant he spoke I saw something resembling Snow or Ice strike the Grenadier on the Captains right hand being the only one then at his right. He instantly stepd one foot back and fired the first Gun. I had then my hand on the Captains shoulder. After the Gun went off I heard the word fire. The Captain and I stood in front about half between the breech and muzzle of the Guns. I dont know who gave the word fire. I was then looking on the Soldier who fired. The word was given loud. The Captain might have given the word and I not distinguish it. After the word fire in about 6 or 7 seconds the Grenadier on the Captains left fired and then the others one after another. The Captain stood still till the second Gun was fired. After that I turned and saw the Grenadier who fired first attempting to prick me by the side of the Captain with his Bayonet. I had a large Stick in my hand. I struck over hand and hit him in his left arm. Knocked his hand from his Gun. The Bayonet struck the Snow and jarr'd the breech out of his hand. I had not before struck at any body. Upon that I turnd, thinking the other would do the same and struck at any body at first and hit Preston. In striking him my foot slip'd and my blow fell short and hit him, as he afterwards told me, on the arm. When I heard the word fire the Captains back was to the Soldiers and face to me. Before I recovered the Soldier 58

59 who fired the first Gun was attempting again to push me through. I tossed my Stick in his face. He fell back and I jump'd towards the land. He push'd at me there and fell down. I turn'd to catch his Gun. Another Soldier push'd at me and I ran off. Returnd soon and saw the dead carrying off and the party was gone. The Gun which went off first had scorched the nap of my Surtout at 1 the elbow. I did not hear the Captain speak after he answered me. Was there but about 3/4 of a minute in the whole. There was time enough between the first and second Gun for the Captain to have spoke to his Men. He stood leaning on the dagger in the scabbard. At the time of the firing there was between 50 and 80 People at some distance not crowding upon the Soldiers and thin before them. "Q. Did you situate yourself before Capt. Preston, in order that you might be out of danger, in case they fired? "A. I did not apprehend myself in any danger. "Q. Did you hear Captain Preston give the word Fire? "A, I have told your Honors, that after the first gun was fired, I heard the word, fire! but who gave it, I know not. "Q. Do you think it was possible Capt. Preston should give the word fire, and you not be certain he gave it? "A. I think it was. 59

60 Theodore Bliss At home. I heard the Bells for fire. Went out. Came to the Town House. The People told me there was going to be a Rumpus with the Soldiers. Went to the Custom house. Saw Capt. Preston there with the Soldiers. Asked him if they were loaded. He said yes. If with Ball. He said nothing. I saw the People throw Snow Balls at the Soldiers and saw a Stick about 3 feet long strike a Soldier upon the right. He sallied and then fired. A little time a second. Then the otherl s l fast after one another. One or two Snow balls hit the Soldier, the stick struck, before firing. I know not whether he sallied on account of the Stick or step'd back to make ready. I did not hear any Order given by the Capt. to fire. I stood so near him I think I must have heard him if he had given an order to fire before the first firing. I never knew Capt. Preston before. I can't say whether he had a Surtout on, he was dressed in red. I know him to be the Man I took to be the Officer. The Man that fired first stood next to the Exchange lane. I saw none of the People press upon the Soldiers before the first Gun fired. I did after. I aimed a blow at him myself but did not strike him. I am sure the Captain stood before the Men when the first Gun was fired. I had no apprehension the Capt. did give order to fire when the first Gun was fired. I thought, after the first Gun, the Capt. did order the Men to fire but do not certainly know. I heard the word fire several times but know not whether it came from the Captain, the Soldiers or People. Two of the People struck at the Soldiers after the first Gun. I dont know if they hit 'em. There were about 100 people in the Street. The muzzles of the Guns were behind him. After the first Gun the Captain went quite to the left and I to the right. 60

61 John Adams Quotes on the Boston Massacre "The Part I took in Defence of Cptn. Preston and the Soldiers, procured me Anxiety, and Obloquy enough. It was, however, one of the most gallant, generous, manly and disinterested Actions of my whole Life, and one of the best Pieces of Service I ever rendered my Country. Judgment of Death against those Soldiers would have been as foul a Stain upon this Country as the Executions of the Quakers or Witches, anciently. As the Evidence was, the Verdict of the Jury was exactly right. "This however is no Reason why the Town should not call the Action of that Night a Massacre, nor is it any Argument in favour of the Governor or Minister, who caused them to be sent here. But it is the strongest Proofs of the Danger of Standing Armies." From Adams, John. Diary and Autobiography of John Adams (1815). L.H. Butterfield, Editor. Cambridge, MA: The Belknap Press of Harvard University Press, : 61

62 Lesson 8: The Boston Tea Party Lesson Topic Title: The Boston Tea Party Learning Objective: Students will identify the series of events that lead to the Boston Tea Party. Students will identify the different perspectives that surrounded the Boston Tea Party. Vocabulary: Tax loyalist patriot perspective protest cause effect Materials: Teacher Resource: The Boston Tea Party Historical society The History Channel Student Resource: Description of the Boston Tea Party: Sheinkin, Steve. King George, What Was His Problem?. Roaring Brook Press: New York, Pgs Activity Materials: Copies from Colonial Voices Winters, Kay. Colonial Voices: Hear them Speak. Dutton Juvenile, Procedures: 1. Mini-Lesson: a. Preview Question: What do you think this is an image of? Teacher will then show an image of one of the original chests which held the tea during the Boston Tea Party.(Completed by students on the left-side of the Social Studies notebook) b. Connection: After students complete the preview question, teacher will review key vocabulary and the importance of perspective when analyzing a historical event. Guiding Questions: How did the Boston Massacre affect the patriots feelings of Britain and the British redcoats? c. Students will turn and talk to discuss: What do you think the image represents? What details do you notice in the image? 62

63 d. Visual Discovery: Teacher will display and image of the Boston Tea Party and have students make observations about the image. Guiding Questions: What do you think is going on in this image? Which side do you think represents the patriots? Which side represents the loyalists? How do you think the people in the picture feel? e. Teach: Teacher will introduce the event as The Boston Tea Party. After introducing the event to the whole class, the teacher will read a general description of the Boston Tea Party and provide the class with a set of facts surrounding the event. i. Facts of the Boston Tea Party: 1. The Boston Tea Party occurred on Thursday, December 16, 1773, and took 3 hours between 7 and 10 PM 2. 90,000 lbs (45 tons) of tea in 342 containers was thrown overboard people participated in the destruction of tea 4. Each full container had a weight of 400 pounds. Half-containers were 100 pounds each 5. The destroyed tea was worth an estimated 10,000. In today s money this would be approximately equal to a million dollars 6. More than 5000 people showed up for the meeting in the Old South Meeting house 7. The names of the three B.T.P. ships were Dartmouth, Eleanor and Beaver 8. The Tea Party occurred at the Griffin s Wharf in Boston that no longer exists due to landfills that occurred in 19th century ( 2. Activity: Students will complete the graphic organizer to identify the effects of the various events that lead to the Boston Tea Party. 3. Share: As a whole class, students will share their opinions regarding the effects of the various events. Guiding Questions: What happened as a result of that event? How did the people feel? How did the colonists feelings change during the events? 4. Conclusion: Teacher will summarize the sequence of events that led to the Boston Tea Party. 63

64 Informal Assessment: Teacher will assess the students understanding of the content based upon the students ability to discuss appropriate information from the patriot and loyalist depositions. Extension: Teacher will read aloud Colonial Voices: Hear Them Speak Processing Activity: Students will create a note that could have been passed around secretly inviting colonists to the Boston Tea Party. Students will identify the time, location, and reason for the party. Description of The Boston Tea Party The commander of the division to which I belonged ordered me to go to the captain and demand of him the keys to the hatches and a dozen candles. I made the demand accordingly, and the captain promptly replied, and delivered the articles; but requested me at the same time to do no damage to the ship or rigging. We then were ordered by our commanders to open the hatches and take out all the chests of tea and throw them overboard, and we immediately proceeded to execute his orders, first cutting and splitting the chests with our tomahawks, so as thoroughly to expose them to the effects of the water. In about three hours from the time we went on board, we had thus broken and thrown overboard every tea chest to be found in the ship, while those in the other ships were disposing of the tea in the same way, at the same time. We were surrounded by British armed ships, but no attempt was made to resist us During the time we were throwing the tea overboard, there were several attempts made by some of the citizens of Boston and its vicinity to carry off small quantities of it for their family use. To effect that object, they would watch their opportunity to snatch up a handful from the deck, where it became plentifully scattered, and put it into their pockets. One Captain O Connor, whom I well knew, came on board for that purpose, and when he supposed he was not noticed, filled his pockets, and also the lining of his coat. But I had detected him and gave information to the captain of what he was doing. We were ordered to take him into custody, and just as he was stepping from the vessel, I seized him by the skirt of his coat, and in attempting to pull him back, I tore it off; but, springing forward, by a rapid effort he made his escape. He had, however, to run a gauntlet through the crowd upon the wharf, each one, as he passed, giving him a kick or a stroke. Another attempt was made to save a little tea from the ruins of the cargo by a tall, aged man who wore a large cocked hat and white wig, which was fashionable at that time. He had sleightly slipped a little into his pockets, but being detected, they seized him and, taking his hat and wig from his head, threw them, together with the tea, of which they had emptied his pockets into the water. In consideration of his advanced age, he was permitted to escape, with now and then a slight kick ~George Hewe ( 64

65 Boston Tea Party Images Photograph of the Robinson Half Chest from the Boston Tea Party 65

66 Other young men like myself... joined in... The chests were... opened, the tea emptied over the side, and the chests thrown overboard... Although there were many people on the wharf, [there was] no talking. Nothing was [touched] but the teas... the deck was swept clean and everything put in its proper place. An officer on board was [asked] to come up from the cabin and see that no damage was done except to the tea. Robert Sessions The Tea Act Next, the British passed the Tea Act. It was not a tax. (Tea had already been taxed.) The Tea Act let one British company rule the tea trade. This company was called the British East India Company. It made the price of its own tea cheaper so the colonists would buy the company's tea. That way, the company could make money instead of colonial merchants. Can you guess how colonial merchants felt about this? They were angry. So were the rest of the colonists. They did not like being told where to buy their tea. As a result, the colonists boycotted the British tea. The Boston Tea Party In Boston, a group of men met at the Old South Church to talk about the Tea Act and the tax on tea that remained. They called themselves the Sons of Liberty. Samuel Adams said they should do something more than just talk. The men marched to the harbor where the tea ships were docked. Some of them dressed up like Mohawk Indians. They split into groups and boarded the British tea ships. First they took the captain and crew below deck. Then they cracked open the heavy chests of 66

67 tea and dumped them into the water. They ruined thousands of dollars worth of tea that night. This became known as the Boston Tea Party. The Intolerable Acts The Boston Tea Party made the British very mad. They wanted to punish the colonists. They closed the port of Boston until the colonists paid for the spoiled tea. No ships with goods to sell could move in or out of the harbor. Boston was a busy trading city. Closing the port really hurt the people s way of making a living. The British also broke up Boston s government. They said the British troops could stay in buildings around the city. They thought these actions would make the colonies follow British laws. Instead, more colonists got upset. The colonists called these actions the Intolerable Acts. Intolerable means they were too much to take. Teamwork! The 13 colonies decided to work together. They wrote letters back and forth. People in Massachusetts wrote to people in Virginia. People in North Carolina wrote to people in New York. They told each other what was happening in their colonies. They tried to work out a plan of action. Protests Turn Violent Not all of the protests were peaceful boycotts. Some colonists used threats to stop tax collectors from doing their jobs. Angry mobs hung and set fire to dummies that looked like British officials. They also destroyed British property. Some even tarred and feathered tax collectors. This painful act included pouring hot tar on them and covering the sticky tar with feathers. Colonists wrote to each other for help and support. In this letter, colonists in Boston are asking other colonies not to help British troops. Who wrote this letter, and what did he write in closing? How do you think this closing helped his cause? 67

68 The Boston Tea Party Please complete the cause and effect chart using the facts about the Boston Tea Party. The British East India Company s ship the Dartmouth arrived at Griffin s Wharf on November 28, Francis Rotch and a committee go to the Customs House to demand a pass for the Dartmouth to leave Boston Harbor. John Rowe, the owner of the ship the Eleanor, states Perhaps salt water and tea will mix tonight! Lieutenant Governor and Chief Justice Thomas Hutchinson refused to cooperate with the people s demands, Samuel Adams declared, This meeting can do nothing more to save the country!. 68

69 40 chests of British East India Company Tea, weighing over 92,000 pounds were smashed open by the Sons of Liberty and dumped into Boston Harbor the night of December 16, 1773 After the destruction of the tea, the participants swept the decks of the ships clean and anything that was moved was put back in its proper place. For fear of punishment, many participants of the Boston Tea Party remained anonymous for many years after the event. Facts provided by Boston Tea Party Ship.com 69

70 One picture is worth a thousand words. The patriots often used posters aimed at the colonial crowd as a propaganda weapon. This moderndays Boston Tea Party poster is really a nice example of the genre. Image provided by 70

71 Boston Tea Party Play Script provided by The Boston Tea Party Historical Society Boston Tea Party Play Script - Act I Scene 1 Curtain rise to a backdrop with a painted scene of the Boston Harbor and three sailing ships tied to the wharf. Also, the exterior of a warehouse is shown. Narrator: A group of men and women are congregating and listening to a newsboy. He is carrying newspapers under one arm and waving another in his hand, shouting as he walks up and down. Newsboy: Extra! Extra! Extra! Read all about it! Three ships arrived from England loaded with tea. They are tied at Griffin's wharf. The tea is taxed at three pence a pound. Extra! Extra! Ships with tea have also arrived in New York, Philadelphia, and Charleston. Extra! Extra! Read all about it! Narrator: Some spectators buy a newspaper and read it briefly while the newsboy continues to shout the news. One spectator waves his fist with annoyance. First Spectator: Great Britain has certainly tired our patience. First it was the sugar tax, then the Stamp Act. Imagine having to buy a stamp for every piece of printed paper we use, just to keep King George's treasury well supplied. Second Spectator: And now a tax on the one drink a poor man enjoys tea. Third Spectator: I say we must learn to live without it rather than pay the tax. Fourth Spectator: How can we live without it? Narrator: There is mounting excitement. The men and women are heard shouting. First Spectator: We must live without it! We must not pay the tax no matter how much we want tea. It's a matter of principle. Now the tea tax, next it will be something else. There will be no end to it! Narrator: Now all are extremely angry. 71

72 Second Spectator: King George has no right to do this to us. We don't even have representation in his Parliament. Third Spectator: I say, no taxation without representation. All Together: Hear! Hear!Fourth Spectator: Let's go right now to merchant Clark at the warehouse and demand that he not unload the tea from the ships. Narrator: They all shout together, waving their arms. Spectators: Aye! Aye! To the warehouse! To the warehouse! [Exit together. Curtain closes.] Scene 2 Scene opens with the same backdrop with a group of colonists congregated in front of it. Narrator: Richard Clark, a merchant and owner of the warehouse, is faced by an angry group of colonists. They have come as a committee to protest the arrival of the tea, and especially the tax on it. First Committee Member: Richard Clark, we're here to speak for the people of Boston. We ask you to promise not to sell the cargo of tea just arrived and in your charge. Second Committee Member: We demand that you send the chests of tea back to London unopened. Narrator: Clark becomes annoyed and angry. Clark: I want nothing to do with you. You have no right to speak in this manner. Leave my warehouse! Third Committee Member: We have the right of an oppressed people. Clark: I have nothing to do with governmental matters. I suggest you speak to Governor Hutchinson. Narrator: Clark makes a quick exit. [Curtain closes.] 72

73 Boston Tea Party Play Script - Act II Curtain rises on the interior of the Old Meeting House. There is a table with a candle on it and chairs. Narrator: Several men are grouped around Samuel Adams. Angry voices sound throughout the room. Suddenly Francis Rotch, a shipowner, enters. All look to him for news. Rotch: Gentlemen, as you suggested, I spoke to the Governor about a clearance to sail my ship back to England with the tea. Adams: What was his reply? Rotch: The Governor firmly refused. The ships will be unloaded in the morning. Narrator: Excited and angry voices are heard throughout the group. Samuel Adams stands on a chair and signals for quiet. He tries to restore order. [One spectator is heard shouting, then another.] First Spectator: Who knows how tea will mingle with salt water? Second Spectator: Boston Harbor will be a teapot tonight! The Mohawks will come! Narrator: They all exit shaking their fists, shouting angrily, and repeating the refrain. [Curtain closes.] Boston Tea Party Play Script - Act III At curtain rise: It is nighttime and the stage is in semi-darkness. The backdrop is the harbor scene. There is a platform running the length of the stage that represents the deck of this ship. There are several chests or large boxes filled with tea on the platform. The boxes may or may not have small dried leaves or bits of town paper in them. A railing marks the edge of the deck, and a tall mast and rigging may be in the center. Narrator: Two disguised Mohawks sneak about the wharf looking from left to right, then jump over the rail and board the ship. They approach the boxes of tea stacked in the corner. One of the men grabs a box and passes it to his companion. 73

74 First Disguised Mohawk: Heave ho! Narrator: The second disguised Mohawk opens the box with his ax and empties the contents over the rail. Second Disguised Mohawk: And over she goes! Narrator: The disguised Mohawks work as a team. One passes a box of tea to the other, who opens it and empties the contents over the rail. Both Disguised Mohawks: And over she goes! Narrator: The boatswain's whistle is heard again as groups of people assemble to see what is taking place. As each box is dumped into the harbor, the people cheer loudly. Box after box of tea is dumped overboard, and the disguised Mohawks then jump over the rail. In high spirits, they place their axes over their shoulders and march away to the tune "Yankee Doodle." The spectators follow, knowing that the Boston Tea Party is only the beginning of their efforts to establish a free and independent nation. [Curtain closes.] 74

75 Lesson 9: Paul Revere s Midnight Ride 2 THE FIGHTING BEGINS Key Ideas The first battles of the American Revolution were fought in Massachusetts in the towns of Lexington and Concord. The 13 colonies declared independence from Great Britain in The Battle of Bunker Hill showed the British that the colonists could fight well. The colonists won the war even though the British had a powerful army. Key Terms declaration inalienable independence rights retreat treason Become a Better Reader Recognize Compare and Contrast This statue of Paul Revere stands near the Old North Church in Boston. Why do you think the artist made the horse with one leg raised? What would you do if you were a Patriot and you found out the British wanted to steal your weapons and capture your friends? Maybe you would be brave enough to do what Paul Revere and others did. The Regulars Are Coming! Paul Revere was working as an express rider for the Patriots. It was his job to carry news and messages to other places. This was an important job in the 1700s. There were no telephones, radios, or computers to spread important news. One April night, Revere was told to ride to Lexington. He had to warn Samuel Adams and John Hancock that British troops were coming to arrest them. The two Patriot leaders were hiding in Lexington. Paul Revere had to warn the people that there might be trouble. Which way would the troops march? Would they go by land or take the shortcut by sea and then march the rest of the way? Could Paul Revere make it there before they did? Revere had set up a signal to tell the Patriots which way the British would go. In the bell tower of the Old North Church, one lantern would shine if the British went by land (on a thin strip of land called Boston Neck). Two lanterns would shine if they went by sea (across the Charles River to Cambridge). 75

76 Up, and to Arm! In the dark of the night, Paul Revere waited and watched. Soon he saw two lanterns glowing in the Old North Church. Some friends rowed him across the river to Charlestown. There he borrowed a horse named Brown Beauty and rode off into the night. Another rider, William Dawes, had left the other side of Boston with the same task. At each village and farm they passed, they shouted their message the regulars (British soldiers) were coming! Revere and Dawes met at Lexington in time to warn Adams and Hancock. Then the riders decided to go on and warn the people of Concord. They wanted to protect the supplies that the colonists were hiding there. A third rider went with them. His name was Dr. Samuel Prescott. But wait! Some British guards stopped the three riders. First Prescott escaped! Then Dawes escaped! The British kept Paul Revere for a while, then let him go. He was there to see what happened the next morning in Lexington. Who Was Coming? According to popular tales, Paul Revere shouted The British are coming! to warn people along his route. However, the colonists still thought of themselves as British. They would have been confused to hear that the British were coming. Most historians agree that what Revere said was The regulars are coming! or The Redcoats are coming! A regular was a professional soldier. "Redcoat" was a nickname for a British soldier. Other riders may have said "The regulars are out!" Robert Newman was the caretaker at the Old North Church. He agreed to help Paul Revere. He crept through the dark empty church to hang two lanterns in the steeple tower. This is one of those lanterns. The two lanterns were a signal that the British were moving by sea. Revere then rode to tell the people in Lexington and Concord to get ready. The Redcoats were coming! Newman was a hero himself. According to the Old North Church, he had to escape out of a window that night when British soldiers came knocking at the church doors. 76

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78 Paul Revere s Ride Henry Wadsworth Longfellow ( ) Listen my children and you shall hear 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 78

79 The Somerset, British man-of-war; A phantom ship, with each mast and spar Across the moon like a prison bar, And a huge black hulk, that was magnified By its own reflection in the tide. Meanwhile, his friend through alley and street Wanders and watches, with eager ears, Till in the silence around him he hears The muster of men at the barrack door, The sound of arms, and the tramp of feet, And the measured tread of the grenadiers, Marching down to their boats on the shore. Then he climbed the tower of the Old North Church, By the wooden stairs, with stealthy tread, To the belfry chamber overhead, And startled the pigeons from their perch On the sombre rafters, that round him made Masses and moving shapes of shade, By the trembling ladder, steep and tall, To the highest window in the wall, Where he paused to listen and look down A moment on the roofs of the town And the moonlight flowing over all. Beneath, in the churchyard, lay the dead, In their night encampment on the hill, Wrapped in silence so deep and still That he could hear, like a sentinel s tread, The watchful night-wind, as it went Creeping along from tent to tent, And seeming to whisper, All is well! A moment only he feels the spell Of the place and the hour, and the secret dread Of the lonely belfry and the dead; For suddenly all his thoughts are bent On a shadowy something far away, Where the river widens to meet the bay, A line of black that bends and floats On the rising tide like a bridge of boats. Meanwhile, impatient to mount and ride, Booted and spurred, with a heavy stride On the opposite shore walked Paul Revere. Now he patted his horse s side, 79

80 Now he gazed at the landscape far and near, Then, impetuous, stamped the earth, And turned and tightened his saddle girth; But mostly he watched with eager search The belfry tower of the Old North Church, As it rose above the graves on the hill, Lonely and spectral and sombre and still. And lo! as he looks, on the belfry s height A glimmer, and then a gleam of light! He springs to the saddle, the bridle he turns, But lingers and gazes, till full on his sight A second lamp in the belfry burns. A hurry of hoofs in a village street, A shape in the moonlight, a bulk in the dark, And beneath, from the pebbles, in passing, a spark Struck out by a steed flying fearless and fleet; That was all! And yet, through the gloom and the light, The fate of a nation was riding that night; And the spark struck out by that steed, in his flight, Kindled the land into flame with its heat. He has left the village and mounted the steep, And beneath him, tranquil and broad and deep, Is the Mystic, meeting the ocean tides; And under the alders that skirt its edge, Now soft on the sand, now loud on the ledge, Is heard the tramp of his steed as he rides. It was twelve by the village clock When he crossed the bridge into Medford town. He heard the crowing of the cock, And the barking of the farmer s dog, And felt the damp of the river fog, That rises after the sun goes down. It was one by the village clock, When he galloped into Lexington. He saw the gilded weathercock Swim in the moonlight as he passed, And the meeting-house windows, black and bare, Gaze at him with a spectral glare, As if they already stood aghast At the bloody work they would look upon. It was two by the village clock, When he came to the bridge in Concord town. 80

81 He heard the bleating of the flock, And the twitter of birds among the trees, And felt the breath of the morning breeze Blowing over the meadow brown. And one was safe and asleep in his bed Who at the bridge would be first to fall, Who that day would be lying dead, Pierced by a British musket ball. You know the rest. In the books you have read How the British Regulars fired and fled, How the farmers gave them ball for ball, From behind each fence and farmyard wall, Chasing the redcoats down the lane, Then crossing the fields to emerge again Under the trees at the turn of the road, And only pausing to fire and load. So through the night rode Paul Revere; And so through the night went his cry of alarm To every Middlesex village and farm, A cry of defiance, and not of fear, A voice in the darkness, a knock at the door, And a word that shall echo for evermore! For, borne on the night-wind of the Past, Through all our history, to the last, In the hour of darkness and peril and need, The people will waken and listen to hear The hurrying hoof-beats of that steed, And the midnight message of Paul Revere. 81

82 Henry Wadsworth Longfellow Henry Wadsworth Longfellow was born on February 27, 1807 in Portland, Maine to Stephen Longfellow and Zilpan Wadsworth Longfellow. He was first enrolled in school at the age of three, and he had a love for literature early in his life. His father wanted him to become a lawyer, but Longfellow wanted to pursue his literary interests. He graduated from Bowdoin College in 1825, and was offered a position as the first professor of modern languages at Bowdoin. Longfellow accepted this offer, and began teaching in 1829, following an educational trip to Europe where he visited scholars in Spain, Italy, England, France and Germany. He created his own textbooks while teaching at Bowdoin, because, at the time, no others were available. In 1831, Longfellow married Mary Storer Potter. Soon after his marriage, in 1834, Longfellow again traveled to Europe with his wife, in order to study foreign language in preparation for an appointment as professor at Harvard University. Mary Potter died in 1835 in Rotterdam and Longfellow returned to America alone. Longfellow was again married in 1841; his new wife was Frances Appleton. He resigned from Harvard in 1854 in order to dedicate all of his time to his writing. Some of Longfellow s most popular works (The Song of Hiawatha and The Courtship of Miles Standish) were written during the years after he left Harvard. In 1861, Frances Appleton died as the result of serious burns received while sealing packages with matches and wax. Following his wife s death, Longfellow again travelled to Europe before spending his last years in Cambridge. He died on March 24th, Longfellow was awarded honorary degrees by both the University of Oxford and the University of Cambridge. He is considered to be the first professional poet in America and his later works, including Paul Revere s Ride (1860), reflect his desire to establish an American Mythos. 82

83 About Paul Revere s Midnight Ride On April 18, 1775, Paul Revere set out on his now famous ride from Boston, Massachusetts to Concord, Massachusetts. Revere was asked to make the journey by Dr. Joseph Warren of the Sons of Liberty, one of the first formal organizations of patriotic colonists. The purpose was to warn Samuel Adams, John Hancock (who were also members of the Sons of Liberty) and the other colonists that the British were preparing to march on Lexington. Revere was taken by boat across the Charles River to Charleston, where he then borrowed a horse from a friend, Deacon John Larkin. Revere and a fellow patriot, Robert Newman, had previously arranged for signals to be given (lanterns in the tower of the North Church) so Revere would know how the British had begun their attack. This is where the famous phrase one if by land, two if by sea originated. While in Charleston, Revere and the Sons of Liberty saw that two lanterns had been hung in the North Church tower, indicating the British movement. Revere then left for Lexington. On his way to Lexington, Revere stopped at each house to spread the word that the British troops would soon be arriving. Sometime around midnight, Revere arrived at the house of Reverend Jonas Clark, where Hancock and Adams were staying, and gave them his message. Soon after Revere s message was delivered, another horseman sent on a different route by Dr. Warren, William Dawes, arrived. Revere and Dawes decided that they would continue on to Concord, Massachusetts, where the local militia had stockpiled weapons and other supplies for battle. Dr. Samuel Prescott, a third rider, joined Revere and Dawes. On their way to Concord, the three were arrested by a patrol of British officers. Prescott and Dawes escaped almost immediately, but Revere was held and questioned at gunpoint. He was released after being taken to Lexington. Revere then went to the aid of Hancock and Adams, whom he helped escape the coming seige. He then went to a tavern with another man, Mr. Lowell, to retrieve a trunk of documents belonging to Hancock. At 5:00 a.m., as Revere and his associate emerged from the tavern, they saw the approaching British troops and heard the first shot of the battle fired on the Lexington Green. This gunshot of unknown origin, which caused the British troops to fire on the colonists, is known as the shot heard round the world. Many believe Longfellow s account of the Midnight Ride is inaccurate because he portrays Revere as a lone rider alerting the colonists. Longfellow also fails to mention that Revere was captured by British soldiers before he reached Concord. However, the literary creation of a folk hero named Paul Revere was inspiring to many, and the poem still reminds people of all ages what it means to be a patriot. 83

84 About the Photo Painting depicting the midnight ride of Paul Revere Artist A.L. Ripley. Courtesy of the National Archives & Records Administration Text Source: 84

85 Lesson 10 : Battles in Massachusetts LEGEND SOUTH BRIDGE CONCORD NORTH BRIDGE MERIAM S CORNER Paul Revere s Ride Have you heard the famous poem Paul Revere s Ride? It begins like this: LEXINGTON 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. Henry Wadsworth Longfellow Find this poem on the Internet or in your school library. Read the rest as a class. As you read aloud, listen carefully. Longfellow made the words sound like the beat of a galloping horse! MENOTOMY (Arlington) Paul Revere s route William Dawes route Dr. Samuel Prescott s route British route MEDFORD CHARLESTOWN COMMON CAMBRIDGE BROOKLINE BOSTON CHARLESTOWN NECK BUNKER HILL BREED S HILL CHARLESTOWN BOSTON NECK LONG WHARF BOSTON HARBOR When you read Paul Revere s Ride, you might notice something. Some of the things the poet says do not match the real story. Why do you think the poet did this? Why are stories and poems often different from how something actually happened? ROXBURY Lexington The British soldiers marched to Lexington and Concord. Thanks to Paul Revere, the minutemen were waiting for them on the Lexington Green. As the sun came up, the minutemen heard drums in the distance. Soon they heard the marching feet of the soldiers. Their leader said this: Stand your ground. Don t fire unless fired upon. But if they mean to have a war let it begin here! The British leader told the minutemen to put down their guns and go home. The minutemen stood their ground. There was shouting on both sides. No one is quite sure what happened next, but a shot rang out. Soon more shots were fired. 85

86 When the smoke cleared, eight colonists lay dead. As the British left, the people slowly came out to the green. Concord The British soldiers moved on to Concord. They wanted to take gunpowder and weapons from the colonists. But more minutemen were waiting there. When they came to the North Bridge, the British started firing. The colonists shot back. Many years later, a poet named Ralph Waldo Emerson called it the shot heard round the world. Before long, the British commander ordered his men to retreat. They started back down the road toward Boston. The minutemen knew this area well. They were able to take shortcuts through the woods. The soldiers had to stay on the main road. Their bright red uniforms made them easy targets. The colonists fired from behind trees, barns, and stone walls. The British soldiers were not used to this kind of fighting. They did not know which way to turn and shoot. They were worn out from their long march. Finally, they stopped firing. The Battles of Lexington and Concord took place on April 19, April 19th is now a state holiday Patriot s Day. How do you celebrate Patriot s Day? Alarm bells rang to call out the militia. They met the British soldiers at the North Bridge. How do you think the women of Lexington and Concord helped the cause? 86

87 British soldiers charge up Breed's Hill. The militiamen were not trained soldiers. However, they held strong and fought hard for three charges up the hill. The Battle of Bunker Hill The British slowly made their way back to Boston. They planned to stay there and occupy (stay in) the city. British warships soon controlled in the harbor. The generals were making plans to take the Charlestown peninsula, which overlooked Boston. What could the colonists do? The land on the Charlestown peninsula was hilly. If the colonial soldiers could get there first, they could try to stop the British. They could use the hills to help them, but they had to move quickly. The militiamen were ordered to dig into Bunker Hill and make a wall and trench. Instead, they chose Breed s Hill. The British would have to climb the hill to attack. When the British ships landed, rows and rows of soldiers climbed the hill. The colonists did not have much gunpowder, so they had to make it last. Stories say their leader told them, Don t fire until you see the whites of their eyes! When the British got to the top of the hill, the colonists started firing. All at once, the hill was full 87

88 of smoke. Bullets flew everywhere. The British kept coming, and they captured the hill. Though most of the fighting was on Breed s Hill, this battle is known as the Battle of Bunker Hill. The British won the Battle of Bunker Hill. However, they had lost many men. The colonists had lost men too, but not as many. They had shown the British they could stand and fight very well. This was not going to be a short or easy war. Other Battles in Massachusetts There were raids and battles in other Massachusetts towns, such as Cambridge, Gloucester, New Bedford, and Martha s Vineyard. After about a year, the fighting moved to other colonies. This map shows the battle ground of Bunker Hill and Breed's Hill. How do you think the geography shaped events? The Second Continental Congress What happened in Massachusetts changed everything. The leaders met again in Philadelphia. This meeting was called the Second Continental Congress. By this time, more colonists wanted to break away from Great Britain. They wanted independence. Independence means freedom from the control of another person, group, or government. The leaders agreed to do these things: Break away from Great Britain and start their own country. Send a declaration to the king to tell their plans and explain their reasons for breaking away. (A declaration makes something known to everyone.) Thomas Jefferson (of Virginia) began work on this important document. Put George Washington in charge of the new Continental army. 88

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90 Revolutionary Samuel Adams ( ) Samuel Adams was born in Boston. He went to the Boston Latin School. Then he studied at Harvard. After Harvard, Adams tried several different jobs. He studied law for a while. Then he worked for a merchant. He tried becoming a brewer (a person who makes ale, or beer). Then he found out he was very good at politics. Adams was working as the tax collector of Boston. But soon, his ideas and opinions about the taxes changed. He thought they were unfair. He was not shy about speaking up, and he was a good speaker. He believed what he said, and it showed. People listened to Samuel Adams. They started to look to him as a leader. He worked day and night for the Patriots. Here are some of the things he did during the Revolution and after: Started the Sons of Liberty Led the Boston Tea Party and other protests Represented the people of Boston in the General Court Wrote articles and gave speeches that made people want liberty (freedom) Told the leaders of all the colonies that they should meet Was a member of the First and Second Continental Congresses Signed the Declaration of Independence Helped write a state constitution for Massachusetts Helped get Massachusetts to agree to the US Constitution Served as lieutenant (assistant) governor of Massachusetts Served as governor of Massachusetts for four years Revolutionary Paul Revere ( ) Photograph 2014 Museum of Fine Arts, Boston. We know of Paul Revere from is famous midnight ride, but there was much more to his life. He was a skilled silversmith. He made silver bowls, pitchers, knives, forks, spoons, and tea sets to sell. He also made copper engravings. Engraving means drawing pictures or words on metal sheets using a sharp tool. He worked as a dentist, too. Revere was working for Patriot leaders as an express rider. The Sons of Liberty trusted him to deliver messages near and far. When the Boston Tea Party happened, he spread the word. He galloped on horseback to New York and Philadelphia to tell the people there. Then, of course, he rode to warn people across the countryside that the British soldiers were coming. 90

91 Most of the famous people you have read about in this chapter did not fight in the war. They were important in other ways, but they were not soldiers. Paul Revere did fight in the war. He had also fought in the French and Indian War before, so he knew how terrible war could be. After the war, Revere made bells and cannons to sell. He started the first copper mill in America. He also printed money for Massachusetts. When he died, he left his business to his sons. You can visit his grave at Granary Burying Ground in Boston. John Hancock ( ) Revolutionary Look at the bottom of the Declaration of Independence. Whose name stands out? John Hancock s! He was the first to sign it. John Hancock was a wealthy man. He could have chosen to sit back and ignore the problems of the people. He did not. Instead, he got to know Samuel Adams and some of the other Patriots. He believed the same things they believed about freedom. Hancock cheered the Boston Tea Party and helped the colonists move toward revolution. The British knew John Hancock was a strong leader. They knew he was buying guns for the Patriots. They wanted to arrest him for treason. They offered a reward to anyone who would catch him. Hancock did not shrink in fear. He went on to lead the Continental Congresses. He was not afraid to sign the Declaration of Independence. No one knows if this is true or not, but legend has it that Hancock signed his name that large so the king could read it without putting on his glasses! Later, when the people of Massachusetts chose their first governor, they chose John Hancock. The Massachusetts State House was built on land that belonged to him. The State House is where our state government meets today. When people today sign something, they often say they are putting their John Hancock on it. 91

92 Revolutionary John Adams ( ) John Adams was important to Massachusetts before the first battle of the Revolution and long after the war ended. He was born in Braintree in what is now part of Quincy. He grew up on his family s farm. After studying at Harvard, he became a great lawyer. Adams worked hard to make the colonies free. He argued against the Stamp Act. He got other men to sign a petition (a written request) saying why the act was unfair. The British knew that Adams was smart and could do great things. They offered him money to switch to their side. Adams said no. He wanted freedom more than money. Other Patriots looked up to John Adams. They sent him to the General Court and to the Continental Congresses. Adams was one of the first leaders to say the colonies should be independent. After the war was won, John Adams did not stop working. He went to Europe to represent his new country. He helped make the treaty that ended the war. Back at home, he wrote a state constitution for Massachusetts. He also became the first vice president of the United States. (George Washington was the first president.) Then, Adams was chosen as president. The revolution was in the minds of the people... before a drop of blood was shed at Lexington. John Adams Revolutionary Abigail Smith Adams ( ) Abigail Smith was from Weymouth. She did not get to go to school, but she was very smart. She loved to read. When she grew up, she married John Adams, her dearest friend. Abigail Adams was a Patriot. While John was busy with his work, she was busy at home. She had to keep the farm running. When her children were not in school, she taught them lessons herself. One of her sons, John Quincy Adams, grew up to be the sixth president of the United States. In those days, women had few rights. They could not vote, and few owned land. Slaves had no rights at all. Abigail Adams stood up for both women and slaves. In a famous letter, she told her husband to remember the ladies. She said the men should think of women, too, in all their talk of freedom. 92

93 of smoke. Bullets flew everywhere. The British kept coming, and they captured the hill. Though most of the fighting was on Breed s Hill, this battle is known as the Battle of Bunker Hill. The British won the Battle of Bunker Hill. However, they had lost many men. The colonists had lost men too, but not as many. They had shown the British they could stand and fight very well. This was not going to be a short or easy war. Other Battles in Massachusetts There were raids and battles in other Massachusetts towns, such as Cambridge, Gloucester, New Bedford, and Martha s Vineyard. After about a year, the fighting moved to other colonies. This map shows the battle ground of Bunker Hill and Breed's Hill. How do you think the geography shaped events? The Second Continental Congress What happened in Massachusetts changed everything. The leaders met again in Philadelphia. This meeting was called the Second Continental Congress. By this time, more colonists wanted to break away from Great Britain. They wanted independence. Independence means freedom from the control of another person, group, or government. The leaders agreed to do these things: Break away from Great Britain and start their own country. Send a declaration to the king to tell their plans and explain their reasons for breaking away. (A declaration makes something known to everyone.) Thomas Jefferson (of Virginia) began work on this important document. Put George Washington in charge of the new Continental army. 93

94 The Declaration of Independence Many people thought John Adams should write the Declaration. He was Samuel s cousin and another smart Patriot from Massachusetts. John Adams did not think he was the best person to write it. He thought a man from Virginia named Thomas Jefferson should write it, and others would help. Jefferson said he would try his best. What Does It Say? Thomas Jefferson worked hard to find the best words to use. He explained why the colonists wanted to be free states: They have rights that cannot be taken away. Rights are the basic liberties or privileges that every citizen has. The colonists believe that all men are created equal, that they are endowed by their Creator with certain inalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. A government should protect these rights. If the government does not protect the people, they can overthrow it and start a new government. Governments get their power from the people. The British Parliament and the king have hurt the colonists. (Jefferson listed the ways.) The colonists have a right to go to war because the British hurt them instead of protecting them. Spreading the News On July 4, 1776, the Congress approved the Declaration. John Hancock of Massachusetts was the first to sign it. (He was president of the Congress.) He wrote his name in very large letters. (Most of the other Many weeks later, across the Atlantic Ocean in England, King George recieved the Declaration of Independence. What do you think he thought when he read it? How would you have felt if you were in the crowd in front of the Old State House, hearing it for the first time? 94

95 leaders signed it later.) The Declaration was taken to a printer, and copies were made. The next morning, riders carried copies to all the colonies. About two weeks later in Boston, the Declaration of Independence was read from the balcony of the Old State House. The people listened in the street below. Signing the Declaration of Independence was a brave thing for John Hancock and the others to do. In the eyes of the king, these men were committing treason. Treason is the crime of trying to hurt your own government, whether by selling its secrets or fighting against it. If the colonies lost the war, these men could all be put to death. The states were on their way to being a new country. It was not going to be easy. They still had to fight a war. 95

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99 It All Started Here The Revolution began right here in Massachusetts! Boston was the center of the action. If you follow the Freedom Trail, you can see places where history was made. Here are a few of the sites you can see. Old South The people gathered at Old South for town meetings and to protest British laws. This was where the Sons of Liberty met right before the Boston Tea Party. Granary Burying Ground Sam Adams, John Hancock, and Paul Revere are buried at Granary Burying Ground. So are the five people killed in the Boston Massacre. Old State House This is the Old State House. The Declaration of Independence was read to the people of Boston from its balcony. Faneuil Hall A merchant named Peter Faneuil built Faneuil Hall. The first floor was a marketplace. The second floor meeting rooms became the town hall. People came to talk about ideas and choose leaders. Bunker Hill Monument The Bunker Hill Monument marks the place where the Battle of Bunker Hill was fought. The monument honors the Patriots who fought for freedom. 99