Year 1 - Student Explorer. Grades Jenny Phillips

Transcription

1 history Year 1 - Student Explorer Grades Jenny Phillips All rights reserved. No part of this book may be copied or reproduced in any way without wri en permission from the publisher.

2 History - Year 1 - Grades 4-6 Lesson 1 Trace the scriptures. Illustrate each day of crea on. the creation "In/the beginning God created/ the heavens and/the earth." Genesis/1:1 Day 1 Day 2 Day 3 Day Sky (no sun, moon, or stars yet) Night Day 4 Day 5 Day 6 Day 7 Sun, Moon, Stars Birds and Fish Animals and Man Land and Plants "He/rested/ from/all/ His/work/ which he created" Genesis/2:3 1

3 History - Year 1 - Grades 4-6 Lesson 3 History Hero Noah An Obedient Old Testament Prophet Write Genesis 6:22 in cursive. All that God commanded him, so did he. //////////////////////////////// //////////////////////////////// Noah displayed the following noble traits; Circle the two with which you were most impressed: obedience, faith, gra tude, courage, willingness to follow God when others would not. Draw a picture of Noah's Ark. 2

4 History - Year 1 - Grades 4-6 Lesson 4 Using the map on page 193 of the The Big Book of History Stories as a reference, draw a map of ancient Egypt. Include all the labels on the map. 3

5 History - Year 1 - Grades 4-6 Lesson 4 Color the picture of ancient Egyp an culture. 4

6 History - Year 1 - Grades 4-6 Lesson 5 Egyptian Hieroglyphics a b c d e f g h i a b c d e f g h i j k l mno p q r j k Same as C l m n o p q r s t u v w x y z s t u V Same as U w x y z Using the chart above, write your first and last name in hieroglyphics. Which is faster wri ng your name with hieroglyphics or the English alphabet? Use the chart above to decode the sentence, and write it on the blank lines. egypt is the gift of the nile //////////// //// /////// ////////// //// ///////// ////////////. 5

7 History - Year 1 - Grades 4-6 Lesson 5 Egyptian Books Read the following by James Baikie (from his book Peeps at Ancient Egypt). The Egyp ans were among the earliest of all the peoples of the world to find out how to make a book; and one of their old books, full of wise advice from a father to his son, is one of the oldest surviving books in the world. The Egyp ans were the first people to make paper, and they used it for many centuries before other people had learned how much handier it was than the other things which they used. Yet, if you saw an Egyp an book, you would think it was a very curious and clumsy thing indeed and very different from the handy volumes which we use nowadays. When an Egyp an wanted to make a book, he gathered the stems of a kind of reed called the papyrus, which grew in some parts of Egypt in marshy ground. This plant grew to a height of from 12 to 15 feet, and had a stalk about 6 inches thick. The outer rind was peeled off this stalk, and then the inner part of it was separated by means of a flat needle, into thin layers. These layers were joined to one another on a table, and a thin gum was spread over them, and then another layer was laid crosswise on the top of the first. The double sheet thus made was then put into a press, squeezed together, and dried. When the Egyp an had got his paper, he did not make it up into a volume with the sheets bound together at the back, as we do. He joined them end to end, adding on sheet a er sheet as he wrote, and rolling up his book as he went along, so, when the book was done, it formed a big roll, some mes many feet long. There is one great book in the Bri sh Museum which measures 135 feet in length. You would think it very strange and awkward to have to handle a book like that. But if the book seemed curious to you, the wri ng in it would seem s ll more curious, for the Egyp an wri ng was certainly the quaintest, and perhaps the pre est, that has ever been known. It is called "hieroglyphic," which means "sacred carving," and it A portion of the Book of the Dead is nothing but li le pictures from beginning to end. The Egyp ans began by pu ng down a picture of the thing which was represented by the word they wanted to use, and, though by-and-by they formed a sort of alphabet to spell words with, and had, besides, signs that represented the different syllables of a word, s ll, these signs were all li le pictures. When the Egyp ans wanted any of their wri ngs to last for a very long me, they did not trust them to the frail papyrus rolls, but used another kind of book altogether. You have heard of "sermons in stones"? Well, a great many of the Egyp an books that tell us of the great deeds of the Pharaohs were wri en on stone, carved deeply and clearly in the hard granite of a great obelisk, or in the limestone of a temple wall. When one of the Kings came back from the wars, he generally published the accounts of his ba les and victories by carving them on the walls of one of the great temples, or on a pillar set up in the court of a temple, and there they remain to this day for scholars to read. When the hieroglyphics were cut in stone, the lines were o en filled in with pastes of different colors, so that the whole wri ng was a blaze of beau ful nts, and the walls looked as if they were covered with finely-colored hangings. Of course, the colors have 6

8 History - Year 1 - Grades 4-6 Lesson 5 mostly faded now, but there are s ll some temples and tombs where they can be seen, almost as fresh as when they were first laid on, and from these we can gather some idea of how wonderfully beau ful were these stone books of ancient Egypt. The scribes and carvers knew very well how beau ful their work was, and were careful to make it look as beau ful as possible. So much so, that if they found that the grouping of figures to make up a par cular word or sentence was going to be ugly or clumsy, they would even prefer to spell the word wrong, rather than spoil the appearance of their picture wri ng. But now, let us turn back again to our papyrus roll. Suppose that we have got it, clean and fresh, and that our friend the scribe is going to write upon it. How does he go about it? To begin with, he draws from his belt a long, narrow wooden case, and lays it down beside him. This is his pale e; rather a different kind of pale e from the one which ar sts use. It is a piece of wood, with one long hollow in it, and two or three shallow round ones. The long hollow holds a few pens, which are made out of thin reeds, bruised at the ends, so that their points are almost like li le brushes. The shallow round hollows are for holding ink black for most of the wri ng, red for special words, and perhaps one or two other colors if the scribe is going to do a very fine piece of work. So he squats down, cross-legged, dips a reed-pen in the ink, and begins. As he writes he makes his li le figures of men and beasts and birds face all in the one direc on, and his readers will know that they must always read from the point towards which the characters face. Now and then, when he comes to some specially important part, he draws, in gay colors, a li le picture of the scene which the words describe. Now, you can understand that this picture wri ng was not very easy work to do when you had nothing but a bruised reed to draw all sorts of animals with. Gradually the pictures grew less and less like the creatures they stood for to begin with, and at last the old hieroglyphic broke down into a kind of running hand, where a stroke or two might stand for an eagle, a lion, or a man. And very many of the Egyp an books are wri en in this kind of broken down hieroglyphic, which is called "hiera c," or priestly wri ng. But some of the finest and costliest books were s ll wri en in the beau ful old style. On their papyrus rolls the Egyp ans wrote all sorts of things books of wise advice, stories like fairy tales, legends of the gods, histories, and poems, but the book that is o enest met with is one of their religious books. It is nearly always called the Book of the Dead now, and some people call it the Egyp an Bible, but neither of these names is the right one. Certainly, it is not in the least like the Bible, and the Egyp ans themselves never called it the Book of the Dead. They called it "The Chapters of Coming Forth by Day," and the reason they gave it that name was because they believed that if their dead friends knew all the wisdom that was wri en in it, they would escape all the dangers of the other world and would be able in heaven to go in and out just as they had done upon earth, and to be happy for ever. The book is full of all kinds of magical charms against the serpents and dragons and all the other kinds of evil things that sought to destroy the dead person in the other world. The scribes used to write off copies of it by the dozen, and keep them in stock, with blank places for the names of the persons who were to use them. When anyone died, his friends went away to a scribe, and bought a roll of the Book of the Dead, and the scribe filled in the name of the dead person in the blank places. Then the book was buried along with his mummy, so that when he met the demons and serpents on the road to heaven, he would know how to drive them away, and when he came to gates that had to be opened, or rivers that had to be crossed, he would know the right magical words to use. Some of these rolls of the Book of the Dead are very beau fully wri en, and illustrated with most wonderful li le colored pictures, represen ng different scenes of life in the other world, and it is from these that we have learned a great deal of what the Egyp ans believed about the judgment a er death, and heaven. 7

9 History - Year 1 - Grades 4-6 Lesson 6 Color the picture of ancient Egyp an culture. 8

10 History - Year 1 - Grades 4-6 Lesson 7 Terms & Definitions Copy each of the following terms and defini ons. Use cursive handwri ng if possible. Climate: the weather pa erns and condi ons in a par cular area Climate: the weather patterns and conditions in a particular area /////////////////////////////////// /////////////////////////////////// Sphinx: a statute with a lion's body and a human head Sphinx: a statue with a lion's body and a human head /////////////////////////// /////////////////////////// Obelisk: a stone pillar used as a monument Obelisk: a stone pillar used as a monument /////////////////////////// /////////////////////////// Nile Delta: triangle-shaped land where the Nile breaks into streams that flow into the Mediterranean Sea Nile Delta: triangle-shaped land where the Nile breaks into streams that flow into the Mediterranean Sea ///////////////////////////// ///////////////////////////// Dynasty: A period of rule by a series of rulers who all come from the same family Dynasty: A period of rule by a series of rulers who all come from the same family /////////////////////////////////// /////////////////////////////////// 9

11 History - Year 1 - Grades 4-6 Lesson 10 History Hero Abraham A Righteous Example 1 Copy the sentence in cursive: We can follow Abraham's example and always obey the Lord. /////////////////////////////////// /////////////////////////////////// 1. Trace the Tigris and Euphrates rivers blue. 2. Color the Fer le Crescent green. 3. Draw a square around the Nile Delta. 4. Draw a line from Ur to Haran. From Haran to Canaan. From Canaan to Egypt. From Egypt to Canaan. These are the travels of Abraham. HARAN. E 10

12 History - Year 1 - Grades 4-6 Lesson 11 History Hero Joseph of Egypt A Prophet Who Chose Purity and Forgiveness 1 Joseph displayed the following noble traits; on the line below, write in cursive the two with which you were most impressed: humility, hard work, cheerfulness, long suffering, patience, purity, courage, faith, integrity /////////////////////////////////// Read the following: "Joseph, the son of Jacob, was a model of integrity... He did what was right and good; he was trustworthy and incorrup ble, self-disciplined never to violate a trust. Because of his integrity and righteousness, Joseph was favored and blessed of the Lord in every circumstance. His life is evidence that all things work together for good to [those who] love God. (Rom. 8:28.) The Lord expects us to live lives of integrity and to be obedient to his commandments. A li le lying, a li le chea ng, or taking a li le unfair advantage are not acceptable to the Lord." (Joseph B. Wirthlin, CR, April 1990) Do a study of the word INTEGRITY by comple ng the following: Look up the word "integrity" in Webster's 1828 dic onary (h p://webstersdic onary1828.com/). Read the defini ons, and summarize the defini on in your own words. /////////////////////////////////////////// /////////////////////////////////////////// Look up and copy a scripture about integrity: /////////////////////////////////////////// /////////////////////////////////////////// Write a list of synonyms for the word "integrity:" /////////////////////////////////////////// 11

13 History - Year 1 - Grades 4-6 Lesson 15 Use the map on page 200 of the The Big Book of History Stories as a reference, and draw a map of Britain a er the Angles and Saxons invaded. Include all the labels on the map. 12

14 History - Year 1 - Grades 4-6 Lesson 19 King Alfred the harper Read the following excerpt about King Alfred from The Cambridge Historical Reader: We shall read of one of the best kings that ever lived, king Alfred the great. It is more than eleven hundred years since he lived, but we s ll like to hear the story of his great and beau ful life. For some years before he was born, England had been troubled by a fierce race of heathens, known as the Northmen, or Danes. Some people call them the Vikings. These men, like the English many years before, came over the North sea. They rowed up the mouths of rivers, and, as soon as they landed, they at once made a strong camp. From this safe place they would go out into the country round about, burning churches and houses, pu ng men, women and children to cruel deaths, and stealing everything worth having. Alfred began to rule over a part of England, known as Wessex, when he was twenty-two years old. All the country north of the river Thames was overrun by the Danes, and now they came into Wessex also. Alfred fought very bravely for several years, some mes winning a ba le, at another me losing one. It was hard work, for, as fast as the Danes were killed, others took their places. At last they came in such large numbers that Alfred was forced to flee for his life. With a few of his men, he hid on a small island in Somersetshire. All around were wide marshes not easy to cross, and so Alfred felt quite safe there. In his hiding place, he was ever thinking of how he could beat his fierce foes. Now, not far away, the Danes had made a strong camp. They thought they had nothing to fear from Alfred, so they spent their days in feas ng and drinking and did not keep a very good watch. In his younger days, Alfred had learned to play on the harp and could sing as he played. The Northmen, like the English, were very fond of music, so the thought came into the king's mind, "Why should I not go into the Danish camp, as a minstrel? I may hear what they are going to do next, and I shall be more ready to fight them, if I know what their plans." He put on a minstrel's clothes, and, like the brave man that he was, went boldly into the camp of the Danes. Now, Alfred had always been fond of learning poetry, for in those days the stories of brave deeds were always told in verse. So he sang to the Danes the songs of Woden the god of war and Thor the god of thunder, and of the brave men of northern lands. This pleased them very much, and very soon he was asked to play before king Guthrum and his chiefs as they sat at meat. Of course, Alfred was quite ready to do this, and he pleased them very much with his playing. They gave him plenty to eat and drink, and it is said that Guthrum gave him a gold cup which had once been Alfred's own, but which had been stolen by the Danes. He was also allowed to go about the camp just as he pleased, and, in doing so, he heard all about their plans. When he thought he had learned enough, he quietly le the camp and returned to his men. He quickly got a li le army together and fell upon the 13

15 History - Year 1 - Grades 4-6 Lesson 19 Danes when they were not at all ready to fight. This me, as you may suppose, he gave them a good bea ng. Now, what do you think Alfred did a er this? He might have put all the Danes to death, but, instead of that, he tried to make them his friends. So he said that, if they would become Chris ans, he would give them a part of England where they could live. Guthrum and most of his men agreed to this, and promised to live in peace. The part of England in which they lived was known as the Dane-law. Only once, during the rest of Alfred's life, did the Danes break their word, so Alfred's plan of turning enemies into friends was a very good one. Now that most of the figh ng was over, this wise king at once set to work to prevent other Danes coming to England, and to do all he could to make his people happy. He built a great number of ships much bigger than those of the Danes and these were always sailing round our coasts on the look out for the Northmen. Then, too, he had schools built and asked clever men to come from other lands to teach his people. He also found me to teach himself a great deal, and it is said he always carried a book in his bosom, so that, when he had a spare moment, he might read. It would make a very long story to tell of all the wise and good things that Alfred did. He did not live to be very old, and you will understand how sorry his people were when he died. Over a thousand years has passed away, but, in all that me, England has had no be er king than Alfred the truth-teller, England's darling, Alfred the Great. 14

16 History - Year 1 - Grades 4-6 Lesson 21 Color the picture of a Middle Ages castle. 15

17 History - Year 1 - Grades 4-6 Lessons 22 and 23 Color the picture of King John signing the Magna Carta. 16

18 History - Year 1 - Grades 4-6 Lesson 25 History Hero Joan of arc A courageous and faithful young woman 1 Color the picture of Joan of Arc leading an army. 17

19 History - Year 1 - Grades 4-6 Lesson 31 North America in 1750 Using the map on page 205 of the The Big Book of History Stories as a reference, color in the maps below. 18

20 History - Year 1 - Grades 4-6 Lesson 33 The French and Indian War Using the map on page 206 of the The Big Book of History Stories as a reference, color in the maps below. Russia England France Spain Not Established 19

21 History - Year 1 - Grades 4-6 Lesson 34 Read the text in the boxes, and then color the picture of an American colonist. Reasons for a Revolution While this story is about a fic onal character, all of the situa ons were true situa ons colonists faced. This colonist is about to be accused of a crime he did not commit. He will be forcibly taken to England where he will not receive a fair trial. His family has Bri sh soldiers sleeping and ea ng in their home, against his will. The soldiers are there to force the colonists to obey unjust laws. This man is a farmer. However, King George is forcing him to send all his crops to England for whatever price England sets. If he wants to sell his crops to other colonies, he will be heavily taxed. This man lives in a colony ruled by a harsh English governor, and the colonists are punished if they don't do everything the governor demands. None of the colonists can vote for government officials. They are ruled by tyranny. 20

22 History - Year 1 - Grades 4-6 Lesson 36 Color the picture of Paul Revere's midnight ride. 21

23 History - Year 1 - Grades 4-6 Lesson 36 To the rest of your family, read the poem about Paul Revere. Read confidently and with expression. Paul Revere s Ride Henry Wadsworth Longfellow Listen, my children, and you shall hear Of the midnight ride of Paul Revere, On the eighteenth of April, in Seventy-Five: Hardly a man is now alive Who remembers that famous day and year. He said to his friend, If the Bri sh march By land or sea from the town to-night, Hang a lantern alo in the belfry-arch Of the North-Church-tower, as a signal-light,-- One if by land, and two if by sea; And I on the opposite shore will be, Ready to ride and spread the alarm Through every Middlesex village and farm, For the country-folk to be up and to arm. Then he said Good night! and with muffled oar Silently rowed to the Charlestown shore, Just as the moon rose over the bay, Where swinging wide at her moorings lay The Somerset, Bri sh 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 reflec on in the de. 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. 22 Then he climbed to the tower of the church, Up the wooden stairs, with stealthy tread, To the belfry-chamber overhead, And startled the pigeons from their perch On the sombre ra ers, 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 s ll That he could hear, like a sen nel 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 de, like a bridge of boats. Meanwhile, impa ent to mount and ride, Booted and spurred, with a heavy stride, On the opposite shore walked Paul Revere. Now he pa ed his horse s side, Now gazed on the landscape far and near, Then impetuous stamped the earth, And turned and ghtened 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,

24 History - Year 1 - Grades 4-6 Lesson 36 Lonely and spectral and sombre and s ll. 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, ll 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 that flies fearless and fleet: That was all! And yet, through the gloom and the light, The fate of a na on 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 le the village and mounted the steep, And beneath him, tranquil and broad and deep, Is the Mys c, mee ng the ocean des; And under the alders, that skirt its edge, Now so 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 when 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 mee ng-house windows, blank and bare, Gaze at him with a spectral glare, As if they already stood aghast At the bloody work they would look upon. It was two by the village clock, When he came to the bridge in Concord town. He heard the blea ng of the flock, And the twi er of birds among the trees, And felt the breath of the morning breeze Blowing over the meadows brown. And one was safe and asleep in his bed Who at the bridge would be first to fall, Who that day would be lying dead, Pierced by a Bri sh musket-ball. You know the rest. In the books you have read, How the Bri sh Regulars fired and fled,-- How the farmers gave them ball for ball, From behind each fence and farmyard-wall, Chasing the red-coats down the lane, Then crossing the fields to emerge again Under the trees at the turn of the road, And only pausing to fire and load. So through the night rode Paul Revere; And so through the night went his cry of alarm To every Middlesex village and farm,-- A cry of defiance, and not of fear, A voice in the darkness, a knock at the door, And a word that shall echo forevermore! For, borne on the night-wind of the Past, Through all our history, to the last, In the hour of darkness and peril and need, The people will waken and listen to hear The hurrying hoof-beats of that steed, And the midnight message of Paul Revere. 23

25 History - Year 1 - Grades 4-6 Lesson 37 The Second Continental Congress Color the pictures. Then, draw a line from each picture to its correct descrip on. During the second Con nental Congress, this Founding Father gave the famous speech in which he said, "Give me liberty, or give me death!" Patrick Henry This Founding Father was the president of the Con nental Congress and the first to sign the Declara on of Independence. Thomas Jefferson George Washington This Founding Father was the commander-in-chief of the Con nental Army. This Founding Father was a part of the Con nental Congress and was the main author of the Declara on of Independence. John Hancock 24

26 History - Year 1 - Grades 4-6 Lesson 38 Thomas Jefferson Political Titles //////////////////////////// //////////////////////////// //////////////////////////// //////////////////////////// //////////////////////////// Character Traits //////////////////////////// //////////////////////////// //////////////////////////// //////////////////////////// 25

27 History - Year 1 - Grades 4-6 Lesson 43 George Washington Becomes commander-in-chief Read the following story from Four Great Americans by James Baldwin. All that winter the people of the colonies were anxious and fearful. Would the king pay any heed to their pe on? Or would he force them to obey his unjust laws? Then, in the spring, news came from Boston that ma ers were growing worse and worse. The soldiers who were quartered in that city were daily becoming more insolent and overbearing. "These people ought to have their town destroyed," said one of the king's officers. On the 19th of April, a company of the king's soldiers started to Concord, a few miles from Boston, to seize some powder which had been stored there. Some of the colonists met them at Lexington, and there was a ba le. This was the first ba le in that long war commonly called The Revolu on. 26

28 History - Year 1 - Grades 4-6 Lesson 43 Washington was now on his way to the North again. The Second Con nental Congress was to meet in Philadelphia in May, and he was again a delegate from Virginia. In the first days of the Congress, no man was busier than he. No man seemed to understand the situa on of things be er than he. No man was listened to with greater respect; and yet he said but li le. Every day, he came into the hall wearing the blue and buff uniform which belonged to him as a Virginia colonel. It was as much as to say: "The me for figh ng has come, and I am ready." The Congress thought it best to send another humble pe on to the king, asking him not to deprive the people of their just rights. In the mean me, brave men were flocking towards Boston to help the people defend themselves from the violence of the king's soldiers. The war had begun, and no mistake. The men of Congress saw now the necessity of providing for this war. They asked, "Who shall be the commander-in-chief of our colonial army?" It was hardly worthwhile to ask such a question; for there could be but one answer. Who, but George Washington? No other person in America knew so much about war as he. No other person was so well fi ed to command. On the 15th of June, on mo on of John Adams of Massachuse s, he was appointed to that responsible place. On the next day he made a modest but noble li le speech before Congress. He told the members of that body that he would serve his country willingly and as well as he could but not for money. They might provide for his necessary expenses, but he would never take any pay for his services. And so, leaving all his own interests out of sight, he undertook at once the great work that had been entrusted to him. He undertook it, not for profit nor for honor, but because of a feeling of duty to his fellowmen. For eight weary years he forgot himself in the service of his country. Two weeks a er his appointment, General Washington rode into Cambridge, near Boston, and took formal command of his army. It was but a small force, poorly clothed, poorly armed; but every man had the love of country in his heart. It was the first American army. But so well did Washington manage ma ers that soon his raw troops were in good shape for service. And so hard did he press the king's soldiers in Boston that, before another summer, they were glad to take ship and sail away from the town which they had so long infested and annoyed. 27

29 History - Year 1 - Grades 4-6 Lesson 43 Revolutionary War Flag The "Appeal to Heaven" flag looked like the image on this page. George Washington ordered that this flag be flown during the Revolu onary War in This tree represents the "liberty tree" a large tree that the Sons of Liberty would gather under before uprisings. The phrase "Appeal to Heaven" shows the colonist's faith in God and how they looked to God for help. An appeal is a request or a plea. Make an "Appeal to Heaven" flag on white paper or white cloth. Hang it in your bedroom for at least one week to remind you to appeal to heaven in your own life by remembering to pray to God. 28

30 History - Year 1 - Grades 4-6 Lesson 44 Battle of Trenton Illustrate the events. #1: Washington and his army cross over the Delaware River, but the enemies cannot follow because Washington had his soldiers take or destroy all of the boats. #2: Washington and his army set up camp on one side of the Delaware River. The Bri sh army sets up camp on the other side of the river. #3: On Christmas Day, Washington and his army make a surprise a ack on their enemies, crossing the par ally frozen river in boats during a terrible snowstorm. 29

31 History - Year 1 - Grades 4-6 Lesson 45 Canons, Horses, and Nurses Read the following informa on about the Revolu onary War, wri en by Mary Beyer. Tell your parent, teacher, or family what you learned. Canons At the beginnings of the war, the number of cannons possessed by the Bri sh far exceeded that of the Americans. But by confisca ng cannons from captured Bri sh forts, obtaining some from France, and establishing foundries to cast metal and manufacture their own cannons, the Patriots were eventually able to make their ar llery department a strength, rather than a weakness. Some of these cannons, such as siege guns, were very large and difficult to transport, but having the ability to fire a projec le up to 2,000 yards and destroy for fica ons and structures with a single, solid shot made these cannons a vital component in securing victory. No less important were the lightweight, mobile field gun versions, o en mounted on wheels, with the poten al to hit dozens of enemy soldiers in a single shot, making quite an impact on the enemy s infantry ranks. Opera ng cannons effec vely required efficiency, precision, and as many as fourteen soldiers. Star ng with a clean cannon was essen al, and wet sponges were regularly used to remove any lingering sparks or dirt that might accumulate (and to cool the cannon); typically this was done following every 10 to 12 rounds. Cannons were first loaded with a prepared cartridge, paper, or cloth containing gunpowder, followed by the projec le, and then ignited with a goose quill tube containing gunpowder or quickmatch inserted into a vent-hold. Each man on the crew had a specific duty. There were two gunners; the right gunner would prime the cannon and load it with powder, the le gunner retrieved the powder from the magazine and stood ready to fire the cannon when commanded. Six soldiers, three on either side, were tasked with ramming and sponging the cannon, holding the ladle, and providing the rounds. Four officers determined when and what direc on the rounds should be fired. These ar llerymen earned an elite status because of their ability to perform the geometric calcula ons required to accurately achieve the desired target. 30

32 History - Year 1 - Grades 4-6 Lesson 45 Horses Prior to the Revolu onary War, the use of horses in ba les on the American con nent had been considered imprac cal due to the lack of established roads and the prevalence of forests in which it was difficult to ride. But a er a seeing early on in the war the advantage that mounted troops provided, George Washington realized the need to organize cavalry units. He could foresee these units patrolling the coastline, serving as couriers, and providing invaluable reinforcement for his foot soldiers. Washington himself was called by Thomas Jefferson The best horseman of his age, and the most graceful figure to ever be seen on horseback. Relying on either his finely bred white horse, Blueskin, or his sorrel stallion, Nelson, Washington placed great trust in his own horses and sought to u lize horses as much as possible throughout the war. And indeed, cavalry regiments were commissioned, but unfortunately many of these units were disbanded for various reasons. Difficulty securing horses and equipment; extravagant bills submi ed by certain regiments; and problems with moral when mounted troops refused to fulfill their share of camp du es because they considered themselves elite to unmounted troops, were a few of the obstacles the General faced in forming effec ve cavalry regiments. Another struggle was obtaining and transpor ng enough feed for the animals. Recognizing this, Washington launched a plan and gained a significant Rebel victory when his forces successfully destroyed 300 tons of hay on Long Island that had been stored as forage for the Bri sh cavalry. Although the Con nental Army s use of horses during the Revolu onary War was a bit haphazard, it set the stage for the much larger role these animals would play in future wars on American soil. Nurses Up un l the me of the American Revolu on, most healthcare had taken place in the home by family members, friends, or neighbors with experience in healing prac ces. On the ba lefield, male nurses had tradi onally cared for the wounded and sick, but shortly a er the Con nental Army was created in 1775, General Hora o Gates specifically asked General George Washington for female nurses to care for his soldiers. This move would free up more men to fight. The General put the request before Congress, and by July of that year, a plan was put into ac on. Nurses were assigned to about 10 pa ents at a me and ini ally earned $2/month for their services. Matrons, earning double a nurse s wage, were hired to supervise the nurses and oversee the care of approximately 100 sick or wounded soldiers at a me. Washington was hopeful that many women would be eager to assist in the war effort especially camp followers. Although some women did answer the call for nurses, there remained a con nual demand and shortage of nurses throughout the war. Hospitals relentlessly requested nurses to assist surgeons, care for the wounded, and treat the sick, so colonels were s ll needing to sacrifice men who were desperately needed on the ba lefield to help in the hospitals. The lack of willing nurses could have been due to the high risk associated with being exposed to deadly diseases (such as smallpox), the repulsive tasks o en required of nurses, or the low pay. Congress did eventually increase nurses pay to $4/month in 1776, and $8/ month the following year, but this s ll paled in comparison to the $40/month earned by surgeons and apothecaries. Cleanliness was the paramount duty of nurses. They themselves were expected to be clean and sober, and to keep the hospitals and pa ents as sanitary as possible. Washing pa ents, combing their hair, and emptying their chamber pots in a mely manner; changing linens, sweeping, and disinfec ng the wards with vinegar 3-4 mes a day were some of the nurses du es. If a pa ent didn t make it, his nurse delivered his belongings to the ward master. These women, responsible for caring for so many who would make the ul mate sacrifice for their country, made tremendous sacrifices themselves, giving up the safety, ease, and comforts of their home lives to contribute to the war effort. 31

33 History - Year 1 - Grades 4-6 Lesson 47 You! George Washington, Benjamin Franklin, and Thomas Jefferson, men we have learned about in this unit, all had different types of gi s and skills. Washington was a great leader. Jefferson was a great thinker and a great writer. Franklin worked well with other people. List gi s and skills God has blessed you with (such as kindness, love of learning, music abili es, and so on), and write ways you can use those gi s and skills to help others. Your Gifts and Skills //////////////////////////// //////////////////////////// //////////////////////////// //////////////////////////// //////////////////////////// How You Can Help Others Using Your Gifts and Skills //////////////////////////// //////////////////////////// //////////////////////////// //////////////////////////// 32

34 History - Year 1 - Grades 4-6 Lesson 49 The British Empire in 1898 Using the map tled "The Bri sh Empire in 1898" as a reference (on page 215 of The Big Book of History stories), color in and label all the areas owned by the Bri sh Empire in

35 History - Year 1 - Grades 4-6 Lesson 51 The Foreign Missionary Movement China India Burma Thailand William Carey Hudson Taylor Adoniram and Ann Judson Dan Beach Bradley 34

36 History - Year 1 - Grades 4-6 Lesson 55 35

37 History - Year 1 - Grades 4-6 Lesson 55 36

38 History - Year 1 - Grades 4-6 Lesson 55 The Cold War Using the map on page 24 of the The Big Book of History Stories as a reference, color in all the countries in Europe that joined the North Atlan c Treaty Organiza on. With a different color, show the countries that made up the Warsaw Pact. 37