Professional Documents
Culture Documents
Lesson
Objectives
Freedom is an idea that
Freedom
includes many different
meanings and degrees.
What does it mean The Bill of Rights was
to be free?
created to protect the
rights and freedoms of
American citizens.
Learning Experiences
A. What does freedom mean to you? Students will create a representation
of their thinking.
B. The class will come together to share their ideas as expressed in their
representations. Teacher will guide students in noticing the different types of
freedoms being illustrated, and support students in examining the
commonalities and differences among their ideas.
C. Teacher will facilitate a whole-class discussion using guiding questions to
support students in communicating their thoughts, questions and tensions that
arise from trying to define the term freedom.
D. Read about the Bill of Rights
E. Create a Classroom Bill of Rights
F. View how other kids define freedom:
G. http://www.pbs.org/wnet/historyofus/php/story_read.php
H. Re-visit definitions and begin to construct a working definition for the
term
Evaluation
Representations will be
used as starting points
to evaluate the
development of student
thinking over time
Whole Class Discussion
Working definitions of
big concept.
Classroom Bill of Rights.
Exit Slip: Identify one
new way you thought
about freedom today.
Resources:
http://en.wikipedia.org/w
iki/Freedom_in_the_Wor
ld freedom in the world
Possible Project: Take photographs of the different ways people enjoy freedom in
the community. Pictures can be compiled for a class book entitled "Our
Freedoms.
Cross-Curricular Connections:
Reading: A Sawed Off Shotgun Raises Second Amendment Questions
http://www.morningsidecenter.org/teachable-moment/lessons/second-amendmentguns
2
Homework:
A. Reread The Contested History of American Freedom
B. Vocabulary Notebooks
C. What Does Freedom Mean?
D. Ask a parent, friend, or community member
3
Activating
Background
Knowledge
Opening
A. Review Homework and use Student Vocabulary Notebooks to create:
Revolutionary War Word Wall
Vocabulary Strategies Anchor Chart
Vocabulary Notebooks
from homework
Carousal Charts
Compare/Contrast
A. Meet students at the door and take something of value to them. Journal
Response: How did it feel to have something taken from you without your
consent
B. Practicing Targeted Reading Skills: Cause and Effect
C. Exploring Perspectives: Separate students into two groups that will represent
Great Britain and America. Each group will receive a role card and construct
an argument to support their position surrounding the implementation of the
Stamp Act. Students will present their position to the class and debate key
points.
D. After reading a section of chapter one in the text, the teacher will facilitate a
closing discussion that explores the impassioned reaction of the American
Trouble Over
Taxes
colonists over the new tax. Connect discussion back to journal responses to
support inquiry into essential question.
E. Exit Slip: Why did the colonies resist this one little tax so passionately?
Differing Perspectives:
Parliament believed it had legal authority in the colonies, while the colonists
believed their local assemblies had legal authority.
Parliament believed it had the right to tax the colonies, while the colonists believed
they should not be taxed since they had no representation in Parliament
Key Understanding: The colonists believed that England was literally taking away
something that belonged to them by right (English Bill of Rights)
Cross-Curricular Connections:
1964 Freedom Summer and The Ongoing Struggle to Protect Voter Rights Today
Do you believe that it is necessary for another campaign such as Freedom Summer
to take place today? Why or why not?
Possible Activities: Compose a newspaper editorial that raises awareness on an
issue that you believe is violating your freedom.
6.
Analyze four
primary sources to
answer the focus
How did the Stamp
question, How did
Act encourage the
the Stamp Act
colonists to work
encourage the
together?
colonists to work
together?
Interpret the quote, no
taxation without
representation, and
infer speakers feelings
about freedom and
tyranny.
Organized
Colonial Protest
Tightening
Control
Why did Great
Britain pass the
Journal Response:
How did Parliament
respond to an increase
in colonial protests?
DBQ Analysis Sheets
Worth Mentioning: The colonists talk about slavery was not a hyperbole, they
firmly believed that they would be subject to the arbitrary will of another. They
believed the Stamp Act:
Threatened to reduce the colonists to political slavery
Deprived the people of their property and personal freedom.
7.
Increasing
Resistance
How did
strengthening
British policies in
the colonies lead to
further resistance?
8.
How did
Parliament respond
to an increase in
colonial protests?
Modern Protests
Which form of
protest is most
affective at
achieving change?
Why do you think
so?
Townshend Acts
Analyze how colonial
experiences with self What are the major documents that influenced these emerging beliefs?
government and freedom Cross-Curricular:
prior to the French Indian John Locke, a short biography
war influenced responses
of various groups and
individuals to changes in
British policies.
Identify the documents
that influenced current
thinking about freedom.
Identify prominent
Review Concept: Protest
leaders and groups who
Read Trade Books about Increased Resistance
organized protests
Create a Web for the different ways the colonists are protesting new British
against British taxation.
policies. Be sure to include: Boycotts, Mobs, Newspapers, Broadsides, Speeches,
Analyze how the
Assemblies, Petitions
strengthening of British
Read about the Daughters of Liberty and create a tableau for the following quote:
policies led to increased
Well quit these useless vanities
opposition from the
colonies.
Cross-Circular:
Identify examples of
Read: Short-Biographies Women of the Revolution
ways in which women
took part in colonial
boycotts.
Draw comparisons
between protests from
the Revolutionary War
era and modern day
protests against
government
Never doubt that a small group of thoughtful, committed citizens can change the
world. Indeed, it's the only thing that ever has." Margaret Mead
Renewed Violence in the Ukraine:
http://teachingkidsnews.com/2014/02/19/1-renewed-violence-ukraine/
Neil Young Speaks Our Against Oil Sands
http://teachingkidsnews.com/2014/01/14/1-neil-young-speaks-oil-sands-cbc-radiointerview/
World Mourns Death of Nelson Mandela:
http://teachingkidsnews.com/2013/12/05/1-nelson-mandela-dead-95/
Mass Protests in Arab Countries
http://teachingkidsnews.com/2011/02/25/mass-protests-in-arab-countries/
New York City Bans Extra Large Pop:
http://teachingkidsnews.com/2013/02/04/new-york-city-bans-extra-large-pop/
Idle No More, A Growing Movement http://teachingkidsnews.com/2013/01/08/4idle-no-more/
Father of Africa
http://teachingkidsnews.com/2013/06/12/1-father-of-south-africa-nelson-mandela-
Protest Web
Tableau
Summaries of Short
Biographies
9.
A Fatal
Contradiction:
Slavery in the
Land of Freedom
Objectives
Evaluations
Colonial Maps
Slavery and the Making
of America: Notesheets
and Class Discussions
Small Group Work:
analyses of primary
source
Exit Slip
Journal Entries: Write a
journal entry from the
perspective of a runaway
slave. Use the
information and
knowledge you gained
from the video and Web
sites in this lesson to
make your journal entry
as historically accurate
as possible.
A Fatal
Field Trip: Liberty Hall, Union, NJ
Objectives
Students will be able to examine first-hand accounts by two slave-owning
Contradiction:
patriotsWilliam Livingston, the first elected governor of New Jersey, and John
Slavery in the
Analyze the ways in
Kean, member of the Continental Congress and cashier of the Bank
Land of Freedom
which American patriots
of the United States. The students can analyze letters written by these men to draw
justified, or failed to
How did American justify, the reality of slave conclusions about their lives and the lives of their enslaved. Students will also
Revolutionary
have access to other documents, including newspaper advertisements about
ownership in a culture
leaders maintain
escaped slaves and sales of slaves in New Jersey that will offer support in
that prized freedom and
the ideals of liberty liberty.
developing research around Flight for Freedom projects.
and freedom while
simultaneously
At the museum, small groups will research documents to answer the following
1.
Describe the
permitting slavery
group of questions:
compromises that an
in the new
American politician made How was it possible for someone to be a slave owner and an abolitionist?
republic?
Does John Kean express misgivings about slavery? Explain your answer.
as an abolitionist.
How did the
What compromises did Livingston make as an abolitionist and a politician?
2.
Make inferences
enslaved react to
List some examples of compromises in todays society.
about the role of NJ
Patriotic cries about Quakers in opposing
How would he have described or defended his contradiction in a letter to his son,
liberty and
slavery.
also a salve owner?
freedom?
3.
Analyze the role
What might a slave have thought if he or she overheard a discussion about the
of women in the NJ
evils of slavery between Livingston and Jay? Would he/she have considered the
Constitution against other
patriot cause to be his/her cause as well? Why? Why not?
constitutions of that era.
How might an enslaved person have prepared to escape? Why would a slave
owners neighbors have helped recapture an escaped slave?
Livingston and Jay both freed their slaves. Does that knowledge change your
view of them? John Jay also had white indentured servants. What was the
difference between an indentured servant and an enslaved person?
Reading Between the Lines: An Art Contest Helps Students Imagine the Lives of
Runaway Slaves
Journal Entries:
Reflection Questions:
How did slave owners
justify their continued
ownership of other
human beings (as
property) while
demanding political
freedom for themselves?
Who were the Quakers?
What did they believe?
Debate the validity of
judging historical figures
by present-day standards
of morality.
Resources:
Freeman, Landa M.,
Louise V. North, and
Janet M. Wedge, eds.,
Selected Letters of John
Jay and Sarah Livingston
Jay. (Jefferson, N.C.:
McFarland & Co., 2005)
Carl Prince, ed., The
Papers of William
Livingston, 5 volumes
(Trenton, N.J.: New
Jersey Historical
Commission)
A Massacre or an
incident on King
Street?
Why are there
different versions
of events and what
impact does this
have on our ideas
of truth and
historical
accuracy?
How did the
patriots use the
events of March 5,
1770, to give rise to
their cause?
Readers Theatre
Participate in a
Readers
Preston and the six soldiers that were accused of murdering Crispis Attucks and
the 5 Boston civilians on the eve of March 5, 1770.
2. Review unfamiliar legal terms with students.
3. Decide who will perform the 13 speaking roles in the play.
4. Decide who will act as the jurors (must be an odd number).
5. In the 18th century, only men would have held these positions. Guide students to
recognize and discuss the absence of female roles.
6. The remaining students will be reporters for the British and American
newspapers that will cover the event.
7. Put the skit in its geographical context by locating the places mentioned in the
trial on a Boston map.
8. Actors can practice their roles and research their characters prior to performing
the skit. There is a wealth of information on the characters and jury members
that can be accessed here:
9. Jurors can research other trials from the revolutionary era to become acquainted
with typical crime and punishments of the time, they should not, however,
access the events of this trial as it could interfere with their position as unbiased
members of the jury. The abovementioned website reveals the prejudices of
actual jury members at the trial and would make for interesting reading and
discussion following this activity.
10. Students may arrange desks and use props that are relevant to the historical
setting of the trial.
11. Students will perform the skit for the panel of jurors, and if necessary, the
teacher can freeze a scene to check for understanding. The reporters will
make observations and record notes.
12. Once the final scene concludes, the jury will step out of the room to deliberate.
Jury members must return a unanimous verdict and be prepared to defend their
position.
13. Read Results of The Trial with students to learn how the mock verdict
compared to the decision of the jury in 1770.
14. Compare and contrast this case and its punishment with modern trial
proceedings.
15. Read About Colonial Punishments in America
http://www.history.org/Foundation/journal/spring03/branks.cfm
16. Excerpt from John Adams Diary: The part I took in defense of captain 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
Interesting Website with untraditional accounts and interesting information:
Theatre/Participation
Note-Taking
Boston Map
Objectives
Determine unfamiliar
words using context
clues when interpreting
texts.
Interpret a first-hand
account of the event and
compare it to the
information provided in
your textbook.
Analyze a political
cartoon and locate
symbols.
Explain the reason why
patriots dumped tea in
the harbor and make
predictions about Great
Britains response.
1. Distribute individual copies of Party Plans Abigail Bernard, 1773 and read
the poem aloud twice with students following along. Give students time to
silently reflect on the reading before discussing the poem with a partner.
Remind students to identify quotes or words from the poem when making
inferences. Invite partnerships to share their thinking with the class.
2. Ask partnerships to revisit the poem, underlining words or concepts that they
are unsure of. Call on students to identify strategies used to determine new
vocabulary words. Consider making an anchor chart if you havent done so
already. Invite students to try and define remaining vocabulary. If a word is
difficult to determine in context, encourage students to use other strategies
such as looking at roots and applying background knowledge of content.
3. As a class, create easy to understand definitions for new vocabulary words.
4. Remind students that the purpose of defining new (and important) vocabulary
words is to help us deepen our understanding of the text.
5. Once unfamiliar words are discussed and defined, students will work with their
partners to interpret the poem and answer the accompanying questions before
discussing responses within groups. Some of the questions include: From
whose point of view is this poem written? How do you know (what words or
phrases support your thinking)? How did your previous knowledge of tensions
between the British and American colonies support your understanding of this
poem (what issues, words, ideas, or concepts are being discussed by the
author)? Infer how the author feels about the impact of British actions on
colonial freedoms. What are some of the key words being used to describe this
relationship?
6. Teacher facilitates discussion/review about themes in the poem (tyranny,
taxation without representation, individual rights) and the words being used
(chattel, slavery, chains) to emphasize the actions of the British as an attack on
colonial freedom. Conclude discussion with an interpretation of the last verse:
A partys planned in Boston. Whos coming? Theyll be many/Will there be
cups of tea? Yes! But cups, not any!
An Alternative to Analyzing Poetry: The Rich Lady Over The Sea, a popular
song about the Tea Party from colonial times. Students will listen and respond
to guiding questions within small groups: How is the relationship between
Great Britain and the colonies represented in this song? From whose point of
Whole-Class Discussion
Evidence of Strategy
Work (Underlining,
Defining, Circling, etc.)
Analysis of First Hand
Account (Organizers,
Partner Talk, Group
Discussions, etc.)
Analysis of Bostonians
Paying the Excise Man
*Note: Students were
particularly fond of this
analysis and were
incredibly skilled at
interpreting symbols and
using background
knowledge to interpret this
cartoon.
14.
First Continental
Congress
11. Homework: Read about British response (Coercive Acts) and create a frame
for the Road to Revolution Timeline or write a short response in colonial
journals to one of the Acts.
Analyze political cartoon 1. Project the political cartoon The Bostonians in Distress, 1774 and distribute
to determine underlying
cartoon analysis sheets (sheets should be differentiated based on previous
theme.
lessons assessments; students can be paired for additional support).
2. After completing the analysis sheet, facilitate discussion about the desired effects
Explain why the First
of the Intolerable Acts (isolation of Boston from other colonies) and the actual
Continental Congress was
impact it had (collective resistance, strong feelings of injustice/desire to protect
Cartoon Analysis
Whole Class Discussion
Interpretation of
Declaration and
Resolves
16.
Common Sense
How did the words
of one man inspire
the ideas of
independence?
Analyze excerpts of Common Sense and discuss how his words inspired the
colonies to strengthen their resolve for independence.
Practice pulling meaningful quotes from a primary source document to enhance
understanding of the past.
Possible Quotes for Analysis:
(1) Those who expect to reap the blessings of freedom must, like men, undergo the
fatigue of supporting it.
(2) Freedom hath been hunted round the globe.
(3) The cause of America is in a great measure the cause of all mankind.
(4) We have it in our power to begin the world over againa race of menare to
receive their portion of freedom from the events of a few months.
(5) Had it not been for America, there had been no such thing as freedom left
Resources:
http://www.ushistory.org
/declaration/related/cong
ress.html
Bostonians in
Distress:http://www.hist
ory.org/history/teaching/
enewsletter/volume3/oct
ober04/iotm.cfm
Declaration and Resolves
of the First Continental
Congress:
http://www.history.org/al
manack/life/politics/resolv
es.cfm
John Adams diary
including notes on
Continental Congress,
Sept. Oct. 1774
http://www.masshist.org/d
igitaladams/archive/doc?id
=D22A
Video Lesson Continental
Congress:
http://www.youtube.com/
watch?v=KzORRE-IjJo
Selection and
Interpretation of Quotes.
Colonial Journals
15.
Patriot, Loyalist,
or Undecided?
What were the
different political
views that
influenced the
Revolutionary war?
Differentiate between
three main political
viewpoints during the
revolutionary war era.
Compare and contrast
Patriot and Loyalist
viewpoints and explain
how fundamental
differences in thinking
resulted in the colonists
declaring independence
from Great Britain.
Reources:
Join, Or Die
http://www.revolutionary
-war-andbeyond.com/imagefiles/join-or-die-cartoonlarge.jpg
Father and Son, Patriot
and Loyalist
Patriot Vs. Loyalist
A Literacy Lesson
Think of examples from sports, school, politics, or everyday life when it was the
right time for decisive action.
Read a short biography of Patrick Henry, The Orator of Liberty, and review the
various rhetorical devices commonly found in his speeches.
Listen to Patrick Henrys speech, Give me liberty or give me death! and identify
techniques of repetition, emotionally charged words, metaphor, antithesis, and
rhetorical questioning. [Graphic Organizer]
Facilitate discussion: Which devices occur most frequently in Henrys speech? Do
you think rhetorical devices are an effective way to communicate, or do you find
them manipulative? How might his use of rhetorical devices affect his audience?
What tone or attitude do you detect in his language? How does he choice of words
reveal his purpose?
Discuss with a partner: What are some examples of antitheses? What kind of
emphasis does it create? [I consider it nothing less than a question of freedom or
slavery; give me liberty or give me death]
In groups, have students identify the different reasons Patrick Henry makes for
declaring independence.
Use a familiar text (or movie) to help students understand the difference between
arguments that appeal to emotions and arguments that appeal to logic.
Return to list and note whether he appeals mainly to logic or emotion Which
reasons are strongest? Explain.
17
Activity Extension: Speeches with Anti-thesis (Martin Luther King Jr., JFK,
George Bush, Barack Obama)
Read the poem, The Midnight Ride of Paul Revere, by Henry Wadsworth
Longfellow, create a timeline for the sequence of events in partnerships.
Additional Activity: Uncover some of inaccuracies surrounding the ride by
watching Fact vs. Fiction Another Rider with Paul Revere from AHC.
Additional Activity: Discuss the poem in its historical context as a call to awaken
the spirit of American liberty during a time when slavery divided the nation.
Examine Grant Woods oil painting, The Midnight Ride of Paul Revere, and
discuss the power of imaginative landscapes to evoke popular stories of Americas
past.
View Schoolhouse Rock The Shot Heard Around The World and examine
interpretations of the event from both British and American perspectives.
Without the events of April 19, 1775, would we be a free nation today?
Mini-Projects:
Develop an annotated map
of The Midnight Ride
charting the routes of Paul
Revere, William Dawes
and Dr. Samuel Prescott.
Or write your own epic
poem using figurative
language, basic rhyming
pattern, and dramatic
imagery about the battles
of Lexington and Concord.
Or create an imaginative
landscape depicting a
popular story from the
Objectives
18
Second
Continental
Congress
Synthesize information
to formulate a plan of
action as members of the
Second Continental
Congress, choosing a
plausible solution from a
choice of carefully
evaluated options.
Describe how the events
of 1775 are contributing
to the decisions being
made by the Second
Continental Congress.
Describe the purpose and
actions of the Second
Continental Congress.
Opening:
A. Consider the situation that the members of Second Continental Congress are in
as of May 1775.
B. View scenes from John Adams and identify the leading figures representing
each colony. Select a delegate from the Second Continental Congress to
research. A classmate cannot have selected the same delegate. A list of
delegates can be found here: http://glennvance.com/2007/02/members-of-thesecond-continental-congress/.
Experience:
A. Independent Work: Practice using Internet-Based Research Strategies to gather
information on a delegate. Determine if he was for or against declaring
independence at this time. Identify values and attitudes towards key issues and
events (self-government, freedom, taxation, Lexington & Concord, slavery,
individual rights, etc.) and any other information (occupation, home state,
family life) that would help you take his place in the decision-making that
happened at the Second Continental Congress. Use a graphic organizer to
collect and organize your research.
B. Group Work: Brainstorm ideas for next-steps as members of the Second
Continental Congress. After gathering information, students will assume the
role of their historical figure and work collaboratively with peers to develop a
course of action for the Second Continental Congress. Student groups must:
identify recent events to discuss (Lexington and Concord, Capture of Boston,
Bostons demands, the open state of rebellion, etc); design a plan that is
detailed and specific and be able to explain why decisions were made; be
thoughtful in decisions, considering the perspectives of others while debating
ideas; draw on previous solutions passed by Congress; evaluate outcomes, (a
declaration would mean war, which would mean bloodshed and casualties,
divisions of families, raising revenue, etc.); recognize arguments and
counterarguments that might arise when proposing solutions; draft a 5 step
Resources:
http://www.thinkfinity.org
/groups/closerreadings/blog/2013/04/08/
paul-revere-s-ride-wakingthe-sleeping-and-the-dead
http://www.nytimes.com/2
010/12/19/opinion/19Lepo
re.html?_r=0
Assessments
Internet-Based Research
graphic organizers
Self Assessment
checklists
Student Group Plan of
Action note-sheets
5-Step Proposals
Exit Slips
Resources:
Research
http://www.pbs.org/wne
t/historyofus/web01/seg
ment6b.html
http://www.goushistory
go.com/#!americanrev/c236o
http://www.nps.gov/nr/
twhp/wwwlps/lessons/1
32independence/132fac
ts1.htm
John Adams, HBO
Opening:
Colonial Journals
A. Have you ever signed your name to something really important? Something that Group Analysis Sheets
would put your life in danger, or the lives of your friends and family? What would Class Discussions
you be thinking about before your pen touched the paper? Is there any cause or
belief that you would be willing to give up everything for?
Learning Experience:
Display image of the signatures on the declaration of independence and invite
students to share what they notice. Guide students to make inferences about the
way the names are organized based on their previous knowledge of the delegates
from each colony. Explain how the signers were aware that if they were identified
and captured, they would face imprisonment, torture or even death. They signed
the Declaration in secret, hoping to conceal their identities. But the British army
soon discovered the names of the signers and dispatched soldiers to search and
seize their properties, imprison their family and friends, and bring the traitors out
of hiding to be punished for treason against the King.
B. Go to the website:
http://www.archives.gov/exhibits/charters/declaration_join_the_signers.html
Invite students to affix their names alongside the signatures of the Declaration
of Independence! Prior to pledging their commitment to the revolutionary
cause, students establish a colonial identity (occupation, colony, and political
stance) in addition to selecting one of the preferred cursive styles of the time.
The website even offers students one last chance to change their minds!: Are
you sure you want to sign? Affixing your name to this document means that
you are pledging your life, your fortune and your sacred honour to the cause of
freedom.
C. This activity should take no more than 30 seconds per student, access to
multiple computers would significantly reduce activity time]
D. While students pledge their lives in the name of freedom, classmates can find
out what happened to some of the signers by reading The Fate of the Five
Watch Too Late to Apologize: A Declaration and discuss the songs message Performance Task:
[Independence from Great Britain is necessary]. Examine the lyrics. What
Modify lyrics to a
grievances are being identified? [no fair trials, no fair trade, no personal
modern day song to
liberty] What principles are being expressed? [limited government, individual
summarize what you
liberties, voice, consent of the people]
have learned about the
causes, people and
Ideas for Cross-Curricular Connections:
ideas that have
Life, Liberty,
and Property?
Identify a variety of
21
Drafting the
Declaration
We all Declare Liberty; but in using the same word we do not all mean the same
thing.- Thomas Jefferson
Exit Slip
22
Remember the
Ladies
John and Abigail Adams exchanged over 1,100 letters. For this lesson, students
will examine Abigails words to John as he was helping Jefferson draft the
Declaration of Independence. Student pairs will focus on two particular sections of
this document. The first, her thoughts about slavery: I have sometimes been ready
to think that the passion for Liberty cannot be Equally Strong in the Chests of
those who have been accustomed to deprive their fellow Creatures of theirs. The
second, about womens rights: I desire you would Remember the Ladies, and be
more generous and favourable to them than your ancestors. Do not put such
unlimited power into the hands of the Husbands. If perticuliar care and attention is
not paid to the Laidies we are determined to foment a Rebelion, and will not hold
ourselves bound by any Laws in which we have no voice, or Representation. In
pairs or small groups, students will discuss the role of women in colonial society
and the bold words of Abigail in her request for political equality. Questions
include: Was the role of a woman a fixed position in colonial society? Could she
leave her home to do whatever she pleased? Was she welcomed in the job force?
Did she have freedom? Equality? Voting Rights? What similarities did you notice
between her words and the events of the time?
Our history is embedded with the voices of women fighting for equal rights in a
male-dominated world. Abigail Adams was one of the first documented women to
Journal Entries
DBQs and discussions
Correspondence between
Abigail Adams and John
Adams,
http://www.masshist.org/d
igitaladams/archive/letter/
Malala, Standing Up For
Girls:
http://www.morningsidece
nter.org/teachablemoment/lessons/malalastanding-girls
Read Women of the American Revolution and discuss the many roles and
contribution of women during the war.
Biography Cards
Students will research and create biography cards for some of the amazing women
that existed during the Revolutionary era. Suggestions include:
Abby Kelly fighting for free speech against a mob with rotten eggs
Grimke sisters protesting taxation without representation
Lucy Stone tacking up handbills of her own arrangement
Ernestine Rose striving for property rights for women
Dr Elizabeth Blackwell.
24
25
26
Key Battles
Divide students into small groups to research the key battles of the Revolutionary
War. Groups will create maps, identify strategies and draw conclusions about the
significance of the battle on the outcome of the war.
Mini-Research Project
Resources:
Informational texts about
the geography and climate
during Valley Forge.
Students will visit Fort Lee and learn about New Jerseys role in the Revolutionary
War.
27
28
29
30
Revolutionary War.
Freedom Fighters Describe the motivations
and hopes of African
Americans that influenced
their decisions to enlist on
both sides during the war.
Students will examine the image, African American Freedom Fighters and discuss Discussion Questions
Pros/Cons List
observations. The teacher should emphasize that not all soldiers were white
colonists, that many of the soldiers from both sides included both free and enslaved Journal Entries
African Americans, Native Americans, French, Spanish, and Germans. Read
aloud the story of James Forten and invite student pairs to discuss the following
questions: Was James Forten free or enslaved? What risks did he take by
remaining loyal to his country? Why do you think he was willing to take these
risks? (What did be believe in fighting for?)
Students will continue to watch the PBS document, slavery and the making of
America and pause to answer some of the following questions: What opportunities
for freedom did the revolutionary war offer? Who could take advantages of that
opportunity? Who couldnt? Why? What impact did Lord Dunmores proclamation
have on the colonies? Why did George Washington change his mind to allow
black soldiers to fight for the patriots? Stop tape and divide students into
partnerships. Discuss the value of viewing history through the eyes and
experiences of those who lived it. Now that Washington has established a black
regiment, African Americans, enslaved and free, face a difficult decision: Which
side of the conflict holds the greatest freedom of freedom for black men and
women? Students will work in partnerships to identify the pros and cons of
fighting for each side (One partner will address the pros/cons of joining American
forces, the other will identify the pros/cons of joining the British). Partnerships
will then share what they learned with the class and the teacher will create a class
Pros and Cons list. Help students understand that good reasons existed for joining
each side, making the decision extremely difficult, especially since no one knew
who would win the war. Students can then write journal entries from Tituss point
of view discussing which side they would join and why.
Read about James Armistead and his contributions as the first spy in the
Revolutionary War. Students will then research the contributions of other
important African Americans and create cards for a game called Freedom Swap.
After the game is played among groups, students will share what they learned
about each individual with the class.
Biography Cards
Students will answer DBQs aligned with a chapter book theyve been reading and
work in groups to create a poster that illuminates some of the contributions the
Spanish made to the Revolutionary War.
DBQs
Group Mini-Posters
Research the roles John Adams, Thomas Jefferson, Benjamin Franklin, John Jay
and Henry Laurence, as well as other European nations during the negotiation of
Tableau
the Treaty of Paris. Review research folders and journals to draw conclusions
about the political, economic and social challenges that the country will face after
the Revolutionary War.