Revolutionary Beginnings The Formation of a National Identity in America

A teaching unit for kindergarten students

Prepared by Virginia HutchesonURL httpvhhutchesonwmwikisnet

Submitted as partial requirement for ED 405Elementary and Middle Social Studies Curriculum and Instruction

Professor Gail McEachronThe College of William and Mary

Fall 2009

Contents

2 Historical Narrative The Formation of a National Identity in America from 1763-1815

8 MapGlobe Skills Lesson United States Capitals11 Critical Thinking and the Arts What Do Our Flag and Our National Anthem

Symbolize14 Civic Engagement Who was Betsy Ross17 Global Inquiry How Did Children Play Long Ago20 Assessments Objective and Essay21 Bibliography24 Appendix A National and State Standards25 Expenses26 Lesson Resources

2

Historical NarrativeRevolutionary Beginnings

The Formation of a National Identity in America from 1763-1815

IntroductionThe revolutionary period of America was a turbulent time in our countryrsquos history The

years 1763 to 1815 saw America change from a series of colonies under the control of Britain to an autonomous and quickly growing nation (ldquoMajor Eventsrdquo 2000) This time period gave birth to unique national sentimentsmdashindividual rights and the self-evident truths of life liberty and happinessmdashthat still play an integral part in our American identity today (Keenan 2004)

It is imperative that elementary students study key aspects of this time period in an age appropriate way Primary grade students need not memorize dates or understand the intricacies of the Constitutional Convention but they do need exposure to the events and ideas that gave birth to our nation in order to become informed and active citizens Students must think critically about the principles of the founding fathers in order to eventually develop political consciousness In addition students need exposure to a plurality of experiences present during the period in order to validate their own experiences Not all elementary students are wealthy white boys and none are adults therefore they few can really identify with the founding fathers They need to learn about the many other individualsmdashAfricans Native Americans women the rich and poor adults and childrenmdashthat lived in and influenced the time period of the revolutionary war

This unit will introduce kindergarten students to several interconnected topics In addition to teaching historical thinking concepts as listed in the National Standards for History study of the revolutionary period will enable students to describe significant people (George Washington Betsy Ross etc) and events (Presidentsrsquo Day Independence Day) as well as national symbols like the flag See Appendix A for a full list of relevant standards

Key Ideas and EventsEven before the Declaration of Independence was written Britain attacked Lexington in

1775 This sparked Paul Reverersquos famous ride to warn the colonists of the impending attack (ldquoMajor Eventsrdquo 2000) a tale that lacks actual historical significance but which ldquohas become part of our heritagerdquo (Raphael 2004 p 25) In 1776 the colonies fed up with Britainrsquos taxation without representation in its government decided to declare independence (Keenan 2004) Thomas Jefferson drafted the ldquoDeclaration of Independencerdquo in Philadelphia and it was formally adapted on July 4 1776 (ldquoThe Chartersrdquo) This historical document enumerated the rights of men listed grievances against Britain and claimed liberty for the former colonies (Keenan 2004) However Britain did not want to lose its colonies because that would have meant a loss of raw materials trade and especially tax revenue (the colonies were worth 18 million pounds by 1770) so England fought against the new states to attempt to maintain control (Washburne 1994) The war continued for several years until General George Washington successfully surrounded General Cornwalisrsquos British troops at the Battle of Yorktown Finally both sides signed the Treaty of Paris ending the war in 1783 (ldquoMajor Eventsrdquo 2000)

The Revolutionary war is crucial to this time period without the war the United States would not be the nation it is today However for primary grade students it is far more developmentally appropriate to focus on those events that helped to form our national identity outside of and after the battles For example in 1781 (before the end of the war) the new states

3

ratified the Articles of Confederation which loosely bound them together while still granting each state huge autonomy (ldquoMajor Eventsrdquo 2000) This was the start of the nation that has evolved into the United States today In the summer of 1787 however the founding fathers deemed it necessary to revise the Articles They ended up convening the Constitutional Convention to create a new document the Constitution in order to more strongly unite the disparate states The founding fathers at these sessions represented all of the states but Rhode Island Some of the most famous were George Washington a general in the revolutionary war who went on to become the nationrsquos first president and who advocated for a strong unified national government George Mason who was much more concerned with statesrsquo rights and who eventually declined to sign the Constitution and James Madison a strong defender of the document who went on to help craft the Bill of Rights (ldquoFounding Fathersrdquo)

Working together in Independence Hall in Philadelphia these men attempted to structure the country by dividing power to ensure representativeness and equity (Keenan 2004 ldquoThe Chartersrdquo) Different founders valued different ideas but they worked together and compromised until everyone was satisfied One of the biggest compromises was the addition of the Bill of Rights those who were wary of the national government wielding too much power over the states demanded the inclusion of the amendments before they would ratify the document (Keenan 2004) This spirit of compromise is still one of the important values of our country The Constitution shaped the country into the representative democracy that it is todaymdasheach citizen is allowed to vote for someone to represent his best interests The United States finally ratified the Constitution with its ten additions in 1791 (Killian)

Other key events also contributed to the creation a national identity George Washington a general during the war was elected to be the first president of the United States in 1788 and was inaugurated in 1789 (ldquoFounding Fathersrdquo) He served eight years as President but notably declined a third term setting a two-term limit precedent that would be broken by only one future president Thomas Jefferson served as Washingtonrsquos Secretary of State during this time while Alexander Hamilton was the Secretary of the Treasury (ldquoFounding Fathersrdquo)

When the Constitution was first ratified the United States capital was in New York Then for ten years (1790-1800) it moved to Congress Hall in Philadelphia It was not until 1800 that Washington DC became the capital of the country This location was chosen as another national compromise this time between the northern and southern states which each wanted the capital near them (Killian) The boundaries for the city of Washington were laid out in the swampy land between Virginia and Maryland by a surveyor named Benjamin Banneker a free African American northerner who is one of the first Black people to achieve historical notoriety in the United States (Kent 1996) Construction on the Capitol building started in 1793 George Washington himself laid the first cornerstone (ldquoAmericarsquos Founding Fathersrdquo) Similarly construction for the White House began in 1792 and finished in 1800 Although Washington never lived there the capital city bears his name in order to recognize his significant contributions as the countryrsquos first president

Our national symbol the flag was another key aspect of national identity that emerged during the revolutionary war period In 1777 the Continental Congress resolved that the flag would consist of thirteen red and white stripes Thirteen white stars on a blue background would represent ldquoa new constellationrdquo symbolic of the new country (ldquoBetsy Rossrdquo 2009) The origin of the design remains unknown Allegedly the year before a seamstress in Philadelphia named Betsy Ross was commissioned by George Washington to sew the first unifying American flag as prior to 1776 the different colonies each used their own symbols (ldquoBetsy Rossrdquo 2009) Rossrsquos

4

uncle-in-law was on the committee to decide on a flag and there is a record of Betsy Ross receiving a large payment from the navy for making flags (ldquoBetsy Ross Houserdquo 2009) Therefore there is little doubt that she (and many other seamstresses in the area) did sew American flags during the revolutionary war However there is little-to-no evidence that Ross actually helped design the flag or created the very first one Like the tale of Paul Revere the story of Betsy Ross is a legend firmly imprinted in our national identity regardless of its accuracy

Several decades later during the War of 1812 Francis Scott Key wrote a poem about the American flag that would later become the United Statesrsquo national anthem An army base at Fort McHenry flew ldquoa flag so large that the British will have no difficulty in seeing it from a distancerdquo according to the fortrsquos Major George Armistead (Sonneborn 2004 p 10) When Key a lawyer was able to make out the flag in the distance as a sign that America had won the battle he was inspired to write a poem called ldquoThe Defence of Fort McHenryrdquo (Sonneborn 2004) This poem was later put to a popular British tune and adapted as our national anthem helping Americans form a new national identity as an ldquoestablishedhellipindependent countryrdquo (Sonneborn 2004 p 20) The founding documents leaders and symbols of the United States of America all find their origins during the time period of the revolutionary war

Men Women Youth amp ChildrenThe ldquofounding fathersrdquo were all menmdashwhite upper class land-owning men During this

time period they were the only people who could vote and certainly the only people who could make important political decisions about the newly forming country These men were important because they were able to decide the form and structure of our government both through founding documents and through precedent but they were not the only people who contributed to the revolutionary period In fact women during this time period played a critical role in the social change from colonies to the new nation For example women played a huge part in boycotting British goods such as tea to protest taxation which precipitated the revolutionary sentiments that sparked the war (Washburne 1994) They also had a role in structuring the nation post-warmdashfor instance Abigail Adams is famously quoted as reminding her husband to ldquoremember the ladiesrdquo as he created new systems and laws (Washburne 1994 p 62)

Some women contributed directly to the war effort by raising funds for soldiers Most notably a group of women in Philadelphia led by Esther Reed and Sara Franklin Bache (Ben Franklinrsquos daughter) raised enough money to make 2200 shirts for soldiers (Kerber 1980) This was especially important because they stood their ground by demanding that the money be used specifically for the soldiers This effort which came to be known as the ldquoPhiladelphia projectrdquo was significant because it signaled the emergence of women from the private domestic sphere into a politically important and public arena (Kerber 1980)

Still other women travelled to the front lines during the war Sarah Osborn was one woman who followed her husband from state to state aiding the men by washing clothes and cooking meals She later recorded her experiences living during this time period in an effort to receive pension payments for her work (Dann 1980) Others helped by bringing water to dehydrated men carrying supplies and tending to the wounded Margaret Corbin originally played such a traditionally feminine role in the battle of Fort Washington in 1776 but when her husband was killed in battle she took his place firing a cannon (Raphael 2004) Other women may have contributed in similar ways but their contributions were not as well documented

5

Clearly the key players in the revolutionary period were not all men neither were they all white Native American tribes were frequently pulled often involuntarily into the conflict between Britain and the United States Those tribes that tried to remain neutral nonetheless had their homes ravaged by war Mary Jemison of a Seneca tribe explains in A Narrative of the Life of Mrs Mary Jemison that the Seneca tribes had intended to observe strict neutrality in the conflict (Seaver 1824) Instead she describes the British cajoled and bribed their tribes into fighting on the side of England Indeed most of the largest Native American tribes including the Senecas Mohawks Cayugas Cherokees and Onandagas fought on the side of the English because they promised that they would protect their lands (Washburne 1994) Evidently this promise was not fulfilled during the war as Jemison writes ldquoa large and powerful armyhellipwas making rapid progress towards our settlement burning and destroying the huts and corn-fields killing the cattle hogs and horses and cutting down the fruit trees belonging to the Indians throughout the countryrdquo (Seaver 1824)

Enslaved and free Africans made up another significant portion of the population during the revolutionary war period In fact the first casualty of the revolutionary war was Crispus Attucks a former slave who was killed at the Boston Massacre in 1770 (Kent 1996) While the number of slaves in the northern states dwindled slavery in the south continued to grow In Virginia in 1700 6000 slaves made up about one twelfth of the population by 1763 Virginia had 170000 slaves or nearly half of that statersquos population (Washburne 1994) In South Carolina there were more African slaves than there were white people during the war (Kent 1996) These African men women and children were forced to endure immeasurable cruelty Olaudah Equiano who was taken from his home in Africa as an eleven year old child expresses the horrors of the ldquoMiddle Passagerdquo between Africa and America in his narrative (Equiano 1789) The cargo bays of slave ships were ldquoso crowded that each had scarcely room to turn himself [it] almost suffocated ushellipthe air soon became unfit for respiration from a variety of loathsome smells and brought on a sickness among the slaves of which many diedrdquo (Equiano 1789) In fact one of every three slaves forced to endure the passage to America during this time period died before reaching their destination (Washburne 1994)

The existence of slavery was difficult to reconcile for many of the founding fathers especially those who espoused that ldquoall men are created equalrdquo In fact the framers of the Declaration of Independence originally intended to draft a statement opposing slavery as well but they caved to the pressures of southern slave owners who wanted to maintain slavery for economic reasons (Washburne 1994) This is another example of the spirit of compromise that pervaded the revolutionary period it can serve as a reminder that not all compromises are morally acceptable or right As another example of a half-hearted attempt of a founding father to eradicate slavery one might note that George Washington had up to three hundred slaves at his home in Mount Vernon yet he waited to free them all until he died (ldquoThe Papersrdquo 2009) The acknowledgement of slavery during the revolutionary period reveals the hypocrisy of some of our most famous American predecessors

Like the Native Americans these Africans served an important role in the revolutionary war About 5000 Africans (mostly freed) served in the Continental Army (Washburne 1994) Interestingly the army units during the revolution were completely integrated unlike in most of the American wars that followed (Kent 1996) The influence of these Africans was balanced out however by 10000s of Africans who fought on the side of the English As with the Native Americans the British bribed Africans to fight with them by making a promise they did not keep

6

mdashin this case they promised the slaves their freedom On the contrary at the end of the war most of the slaves who fought were re-sold or returned to previous masters

Adults played most of the key roles in the American Revolution but children were deeply affected by the events of the time period as well as evidenced by how they played Slave children amused each other with singing dancing and stories such as Brrsquoer Rabbit in which cunning and trickery triumphed over pure power (Washburne 1994) Native American children on the other hand acted like little adults playing practical games Boys played with bows and arrows while girls played with dolls to learn their tribesrsquo customs (Washburne 1994) It was especially important to carry on such cultural traditions in an effort to preserve tribal heritage in the face of American and European desecration of land and of tradition White colonial children worked hard at family chores and also played with simple toys such as jacks marbles and tops Tag and chase games were also common (Lizon 1993) Boys played with pop guns slings and clubs perhaps in preparation for their service in the militia while girls played with wooden paper or cornhusk dolls to practice nurturing skills (Lizon 1993)

Finally it is important to remember that not all white men during the revolutionary period were rich and influential like George Washington and Thomas Jefferson Wealthy men actually provided little service to the war cause because they were able to pay for others (especially Africans) to fight on their behalf (Washburne 1994) It was the working class soldiers who faced most of the hardships such as those experienced by Joseph Plumb Martin He describes the difficulties of the Battle of Yorktown and contrasts them with the war experience of General Washington a much wealthier man He sardonically notes that ldquoThe troops of the line were there ready with entrenching tools and began to entrench after General Washington had struck a few blows with a pickax a mere ceremony that it might be said lsquoGeneral Washington with his own hands first broke ground at the siege of Yorktownrsquordquo (Martin 1830) During the war soldiers of multiple races classes and backgrounds marched through cold rainy nights and survived on too-little food while their wealthy white counterparts ldquoargued a lotrdquo about how to structure the nation that others were fighting for (Keenan 2004 p 48)

Closing and LegacyThe legacy of the revolutionary period is obviousmdashthe people events documents and

traditions that shaped the period from 1763 to 1815 are still very much alive and well today This time period truly was the foundation of the United States of America Our modern national identity is shaped by our government (from the Constitution) and our ideas about inalienable human rights (from the Declaration of Independence) for which we are still fighting

The legacy of our founding fathers is also clear Through their writing and their precedents these men shaped many of our governmental procedures and national values Some modern activists even cite the ldquoopinionsrdquo of the founding fathers regarding social issues that were nonexistent at the time which indicates that todayrsquos citizens continue to nurture an excessive pride in and affinity for these forefathers Additionally the dichotomous opinions of the revolutionary time period (northerners versus southerners federalists versus statesrsquo rights) is alive and well in our two party system today but modern politicians are also able to compromise when necessary as did the founding fathers at the Constitutional Convention

Our flag is directly related to those that were made during the revolutionary period This symbol provides something with which Americans can identify flags instill a sense of pride in country especially when coupled with patriotic lyrics such as Keyrsquos ldquoStar-Spangled Bannerrdquo Even our national holidays reflect the events of the revolutionary time period We celebrate our

7

independence from England each year on July fourth our first president in February our Constitution in September and our flag in June America bases its government social values symbols and even celebrations on the legacy of events that took place from 1763 to 1815 The revolutionary period of America laid the foundation for the development of our national identity

8

MapGlobe Skills Lesson United States Capitals

ContextGrade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

StandardsVA K3 The student will describe the relative location of people places and things by using positionalwords with emphasis on nearfar abovebelow leftright and behindin frontVA K4b The student will use simple maps and globes to describe places referenced in stories and real-life situations

Objectives1 Given a map of the historical capitals of the United States students will use relative location terminology to describe their locations

ResourcesMap to be projected on overheaddocument camera (attached)Pictures of buildings (attached)Worksheets for students (attached)Crayons for studentsCapital Washington D C from A to Z by Laura Krauss Melmed

Content and Instructional StrategiesAnticipatory SetShow the book Capital Washington D C from A to Z to students in a whole-group setting on the rug Explain that this book is about the city Washington D C which is our countryrsquos capital city Ask a few students to share if they have been to Washington D C and to guess what the word ldquocapitalrdquo could be (students may relate it to capital letters) Slowly flip through the book pointing out and explaining some of the more pertinent illustrations like the Capitol the Declaration of Independence the Lincoln Memorial (make a connection to the picture on the back of a penny) the Washington Monument (listed under ldquoObeliskrdquo) and the White House Ask students to think about why all these special things for our country are in one place Explain that the capital (Washington D C) is the important because it is where our leaders go to run the country That means that most of the things that are part of the government of our country are in Washington D CContent FocusInstructional input Tell students that the capital of the country was not always in Washington DC (see background information) Tell students that they will be tracing the path that the capital of our country took On the wall map point out Williamsburg where they are Then point out New York Philadelphia and Washington D C Tell students that the first capital when our country was born was in New York City in a building called Federal Hall Show the picture of Federal Hall and point to it on the projected map If students have prior knowledge about the Statue of Liberty explain that this is in the same city Tell them that the capital then moved to Independence Hall in Philadelphia (it may be appropriate to ask students about the word

9

ldquoindependencerdquo and connect it to Independence Day Show the building and point it out on the map If students have prior knowledge about the Liberty Bell explain that this is in the same city and even the same building Tell them that the capital finally moved to Washington D C where it is today in the Capitol building which they already discussed during the anticipatory set This city was built because it was in between the north and the south so all the people were happy (indicate north and south on map) Show the picture and point to it on the map Show the last picturemdashstudents should recognize it as their school Point to it on the mapModeling Tell the students that they will be taking a pretend trip from school (point to Matthew Whaley on the map) to the different places that the capital has been Use a pointer or a pen to trace a path from their school to Federal Hall Remind the students that this is the path they would take to get to the place where the first capital of the United States was Emphasize the directional relationship between the two citiesmdashFederal Hall is above their school Also explain that because the two cities are a very long way away they are far from each other Next tracedraw from Federal Hall to Independence Hall Demonstrate that Independence Hall is below Federal Hall but that it is much closer than going all the way back to Williamsburg so it is near Checking for Understanding Trace from Independence Hall to the Capitol because that is the place where the capital is now Instruct students to give a thumbs down if the Capitol is below Independence Hall and a thumbs up if it is above Independence Hall Call on several students to explain where the Capitol is relative to Independence Hall in words and how they know Ask students to describe the abovebelow relationship as well as the nearfar relationshipGuided Practice Have students take turns come up to the projected map and trace from one location to another (pick any two) and say something about the relationship between the two places (ie above below near or far) After each statement students should indicate whether they agree or disagree using thumbs up or thumbs down Alternatively students can indicate the relationships with their hands to ldquocheckrdquo whether the person at the map is rightIndependent Practice Pass out worksheets of maps to students Tell students to color the pictures of the buildings Have students put red crayons on their school and draw the path they would take if they were going on a trip to the building that is above and very near that is above and near (the Capitol) Starting from their new location have them use a new green crayon to go to the building that is above and very far (Federal Hall) Continue to give directions to students using a different crayon color for each path Locations may be used more than onceClosure Read the sentences at the bottom of the worksheet together If there is time write the sentences on the board and read them aloud several times using a pointer Instruct students to fill in the blank using one of the new words they learned (write the four options on the board for students to copy spelling) With extra time allow students to look through the book Capital Washington D C from A to Z on their own

EvaluationFormative During the ldquoChecking for Understandingrdquo phase make sure Summative Collect studentsrsquo worksheets Lines in the correct colors should connect the buildings and the blank should be filled in with either ldquonearrdquo or ldquobelowrdquo Pull students aside one at a time to read them the following multiple choice question on the back of their worksheet showing them the map that was projected during the lesson and pointing out the locations on the map Independence Hall is ________ Federal Hall

a) next to b) below c) the same as

10

ContentBackground InformationRelative location can be used to describe places in comparison to one another rather than

by using absolute location The Constitution was first ratified and George Washington was inaugurated President in New York in Federal Hall (ldquoFederal Hallrdquo) which was the capital at the time Then the capital moved to Independence Hall in Philadelphia from 1790-1800 Finally in 1800 Washington DC became the capital This location was chosen as a national compromise between the northern and southern states (Killian) The boundaries for the city were laid by a surveyor named Benjamin Banneker a free African American (Kent 1996) Construction on the Capitol building started in 1793 (ldquoAmericarsquos Founding Fathersrdquo) Although Washington never lived there the capital bears his name to recognize his significant contributions as the countryrsquos first president

11

Critical Thinking and the Arts What Do Our Flag and Our National Anthem Symbolize

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K9 The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United StatesNational Standards for History Grades K-4 Content Standard 4e The student understands national symbols through which American values and principles are expressed

Objectives1 Given an introduction to the American flag and the national anthem students will think about and discuss their symbolic meanings and gain appreciation of the art forms2 Given a lesson on the American flag and the national anthem students will create their own flags and tell about their flags

Resources The Star-Spangled Banner Americarsquos National Anthem and Its History illustrated by Todd OurenConstruction paper (various colors)Scissors glue paper pencils for each child ldquoStar-Spangled Bannerrdquo song (available online at httptinyccSpaLY)United States flagDigital cameraToy carSymbols sheet (attached)Model construction paper flag (attached)

Content and Instructional StrategiesIntroduction Gather students together on the rug and ask them what a symbol is Explain that a symbol is something that stands for something else Together discuss common symbols (showing the symbols sheet on the document camera)mdashfor example stickers on papers mean good job the toy car makes you think of a real car a check mark means you have the right answer the stop sign means stop a heart means love Point out symbols around the classroom and ask for other suggestions from students Show students the flag and explain that it is a symbol for our country the United States of America which is where we live (students should know much about their country from many prior lessons)Content Focus Explain that the flag can be a symbol for different things for different peoplemdashit could make people think of their home being free or possibly the fourth of July depending on who you ask It can stand for many different things (from where our country came how big and it is and how many different types of people are in it how everyone comes together as Americans etc) but it always means ldquoThe United States of Americardquo Ask objective level questions What colors are on the flag What shapes are on the flag How many stripes are there (Count them together) How many stars are there (Have one student count them and report back) Where else have you seen the flag Tell students that many people have written poems and songs about the flag and about what it means to them Explain that one of the most famous songs about our flag ldquoThe Star-Spangled Bannerrdquo is our national anthem which means that it is the song that is the symbol for our country just like the flag Read the information

3

ratified the Articles of Confederation which loosely bound them together while still granting each state huge autonomy (ldquoMajor Eventsrdquo 2000) This was the start of the nation that has evolved into the United States today In the summer of 1787 however the founding fathers deemed it necessary to revise the Articles They ended up convening the Constitutional Convention to create a new document the Constitution in order to more strongly unite the disparate states The founding fathers at these sessions represented all of the states but Rhode Island Some of the most famous were George Washington a general in the revolutionary war who went on to become the nationrsquos first president and who advocated for a strong unified national government George Mason who was much more concerned with statesrsquo rights and who eventually declined to sign the Constitution and James Madison a strong defender of the document who went on to help craft the Bill of Rights (ldquoFounding Fathersrdquo)

Working together in Independence Hall in Philadelphia these men attempted to structure the country by dividing power to ensure representativeness and equity (Keenan 2004 ldquoThe Chartersrdquo) Different founders valued different ideas but they worked together and compromised until everyone was satisfied One of the biggest compromises was the addition of the Bill of Rights those who were wary of the national government wielding too much power over the states demanded the inclusion of the amendments before they would ratify the document (Keenan 2004) This spirit of compromise is still one of the important values of our country The Constitution shaped the country into the representative democracy that it is todaymdasheach citizen is allowed to vote for someone to represent his best interests The United States finally ratified the Constitution with its ten additions in 1791 (Killian)

Other key events also contributed to the creation a national identity George Washington a general during the war was elected to be the first president of the United States in 1788 and was inaugurated in 1789 (ldquoFounding Fathersrdquo) He served eight years as President but notably declined a third term setting a two-term limit precedent that would be broken by only one future president Thomas Jefferson served as Washingtonrsquos Secretary of State during this time while Alexander Hamilton was the Secretary of the Treasury (ldquoFounding Fathersrdquo)

When the Constitution was first ratified the United States capital was in New York Then for ten years (1790-1800) it moved to Congress Hall in Philadelphia It was not until 1800 that Washington DC became the capital of the country This location was chosen as another national compromise this time between the northern and southern states which each wanted the capital near them (Killian) The boundaries for the city of Washington were laid out in the swampy land between Virginia and Maryland by a surveyor named Benjamin Banneker a free African American northerner who is one of the first Black people to achieve historical notoriety in the United States (Kent 1996) Construction on the Capitol building started in 1793 George Washington himself laid the first cornerstone (ldquoAmericarsquos Founding Fathersrdquo) Similarly construction for the White House began in 1792 and finished in 1800 Although Washington never lived there the capital city bears his name in order to recognize his significant contributions as the countryrsquos first president

Our national symbol the flag was another key aspect of national identity that emerged during the revolutionary war period In 1777 the Continental Congress resolved that the flag would consist of thirteen red and white stripes Thirteen white stars on a blue background would represent ldquoa new constellationrdquo symbolic of the new country (ldquoBetsy Rossrdquo 2009) The origin of the design remains unknown Allegedly the year before a seamstress in Philadelphia named Betsy Ross was commissioned by George Washington to sew the first unifying American flag as prior to 1776 the different colonies each used their own symbols (ldquoBetsy Rossrdquo 2009) Rossrsquos

4

uncle-in-law was on the committee to decide on a flag and there is a record of Betsy Ross receiving a large payment from the navy for making flags (ldquoBetsy Ross Houserdquo 2009) Therefore there is little doubt that she (and many other seamstresses in the area) did sew American flags during the revolutionary war However there is little-to-no evidence that Ross actually helped design the flag or created the very first one Like the tale of Paul Revere the story of Betsy Ross is a legend firmly imprinted in our national identity regardless of its accuracy

Several decades later during the War of 1812 Francis Scott Key wrote a poem about the American flag that would later become the United Statesrsquo national anthem An army base at Fort McHenry flew ldquoa flag so large that the British will have no difficulty in seeing it from a distancerdquo according to the fortrsquos Major George Armistead (Sonneborn 2004 p 10) When Key a lawyer was able to make out the flag in the distance as a sign that America had won the battle he was inspired to write a poem called ldquoThe Defence of Fort McHenryrdquo (Sonneborn 2004) This poem was later put to a popular British tune and adapted as our national anthem helping Americans form a new national identity as an ldquoestablishedhellipindependent countryrdquo (Sonneborn 2004 p 20) The founding documents leaders and symbols of the United States of America all find their origins during the time period of the revolutionary war

Men Women Youth amp ChildrenThe ldquofounding fathersrdquo were all menmdashwhite upper class land-owning men During this

time period they were the only people who could vote and certainly the only people who could make important political decisions about the newly forming country These men were important because they were able to decide the form and structure of our government both through founding documents and through precedent but they were not the only people who contributed to the revolutionary period In fact women during this time period played a critical role in the social change from colonies to the new nation For example women played a huge part in boycotting British goods such as tea to protest taxation which precipitated the revolutionary sentiments that sparked the war (Washburne 1994) They also had a role in structuring the nation post-warmdashfor instance Abigail Adams is famously quoted as reminding her husband to ldquoremember the ladiesrdquo as he created new systems and laws (Washburne 1994 p 62)

Some women contributed directly to the war effort by raising funds for soldiers Most notably a group of women in Philadelphia led by Esther Reed and Sara Franklin Bache (Ben Franklinrsquos daughter) raised enough money to make 2200 shirts for soldiers (Kerber 1980) This was especially important because they stood their ground by demanding that the money be used specifically for the soldiers This effort which came to be known as the ldquoPhiladelphia projectrdquo was significant because it signaled the emergence of women from the private domestic sphere into a politically important and public arena (Kerber 1980)

Still other women travelled to the front lines during the war Sarah Osborn was one woman who followed her husband from state to state aiding the men by washing clothes and cooking meals She later recorded her experiences living during this time period in an effort to receive pension payments for her work (Dann 1980) Others helped by bringing water to dehydrated men carrying supplies and tending to the wounded Margaret Corbin originally played such a traditionally feminine role in the battle of Fort Washington in 1776 but when her husband was killed in battle she took his place firing a cannon (Raphael 2004) Other women may have contributed in similar ways but their contributions were not as well documented

5

Clearly the key players in the revolutionary period were not all men neither were they all white Native American tribes were frequently pulled often involuntarily into the conflict between Britain and the United States Those tribes that tried to remain neutral nonetheless had their homes ravaged by war Mary Jemison of a Seneca tribe explains in A Narrative of the Life of Mrs Mary Jemison that the Seneca tribes had intended to observe strict neutrality in the conflict (Seaver 1824) Instead she describes the British cajoled and bribed their tribes into fighting on the side of England Indeed most of the largest Native American tribes including the Senecas Mohawks Cayugas Cherokees and Onandagas fought on the side of the English because they promised that they would protect their lands (Washburne 1994) Evidently this promise was not fulfilled during the war as Jemison writes ldquoa large and powerful armyhellipwas making rapid progress towards our settlement burning and destroying the huts and corn-fields killing the cattle hogs and horses and cutting down the fruit trees belonging to the Indians throughout the countryrdquo (Seaver 1824)

Enslaved and free Africans made up another significant portion of the population during the revolutionary war period In fact the first casualty of the revolutionary war was Crispus Attucks a former slave who was killed at the Boston Massacre in 1770 (Kent 1996) While the number of slaves in the northern states dwindled slavery in the south continued to grow In Virginia in 1700 6000 slaves made up about one twelfth of the population by 1763 Virginia had 170000 slaves or nearly half of that statersquos population (Washburne 1994) In South Carolina there were more African slaves than there were white people during the war (Kent 1996) These African men women and children were forced to endure immeasurable cruelty Olaudah Equiano who was taken from his home in Africa as an eleven year old child expresses the horrors of the ldquoMiddle Passagerdquo between Africa and America in his narrative (Equiano 1789) The cargo bays of slave ships were ldquoso crowded that each had scarcely room to turn himself [it] almost suffocated ushellipthe air soon became unfit for respiration from a variety of loathsome smells and brought on a sickness among the slaves of which many diedrdquo (Equiano 1789) In fact one of every three slaves forced to endure the passage to America during this time period died before reaching their destination (Washburne 1994)

The existence of slavery was difficult to reconcile for many of the founding fathers especially those who espoused that ldquoall men are created equalrdquo In fact the framers of the Declaration of Independence originally intended to draft a statement opposing slavery as well but they caved to the pressures of southern slave owners who wanted to maintain slavery for economic reasons (Washburne 1994) This is another example of the spirit of compromise that pervaded the revolutionary period it can serve as a reminder that not all compromises are morally acceptable or right As another example of a half-hearted attempt of a founding father to eradicate slavery one might note that George Washington had up to three hundred slaves at his home in Mount Vernon yet he waited to free them all until he died (ldquoThe Papersrdquo 2009) The acknowledgement of slavery during the revolutionary period reveals the hypocrisy of some of our most famous American predecessors

Like the Native Americans these Africans served an important role in the revolutionary war About 5000 Africans (mostly freed) served in the Continental Army (Washburne 1994) Interestingly the army units during the revolution were completely integrated unlike in most of the American wars that followed (Kent 1996) The influence of these Africans was balanced out however by 10000s of Africans who fought on the side of the English As with the Native Americans the British bribed Africans to fight with them by making a promise they did not keep

6

mdashin this case they promised the slaves their freedom On the contrary at the end of the war most of the slaves who fought were re-sold or returned to previous masters

Adults played most of the key roles in the American Revolution but children were deeply affected by the events of the time period as well as evidenced by how they played Slave children amused each other with singing dancing and stories such as Brrsquoer Rabbit in which cunning and trickery triumphed over pure power (Washburne 1994) Native American children on the other hand acted like little adults playing practical games Boys played with bows and arrows while girls played with dolls to learn their tribesrsquo customs (Washburne 1994) It was especially important to carry on such cultural traditions in an effort to preserve tribal heritage in the face of American and European desecration of land and of tradition White colonial children worked hard at family chores and also played with simple toys such as jacks marbles and tops Tag and chase games were also common (Lizon 1993) Boys played with pop guns slings and clubs perhaps in preparation for their service in the militia while girls played with wooden paper or cornhusk dolls to practice nurturing skills (Lizon 1993)

Finally it is important to remember that not all white men during the revolutionary period were rich and influential like George Washington and Thomas Jefferson Wealthy men actually provided little service to the war cause because they were able to pay for others (especially Africans) to fight on their behalf (Washburne 1994) It was the working class soldiers who faced most of the hardships such as those experienced by Joseph Plumb Martin He describes the difficulties of the Battle of Yorktown and contrasts them with the war experience of General Washington a much wealthier man He sardonically notes that ldquoThe troops of the line were there ready with entrenching tools and began to entrench after General Washington had struck a few blows with a pickax a mere ceremony that it might be said lsquoGeneral Washington with his own hands first broke ground at the siege of Yorktownrsquordquo (Martin 1830) During the war soldiers of multiple races classes and backgrounds marched through cold rainy nights and survived on too-little food while their wealthy white counterparts ldquoargued a lotrdquo about how to structure the nation that others were fighting for (Keenan 2004 p 48)

Closing and LegacyThe legacy of the revolutionary period is obviousmdashthe people events documents and

traditions that shaped the period from 1763 to 1815 are still very much alive and well today This time period truly was the foundation of the United States of America Our modern national identity is shaped by our government (from the Constitution) and our ideas about inalienable human rights (from the Declaration of Independence) for which we are still fighting

The legacy of our founding fathers is also clear Through their writing and their precedents these men shaped many of our governmental procedures and national values Some modern activists even cite the ldquoopinionsrdquo of the founding fathers regarding social issues that were nonexistent at the time which indicates that todayrsquos citizens continue to nurture an excessive pride in and affinity for these forefathers Additionally the dichotomous opinions of the revolutionary time period (northerners versus southerners federalists versus statesrsquo rights) is alive and well in our two party system today but modern politicians are also able to compromise when necessary as did the founding fathers at the Constitutional Convention

Our flag is directly related to those that were made during the revolutionary period This symbol provides something with which Americans can identify flags instill a sense of pride in country especially when coupled with patriotic lyrics such as Keyrsquos ldquoStar-Spangled Bannerrdquo Even our national holidays reflect the events of the revolutionary time period We celebrate our

7

independence from England each year on July fourth our first president in February our Constitution in September and our flag in June America bases its government social values symbols and even celebrations on the legacy of events that took place from 1763 to 1815 The revolutionary period of America laid the foundation for the development of our national identity

8

MapGlobe Skills Lesson United States Capitals

ContextGrade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

StandardsVA K3 The student will describe the relative location of people places and things by using positionalwords with emphasis on nearfar abovebelow leftright and behindin frontVA K4b The student will use simple maps and globes to describe places referenced in stories and real-life situations

Objectives1 Given a map of the historical capitals of the United States students will use relative location terminology to describe their locations

ResourcesMap to be projected on overheaddocument camera (attached)Pictures of buildings (attached)Worksheets for students (attached)Crayons for studentsCapital Washington D C from A to Z by Laura Krauss Melmed

Content and Instructional StrategiesAnticipatory SetShow the book Capital Washington D C from A to Z to students in a whole-group setting on the rug Explain that this book is about the city Washington D C which is our countryrsquos capital city Ask a few students to share if they have been to Washington D C and to guess what the word ldquocapitalrdquo could be (students may relate it to capital letters) Slowly flip through the book pointing out and explaining some of the more pertinent illustrations like the Capitol the Declaration of Independence the Lincoln Memorial (make a connection to the picture on the back of a penny) the Washington Monument (listed under ldquoObeliskrdquo) and the White House Ask students to think about why all these special things for our country are in one place Explain that the capital (Washington D C) is the important because it is where our leaders go to run the country That means that most of the things that are part of the government of our country are in Washington D CContent FocusInstructional input Tell students that the capital of the country was not always in Washington DC (see background information) Tell students that they will be tracing the path that the capital of our country took On the wall map point out Williamsburg where they are Then point out New York Philadelphia and Washington D C Tell students that the first capital when our country was born was in New York City in a building called Federal Hall Show the picture of Federal Hall and point to it on the projected map If students have prior knowledge about the Statue of Liberty explain that this is in the same city Tell them that the capital then moved to Independence Hall in Philadelphia (it may be appropriate to ask students about the word

9

ldquoindependencerdquo and connect it to Independence Day Show the building and point it out on the map If students have prior knowledge about the Liberty Bell explain that this is in the same city and even the same building Tell them that the capital finally moved to Washington D C where it is today in the Capitol building which they already discussed during the anticipatory set This city was built because it was in between the north and the south so all the people were happy (indicate north and south on map) Show the picture and point to it on the map Show the last picturemdashstudents should recognize it as their school Point to it on the mapModeling Tell the students that they will be taking a pretend trip from school (point to Matthew Whaley on the map) to the different places that the capital has been Use a pointer or a pen to trace a path from their school to Federal Hall Remind the students that this is the path they would take to get to the place where the first capital of the United States was Emphasize the directional relationship between the two citiesmdashFederal Hall is above their school Also explain that because the two cities are a very long way away they are far from each other Next tracedraw from Federal Hall to Independence Hall Demonstrate that Independence Hall is below Federal Hall but that it is much closer than going all the way back to Williamsburg so it is near Checking for Understanding Trace from Independence Hall to the Capitol because that is the place where the capital is now Instruct students to give a thumbs down if the Capitol is below Independence Hall and a thumbs up if it is above Independence Hall Call on several students to explain where the Capitol is relative to Independence Hall in words and how they know Ask students to describe the abovebelow relationship as well as the nearfar relationshipGuided Practice Have students take turns come up to the projected map and trace from one location to another (pick any two) and say something about the relationship between the two places (ie above below near or far) After each statement students should indicate whether they agree or disagree using thumbs up or thumbs down Alternatively students can indicate the relationships with their hands to ldquocheckrdquo whether the person at the map is rightIndependent Practice Pass out worksheets of maps to students Tell students to color the pictures of the buildings Have students put red crayons on their school and draw the path they would take if they were going on a trip to the building that is above and very near that is above and near (the Capitol) Starting from their new location have them use a new green crayon to go to the building that is above and very far (Federal Hall) Continue to give directions to students using a different crayon color for each path Locations may be used more than onceClosure Read the sentences at the bottom of the worksheet together If there is time write the sentences on the board and read them aloud several times using a pointer Instruct students to fill in the blank using one of the new words they learned (write the four options on the board for students to copy spelling) With extra time allow students to look through the book Capital Washington D C from A to Z on their own

EvaluationFormative During the ldquoChecking for Understandingrdquo phase make sure Summative Collect studentsrsquo worksheets Lines in the correct colors should connect the buildings and the blank should be filled in with either ldquonearrdquo or ldquobelowrdquo Pull students aside one at a time to read them the following multiple choice question on the back of their worksheet showing them the map that was projected during the lesson and pointing out the locations on the map Independence Hall is ________ Federal Hall

a) next to b) below c) the same as

10

ContentBackground InformationRelative location can be used to describe places in comparison to one another rather than

by using absolute location The Constitution was first ratified and George Washington was inaugurated President in New York in Federal Hall (ldquoFederal Hallrdquo) which was the capital at the time Then the capital moved to Independence Hall in Philadelphia from 1790-1800 Finally in 1800 Washington DC became the capital This location was chosen as a national compromise between the northern and southern states (Killian) The boundaries for the city were laid by a surveyor named Benjamin Banneker a free African American (Kent 1996) Construction on the Capitol building started in 1793 (ldquoAmericarsquos Founding Fathersrdquo) Although Washington never lived there the capital bears his name to recognize his significant contributions as the countryrsquos first president

11

Critical Thinking and the Arts What Do Our Flag and Our National Anthem Symbolize

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K9 The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United StatesNational Standards for History Grades K-4 Content Standard 4e The student understands national symbols through which American values and principles are expressed

Objectives1 Given an introduction to the American flag and the national anthem students will think about and discuss their symbolic meanings and gain appreciation of the art forms2 Given a lesson on the American flag and the national anthem students will create their own flags and tell about their flags

Resources The Star-Spangled Banner Americarsquos National Anthem and Its History illustrated by Todd OurenConstruction paper (various colors)Scissors glue paper pencils for each child ldquoStar-Spangled Bannerrdquo song (available online at httptinyccSpaLY)United States flagDigital cameraToy carSymbols sheet (attached)Model construction paper flag (attached)

Content and Instructional StrategiesIntroduction Gather students together on the rug and ask them what a symbol is Explain that a symbol is something that stands for something else Together discuss common symbols (showing the symbols sheet on the document camera)mdashfor example stickers on papers mean good job the toy car makes you think of a real car a check mark means you have the right answer the stop sign means stop a heart means love Point out symbols around the classroom and ask for other suggestions from students Show students the flag and explain that it is a symbol for our country the United States of America which is where we live (students should know much about their country from many prior lessons)Content Focus Explain that the flag can be a symbol for different things for different peoplemdashit could make people think of their home being free or possibly the fourth of July depending on who you ask It can stand for many different things (from where our country came how big and it is and how many different types of people are in it how everyone comes together as Americans etc) but it always means ldquoThe United States of Americardquo Ask objective level questions What colors are on the flag What shapes are on the flag How many stripes are there (Count them together) How many stars are there (Have one student count them and report back) Where else have you seen the flag Tell students that many people have written poems and songs about the flag and about what it means to them Explain that one of the most famous songs about our flag ldquoThe Star-Spangled Bannerrdquo is our national anthem which means that it is the song that is the symbol for our country just like the flag Read the information

4

uncle-in-law was on the committee to decide on a flag and there is a record of Betsy Ross receiving a large payment from the navy for making flags (ldquoBetsy Ross Houserdquo 2009) Therefore there is little doubt that she (and many other seamstresses in the area) did sew American flags during the revolutionary war However there is little-to-no evidence that Ross actually helped design the flag or created the very first one Like the tale of Paul Revere the story of Betsy Ross is a legend firmly imprinted in our national identity regardless of its accuracy

Several decades later during the War of 1812 Francis Scott Key wrote a poem about the American flag that would later become the United Statesrsquo national anthem An army base at Fort McHenry flew ldquoa flag so large that the British will have no difficulty in seeing it from a distancerdquo according to the fortrsquos Major George Armistead (Sonneborn 2004 p 10) When Key a lawyer was able to make out the flag in the distance as a sign that America had won the battle he was inspired to write a poem called ldquoThe Defence of Fort McHenryrdquo (Sonneborn 2004) This poem was later put to a popular British tune and adapted as our national anthem helping Americans form a new national identity as an ldquoestablishedhellipindependent countryrdquo (Sonneborn 2004 p 20) The founding documents leaders and symbols of the United States of America all find their origins during the time period of the revolutionary war

Men Women Youth amp ChildrenThe ldquofounding fathersrdquo were all menmdashwhite upper class land-owning men During this

time period they were the only people who could vote and certainly the only people who could make important political decisions about the newly forming country These men were important because they were able to decide the form and structure of our government both through founding documents and through precedent but they were not the only people who contributed to the revolutionary period In fact women during this time period played a critical role in the social change from colonies to the new nation For example women played a huge part in boycotting British goods such as tea to protest taxation which precipitated the revolutionary sentiments that sparked the war (Washburne 1994) They also had a role in structuring the nation post-warmdashfor instance Abigail Adams is famously quoted as reminding her husband to ldquoremember the ladiesrdquo as he created new systems and laws (Washburne 1994 p 62)

Some women contributed directly to the war effort by raising funds for soldiers Most notably a group of women in Philadelphia led by Esther Reed and Sara Franklin Bache (Ben Franklinrsquos daughter) raised enough money to make 2200 shirts for soldiers (Kerber 1980) This was especially important because they stood their ground by demanding that the money be used specifically for the soldiers This effort which came to be known as the ldquoPhiladelphia projectrdquo was significant because it signaled the emergence of women from the private domestic sphere into a politically important and public arena (Kerber 1980)

Still other women travelled to the front lines during the war Sarah Osborn was one woman who followed her husband from state to state aiding the men by washing clothes and cooking meals She later recorded her experiences living during this time period in an effort to receive pension payments for her work (Dann 1980) Others helped by bringing water to dehydrated men carrying supplies and tending to the wounded Margaret Corbin originally played such a traditionally feminine role in the battle of Fort Washington in 1776 but when her husband was killed in battle she took his place firing a cannon (Raphael 2004) Other women may have contributed in similar ways but their contributions were not as well documented

5

Clearly the key players in the revolutionary period were not all men neither were they all white Native American tribes were frequently pulled often involuntarily into the conflict between Britain and the United States Those tribes that tried to remain neutral nonetheless had their homes ravaged by war Mary Jemison of a Seneca tribe explains in A Narrative of the Life of Mrs Mary Jemison that the Seneca tribes had intended to observe strict neutrality in the conflict (Seaver 1824) Instead she describes the British cajoled and bribed their tribes into fighting on the side of England Indeed most of the largest Native American tribes including the Senecas Mohawks Cayugas Cherokees and Onandagas fought on the side of the English because they promised that they would protect their lands (Washburne 1994) Evidently this promise was not fulfilled during the war as Jemison writes ldquoa large and powerful armyhellipwas making rapid progress towards our settlement burning and destroying the huts and corn-fields killing the cattle hogs and horses and cutting down the fruit trees belonging to the Indians throughout the countryrdquo (Seaver 1824)

Enslaved and free Africans made up another significant portion of the population during the revolutionary war period In fact the first casualty of the revolutionary war was Crispus Attucks a former slave who was killed at the Boston Massacre in 1770 (Kent 1996) While the number of slaves in the northern states dwindled slavery in the south continued to grow In Virginia in 1700 6000 slaves made up about one twelfth of the population by 1763 Virginia had 170000 slaves or nearly half of that statersquos population (Washburne 1994) In South Carolina there were more African slaves than there were white people during the war (Kent 1996) These African men women and children were forced to endure immeasurable cruelty Olaudah Equiano who was taken from his home in Africa as an eleven year old child expresses the horrors of the ldquoMiddle Passagerdquo between Africa and America in his narrative (Equiano 1789) The cargo bays of slave ships were ldquoso crowded that each had scarcely room to turn himself [it] almost suffocated ushellipthe air soon became unfit for respiration from a variety of loathsome smells and brought on a sickness among the slaves of which many diedrdquo (Equiano 1789) In fact one of every three slaves forced to endure the passage to America during this time period died before reaching their destination (Washburne 1994)

The existence of slavery was difficult to reconcile for many of the founding fathers especially those who espoused that ldquoall men are created equalrdquo In fact the framers of the Declaration of Independence originally intended to draft a statement opposing slavery as well but they caved to the pressures of southern slave owners who wanted to maintain slavery for economic reasons (Washburne 1994) This is another example of the spirit of compromise that pervaded the revolutionary period it can serve as a reminder that not all compromises are morally acceptable or right As another example of a half-hearted attempt of a founding father to eradicate slavery one might note that George Washington had up to three hundred slaves at his home in Mount Vernon yet he waited to free them all until he died (ldquoThe Papersrdquo 2009) The acknowledgement of slavery during the revolutionary period reveals the hypocrisy of some of our most famous American predecessors

Like the Native Americans these Africans served an important role in the revolutionary war About 5000 Africans (mostly freed) served in the Continental Army (Washburne 1994) Interestingly the army units during the revolution were completely integrated unlike in most of the American wars that followed (Kent 1996) The influence of these Africans was balanced out however by 10000s of Africans who fought on the side of the English As with the Native Americans the British bribed Africans to fight with them by making a promise they did not keep

6

mdashin this case they promised the slaves their freedom On the contrary at the end of the war most of the slaves who fought were re-sold or returned to previous masters

Adults played most of the key roles in the American Revolution but children were deeply affected by the events of the time period as well as evidenced by how they played Slave children amused each other with singing dancing and stories such as Brrsquoer Rabbit in which cunning and trickery triumphed over pure power (Washburne 1994) Native American children on the other hand acted like little adults playing practical games Boys played with bows and arrows while girls played with dolls to learn their tribesrsquo customs (Washburne 1994) It was especially important to carry on such cultural traditions in an effort to preserve tribal heritage in the face of American and European desecration of land and of tradition White colonial children worked hard at family chores and also played with simple toys such as jacks marbles and tops Tag and chase games were also common (Lizon 1993) Boys played with pop guns slings and clubs perhaps in preparation for their service in the militia while girls played with wooden paper or cornhusk dolls to practice nurturing skills (Lizon 1993)

Finally it is important to remember that not all white men during the revolutionary period were rich and influential like George Washington and Thomas Jefferson Wealthy men actually provided little service to the war cause because they were able to pay for others (especially Africans) to fight on their behalf (Washburne 1994) It was the working class soldiers who faced most of the hardships such as those experienced by Joseph Plumb Martin He describes the difficulties of the Battle of Yorktown and contrasts them with the war experience of General Washington a much wealthier man He sardonically notes that ldquoThe troops of the line were there ready with entrenching tools and began to entrench after General Washington had struck a few blows with a pickax a mere ceremony that it might be said lsquoGeneral Washington with his own hands first broke ground at the siege of Yorktownrsquordquo (Martin 1830) During the war soldiers of multiple races classes and backgrounds marched through cold rainy nights and survived on too-little food while their wealthy white counterparts ldquoargued a lotrdquo about how to structure the nation that others were fighting for (Keenan 2004 p 48)

Closing and LegacyThe legacy of the revolutionary period is obviousmdashthe people events documents and

traditions that shaped the period from 1763 to 1815 are still very much alive and well today This time period truly was the foundation of the United States of America Our modern national identity is shaped by our government (from the Constitution) and our ideas about inalienable human rights (from the Declaration of Independence) for which we are still fighting

The legacy of our founding fathers is also clear Through their writing and their precedents these men shaped many of our governmental procedures and national values Some modern activists even cite the ldquoopinionsrdquo of the founding fathers regarding social issues that were nonexistent at the time which indicates that todayrsquos citizens continue to nurture an excessive pride in and affinity for these forefathers Additionally the dichotomous opinions of the revolutionary time period (northerners versus southerners federalists versus statesrsquo rights) is alive and well in our two party system today but modern politicians are also able to compromise when necessary as did the founding fathers at the Constitutional Convention

Our flag is directly related to those that were made during the revolutionary period This symbol provides something with which Americans can identify flags instill a sense of pride in country especially when coupled with patriotic lyrics such as Keyrsquos ldquoStar-Spangled Bannerrdquo Even our national holidays reflect the events of the revolutionary time period We celebrate our

7

independence from England each year on July fourth our first president in February our Constitution in September and our flag in June America bases its government social values symbols and even celebrations on the legacy of events that took place from 1763 to 1815 The revolutionary period of America laid the foundation for the development of our national identity

8

MapGlobe Skills Lesson United States Capitals

ContextGrade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

StandardsVA K3 The student will describe the relative location of people places and things by using positionalwords with emphasis on nearfar abovebelow leftright and behindin frontVA K4b The student will use simple maps and globes to describe places referenced in stories and real-life situations

Objectives1 Given a map of the historical capitals of the United States students will use relative location terminology to describe their locations

ResourcesMap to be projected on overheaddocument camera (attached)Pictures of buildings (attached)Worksheets for students (attached)Crayons for studentsCapital Washington D C from A to Z by Laura Krauss Melmed

Content and Instructional StrategiesAnticipatory SetShow the book Capital Washington D C from A to Z to students in a whole-group setting on the rug Explain that this book is about the city Washington D C which is our countryrsquos capital city Ask a few students to share if they have been to Washington D C and to guess what the word ldquocapitalrdquo could be (students may relate it to capital letters) Slowly flip through the book pointing out and explaining some of the more pertinent illustrations like the Capitol the Declaration of Independence the Lincoln Memorial (make a connection to the picture on the back of a penny) the Washington Monument (listed under ldquoObeliskrdquo) and the White House Ask students to think about why all these special things for our country are in one place Explain that the capital (Washington D C) is the important because it is where our leaders go to run the country That means that most of the things that are part of the government of our country are in Washington D CContent FocusInstructional input Tell students that the capital of the country was not always in Washington DC (see background information) Tell students that they will be tracing the path that the capital of our country took On the wall map point out Williamsburg where they are Then point out New York Philadelphia and Washington D C Tell students that the first capital when our country was born was in New York City in a building called Federal Hall Show the picture of Federal Hall and point to it on the projected map If students have prior knowledge about the Statue of Liberty explain that this is in the same city Tell them that the capital then moved to Independence Hall in Philadelphia (it may be appropriate to ask students about the word

9

ldquoindependencerdquo and connect it to Independence Day Show the building and point it out on the map If students have prior knowledge about the Liberty Bell explain that this is in the same city and even the same building Tell them that the capital finally moved to Washington D C where it is today in the Capitol building which they already discussed during the anticipatory set This city was built because it was in between the north and the south so all the people were happy (indicate north and south on map) Show the picture and point to it on the map Show the last picturemdashstudents should recognize it as their school Point to it on the mapModeling Tell the students that they will be taking a pretend trip from school (point to Matthew Whaley on the map) to the different places that the capital has been Use a pointer or a pen to trace a path from their school to Federal Hall Remind the students that this is the path they would take to get to the place where the first capital of the United States was Emphasize the directional relationship between the two citiesmdashFederal Hall is above their school Also explain that because the two cities are a very long way away they are far from each other Next tracedraw from Federal Hall to Independence Hall Demonstrate that Independence Hall is below Federal Hall but that it is much closer than going all the way back to Williamsburg so it is near Checking for Understanding Trace from Independence Hall to the Capitol because that is the place where the capital is now Instruct students to give a thumbs down if the Capitol is below Independence Hall and a thumbs up if it is above Independence Hall Call on several students to explain where the Capitol is relative to Independence Hall in words and how they know Ask students to describe the abovebelow relationship as well as the nearfar relationshipGuided Practice Have students take turns come up to the projected map and trace from one location to another (pick any two) and say something about the relationship between the two places (ie above below near or far) After each statement students should indicate whether they agree or disagree using thumbs up or thumbs down Alternatively students can indicate the relationships with their hands to ldquocheckrdquo whether the person at the map is rightIndependent Practice Pass out worksheets of maps to students Tell students to color the pictures of the buildings Have students put red crayons on their school and draw the path they would take if they were going on a trip to the building that is above and very near that is above and near (the Capitol) Starting from their new location have them use a new green crayon to go to the building that is above and very far (Federal Hall) Continue to give directions to students using a different crayon color for each path Locations may be used more than onceClosure Read the sentences at the bottom of the worksheet together If there is time write the sentences on the board and read them aloud several times using a pointer Instruct students to fill in the blank using one of the new words they learned (write the four options on the board for students to copy spelling) With extra time allow students to look through the book Capital Washington D C from A to Z on their own

EvaluationFormative During the ldquoChecking for Understandingrdquo phase make sure Summative Collect studentsrsquo worksheets Lines in the correct colors should connect the buildings and the blank should be filled in with either ldquonearrdquo or ldquobelowrdquo Pull students aside one at a time to read them the following multiple choice question on the back of their worksheet showing them the map that was projected during the lesson and pointing out the locations on the map Independence Hall is ________ Federal Hall

a) next to b) below c) the same as

10

ContentBackground InformationRelative location can be used to describe places in comparison to one another rather than

by using absolute location The Constitution was first ratified and George Washington was inaugurated President in New York in Federal Hall (ldquoFederal Hallrdquo) which was the capital at the time Then the capital moved to Independence Hall in Philadelphia from 1790-1800 Finally in 1800 Washington DC became the capital This location was chosen as a national compromise between the northern and southern states (Killian) The boundaries for the city were laid by a surveyor named Benjamin Banneker a free African American (Kent 1996) Construction on the Capitol building started in 1793 (ldquoAmericarsquos Founding Fathersrdquo) Although Washington never lived there the capital bears his name to recognize his significant contributions as the countryrsquos first president

11

Critical Thinking and the Arts What Do Our Flag and Our National Anthem Symbolize

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K9 The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United StatesNational Standards for History Grades K-4 Content Standard 4e The student understands national symbols through which American values and principles are expressed

Objectives1 Given an introduction to the American flag and the national anthem students will think about and discuss their symbolic meanings and gain appreciation of the art forms2 Given a lesson on the American flag and the national anthem students will create their own flags and tell about their flags

Resources The Star-Spangled Banner Americarsquos National Anthem and Its History illustrated by Todd OurenConstruction paper (various colors)Scissors glue paper pencils for each child ldquoStar-Spangled Bannerrdquo song (available online at httptinyccSpaLY)United States flagDigital cameraToy carSymbols sheet (attached)Model construction paper flag (attached)

Content and Instructional StrategiesIntroduction Gather students together on the rug and ask them what a symbol is Explain that a symbol is something that stands for something else Together discuss common symbols (showing the symbols sheet on the document camera)mdashfor example stickers on papers mean good job the toy car makes you think of a real car a check mark means you have the right answer the stop sign means stop a heart means love Point out symbols around the classroom and ask for other suggestions from students Show students the flag and explain that it is a symbol for our country the United States of America which is where we live (students should know much about their country from many prior lessons)Content Focus Explain that the flag can be a symbol for different things for different peoplemdashit could make people think of their home being free or possibly the fourth of July depending on who you ask It can stand for many different things (from where our country came how big and it is and how many different types of people are in it how everyone comes together as Americans etc) but it always means ldquoThe United States of Americardquo Ask objective level questions What colors are on the flag What shapes are on the flag How many stripes are there (Count them together) How many stars are there (Have one student count them and report back) Where else have you seen the flag Tell students that many people have written poems and songs about the flag and about what it means to them Explain that one of the most famous songs about our flag ldquoThe Star-Spangled Bannerrdquo is our national anthem which means that it is the song that is the symbol for our country just like the flag Read the information

5

Clearly the key players in the revolutionary period were not all men neither were they all white Native American tribes were frequently pulled often involuntarily into the conflict between Britain and the United States Those tribes that tried to remain neutral nonetheless had their homes ravaged by war Mary Jemison of a Seneca tribe explains in A Narrative of the Life of Mrs Mary Jemison that the Seneca tribes had intended to observe strict neutrality in the conflict (Seaver 1824) Instead she describes the British cajoled and bribed their tribes into fighting on the side of England Indeed most of the largest Native American tribes including the Senecas Mohawks Cayugas Cherokees and Onandagas fought on the side of the English because they promised that they would protect their lands (Washburne 1994) Evidently this promise was not fulfilled during the war as Jemison writes ldquoa large and powerful armyhellipwas making rapid progress towards our settlement burning and destroying the huts and corn-fields killing the cattle hogs and horses and cutting down the fruit trees belonging to the Indians throughout the countryrdquo (Seaver 1824)

Enslaved and free Africans made up another significant portion of the population during the revolutionary war period In fact the first casualty of the revolutionary war was Crispus Attucks a former slave who was killed at the Boston Massacre in 1770 (Kent 1996) While the number of slaves in the northern states dwindled slavery in the south continued to grow In Virginia in 1700 6000 slaves made up about one twelfth of the population by 1763 Virginia had 170000 slaves or nearly half of that statersquos population (Washburne 1994) In South Carolina there were more African slaves than there were white people during the war (Kent 1996) These African men women and children were forced to endure immeasurable cruelty Olaudah Equiano who was taken from his home in Africa as an eleven year old child expresses the horrors of the ldquoMiddle Passagerdquo between Africa and America in his narrative (Equiano 1789) The cargo bays of slave ships were ldquoso crowded that each had scarcely room to turn himself [it] almost suffocated ushellipthe air soon became unfit for respiration from a variety of loathsome smells and brought on a sickness among the slaves of which many diedrdquo (Equiano 1789) In fact one of every three slaves forced to endure the passage to America during this time period died before reaching their destination (Washburne 1994)

The existence of slavery was difficult to reconcile for many of the founding fathers especially those who espoused that ldquoall men are created equalrdquo In fact the framers of the Declaration of Independence originally intended to draft a statement opposing slavery as well but they caved to the pressures of southern slave owners who wanted to maintain slavery for economic reasons (Washburne 1994) This is another example of the spirit of compromise that pervaded the revolutionary period it can serve as a reminder that not all compromises are morally acceptable or right As another example of a half-hearted attempt of a founding father to eradicate slavery one might note that George Washington had up to three hundred slaves at his home in Mount Vernon yet he waited to free them all until he died (ldquoThe Papersrdquo 2009) The acknowledgement of slavery during the revolutionary period reveals the hypocrisy of some of our most famous American predecessors

Like the Native Americans these Africans served an important role in the revolutionary war About 5000 Africans (mostly freed) served in the Continental Army (Washburne 1994) Interestingly the army units during the revolution were completely integrated unlike in most of the American wars that followed (Kent 1996) The influence of these Africans was balanced out however by 10000s of Africans who fought on the side of the English As with the Native Americans the British bribed Africans to fight with them by making a promise they did not keep

6

mdashin this case they promised the slaves their freedom On the contrary at the end of the war most of the slaves who fought were re-sold or returned to previous masters

Adults played most of the key roles in the American Revolution but children were deeply affected by the events of the time period as well as evidenced by how they played Slave children amused each other with singing dancing and stories such as Brrsquoer Rabbit in which cunning and trickery triumphed over pure power (Washburne 1994) Native American children on the other hand acted like little adults playing practical games Boys played with bows and arrows while girls played with dolls to learn their tribesrsquo customs (Washburne 1994) It was especially important to carry on such cultural traditions in an effort to preserve tribal heritage in the face of American and European desecration of land and of tradition White colonial children worked hard at family chores and also played with simple toys such as jacks marbles and tops Tag and chase games were also common (Lizon 1993) Boys played with pop guns slings and clubs perhaps in preparation for their service in the militia while girls played with wooden paper or cornhusk dolls to practice nurturing skills (Lizon 1993)

Finally it is important to remember that not all white men during the revolutionary period were rich and influential like George Washington and Thomas Jefferson Wealthy men actually provided little service to the war cause because they were able to pay for others (especially Africans) to fight on their behalf (Washburne 1994) It was the working class soldiers who faced most of the hardships such as those experienced by Joseph Plumb Martin He describes the difficulties of the Battle of Yorktown and contrasts them with the war experience of General Washington a much wealthier man He sardonically notes that ldquoThe troops of the line were there ready with entrenching tools and began to entrench after General Washington had struck a few blows with a pickax a mere ceremony that it might be said lsquoGeneral Washington with his own hands first broke ground at the siege of Yorktownrsquordquo (Martin 1830) During the war soldiers of multiple races classes and backgrounds marched through cold rainy nights and survived on too-little food while their wealthy white counterparts ldquoargued a lotrdquo about how to structure the nation that others were fighting for (Keenan 2004 p 48)

Closing and LegacyThe legacy of the revolutionary period is obviousmdashthe people events documents and

traditions that shaped the period from 1763 to 1815 are still very much alive and well today This time period truly was the foundation of the United States of America Our modern national identity is shaped by our government (from the Constitution) and our ideas about inalienable human rights (from the Declaration of Independence) for which we are still fighting

The legacy of our founding fathers is also clear Through their writing and their precedents these men shaped many of our governmental procedures and national values Some modern activists even cite the ldquoopinionsrdquo of the founding fathers regarding social issues that were nonexistent at the time which indicates that todayrsquos citizens continue to nurture an excessive pride in and affinity for these forefathers Additionally the dichotomous opinions of the revolutionary time period (northerners versus southerners federalists versus statesrsquo rights) is alive and well in our two party system today but modern politicians are also able to compromise when necessary as did the founding fathers at the Constitutional Convention

Our flag is directly related to those that were made during the revolutionary period This symbol provides something with which Americans can identify flags instill a sense of pride in country especially when coupled with patriotic lyrics such as Keyrsquos ldquoStar-Spangled Bannerrdquo Even our national holidays reflect the events of the revolutionary time period We celebrate our

7

independence from England each year on July fourth our first president in February our Constitution in September and our flag in June America bases its government social values symbols and even celebrations on the legacy of events that took place from 1763 to 1815 The revolutionary period of America laid the foundation for the development of our national identity

8

MapGlobe Skills Lesson United States Capitals

ContextGrade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

StandardsVA K3 The student will describe the relative location of people places and things by using positionalwords with emphasis on nearfar abovebelow leftright and behindin frontVA K4b The student will use simple maps and globes to describe places referenced in stories and real-life situations

Objectives1 Given a map of the historical capitals of the United States students will use relative location terminology to describe their locations

ResourcesMap to be projected on overheaddocument camera (attached)Pictures of buildings (attached)Worksheets for students (attached)Crayons for studentsCapital Washington D C from A to Z by Laura Krauss Melmed

Content and Instructional StrategiesAnticipatory SetShow the book Capital Washington D C from A to Z to students in a whole-group setting on the rug Explain that this book is about the city Washington D C which is our countryrsquos capital city Ask a few students to share if they have been to Washington D C and to guess what the word ldquocapitalrdquo could be (students may relate it to capital letters) Slowly flip through the book pointing out and explaining some of the more pertinent illustrations like the Capitol the Declaration of Independence the Lincoln Memorial (make a connection to the picture on the back of a penny) the Washington Monument (listed under ldquoObeliskrdquo) and the White House Ask students to think about why all these special things for our country are in one place Explain that the capital (Washington D C) is the important because it is where our leaders go to run the country That means that most of the things that are part of the government of our country are in Washington D CContent FocusInstructional input Tell students that the capital of the country was not always in Washington DC (see background information) Tell students that they will be tracing the path that the capital of our country took On the wall map point out Williamsburg where they are Then point out New York Philadelphia and Washington D C Tell students that the first capital when our country was born was in New York City in a building called Federal Hall Show the picture of Federal Hall and point to it on the projected map If students have prior knowledge about the Statue of Liberty explain that this is in the same city Tell them that the capital then moved to Independence Hall in Philadelphia (it may be appropriate to ask students about the word

9

ldquoindependencerdquo and connect it to Independence Day Show the building and point it out on the map If students have prior knowledge about the Liberty Bell explain that this is in the same city and even the same building Tell them that the capital finally moved to Washington D C where it is today in the Capitol building which they already discussed during the anticipatory set This city was built because it was in between the north and the south so all the people were happy (indicate north and south on map) Show the picture and point to it on the map Show the last picturemdashstudents should recognize it as their school Point to it on the mapModeling Tell the students that they will be taking a pretend trip from school (point to Matthew Whaley on the map) to the different places that the capital has been Use a pointer or a pen to trace a path from their school to Federal Hall Remind the students that this is the path they would take to get to the place where the first capital of the United States was Emphasize the directional relationship between the two citiesmdashFederal Hall is above their school Also explain that because the two cities are a very long way away they are far from each other Next tracedraw from Federal Hall to Independence Hall Demonstrate that Independence Hall is below Federal Hall but that it is much closer than going all the way back to Williamsburg so it is near Checking for Understanding Trace from Independence Hall to the Capitol because that is the place where the capital is now Instruct students to give a thumbs down if the Capitol is below Independence Hall and a thumbs up if it is above Independence Hall Call on several students to explain where the Capitol is relative to Independence Hall in words and how they know Ask students to describe the abovebelow relationship as well as the nearfar relationshipGuided Practice Have students take turns come up to the projected map and trace from one location to another (pick any two) and say something about the relationship between the two places (ie above below near or far) After each statement students should indicate whether they agree or disagree using thumbs up or thumbs down Alternatively students can indicate the relationships with their hands to ldquocheckrdquo whether the person at the map is rightIndependent Practice Pass out worksheets of maps to students Tell students to color the pictures of the buildings Have students put red crayons on their school and draw the path they would take if they were going on a trip to the building that is above and very near that is above and near (the Capitol) Starting from their new location have them use a new green crayon to go to the building that is above and very far (Federal Hall) Continue to give directions to students using a different crayon color for each path Locations may be used more than onceClosure Read the sentences at the bottom of the worksheet together If there is time write the sentences on the board and read them aloud several times using a pointer Instruct students to fill in the blank using one of the new words they learned (write the four options on the board for students to copy spelling) With extra time allow students to look through the book Capital Washington D C from A to Z on their own

EvaluationFormative During the ldquoChecking for Understandingrdquo phase make sure Summative Collect studentsrsquo worksheets Lines in the correct colors should connect the buildings and the blank should be filled in with either ldquonearrdquo or ldquobelowrdquo Pull students aside one at a time to read them the following multiple choice question on the back of their worksheet showing them the map that was projected during the lesson and pointing out the locations on the map Independence Hall is ________ Federal Hall

a) next to b) below c) the same as

10

ContentBackground InformationRelative location can be used to describe places in comparison to one another rather than

by using absolute location The Constitution was first ratified and George Washington was inaugurated President in New York in Federal Hall (ldquoFederal Hallrdquo) which was the capital at the time Then the capital moved to Independence Hall in Philadelphia from 1790-1800 Finally in 1800 Washington DC became the capital This location was chosen as a national compromise between the northern and southern states (Killian) The boundaries for the city were laid by a surveyor named Benjamin Banneker a free African American (Kent 1996) Construction on the Capitol building started in 1793 (ldquoAmericarsquos Founding Fathersrdquo) Although Washington never lived there the capital bears his name to recognize his significant contributions as the countryrsquos first president

11

Critical Thinking and the Arts What Do Our Flag and Our National Anthem Symbolize

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K9 The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United StatesNational Standards for History Grades K-4 Content Standard 4e The student understands national symbols through which American values and principles are expressed

Objectives1 Given an introduction to the American flag and the national anthem students will think about and discuss their symbolic meanings and gain appreciation of the art forms2 Given a lesson on the American flag and the national anthem students will create their own flags and tell about their flags

Resources The Star-Spangled Banner Americarsquos National Anthem and Its History illustrated by Todd OurenConstruction paper (various colors)Scissors glue paper pencils for each child ldquoStar-Spangled Bannerrdquo song (available online at httptinyccSpaLY)United States flagDigital cameraToy carSymbols sheet (attached)Model construction paper flag (attached)

Content and Instructional StrategiesIntroduction Gather students together on the rug and ask them what a symbol is Explain that a symbol is something that stands for something else Together discuss common symbols (showing the symbols sheet on the document camera)mdashfor example stickers on papers mean good job the toy car makes you think of a real car a check mark means you have the right answer the stop sign means stop a heart means love Point out symbols around the classroom and ask for other suggestions from students Show students the flag and explain that it is a symbol for our country the United States of America which is where we live (students should know much about their country from many prior lessons)Content Focus Explain that the flag can be a symbol for different things for different peoplemdashit could make people think of their home being free or possibly the fourth of July depending on who you ask It can stand for many different things (from where our country came how big and it is and how many different types of people are in it how everyone comes together as Americans etc) but it always means ldquoThe United States of Americardquo Ask objective level questions What colors are on the flag What shapes are on the flag How many stripes are there (Count them together) How many stars are there (Have one student count them and report back) Where else have you seen the flag Tell students that many people have written poems and songs about the flag and about what it means to them Explain that one of the most famous songs about our flag ldquoThe Star-Spangled Bannerrdquo is our national anthem which means that it is the song that is the symbol for our country just like the flag Read the information

6

mdashin this case they promised the slaves their freedom On the contrary at the end of the war most of the slaves who fought were re-sold or returned to previous masters

Adults played most of the key roles in the American Revolution but children were deeply affected by the events of the time period as well as evidenced by how they played Slave children amused each other with singing dancing and stories such as Brrsquoer Rabbit in which cunning and trickery triumphed over pure power (Washburne 1994) Native American children on the other hand acted like little adults playing practical games Boys played with bows and arrows while girls played with dolls to learn their tribesrsquo customs (Washburne 1994) It was especially important to carry on such cultural traditions in an effort to preserve tribal heritage in the face of American and European desecration of land and of tradition White colonial children worked hard at family chores and also played with simple toys such as jacks marbles and tops Tag and chase games were also common (Lizon 1993) Boys played with pop guns slings and clubs perhaps in preparation for their service in the militia while girls played with wooden paper or cornhusk dolls to practice nurturing skills (Lizon 1993)

Finally it is important to remember that not all white men during the revolutionary period were rich and influential like George Washington and Thomas Jefferson Wealthy men actually provided little service to the war cause because they were able to pay for others (especially Africans) to fight on their behalf (Washburne 1994) It was the working class soldiers who faced most of the hardships such as those experienced by Joseph Plumb Martin He describes the difficulties of the Battle of Yorktown and contrasts them with the war experience of General Washington a much wealthier man He sardonically notes that ldquoThe troops of the line were there ready with entrenching tools and began to entrench after General Washington had struck a few blows with a pickax a mere ceremony that it might be said lsquoGeneral Washington with his own hands first broke ground at the siege of Yorktownrsquordquo (Martin 1830) During the war soldiers of multiple races classes and backgrounds marched through cold rainy nights and survived on too-little food while their wealthy white counterparts ldquoargued a lotrdquo about how to structure the nation that others were fighting for (Keenan 2004 p 48)

Closing and LegacyThe legacy of the revolutionary period is obviousmdashthe people events documents and

traditions that shaped the period from 1763 to 1815 are still very much alive and well today This time period truly was the foundation of the United States of America Our modern national identity is shaped by our government (from the Constitution) and our ideas about inalienable human rights (from the Declaration of Independence) for which we are still fighting

The legacy of our founding fathers is also clear Through their writing and their precedents these men shaped many of our governmental procedures and national values Some modern activists even cite the ldquoopinionsrdquo of the founding fathers regarding social issues that were nonexistent at the time which indicates that todayrsquos citizens continue to nurture an excessive pride in and affinity for these forefathers Additionally the dichotomous opinions of the revolutionary time period (northerners versus southerners federalists versus statesrsquo rights) is alive and well in our two party system today but modern politicians are also able to compromise when necessary as did the founding fathers at the Constitutional Convention

Our flag is directly related to those that were made during the revolutionary period This symbol provides something with which Americans can identify flags instill a sense of pride in country especially when coupled with patriotic lyrics such as Keyrsquos ldquoStar-Spangled Bannerrdquo Even our national holidays reflect the events of the revolutionary time period We celebrate our

7

independence from England each year on July fourth our first president in February our Constitution in September and our flag in June America bases its government social values symbols and even celebrations on the legacy of events that took place from 1763 to 1815 The revolutionary period of America laid the foundation for the development of our national identity

8

MapGlobe Skills Lesson United States Capitals

ContextGrade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

StandardsVA K3 The student will describe the relative location of people places and things by using positionalwords with emphasis on nearfar abovebelow leftright and behindin frontVA K4b The student will use simple maps and globes to describe places referenced in stories and real-life situations

Objectives1 Given a map of the historical capitals of the United States students will use relative location terminology to describe their locations

ResourcesMap to be projected on overheaddocument camera (attached)Pictures of buildings (attached)Worksheets for students (attached)Crayons for studentsCapital Washington D C from A to Z by Laura Krauss Melmed

Content and Instructional StrategiesAnticipatory SetShow the book Capital Washington D C from A to Z to students in a whole-group setting on the rug Explain that this book is about the city Washington D C which is our countryrsquos capital city Ask a few students to share if they have been to Washington D C and to guess what the word ldquocapitalrdquo could be (students may relate it to capital letters) Slowly flip through the book pointing out and explaining some of the more pertinent illustrations like the Capitol the Declaration of Independence the Lincoln Memorial (make a connection to the picture on the back of a penny) the Washington Monument (listed under ldquoObeliskrdquo) and the White House Ask students to think about why all these special things for our country are in one place Explain that the capital (Washington D C) is the important because it is where our leaders go to run the country That means that most of the things that are part of the government of our country are in Washington D CContent FocusInstructional input Tell students that the capital of the country was not always in Washington DC (see background information) Tell students that they will be tracing the path that the capital of our country took On the wall map point out Williamsburg where they are Then point out New York Philadelphia and Washington D C Tell students that the first capital when our country was born was in New York City in a building called Federal Hall Show the picture of Federal Hall and point to it on the projected map If students have prior knowledge about the Statue of Liberty explain that this is in the same city Tell them that the capital then moved to Independence Hall in Philadelphia (it may be appropriate to ask students about the word

9

ldquoindependencerdquo and connect it to Independence Day Show the building and point it out on the map If students have prior knowledge about the Liberty Bell explain that this is in the same city and even the same building Tell them that the capital finally moved to Washington D C where it is today in the Capitol building which they already discussed during the anticipatory set This city was built because it was in between the north and the south so all the people were happy (indicate north and south on map) Show the picture and point to it on the map Show the last picturemdashstudents should recognize it as their school Point to it on the mapModeling Tell the students that they will be taking a pretend trip from school (point to Matthew Whaley on the map) to the different places that the capital has been Use a pointer or a pen to trace a path from their school to Federal Hall Remind the students that this is the path they would take to get to the place where the first capital of the United States was Emphasize the directional relationship between the two citiesmdashFederal Hall is above their school Also explain that because the two cities are a very long way away they are far from each other Next tracedraw from Federal Hall to Independence Hall Demonstrate that Independence Hall is below Federal Hall but that it is much closer than going all the way back to Williamsburg so it is near Checking for Understanding Trace from Independence Hall to the Capitol because that is the place where the capital is now Instruct students to give a thumbs down if the Capitol is below Independence Hall and a thumbs up if it is above Independence Hall Call on several students to explain where the Capitol is relative to Independence Hall in words and how they know Ask students to describe the abovebelow relationship as well as the nearfar relationshipGuided Practice Have students take turns come up to the projected map and trace from one location to another (pick any two) and say something about the relationship between the two places (ie above below near or far) After each statement students should indicate whether they agree or disagree using thumbs up or thumbs down Alternatively students can indicate the relationships with their hands to ldquocheckrdquo whether the person at the map is rightIndependent Practice Pass out worksheets of maps to students Tell students to color the pictures of the buildings Have students put red crayons on their school and draw the path they would take if they were going on a trip to the building that is above and very near that is above and near (the Capitol) Starting from their new location have them use a new green crayon to go to the building that is above and very far (Federal Hall) Continue to give directions to students using a different crayon color for each path Locations may be used more than onceClosure Read the sentences at the bottom of the worksheet together If there is time write the sentences on the board and read them aloud several times using a pointer Instruct students to fill in the blank using one of the new words they learned (write the four options on the board for students to copy spelling) With extra time allow students to look through the book Capital Washington D C from A to Z on their own

EvaluationFormative During the ldquoChecking for Understandingrdquo phase make sure Summative Collect studentsrsquo worksheets Lines in the correct colors should connect the buildings and the blank should be filled in with either ldquonearrdquo or ldquobelowrdquo Pull students aside one at a time to read them the following multiple choice question on the back of their worksheet showing them the map that was projected during the lesson and pointing out the locations on the map Independence Hall is ________ Federal Hall

a) next to b) below c) the same as

10

ContentBackground InformationRelative location can be used to describe places in comparison to one another rather than

by using absolute location The Constitution was first ratified and George Washington was inaugurated President in New York in Federal Hall (ldquoFederal Hallrdquo) which was the capital at the time Then the capital moved to Independence Hall in Philadelphia from 1790-1800 Finally in 1800 Washington DC became the capital This location was chosen as a national compromise between the northern and southern states (Killian) The boundaries for the city were laid by a surveyor named Benjamin Banneker a free African American (Kent 1996) Construction on the Capitol building started in 1793 (ldquoAmericarsquos Founding Fathersrdquo) Although Washington never lived there the capital bears his name to recognize his significant contributions as the countryrsquos first president

11

Critical Thinking and the Arts What Do Our Flag and Our National Anthem Symbolize

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K9 The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United StatesNational Standards for History Grades K-4 Content Standard 4e The student understands national symbols through which American values and principles are expressed

Objectives1 Given an introduction to the American flag and the national anthem students will think about and discuss their symbolic meanings and gain appreciation of the art forms2 Given a lesson on the American flag and the national anthem students will create their own flags and tell about their flags

Resources The Star-Spangled Banner Americarsquos National Anthem and Its History illustrated by Todd OurenConstruction paper (various colors)Scissors glue paper pencils for each child ldquoStar-Spangled Bannerrdquo song (available online at httptinyccSpaLY)United States flagDigital cameraToy carSymbols sheet (attached)Model construction paper flag (attached)

Content and Instructional StrategiesIntroduction Gather students together on the rug and ask them what a symbol is Explain that a symbol is something that stands for something else Together discuss common symbols (showing the symbols sheet on the document camera)mdashfor example stickers on papers mean good job the toy car makes you think of a real car a check mark means you have the right answer the stop sign means stop a heart means love Point out symbols around the classroom and ask for other suggestions from students Show students the flag and explain that it is a symbol for our country the United States of America which is where we live (students should know much about their country from many prior lessons)Content Focus Explain that the flag can be a symbol for different things for different peoplemdashit could make people think of their home being free or possibly the fourth of July depending on who you ask It can stand for many different things (from where our country came how big and it is and how many different types of people are in it how everyone comes together as Americans etc) but it always means ldquoThe United States of Americardquo Ask objective level questions What colors are on the flag What shapes are on the flag How many stripes are there (Count them together) How many stars are there (Have one student count them and report back) Where else have you seen the flag Tell students that many people have written poems and songs about the flag and about what it means to them Explain that one of the most famous songs about our flag ldquoThe Star-Spangled Bannerrdquo is our national anthem which means that it is the song that is the symbol for our country just like the flag Read the information

7

independence from England each year on July fourth our first president in February our Constitution in September and our flag in June America bases its government social values symbols and even celebrations on the legacy of events that took place from 1763 to 1815 The revolutionary period of America laid the foundation for the development of our national identity

8

MapGlobe Skills Lesson United States Capitals

ContextGrade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

StandardsVA K3 The student will describe the relative location of people places and things by using positionalwords with emphasis on nearfar abovebelow leftright and behindin frontVA K4b The student will use simple maps and globes to describe places referenced in stories and real-life situations

Objectives1 Given a map of the historical capitals of the United States students will use relative location terminology to describe their locations

ResourcesMap to be projected on overheaddocument camera (attached)Pictures of buildings (attached)Worksheets for students (attached)Crayons for studentsCapital Washington D C from A to Z by Laura Krauss Melmed

Content and Instructional StrategiesAnticipatory SetShow the book Capital Washington D C from A to Z to students in a whole-group setting on the rug Explain that this book is about the city Washington D C which is our countryrsquos capital city Ask a few students to share if they have been to Washington D C and to guess what the word ldquocapitalrdquo could be (students may relate it to capital letters) Slowly flip through the book pointing out and explaining some of the more pertinent illustrations like the Capitol the Declaration of Independence the Lincoln Memorial (make a connection to the picture on the back of a penny) the Washington Monument (listed under ldquoObeliskrdquo) and the White House Ask students to think about why all these special things for our country are in one place Explain that the capital (Washington D C) is the important because it is where our leaders go to run the country That means that most of the things that are part of the government of our country are in Washington D CContent FocusInstructional input Tell students that the capital of the country was not always in Washington DC (see background information) Tell students that they will be tracing the path that the capital of our country took On the wall map point out Williamsburg where they are Then point out New York Philadelphia and Washington D C Tell students that the first capital when our country was born was in New York City in a building called Federal Hall Show the picture of Federal Hall and point to it on the projected map If students have prior knowledge about the Statue of Liberty explain that this is in the same city Tell them that the capital then moved to Independence Hall in Philadelphia (it may be appropriate to ask students about the word

9

ldquoindependencerdquo and connect it to Independence Day Show the building and point it out on the map If students have prior knowledge about the Liberty Bell explain that this is in the same city and even the same building Tell them that the capital finally moved to Washington D C where it is today in the Capitol building which they already discussed during the anticipatory set This city was built because it was in between the north and the south so all the people were happy (indicate north and south on map) Show the picture and point to it on the map Show the last picturemdashstudents should recognize it as their school Point to it on the mapModeling Tell the students that they will be taking a pretend trip from school (point to Matthew Whaley on the map) to the different places that the capital has been Use a pointer or a pen to trace a path from their school to Federal Hall Remind the students that this is the path they would take to get to the place where the first capital of the United States was Emphasize the directional relationship between the two citiesmdashFederal Hall is above their school Also explain that because the two cities are a very long way away they are far from each other Next tracedraw from Federal Hall to Independence Hall Demonstrate that Independence Hall is below Federal Hall but that it is much closer than going all the way back to Williamsburg so it is near Checking for Understanding Trace from Independence Hall to the Capitol because that is the place where the capital is now Instruct students to give a thumbs down if the Capitol is below Independence Hall and a thumbs up if it is above Independence Hall Call on several students to explain where the Capitol is relative to Independence Hall in words and how they know Ask students to describe the abovebelow relationship as well as the nearfar relationshipGuided Practice Have students take turns come up to the projected map and trace from one location to another (pick any two) and say something about the relationship between the two places (ie above below near or far) After each statement students should indicate whether they agree or disagree using thumbs up or thumbs down Alternatively students can indicate the relationships with their hands to ldquocheckrdquo whether the person at the map is rightIndependent Practice Pass out worksheets of maps to students Tell students to color the pictures of the buildings Have students put red crayons on their school and draw the path they would take if they were going on a trip to the building that is above and very near that is above and near (the Capitol) Starting from their new location have them use a new green crayon to go to the building that is above and very far (Federal Hall) Continue to give directions to students using a different crayon color for each path Locations may be used more than onceClosure Read the sentences at the bottom of the worksheet together If there is time write the sentences on the board and read them aloud several times using a pointer Instruct students to fill in the blank using one of the new words they learned (write the four options on the board for students to copy spelling) With extra time allow students to look through the book Capital Washington D C from A to Z on their own

EvaluationFormative During the ldquoChecking for Understandingrdquo phase make sure Summative Collect studentsrsquo worksheets Lines in the correct colors should connect the buildings and the blank should be filled in with either ldquonearrdquo or ldquobelowrdquo Pull students aside one at a time to read them the following multiple choice question on the back of their worksheet showing them the map that was projected during the lesson and pointing out the locations on the map Independence Hall is ________ Federal Hall

a) next to b) below c) the same as

10

ContentBackground InformationRelative location can be used to describe places in comparison to one another rather than

by using absolute location The Constitution was first ratified and George Washington was inaugurated President in New York in Federal Hall (ldquoFederal Hallrdquo) which was the capital at the time Then the capital moved to Independence Hall in Philadelphia from 1790-1800 Finally in 1800 Washington DC became the capital This location was chosen as a national compromise between the northern and southern states (Killian) The boundaries for the city were laid by a surveyor named Benjamin Banneker a free African American (Kent 1996) Construction on the Capitol building started in 1793 (ldquoAmericarsquos Founding Fathersrdquo) Although Washington never lived there the capital bears his name to recognize his significant contributions as the countryrsquos first president

11

Critical Thinking and the Arts What Do Our Flag and Our National Anthem Symbolize

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K9 The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United StatesNational Standards for History Grades K-4 Content Standard 4e The student understands national symbols through which American values and principles are expressed

Objectives1 Given an introduction to the American flag and the national anthem students will think about and discuss their symbolic meanings and gain appreciation of the art forms2 Given a lesson on the American flag and the national anthem students will create their own flags and tell about their flags

Resources The Star-Spangled Banner Americarsquos National Anthem and Its History illustrated by Todd OurenConstruction paper (various colors)Scissors glue paper pencils for each child ldquoStar-Spangled Bannerrdquo song (available online at httptinyccSpaLY)United States flagDigital cameraToy carSymbols sheet (attached)Model construction paper flag (attached)

Content and Instructional StrategiesIntroduction Gather students together on the rug and ask them what a symbol is Explain that a symbol is something that stands for something else Together discuss common symbols (showing the symbols sheet on the document camera)mdashfor example stickers on papers mean good job the toy car makes you think of a real car a check mark means you have the right answer the stop sign means stop a heart means love Point out symbols around the classroom and ask for other suggestions from students Show students the flag and explain that it is a symbol for our country the United States of America which is where we live (students should know much about their country from many prior lessons)Content Focus Explain that the flag can be a symbol for different things for different peoplemdashit could make people think of their home being free or possibly the fourth of July depending on who you ask It can stand for many different things (from where our country came how big and it is and how many different types of people are in it how everyone comes together as Americans etc) but it always means ldquoThe United States of Americardquo Ask objective level questions What colors are on the flag What shapes are on the flag How many stripes are there (Count them together) How many stars are there (Have one student count them and report back) Where else have you seen the flag Tell students that many people have written poems and songs about the flag and about what it means to them Explain that one of the most famous songs about our flag ldquoThe Star-Spangled Bannerrdquo is our national anthem which means that it is the song that is the symbol for our country just like the flag Read the information

8

MapGlobe Skills Lesson United States Capitals

ContextGrade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

StandardsVA K3 The student will describe the relative location of people places and things by using positionalwords with emphasis on nearfar abovebelow leftright and behindin frontVA K4b The student will use simple maps and globes to describe places referenced in stories and real-life situations

Objectives1 Given a map of the historical capitals of the United States students will use relative location terminology to describe their locations

ResourcesMap to be projected on overheaddocument camera (attached)Pictures of buildings (attached)Worksheets for students (attached)Crayons for studentsCapital Washington D C from A to Z by Laura Krauss Melmed

Content and Instructional StrategiesAnticipatory SetShow the book Capital Washington D C from A to Z to students in a whole-group setting on the rug Explain that this book is about the city Washington D C which is our countryrsquos capital city Ask a few students to share if they have been to Washington D C and to guess what the word ldquocapitalrdquo could be (students may relate it to capital letters) Slowly flip through the book pointing out and explaining some of the more pertinent illustrations like the Capitol the Declaration of Independence the Lincoln Memorial (make a connection to the picture on the back of a penny) the Washington Monument (listed under ldquoObeliskrdquo) and the White House Ask students to think about why all these special things for our country are in one place Explain that the capital (Washington D C) is the important because it is where our leaders go to run the country That means that most of the things that are part of the government of our country are in Washington D CContent FocusInstructional input Tell students that the capital of the country was not always in Washington DC (see background information) Tell students that they will be tracing the path that the capital of our country took On the wall map point out Williamsburg where they are Then point out New York Philadelphia and Washington D C Tell students that the first capital when our country was born was in New York City in a building called Federal Hall Show the picture of Federal Hall and point to it on the projected map If students have prior knowledge about the Statue of Liberty explain that this is in the same city Tell them that the capital then moved to Independence Hall in Philadelphia (it may be appropriate to ask students about the word

9

ldquoindependencerdquo and connect it to Independence Day Show the building and point it out on the map If students have prior knowledge about the Liberty Bell explain that this is in the same city and even the same building Tell them that the capital finally moved to Washington D C where it is today in the Capitol building which they already discussed during the anticipatory set This city was built because it was in between the north and the south so all the people were happy (indicate north and south on map) Show the picture and point to it on the map Show the last picturemdashstudents should recognize it as their school Point to it on the mapModeling Tell the students that they will be taking a pretend trip from school (point to Matthew Whaley on the map) to the different places that the capital has been Use a pointer or a pen to trace a path from their school to Federal Hall Remind the students that this is the path they would take to get to the place where the first capital of the United States was Emphasize the directional relationship between the two citiesmdashFederal Hall is above their school Also explain that because the two cities are a very long way away they are far from each other Next tracedraw from Federal Hall to Independence Hall Demonstrate that Independence Hall is below Federal Hall but that it is much closer than going all the way back to Williamsburg so it is near Checking for Understanding Trace from Independence Hall to the Capitol because that is the place where the capital is now Instruct students to give a thumbs down if the Capitol is below Independence Hall and a thumbs up if it is above Independence Hall Call on several students to explain where the Capitol is relative to Independence Hall in words and how they know Ask students to describe the abovebelow relationship as well as the nearfar relationshipGuided Practice Have students take turns come up to the projected map and trace from one location to another (pick any two) and say something about the relationship between the two places (ie above below near or far) After each statement students should indicate whether they agree or disagree using thumbs up or thumbs down Alternatively students can indicate the relationships with their hands to ldquocheckrdquo whether the person at the map is rightIndependent Practice Pass out worksheets of maps to students Tell students to color the pictures of the buildings Have students put red crayons on their school and draw the path they would take if they were going on a trip to the building that is above and very near that is above and near (the Capitol) Starting from their new location have them use a new green crayon to go to the building that is above and very far (Federal Hall) Continue to give directions to students using a different crayon color for each path Locations may be used more than onceClosure Read the sentences at the bottom of the worksheet together If there is time write the sentences on the board and read them aloud several times using a pointer Instruct students to fill in the blank using one of the new words they learned (write the four options on the board for students to copy spelling) With extra time allow students to look through the book Capital Washington D C from A to Z on their own

EvaluationFormative During the ldquoChecking for Understandingrdquo phase make sure Summative Collect studentsrsquo worksheets Lines in the correct colors should connect the buildings and the blank should be filled in with either ldquonearrdquo or ldquobelowrdquo Pull students aside one at a time to read them the following multiple choice question on the back of their worksheet showing them the map that was projected during the lesson and pointing out the locations on the map Independence Hall is ________ Federal Hall

a) next to b) below c) the same as

10

ContentBackground InformationRelative location can be used to describe places in comparison to one another rather than

by using absolute location The Constitution was first ratified and George Washington was inaugurated President in New York in Federal Hall (ldquoFederal Hallrdquo) which was the capital at the time Then the capital moved to Independence Hall in Philadelphia from 1790-1800 Finally in 1800 Washington DC became the capital This location was chosen as a national compromise between the northern and southern states (Killian) The boundaries for the city were laid by a surveyor named Benjamin Banneker a free African American (Kent 1996) Construction on the Capitol building started in 1793 (ldquoAmericarsquos Founding Fathersrdquo) Although Washington never lived there the capital bears his name to recognize his significant contributions as the countryrsquos first president

11

Critical Thinking and the Arts What Do Our Flag and Our National Anthem Symbolize

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K9 The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United StatesNational Standards for History Grades K-4 Content Standard 4e The student understands national symbols through which American values and principles are expressed

Objectives1 Given an introduction to the American flag and the national anthem students will think about and discuss their symbolic meanings and gain appreciation of the art forms2 Given a lesson on the American flag and the national anthem students will create their own flags and tell about their flags

Resources The Star-Spangled Banner Americarsquos National Anthem and Its History illustrated by Todd OurenConstruction paper (various colors)Scissors glue paper pencils for each child ldquoStar-Spangled Bannerrdquo song (available online at httptinyccSpaLY)United States flagDigital cameraToy carSymbols sheet (attached)Model construction paper flag (attached)

Content and Instructional StrategiesIntroduction Gather students together on the rug and ask them what a symbol is Explain that a symbol is something that stands for something else Together discuss common symbols (showing the symbols sheet on the document camera)mdashfor example stickers on papers mean good job the toy car makes you think of a real car a check mark means you have the right answer the stop sign means stop a heart means love Point out symbols around the classroom and ask for other suggestions from students Show students the flag and explain that it is a symbol for our country the United States of America which is where we live (students should know much about their country from many prior lessons)Content Focus Explain that the flag can be a symbol for different things for different peoplemdashit could make people think of their home being free or possibly the fourth of July depending on who you ask It can stand for many different things (from where our country came how big and it is and how many different types of people are in it how everyone comes together as Americans etc) but it always means ldquoThe United States of Americardquo Ask objective level questions What colors are on the flag What shapes are on the flag How many stripes are there (Count them together) How many stars are there (Have one student count them and report back) Where else have you seen the flag Tell students that many people have written poems and songs about the flag and about what it means to them Explain that one of the most famous songs about our flag ldquoThe Star-Spangled Bannerrdquo is our national anthem which means that it is the song that is the symbol for our country just like the flag Read the information

9

ldquoindependencerdquo and connect it to Independence Day Show the building and point it out on the map If students have prior knowledge about the Liberty Bell explain that this is in the same city and even the same building Tell them that the capital finally moved to Washington D C where it is today in the Capitol building which they already discussed during the anticipatory set This city was built because it was in between the north and the south so all the people were happy (indicate north and south on map) Show the picture and point to it on the map Show the last picturemdashstudents should recognize it as their school Point to it on the mapModeling Tell the students that they will be taking a pretend trip from school (point to Matthew Whaley on the map) to the different places that the capital has been Use a pointer or a pen to trace a path from their school to Federal Hall Remind the students that this is the path they would take to get to the place where the first capital of the United States was Emphasize the directional relationship between the two citiesmdashFederal Hall is above their school Also explain that because the two cities are a very long way away they are far from each other Next tracedraw from Federal Hall to Independence Hall Demonstrate that Independence Hall is below Federal Hall but that it is much closer than going all the way back to Williamsburg so it is near Checking for Understanding Trace from Independence Hall to the Capitol because that is the place where the capital is now Instruct students to give a thumbs down if the Capitol is below Independence Hall and a thumbs up if it is above Independence Hall Call on several students to explain where the Capitol is relative to Independence Hall in words and how they know Ask students to describe the abovebelow relationship as well as the nearfar relationshipGuided Practice Have students take turns come up to the projected map and trace from one location to another (pick any two) and say something about the relationship between the two places (ie above below near or far) After each statement students should indicate whether they agree or disagree using thumbs up or thumbs down Alternatively students can indicate the relationships with their hands to ldquocheckrdquo whether the person at the map is rightIndependent Practice Pass out worksheets of maps to students Tell students to color the pictures of the buildings Have students put red crayons on their school and draw the path they would take if they were going on a trip to the building that is above and very near that is above and near (the Capitol) Starting from their new location have them use a new green crayon to go to the building that is above and very far (Federal Hall) Continue to give directions to students using a different crayon color for each path Locations may be used more than onceClosure Read the sentences at the bottom of the worksheet together If there is time write the sentences on the board and read them aloud several times using a pointer Instruct students to fill in the blank using one of the new words they learned (write the four options on the board for students to copy spelling) With extra time allow students to look through the book Capital Washington D C from A to Z on their own

EvaluationFormative During the ldquoChecking for Understandingrdquo phase make sure Summative Collect studentsrsquo worksheets Lines in the correct colors should connect the buildings and the blank should be filled in with either ldquonearrdquo or ldquobelowrdquo Pull students aside one at a time to read them the following multiple choice question on the back of their worksheet showing them the map that was projected during the lesson and pointing out the locations on the map Independence Hall is ________ Federal Hall

a) next to b) below c) the same as

10

ContentBackground InformationRelative location can be used to describe places in comparison to one another rather than

by using absolute location The Constitution was first ratified and George Washington was inaugurated President in New York in Federal Hall (ldquoFederal Hallrdquo) which was the capital at the time Then the capital moved to Independence Hall in Philadelphia from 1790-1800 Finally in 1800 Washington DC became the capital This location was chosen as a national compromise between the northern and southern states (Killian) The boundaries for the city were laid by a surveyor named Benjamin Banneker a free African American (Kent 1996) Construction on the Capitol building started in 1793 (ldquoAmericarsquos Founding Fathersrdquo) Although Washington never lived there the capital bears his name to recognize his significant contributions as the countryrsquos first president

11

Critical Thinking and the Arts What Do Our Flag and Our National Anthem Symbolize

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K9 The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United StatesNational Standards for History Grades K-4 Content Standard 4e The student understands national symbols through which American values and principles are expressed

Objectives1 Given an introduction to the American flag and the national anthem students will think about and discuss their symbolic meanings and gain appreciation of the art forms2 Given a lesson on the American flag and the national anthem students will create their own flags and tell about their flags

Resources The Star-Spangled Banner Americarsquos National Anthem and Its History illustrated by Todd OurenConstruction paper (various colors)Scissors glue paper pencils for each child ldquoStar-Spangled Bannerrdquo song (available online at httptinyccSpaLY)United States flagDigital cameraToy carSymbols sheet (attached)Model construction paper flag (attached)

Content and Instructional StrategiesIntroduction Gather students together on the rug and ask them what a symbol is Explain that a symbol is something that stands for something else Together discuss common symbols (showing the symbols sheet on the document camera)mdashfor example stickers on papers mean good job the toy car makes you think of a real car a check mark means you have the right answer the stop sign means stop a heart means love Point out symbols around the classroom and ask for other suggestions from students Show students the flag and explain that it is a symbol for our country the United States of America which is where we live (students should know much about their country from many prior lessons)Content Focus Explain that the flag can be a symbol for different things for different peoplemdashit could make people think of their home being free or possibly the fourth of July depending on who you ask It can stand for many different things (from where our country came how big and it is and how many different types of people are in it how everyone comes together as Americans etc) but it always means ldquoThe United States of Americardquo Ask objective level questions What colors are on the flag What shapes are on the flag How many stripes are there (Count them together) How many stars are there (Have one student count them and report back) Where else have you seen the flag Tell students that many people have written poems and songs about the flag and about what it means to them Explain that one of the most famous songs about our flag ldquoThe Star-Spangled Bannerrdquo is our national anthem which means that it is the song that is the symbol for our country just like the flag Read the information

10

ContentBackground InformationRelative location can be used to describe places in comparison to one another rather than

by using absolute location The Constitution was first ratified and George Washington was inaugurated President in New York in Federal Hall (ldquoFederal Hallrdquo) which was the capital at the time Then the capital moved to Independence Hall in Philadelphia from 1790-1800 Finally in 1800 Washington DC became the capital This location was chosen as a national compromise between the northern and southern states (Killian) The boundaries for the city were laid by a surveyor named Benjamin Banneker a free African American (Kent 1996) Construction on the Capitol building started in 1793 (ldquoAmericarsquos Founding Fathersrdquo) Although Washington never lived there the capital bears his name to recognize his significant contributions as the countryrsquos first president

11

Critical Thinking and the Arts What Do Our Flag and Our National Anthem Symbolize

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K9 The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United StatesNational Standards for History Grades K-4 Content Standard 4e The student understands national symbols through which American values and principles are expressed

Objectives1 Given an introduction to the American flag and the national anthem students will think about and discuss their symbolic meanings and gain appreciation of the art forms2 Given a lesson on the American flag and the national anthem students will create their own flags and tell about their flags

Resources The Star-Spangled Banner Americarsquos National Anthem and Its History illustrated by Todd OurenConstruction paper (various colors)Scissors glue paper pencils for each child ldquoStar-Spangled Bannerrdquo song (available online at httptinyccSpaLY)United States flagDigital cameraToy carSymbols sheet (attached)Model construction paper flag (attached)

Content and Instructional StrategiesIntroduction Gather students together on the rug and ask them what a symbol is Explain that a symbol is something that stands for something else Together discuss common symbols (showing the symbols sheet on the document camera)mdashfor example stickers on papers mean good job the toy car makes you think of a real car a check mark means you have the right answer the stop sign means stop a heart means love Point out symbols around the classroom and ask for other suggestions from students Show students the flag and explain that it is a symbol for our country the United States of America which is where we live (students should know much about their country from many prior lessons)Content Focus Explain that the flag can be a symbol for different things for different peoplemdashit could make people think of their home being free or possibly the fourth of July depending on who you ask It can stand for many different things (from where our country came how big and it is and how many different types of people are in it how everyone comes together as Americans etc) but it always means ldquoThe United States of Americardquo Ask objective level questions What colors are on the flag What shapes are on the flag How many stripes are there (Count them together) How many stars are there (Have one student count them and report back) Where else have you seen the flag Tell students that many people have written poems and songs about the flag and about what it means to them Explain that one of the most famous songs about our flag ldquoThe Star-Spangled Bannerrdquo is our national anthem which means that it is the song that is the symbol for our country just like the flag Read the information

11

Critical Thinking and the Arts What Do Our Flag and Our National Anthem Symbolize

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K9 The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United StatesNational Standards for History Grades K-4 Content Standard 4e The student understands national symbols through which American values and principles are expressed

Objectives1 Given an introduction to the American flag and the national anthem students will think about and discuss their symbolic meanings and gain appreciation of the art forms2 Given a lesson on the American flag and the national anthem students will create their own flags and tell about their flags

Resources The Star-Spangled Banner Americarsquos National Anthem and Its History illustrated by Todd OurenConstruction paper (various colors)Scissors glue paper pencils for each child ldquoStar-Spangled Bannerrdquo song (available online at httptinyccSpaLY)United States flagDigital cameraToy carSymbols sheet (attached)Model construction paper flag (attached)

Content and Instructional StrategiesIntroduction Gather students together on the rug and ask them what a symbol is Explain that a symbol is something that stands for something else Together discuss common symbols (showing the symbols sheet on the document camera)mdashfor example stickers on papers mean good job the toy car makes you think of a real car a check mark means you have the right answer the stop sign means stop a heart means love Point out symbols around the classroom and ask for other suggestions from students Show students the flag and explain that it is a symbol for our country the United States of America which is where we live (students should know much about their country from many prior lessons)Content Focus Explain that the flag can be a symbol for different things for different peoplemdashit could make people think of their home being free or possibly the fourth of July depending on who you ask It can stand for many different things (from where our country came how big and it is and how many different types of people are in it how everyone comes together as Americans etc) but it always means ldquoThe United States of Americardquo Ask objective level questions What colors are on the flag What shapes are on the flag How many stripes are there (Count them together) How many stars are there (Have one student count them and report back) Where else have you seen the flag Tell students that many people have written poems and songs about the flag and about what it means to them Explain that one of the most famous songs about our flag ldquoThe Star-Spangled Bannerrdquo is our national anthem which means that it is the song that is the symbol for our country just like the flag Read the information

12

about the song and Francis Scott Key in the back of the book Reiterate that this song which was originally a poem is about how Key felt when he looked at the flag the symbol of our country during a scary war Now the song and the flag both represent our country

Explain to students that you have a book that has the words of the Star Spangled Banner so you can read it like a poem instead of listening to it like a song Read the book The Star-Spangled Banner slowly stopping to briefly discuss confusing vocabulary or sentence structure and to answer student questions Summarize the poemmdasha man was scared that his country might lose the war but he saw a giant American flag (hold up flag again) waving in the distance so he knew that his country won and would be safe He called the flag he saw a star-spangled banner because it has stars scattered on itmdashldquospangledrdquo means dotted Remind students that Keyrsquos poem was put to music turning it into a song which is our national anthem Instruct students to close their eyes again and paint a picture with their mind Instruct them to think about the flag their country etcmdashwhatever the song makes them think about is okay Play the song Ask questions about the flag and the Star Spangled Banner and base a discussion around studentsrsquo answers Objective level questions What is the poem about What does ldquonational anthemrdquo mean Who wrote the poem For what is the poemsong a symbol Reflective level questions When you see the flag what does it make you think about How does it make you feel Did you like the poem How did the poem make you feel What did the poem make you think What did you picture in your mind when you heard it Interpretive level questions What do you think the three colors on the flag represent Why do you think there are thirteen stripes Why do you think there are fifty stars (Provide answers from the background knowledge section) Decisional level questions How can flags poems and songs stand for or symbolize our country

Tell students that they will be making their own flags that stand for themselves creating a symbol of them The flags should have things they like colors they like etc Remind them that symbols donrsquot have to be perfect pictures instead they are simple things (shapes colors etc) that stand for something else Explain that they will be using construction paper to cut out and glue shapes as symbols instead of drawing Tell students that they will have to explain their flag at the end Send students back to their seats Give each student a piece of construction paper and several multicolored paper scraps Allow them to glue the shapes onto their papersClosure Take a picture of each flag Ask each student to dictate (or write if that student has extra time or if you want it to take another lesson) a sentence or two about what their flag means about them This can be their poem about their flag just like Key wrote a poem about the American flag Their sentence(s) should explain what symbols are on the flag and why After class type their responses on a page with the picture of their flags and create a class flag book

Evaluation Formative Informally evaluate students based on their contributions to the discussion and their answers to the questionsSummative Check flags and dictated sentences for comprehension Ask studentsWhat does our flag stand fora) United States b) tablecloth d) Star-Spangled Banner

ContentBackground InformationOur national symbol the flag emerged during the revolutionary war period In 1777 the

Continental Congress resolved that the flag would consist of thirteen red and white stripes (ldquoStars and Stripesrdquo 2002) Thirteen white stars on a blue background would represent ldquoa new

13

constellationrdquo symbolic of the new country (ldquoBetsy Rossrdquo 2009) The origin of the design remains unknown The colors red white and blue were chosen because they are the same colors as on the British flag which reminds us of our countryrsquos origins Red stands for bravery and the people who keep our country safe (soldiers firefighters police officers etc) white stands for innocence (being good and kind to one another) and blue stands for justice (being fair) The thirteen stripes stand for the thirteen original colonies and the fifty stars stand for the fifty states (ldquoStars and Stripesrdquo 2002)

During the War of 1812 Francis Scott Key wrote a poem about the American flag that would later become the United Statesrsquo national anthem An army base at Fort McHenry flew ldquoa flag so large that the British will have no difficulty in seeing it from a distancerdquo according to the fortrsquos Major George Armistead (Sonneborn 2004 p 10) When Key a lawyer was able to make out the flag in the distance as a sign that America had won the battle he was inspired to write a poem called ldquoThe Defence of Fort McHenryrdquo (Sonneborn 2004) This poem was later put to a popular British tune and adapted as our national anthem helping Americans form a new national identity as an ldquoestablishedhellipindependent countryrdquo (Sonneborn 2004 p 20)

14

Civic Engagement Who was Betsy Ross

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K1a The student will recognize that history describes events and people of other times and places by identifying examples of past events in legends stories and historical accounts ofhellipBetsy RosshellipNCSS 2c Provide for the study of the ways human beings view themselves in and over time so that the learner can compare and contrast different stories or accounts about past events peoplehellipNational Standards for History Thinking 3e The student is able to c ompare different stories about a historical figure era or event and analyze the different portrayals or perspectives they present3g Consider multiple perspectives in the records of human experience by demonstrating how their differing motives beliefs interests hopes and fears influenced individual and group behaviorsContent 4c The student understands historic figures who have exemplified values and principles of American democracy

Objectives Given information about the life and story of Betsy Ross students will 1) evaluate whether they believe that Betsy Ross sewed the first flag and 2) discuss the characteristics of a good citizen and why Ross was a good citizen3) Given instructions and a demonstration students will create stars using Betsy Rossrsquos method in order to contribute to a class flag

Resources Keep On Sewing Betsy Ross By Michael DahlBetsy Ross by Alexandra WallnerPaper scissors crayons for each studentButcher paperGlueInstructions for folding star from httptinycc4ZSXM (attached)Sample paper star

Content and Instructional Strategies Introduction Introduce the figure of Betsy Ross by reading the main text in the book Keep On Sewing Betsy Ross teaching the tune (the song is sung to Yankee Doodle) and then singing the song together as a class If possible this should be done for several days leading up to the actual lesson so students gain familiarity with the topicContent Focus Introduce the format of biography to studentsmdashexplain that biographies are stories about peoplesrsquo lives Explain that the Betsy Ross book theyrsquove been singing is a biography but that they are going to read another biography because it has more information

Develop the concept of historical bias (without naming it) by explaining that sometimes people are not fair when they talk about what happened in history They want people to think a certain way instead of telling them what really happened Sometimes when something happened a long time ago we arenrsquot sure what really happened because two people might say two different things For example one friend might tattle and tell Ms Hutcheson that another

13

constellationrdquo symbolic of the new country (ldquoBetsy Rossrdquo 2009) The origin of the design remains unknown The colors red white and blue were chosen because they are the same colors as on the British flag which reminds us of our countryrsquos origins Red stands for bravery and the people who keep our country safe (soldiers firefighters police officers etc) white stands for innocence (being good and kind to one another) and blue stands for justice (being fair) The thirteen stripes stand for the thirteen original colonies and the fifty stars stand for the fifty states (ldquoStars and Stripesrdquo 2002)

During the War of 1812 Francis Scott Key wrote a poem about the American flag that would later become the United Statesrsquo national anthem An army base at Fort McHenry flew ldquoa flag so large that the British will have no difficulty in seeing it from a distancerdquo according to the fortrsquos Major George Armistead (Sonneborn 2004 p 10) When Key a lawyer was able to make out the flag in the distance as a sign that America had won the battle he was inspired to write a poem called ldquoThe Defence of Fort McHenryrdquo (Sonneborn 2004) This poem was later put to a popular British tune and adapted as our national anthem helping Americans form a new national identity as an ldquoestablishedhellipindependent countryrdquo (Sonneborn 2004 p 20)

14

Civic Engagement Who was Betsy Ross

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K1a The student will recognize that history describes events and people of other times and places by identifying examples of past events in legends stories and historical accounts ofhellipBetsy RosshellipNCSS 2c Provide for the study of the ways human beings view themselves in and over time so that the learner can compare and contrast different stories or accounts about past events peoplehellipNational Standards for History Thinking 3e The student is able to c ompare different stories about a historical figure era or event and analyze the different portrayals or perspectives they present3g Consider multiple perspectives in the records of human experience by demonstrating how their differing motives beliefs interests hopes and fears influenced individual and group behaviorsContent 4c The student understands historic figures who have exemplified values and principles of American democracy

Objectives Given information about the life and story of Betsy Ross students will 1) evaluate whether they believe that Betsy Ross sewed the first flag and 2) discuss the characteristics of a good citizen and why Ross was a good citizen3) Given instructions and a demonstration students will create stars using Betsy Rossrsquos method in order to contribute to a class flag

Resources Keep On Sewing Betsy Ross By Michael DahlBetsy Ross by Alexandra WallnerPaper scissors crayons for each studentButcher paperGlueInstructions for folding star from httptinycc4ZSXM (attached)Sample paper star

Content and Instructional Strategies Introduction Introduce the figure of Betsy Ross by reading the main text in the book Keep On Sewing Betsy Ross teaching the tune (the song is sung to Yankee Doodle) and then singing the song together as a class If possible this should be done for several days leading up to the actual lesson so students gain familiarity with the topicContent Focus Introduce the format of biography to studentsmdashexplain that biographies are stories about peoplesrsquo lives Explain that the Betsy Ross book theyrsquove been singing is a biography but that they are going to read another biography because it has more information

Develop the concept of historical bias (without naming it) by explaining that sometimes people are not fair when they talk about what happened in history They want people to think a certain way instead of telling them what really happened Sometimes when something happened a long time ago we arenrsquot sure what really happened because two people might say two different things For example one friend might tattle and tell Ms Hutcheson that another

14

Civic Engagement Who was Betsy Ross

Context Grade level Kindergarten Lesson prepared by Ginny HutchesonTime 1 hour Space Whole group Number of students 20

Standards VA K1a The student will recognize that history describes events and people of other times and places by identifying examples of past events in legends stories and historical accounts ofhellipBetsy RosshellipNCSS 2c Provide for the study of the ways human beings view themselves in and over time so that the learner can compare and contrast different stories or accounts about past events peoplehellipNational Standards for History Thinking 3e The student is able to c ompare different stories about a historical figure era or event and analyze the different portrayals or perspectives they present3g Consider multiple perspectives in the records of human experience by demonstrating how their differing motives beliefs interests hopes and fears influenced individual and group behaviorsContent 4c The student understands historic figures who have exemplified values and principles of American democracy

Objectives Given information about the life and story of Betsy Ross students will 1) evaluate whether they believe that Betsy Ross sewed the first flag and 2) discuss the characteristics of a good citizen and why Ross was a good citizen3) Given instructions and a demonstration students will create stars using Betsy Rossrsquos method in order to contribute to a class flag

Resources Keep On Sewing Betsy Ross By Michael DahlBetsy Ross by Alexandra WallnerPaper scissors crayons for each studentButcher paperGlueInstructions for folding star from httptinycc4ZSXM (attached)Sample paper star

Content and Instructional Strategies Introduction Introduce the figure of Betsy Ross by reading the main text in the book Keep On Sewing Betsy Ross teaching the tune (the song is sung to Yankee Doodle) and then singing the song together as a class If possible this should be done for several days leading up to the actual lesson so students gain familiarity with the topicContent Focus Introduce the format of biography to studentsmdashexplain that biographies are stories about peoplesrsquo lives Explain that the Betsy Ross book theyrsquove been singing is a biography but that they are going to read another biography because it has more information

Develop the concept of historical bias (without naming it) by explaining that sometimes people are not fair when they talk about what happened in history They want people to think a certain way instead of telling them what really happened Sometimes when something happened a long time ago we arenrsquot sure what really happened because two people might say two different things For example one friend might tattle and tell Ms Hutcheson that another

15

friend hit but the first friend could say that the other actually did it Without being there Ms Hutcheson canrsquot know who is telling the truth and who is saying something that is better for them (neither person wants to get into trouble) Therefore it is very important to hear more than one story so we can figure out what is true and what might be someonersquos own idea Explain that to try to figure out what really happened you will read another story about Betsy Ross

Read the book Betsy Ross to students stopping to ask and answer questions to enhance comprehension Paperclip together pages that are too advanced for kindergarten that do not take away from the story (skip the page where John dies and the four pages before the last page) Emphasize the story of Betsy Ross adding five-pointed stars to the flag (see background information) Also emphasize that Rossrsquos grandson liked to tell the story of his grandmother sewing the first flag Explain that they will be making a flag to represent the class just like Betsy Ross may have made a flag to represent the country She used thirteen stars to represent the thirteen states (more were added as more states were added) but we will use twenty stars to represent the twenty students in the class Project the directions for folding a five-pointed star using a document camera Pass out 85x10 inch sheets of paper to each student With the students following along step by step fold the paper and snip to create a perfect five-pointed star Adult helpers (teaching assistant volunteers) may be needed to help some students with the folding Instruct students to color their star however they would like and to write their name on it Glue the stars onto the butcher paper After the lesson hang the ldquoclass flagrdquo in the classroom

Redirect the attention of students back to Betsy Ross Explain that Betsy Ross is just one person who we think may have sewn the first American flag but that it is really a history mysterymdashwe donrsquot know what happened because it was so long ago and two different people have told us two different things Explain that you have one more page to read that are clues to the mystery Remind students that Betsy Rossrsquos grandson is the one who said that Ross sewed the first flag Then read the last page of Keep On Sewing Betsy Ross to students which explains that the first flag may actually have been sewn by Francis Hopkinson a signer of the Declaration of Independence He said that he created the flag

Emphasize that we donrsquot know who is really right because we havenrsquot found enough information Wersquove heard the story Betsy Rossrsquos grandson told which said that she was the first to sew the American flag and wersquove also heard a different story that Francis Hopkinson told that said he actually did it Because we werenrsquot there and it happened so long ago we canrsquot tell for sure either way right now In the future we might find new things left over from that time period that could tell us who really made the first flag or we may never be able to solve the history mystery if we donrsquot find anything new but that is okaymdashall that matters is that we think carefully about both stories and decide what we think Ask students who they think sewed the flagmdashthumbs up for Ross down for Hopkinson Reinforce that we donrsquot know the right answer Ask several students to explain their reasoning and discussClosure Remind students that Betsy Ross was a leader for America because she was a good citizen who did her job of sewing to help the country Citizens have responsibilities to help and Betsy Ross did Ask students whether they think Betsy Ross was a good citizen and why or why not Write several student responses on the board

Evaluation Formative Assess student comprehension informally by listening to answers of select students and using thumbs upthumbs down to show opinionsSummative Did Betsy Ross sew the first American flag a) Yes b) No c) We donrsquot know

16

ContentBackground Information Allegedly in 1776 a seamstress in Philadelphia named Betsy Ross was commissioned by George Washington to sew the first unifying American flag as prior to 1776 the different colonies each used their own symbols (ldquoBetsy Rossrdquo 2009) The story goes that Washington wanted her to sew a flag with six-pointed stars but Ross suggested five-pointed stars because they were easier to cut out using a folding technique which she demonstrated This convinced Washington Ross decided on the exact arrangements of the stripes and the stars which she placed in a circle (different from our modern flag)

Rossrsquos uncle-in-law was on the committee to decide on a flag and there is a record of Betsy Ross receiving a large payment from the navy for making flags (ldquoBetsy Ross Houserdquo 2009) Therefore there is little doubt that she (and many other seamstresses in the area) did sew American flags during the revolutionary war However there is little-to-no evidence that Ross actually helped design the flag or created the very first one the story was passed down by Rossrsquos grandson (Dahl 2004 ldquoBetsy Ross Houserdquo 2009) Like the tale of Paul Revere the story of Betsy Ross is a legend firmly imprinted in our national identity regardless of its accuracy (ldquoBetsy Ross House 2009) Alternatively the flag may have been sewn by Francis Hopkinson one of the founding fathers who signed the Declaration of Independence and designed the Great Seal of New Jersey (Dahl 2004) He claims he designed the flag and was paid by Congress (Dahl 2004) Therefore we do not know who really designed the flag

17

Global Inquiry How Did Children Play Long Ago

ContextGrade level Kindergarten Lesson prepared by Ginny HutchesonTime 2 hours (over two days) Space Whole group small groups Number of students 20

StandardsVA K2 The student will describe everyday life in the present and in the past and begin to recognize that things change over timeNational History Standards K-4 3A Historical Analysis and Interpretation Students will formulate questions to focus their inquiry or analysis

Objectives1 Given the story Toys and Games Then and Now as a catalyst students will ask questions and make hypotheses about toys and games during the colonial and revolutionary period2 Given a chance to explore colonial toys students will posit questions about how toys were used and how they shaped colonial life3 Students will use information provided to investigate their questions

ResourcesToys and Games Then and Now by Robin NelsonYo-yo jacks pick-up sticks jump rope top marbles Bilbo catcher puzzle catrsquos cradlePaper doll model (attached Corwin 1989)Instructions for top (attached)Cardstock paper scissors crayons for each studentCardboard markers pencil for each student one nailOld-Time Toys by Bobbie Kalman amp David Schimpky

Content and Instructional StrategiesIntroduction Read Toys and Games Then and Now to students in a whole group setting Ask students what questions they have thought of about the differences between toys long ago and toys now Emphasize that children did not play with the same things that we do now although some toys are still the same Have several students offer questions about which they are wonderingPossible questions generated What toys did children during George Washingtonrsquos time play with Where did they get their toys

Content Focus Split the class into two groups One group should go with the teacher and one with the teaching assistant One at a time each student should say what question he or she is wondering about toys from long ago (during the time George Washington lived) the teacherteaching assistant should record the questions and the studentsrsquo names on the board

Activity 1 One group will be given access to the book Old-Time Toys Students should look at all the pictures think about and discuss whatrsquos shown They should ask the teacher to read sections of the book that interest them and discuss the differences between toys ldquothenrdquo and ldquonowrdquo After going through all the interesting parts of the book students should tell the teacher similarities and differences between our toys and toys long ago The teacher will record the

18

responses on a venn diagram on the board Finally the teacher will reread each studentsrsquo original question and discuss whether it has been answered and put a check next to it if it has been Students will be asked to think of any more questions they have developed because of their new knowledgePossible questions generated What were rocking horses and toy animals made out of What were dolls made out of What did people play at school How did children get their toys Who made the toysPossible answers Toy animals were made out of wood or tin Dolls were made out of anything available like wood china apples corn cloth or paper At school children played with jacks marbles tops and hoops Children usually got their toys from their parents because they were too expensive to buy at the store Their parents made the toys out of things they had at home

Activity 2 The other group will be given access to toys from the colonialrevolutionary era and toys that originated during that time period The children should be allowed free play (with guidelinesmdashbe respectful share follow class rules etc) in order to experience the ways that historical children played The teacher should lead a discussion about what was similar and what was different about the toys long ago children used and the toys we use today The teacher will reread the questions students posed discuss and put a check mark if they were answered Students will be asked to think of any more questions they have developed because of their new knowledgePossible questions generated How do you use ____ Which toys were the most fun Which toys do we still play with todayPossible answers You use this toy by ____ I liked _____ the best but my friend liked ____ the best We still play with yo-yos marbles tops jump ropes and puzzles today

After twenty five minutes the groups will switch Then the groups should come back together as a whole group to discuss what they learned and what questions they still have about toys

Activity 3 For homework the students should ask their parents grandparents or other adults what sorts of toys they played with as children and discuss the ways those toys are similar or different to modern toys The students should draw a picture of a toy the adult describedPossible questions generated What toys did my mom and dad play with Were they the same was what I play with What toys did my grandma or grandpa play with Where did they get their toys How did they play with themPossible answers My mom liked _____ My dad played with ______ My grandma played with ______ We still play with some of those toys today but not all of them

Activity 4 The next day students will share their pictures with their small groups One group will make paper dolls out of cardstock and paper (show models attached) They should cut shapes of bodies out of the cardstock and then cut out and color clothes from the paper This is an activity that children who lived long ago would have done The model paper dolls are of George Washington the first president and his wife Martha Washington

The other group will make a top (see instructions attached) This is an activity that Native American children would have donePossible questions generated Where did children get their toys How did children who didnrsquot have a lot of money play What types of activities did children make themselves

19

Possible answers Children and their parents made their own toys Toys can even be made out of paper like paper dolls so they donrsquot cost a lot of money Children also learned to create their own activities like making a spinning top

As a whole group the students will revisit their questions and discuss those that had not yet been answered The teacher and students should discuss their answers and what they did in order to find those answers

EvaluationFormative Check that students are engaged and actively coming up with questionsSummative Call students one at a time to have them describe their thinking about the following questions (10 points total) a) How were toys from a long time ago different from toys we play with today (5 points) b) What kinds of toys did children who lived during George Washingtonrsquos time play with Name at least three (3 points) c) Did they make their toys or buy them (2 points) Assign points based on comprehensiveness of answer

ContentBackground InformationChildren were deeply affected by the events of the revolutionary war time period but

they continued to play Slave children amused each other with singing dancing and stories such as Brrsquoer Rabbit in which cunning and trickery triumphed over pure power (Washburne 1994) Native American children on the other hand acted like little adults playing practical games Boys played with bows and arrows while girls played with dolls to learn their tribesrsquo customs (Washburne 1994) It was especially important to carry on such cultural traditions in an effort to preserve tribal heritage in the face of American and European desecration of land and of tradition

White colonial children worked hard at family chores and also played with simple toys such as jacks marbles and tops Tag and chase games were also common (Lizon 1993) Boys played with pop guns slings and clubs perhaps in preparation for their service in the militia while girls played with wooden paper or cornhusk dolls to practice nurturing skills (Lizon 1993) For all children the purpose of their toys and games was often to prepare them for their future lives as workers and parents (Newton 2002)

Children usually made toys and games out of what they had at hand instead of buying premade toys from stores or factories like we do today (Newton 2002) They did their chores and then played using their imaginations and what little toys they had made

20

Assessments Objective and Essay

Objective

Read student instructions and questions aloud slowly to students showing a copy of their test on the document camera and pointing to the appropriate places (especially to Independence Hall and Federal Hall for the first question)

1 Look at the picture Independence Hall is _______ Federal Hall

a) next to b) below c) the same as

2 What does the flag symbolize or stand for

a) United States b) tablecloth c) Star-Spangled Banner

3 Did Betsy Ross sew the first American flag

a) yes b) no c) we donrsquot know

Essay

Call students one at a time to have them describe their thinking about the following questions (10 points total)

a) How were toys from a long time ago different from toys we play with today (5 points)

b) What kinds of toys did children who lived during George Washingtonrsquos time play with Name at least three (3 points)

c) Did they make their toys or buy them (2 points) Assign points based on comprehensiveness of answer

21

Bibliography

5-pointed star in one snip (1995) Retrieved from

httpwomenshistoryaboutcomgiohtmz

i=1

XJampzTi=1ampsdn=womenshistoryampcdn=educationamptm=15ampf=10ampsu=p8976336ip_amptt

=2ampbt=1ampbts=1ampzu=http3Awwwushistoryorgbetsyflagstarhtml

Betsy Ross homepage (2009) Retrieved from httpwwwushistoryorgbetsyindexhtml

Betsy Ross house (2009) Retrieved from httpwwwbetsyrosshouseorg

Carlson L (1994) More than moccasins A kidrsquos activity guide to traditional North American

Indian life Chicago Chicago Review Press Incorporated

Corwin J H (1989) Colonial American crafts The home New York Franklin Watts

Dahl M (2004) Keep on sewing Betsy Ross Minneapolis Picture Window Books

Dann J C ed (1980) The revolution remembered Eyewitness accounts of the war for

independence (pp 242ndash50) Chicago University of Chicago Press Retrieved from

httphistorymattersgmuedud5833

Equiano O or Vassa G (1789) The interesting narrative of the life of Olaudah Equiano or

Gustavus Vassa the African Written by himself (Vol 1 pp 70-88) London Author

Retrieved from httphistorymattersgmuedud6372

Ford H P (2009) Betsy Ross and the flag Retrieved from

httpwwwapples4theteachercom

holidaysflag-dayshort-storiesbetsy-ross-and-the-flaghtml

Kalman B amp Schimpky D (1995) Old-time toys New York Crabtree Publishing

Keegan (2008) Mr Keeganrsquos world of social studies Retrieved from

httpoms82blogspotcom200811tuesday-november-25thhtml

16

ContentBackground Information Allegedly in 1776 a seamstress in Philadelphia named Betsy Ross was commissioned by George Washington to sew the first unifying American flag as prior to 1776 the different colonies each used their own symbols (ldquoBetsy Rossrdquo 2009) The story goes that Washington wanted her to sew a flag with six-pointed stars but Ross suggested five-pointed stars because they were easier to cut out using a folding technique which she demonstrated This convinced Washington Ross decided on the exact arrangements of the stripes and the stars which she placed in a circle (different from our modern flag)

Rossrsquos uncle-in-law was on the committee to decide on a flag and there is a record of Betsy Ross receiving a large payment from the navy for making flags (ldquoBetsy Ross Houserdquo 2009) Therefore there is little doubt that she (and many other seamstresses in the area) did sew American flags during the revolutionary war However there is little-to-no evidence that Ross actually helped design the flag or created the very first one the story was passed down by Rossrsquos grandson (Dahl 2004 ldquoBetsy Ross Houserdquo 2009) Like the tale of Paul Revere the story of Betsy Ross is a legend firmly imprinted in our national identity regardless of its accuracy (ldquoBetsy Ross House 2009) Alternatively the flag may have been sewn by Francis Hopkinson one of the founding fathers who signed the Declaration of Independence and designed the Great Seal of New Jersey (Dahl 2004) He claims he designed the flag and was paid by Congress (Dahl 2004) Therefore we do not know who really designed the flag

17

Global Inquiry How Did Children Play Long Ago

ContextGrade level Kindergarten Lesson prepared by Ginny HutchesonTime 2 hours (over two days) Space Whole group small groups Number of students 20

StandardsVA K2 The student will describe everyday life in the present and in the past and begin to recognize that things change over timeNational History Standards K-4 3A Historical Analysis and Interpretation Students will formulate questions to focus their inquiry or analysis

Objectives1 Given the story Toys and Games Then and Now as a catalyst students will ask questions and make hypotheses about toys and games during the colonial and revolutionary period2 Given a chance to explore colonial toys students will posit questions about how toys were used and how they shaped colonial life3 Students will use information provided to investigate their questions

ResourcesToys and Games Then and Now by Robin NelsonYo-yo jacks pick-up sticks jump rope top marbles Bilbo catcher puzzle catrsquos cradlePaper doll model (attached Corwin 1989)Instructions for top (attached)Cardstock paper scissors crayons for each studentCardboard markers pencil for each student one nailOld-Time Toys by Bobbie Kalman amp David Schimpky

Content and Instructional StrategiesIntroduction Read Toys and Games Then and Now to students in a whole group setting Ask students what questions they have thought of about the differences between toys long ago and toys now Emphasize that children did not play with the same things that we do now although some toys are still the same Have several students offer questions about which they are wonderingPossible questions generated What toys did children during George Washingtonrsquos time play with Where did they get their toys

Content Focus Split the class into two groups One group should go with the teacher and one with the teaching assistant One at a time each student should say what question he or she is wondering about toys from long ago (during the time George Washington lived) the teacherteaching assistant should record the questions and the studentsrsquo names on the board

Activity 1 One group will be given access to the book Old-Time Toys Students should look at all the pictures think about and discuss whatrsquos shown They should ask the teacher to read sections of the book that interest them and discuss the differences between toys ldquothenrdquo and ldquonowrdquo After going through all the interesting parts of the book students should tell the teacher similarities and differences between our toys and toys long ago The teacher will record the

18

responses on a venn diagram on the board Finally the teacher will reread each studentsrsquo original question and discuss whether it has been answered and put a check next to it if it has been Students will be asked to think of any more questions they have developed because of their new knowledgePossible questions generated What were rocking horses and toy animals made out of What were dolls made out of What did people play at school How did children get their toys Who made the toysPossible answers Toy animals were made out of wood or tin Dolls were made out of anything available like wood china apples corn cloth or paper At school children played with jacks marbles tops and hoops Children usually got their toys from their parents because they were too expensive to buy at the store Their parents made the toys out of things they had at home

Activity 2 The other group will be given access to toys from the colonialrevolutionary era and toys that originated during that time period The children should be allowed free play (with guidelinesmdashbe respectful share follow class rules etc) in order to experience the ways that historical children played The teacher should lead a discussion about what was similar and what was different about the toys long ago children used and the toys we use today The teacher will reread the questions students posed discuss and put a check mark if they were answered Students will be asked to think of any more questions they have developed because of their new knowledgePossible questions generated How do you use ____ Which toys were the most fun Which toys do we still play with todayPossible answers You use this toy by ____ I liked _____ the best but my friend liked ____ the best We still play with yo-yos marbles tops jump ropes and puzzles today

After twenty five minutes the groups will switch Then the groups should come back together as a whole group to discuss what they learned and what questions they still have about toys

Activity 3 For homework the students should ask their parents grandparents or other adults what sorts of toys they played with as children and discuss the ways those toys are similar or different to modern toys The students should draw a picture of a toy the adult describedPossible questions generated What toys did my mom and dad play with Were they the same was what I play with What toys did my grandma or grandpa play with Where did they get their toys How did they play with themPossible answers My mom liked _____ My dad played with ______ My grandma played with ______ We still play with some of those toys today but not all of them

Activity 4 The next day students will share their pictures with their small groups One group will make paper dolls out of cardstock and paper (show models attached) They should cut shapes of bodies out of the cardstock and then cut out and color clothes from the paper This is an activity that children who lived long ago would have done The model paper dolls are of George Washington the first president and his wife Martha Washington

The other group will make a top (see instructions attached) This is an activity that Native American children would have donePossible questions generated Where did children get their toys How did children who didnrsquot have a lot of money play What types of activities did children make themselves

19

Possible answers Children and their parents made their own toys Toys can even be made out of paper like paper dolls so they donrsquot cost a lot of money Children also learned to create their own activities like making a spinning top

As a whole group the students will revisit their questions and discuss those that had not yet been answered The teacher and students should discuss their answers and what they did in order to find those answers

EvaluationFormative Check that students are engaged and actively coming up with questionsSummative Call students one at a time to have them describe their thinking about the following questions (10 points total) a) How were toys from a long time ago different from toys we play with today (5 points) b) What kinds of toys did children who lived during George Washingtonrsquos time play with Name at least three (3 points) c) Did they make their toys or buy them (2 points) Assign points based on comprehensiveness of answer

ContentBackground InformationChildren were deeply affected by the events of the revolutionary war time period but

they continued to play Slave children amused each other with singing dancing and stories such as Brrsquoer Rabbit in which cunning and trickery triumphed over pure power (Washburne 1994) Native American children on the other hand acted like little adults playing practical games Boys played with bows and arrows while girls played with dolls to learn their tribesrsquo customs (Washburne 1994) It was especially important to carry on such cultural traditions in an effort to preserve tribal heritage in the face of American and European desecration of land and of tradition

White colonial children worked hard at family chores and also played with simple toys such as jacks marbles and tops Tag and chase games were also common (Lizon 1993) Boys played with pop guns slings and clubs perhaps in preparation for their service in the militia while girls played with wooden paper or cornhusk dolls to practice nurturing skills (Lizon 1993) For all children the purpose of their toys and games was often to prepare them for their future lives as workers and parents (Newton 2002)

Children usually made toys and games out of what they had at hand instead of buying premade toys from stores or factories like we do today (Newton 2002) They did their chores and then played using their imaginations and what little toys they had made

20

Assessments Objective and Essay

Objective

Read student instructions and questions aloud slowly to students showing a copy of their test on the document camera and pointing to the appropriate places (especially to Independence Hall and Federal Hall for the first question)

1 Look at the picture Independence Hall is _______ Federal Hall

a) next to b) below c) the same as

2 What does the flag symbolize or stand for

a) United States b) tablecloth c) Star-Spangled Banner

3 Did Betsy Ross sew the first American flag

a) yes b) no c) we donrsquot know

Essay

Call students one at a time to have them describe their thinking about the following questions (10 points total)

a) How were toys from a long time ago different from toys we play with today (5 points)

b) What kinds of toys did children who lived during George Washingtonrsquos time play with Name at least three (3 points)

c) Did they make their toys or buy them (2 points) Assign points based on comprehensiveness of answer

21

Bibliography

5-pointed star in one snip (1995) Retrieved from

httpwomenshistoryaboutcomgiohtmz

i=1

XJampzTi=1ampsdn=womenshistoryampcdn=educationamptm=15ampf=10ampsu=p8976336ip_amptt

=2ampbt=1ampbts=1ampzu=http3Awwwushistoryorgbetsyflagstarhtml

Betsy Ross homepage (2009) Retrieved from httpwwwushistoryorgbetsyindexhtml

Betsy Ross house (2009) Retrieved from httpwwwbetsyrosshouseorg

Carlson L (1994) More than moccasins A kidrsquos activity guide to traditional North American

Indian life Chicago Chicago Review Press Incorporated

Corwin J H (1989) Colonial American crafts The home New York Franklin Watts

Dahl M (2004) Keep on sewing Betsy Ross Minneapolis Picture Window Books

Dann J C ed (1980) The revolution remembered Eyewitness accounts of the war for

independence (pp 242ndash50) Chicago University of Chicago Press Retrieved from

httphistorymattersgmuedud5833

Equiano O or Vassa G (1789) The interesting narrative of the life of Olaudah Equiano or

Gustavus Vassa the African Written by himself (Vol 1 pp 70-88) London Author

Retrieved from httphistorymattersgmuedud6372

Ford H P (2009) Betsy Ross and the flag Retrieved from

httpwwwapples4theteachercom

holidaysflag-dayshort-storiesbetsy-ross-and-the-flaghtml

Kalman B amp Schimpky D (1995) Old-time toys New York Crabtree Publishing

Keegan (2008) Mr Keeganrsquos world of social studies Retrieved from

httpoms82blogspotcom200811tuesday-november-25thhtml

17

Global Inquiry How Did Children Play Long Ago

ContextGrade level Kindergarten Lesson prepared by Ginny HutchesonTime 2 hours (over two days) Space Whole group small groups Number of students 20

StandardsVA K2 The student will describe everyday life in the present and in the past and begin to recognize that things change over timeNational History Standards K-4 3A Historical Analysis and Interpretation Students will formulate questions to focus their inquiry or analysis

Objectives1 Given the story Toys and Games Then and Now as a catalyst students will ask questions and make hypotheses about toys and games during the colonial and revolutionary period2 Given a chance to explore colonial toys students will posit questions about how toys were used and how they shaped colonial life3 Students will use information provided to investigate their questions

ResourcesToys and Games Then and Now by Robin NelsonYo-yo jacks pick-up sticks jump rope top marbles Bilbo catcher puzzle catrsquos cradlePaper doll model (attached Corwin 1989)Instructions for top (attached)Cardstock paper scissors crayons for each studentCardboard markers pencil for each student one nailOld-Time Toys by Bobbie Kalman amp David Schimpky

Content and Instructional StrategiesIntroduction Read Toys and Games Then and Now to students in a whole group setting Ask students what questions they have thought of about the differences between toys long ago and toys now Emphasize that children did not play with the same things that we do now although some toys are still the same Have several students offer questions about which they are wonderingPossible questions generated What toys did children during George Washingtonrsquos time play with Where did they get their toys

Content Focus Split the class into two groups One group should go with the teacher and one with the teaching assistant One at a time each student should say what question he or she is wondering about toys from long ago (during the time George Washington lived) the teacherteaching assistant should record the questions and the studentsrsquo names on the board

Activity 1 One group will be given access to the book Old-Time Toys Students should look at all the pictures think about and discuss whatrsquos shown They should ask the teacher to read sections of the book that interest them and discuss the differences between toys ldquothenrdquo and ldquonowrdquo After going through all the interesting parts of the book students should tell the teacher similarities and differences between our toys and toys long ago The teacher will record the

18

responses on a venn diagram on the board Finally the teacher will reread each studentsrsquo original question and discuss whether it has been answered and put a check next to it if it has been Students will be asked to think of any more questions they have developed because of their new knowledgePossible questions generated What were rocking horses and toy animals made out of What were dolls made out of What did people play at school How did children get their toys Who made the toysPossible answers Toy animals were made out of wood or tin Dolls were made out of anything available like wood china apples corn cloth or paper At school children played with jacks marbles tops and hoops Children usually got their toys from their parents because they were too expensive to buy at the store Their parents made the toys out of things they had at home

Activity 2 The other group will be given access to toys from the colonialrevolutionary era and toys that originated during that time period The children should be allowed free play (with guidelinesmdashbe respectful share follow class rules etc) in order to experience the ways that historical children played The teacher should lead a discussion about what was similar and what was different about the toys long ago children used and the toys we use today The teacher will reread the questions students posed discuss and put a check mark if they were answered Students will be asked to think of any more questions they have developed because of their new knowledgePossible questions generated How do you use ____ Which toys were the most fun Which toys do we still play with todayPossible answers You use this toy by ____ I liked _____ the best but my friend liked ____ the best We still play with yo-yos marbles tops jump ropes and puzzles today

After twenty five minutes the groups will switch Then the groups should come back together as a whole group to discuss what they learned and what questions they still have about toys

Activity 3 For homework the students should ask their parents grandparents or other adults what sorts of toys they played with as children and discuss the ways those toys are similar or different to modern toys The students should draw a picture of a toy the adult describedPossible questions generated What toys did my mom and dad play with Were they the same was what I play with What toys did my grandma or grandpa play with Where did they get their toys How did they play with themPossible answers My mom liked _____ My dad played with ______ My grandma played with ______ We still play with some of those toys today but not all of them

Activity 4 The next day students will share their pictures with their small groups One group will make paper dolls out of cardstock and paper (show models attached) They should cut shapes of bodies out of the cardstock and then cut out and color clothes from the paper This is an activity that children who lived long ago would have done The model paper dolls are of George Washington the first president and his wife Martha Washington

The other group will make a top (see instructions attached) This is an activity that Native American children would have donePossible questions generated Where did children get their toys How did children who didnrsquot have a lot of money play What types of activities did children make themselves

19

Possible answers Children and their parents made their own toys Toys can even be made out of paper like paper dolls so they donrsquot cost a lot of money Children also learned to create their own activities like making a spinning top

As a whole group the students will revisit their questions and discuss those that had not yet been answered The teacher and students should discuss their answers and what they did in order to find those answers

EvaluationFormative Check that students are engaged and actively coming up with questionsSummative Call students one at a time to have them describe their thinking about the following questions (10 points total) a) How were toys from a long time ago different from toys we play with today (5 points) b) What kinds of toys did children who lived during George Washingtonrsquos time play with Name at least three (3 points) c) Did they make their toys or buy them (2 points) Assign points based on comprehensiveness of answer

ContentBackground InformationChildren were deeply affected by the events of the revolutionary war time period but

they continued to play Slave children amused each other with singing dancing and stories such as Brrsquoer Rabbit in which cunning and trickery triumphed over pure power (Washburne 1994) Native American children on the other hand acted like little adults playing practical games Boys played with bows and arrows while girls played with dolls to learn their tribesrsquo customs (Washburne 1994) It was especially important to carry on such cultural traditions in an effort to preserve tribal heritage in the face of American and European desecration of land and of tradition

White colonial children worked hard at family chores and also played with simple toys such as jacks marbles and tops Tag and chase games were also common (Lizon 1993) Boys played with pop guns slings and clubs perhaps in preparation for their service in the militia while girls played with wooden paper or cornhusk dolls to practice nurturing skills (Lizon 1993) For all children the purpose of their toys and games was often to prepare them for their future lives as workers and parents (Newton 2002)

Children usually made toys and games out of what they had at hand instead of buying premade toys from stores or factories like we do today (Newton 2002) They did their chores and then played using their imaginations and what little toys they had made

20

Assessments Objective and Essay

Objective

Read student instructions and questions aloud slowly to students showing a copy of their test on the document camera and pointing to the appropriate places (especially to Independence Hall and Federal Hall for the first question)

1 Look at the picture Independence Hall is _______ Federal Hall

a) next to b) below c) the same as

2 What does the flag symbolize or stand for

a) United States b) tablecloth c) Star-Spangled Banner

3 Did Betsy Ross sew the first American flag

a) yes b) no c) we donrsquot know

Essay

Call students one at a time to have them describe their thinking about the following questions (10 points total)

a) How were toys from a long time ago different from toys we play with today (5 points)

b) What kinds of toys did children who lived during George Washingtonrsquos time play with Name at least three (3 points)

c) Did they make their toys or buy them (2 points) Assign points based on comprehensiveness of answer

21

Bibliography

5-pointed star in one snip (1995) Retrieved from

httpwomenshistoryaboutcomgiohtmz

i=1

XJampzTi=1ampsdn=womenshistoryampcdn=educationamptm=15ampf=10ampsu=p8976336ip_amptt

=2ampbt=1ampbts=1ampzu=http3Awwwushistoryorgbetsyflagstarhtml

Betsy Ross homepage (2009) Retrieved from httpwwwushistoryorgbetsyindexhtml

Betsy Ross house (2009) Retrieved from httpwwwbetsyrosshouseorg

Carlson L (1994) More than moccasins A kidrsquos activity guide to traditional North American

Indian life Chicago Chicago Review Press Incorporated

Corwin J H (1989) Colonial American crafts The home New York Franklin Watts

Dahl M (2004) Keep on sewing Betsy Ross Minneapolis Picture Window Books

Dann J C ed (1980) The revolution remembered Eyewitness accounts of the war for

independence (pp 242ndash50) Chicago University of Chicago Press Retrieved from

httphistorymattersgmuedud5833

Equiano O or Vassa G (1789) The interesting narrative of the life of Olaudah Equiano or

Gustavus Vassa the African Written by himself (Vol 1 pp 70-88) London Author

Retrieved from httphistorymattersgmuedud6372

Ford H P (2009) Betsy Ross and the flag Retrieved from

httpwwwapples4theteachercom

holidaysflag-dayshort-storiesbetsy-ross-and-the-flaghtml

Kalman B amp Schimpky D (1995) Old-time toys New York Crabtree Publishing

Keegan (2008) Mr Keeganrsquos world of social studies Retrieved from

httpoms82blogspotcom200811tuesday-november-25thhtml

18

responses on a venn diagram on the board Finally the teacher will reread each studentsrsquo original question and discuss whether it has been answered and put a check next to it if it has been Students will be asked to think of any more questions they have developed because of their new knowledgePossible questions generated What were rocking horses and toy animals made out of What were dolls made out of What did people play at school How did children get their toys Who made the toysPossible answers Toy animals were made out of wood or tin Dolls were made out of anything available like wood china apples corn cloth or paper At school children played with jacks marbles tops and hoops Children usually got their toys from their parents because they were too expensive to buy at the store Their parents made the toys out of things they had at home

Activity 2 The other group will be given access to toys from the colonialrevolutionary era and toys that originated during that time period The children should be allowed free play (with guidelinesmdashbe respectful share follow class rules etc) in order to experience the ways that historical children played The teacher should lead a discussion about what was similar and what was different about the toys long ago children used and the toys we use today The teacher will reread the questions students posed discuss and put a check mark if they were answered Students will be asked to think of any more questions they have developed because of their new knowledgePossible questions generated How do you use ____ Which toys were the most fun Which toys do we still play with todayPossible answers You use this toy by ____ I liked _____ the best but my friend liked ____ the best We still play with yo-yos marbles tops jump ropes and puzzles today

After twenty five minutes the groups will switch Then the groups should come back together as a whole group to discuss what they learned and what questions they still have about toys

Activity 3 For homework the students should ask their parents grandparents or other adults what sorts of toys they played with as children and discuss the ways those toys are similar or different to modern toys The students should draw a picture of a toy the adult describedPossible questions generated What toys did my mom and dad play with Were they the same was what I play with What toys did my grandma or grandpa play with Where did they get their toys How did they play with themPossible answers My mom liked _____ My dad played with ______ My grandma played with ______ We still play with some of those toys today but not all of them

Activity 4 The next day students will share their pictures with their small groups One group will make paper dolls out of cardstock and paper (show models attached) They should cut shapes of bodies out of the cardstock and then cut out and color clothes from the paper This is an activity that children who lived long ago would have done The model paper dolls are of George Washington the first president and his wife Martha Washington

The other group will make a top (see instructions attached) This is an activity that Native American children would have donePossible questions generated Where did children get their toys How did children who didnrsquot have a lot of money play What types of activities did children make themselves

19

Possible answers Children and their parents made their own toys Toys can even be made out of paper like paper dolls so they donrsquot cost a lot of money Children also learned to create their own activities like making a spinning top

As a whole group the students will revisit their questions and discuss those that had not yet been answered The teacher and students should discuss their answers and what they did in order to find those answers

EvaluationFormative Check that students are engaged and actively coming up with questionsSummative Call students one at a time to have them describe their thinking about the following questions (10 points total) a) How were toys from a long time ago different from toys we play with today (5 points) b) What kinds of toys did children who lived during George Washingtonrsquos time play with Name at least three (3 points) c) Did they make their toys or buy them (2 points) Assign points based on comprehensiveness of answer

ContentBackground InformationChildren were deeply affected by the events of the revolutionary war time period but

they continued to play Slave children amused each other with singing dancing and stories such as Brrsquoer Rabbit in which cunning and trickery triumphed over pure power (Washburne 1994) Native American children on the other hand acted like little adults playing practical games Boys played with bows and arrows while girls played with dolls to learn their tribesrsquo customs (Washburne 1994) It was especially important to carry on such cultural traditions in an effort to preserve tribal heritage in the face of American and European desecration of land and of tradition

White colonial children worked hard at family chores and also played with simple toys such as jacks marbles and tops Tag and chase games were also common (Lizon 1993) Boys played with pop guns slings and clubs perhaps in preparation for their service in the militia while girls played with wooden paper or cornhusk dolls to practice nurturing skills (Lizon 1993) For all children the purpose of their toys and games was often to prepare them for their future lives as workers and parents (Newton 2002)

Children usually made toys and games out of what they had at hand instead of buying premade toys from stores or factories like we do today (Newton 2002) They did their chores and then played using their imaginations and what little toys they had made

20

Assessments Objective and Essay

Objective

Read student instructions and questions aloud slowly to students showing a copy of their test on the document camera and pointing to the appropriate places (especially to Independence Hall and Federal Hall for the first question)

1 Look at the picture Independence Hall is _______ Federal Hall

a) next to b) below c) the same as

2 What does the flag symbolize or stand for

a) United States b) tablecloth c) Star-Spangled Banner

3 Did Betsy Ross sew the first American flag

a) yes b) no c) we donrsquot know

Essay

Call students one at a time to have them describe their thinking about the following questions (10 points total)

a) How were toys from a long time ago different from toys we play with today (5 points)

b) What kinds of toys did children who lived during George Washingtonrsquos time play with Name at least three (3 points)

c) Did they make their toys or buy them (2 points) Assign points based on comprehensiveness of answer

21

Bibliography

5-pointed star in one snip (1995) Retrieved from

httpwomenshistoryaboutcomgiohtmz

i=1

XJampzTi=1ampsdn=womenshistoryampcdn=educationamptm=15ampf=10ampsu=p8976336ip_amptt

=2ampbt=1ampbts=1ampzu=http3Awwwushistoryorgbetsyflagstarhtml

Betsy Ross homepage (2009) Retrieved from httpwwwushistoryorgbetsyindexhtml

Betsy Ross house (2009) Retrieved from httpwwwbetsyrosshouseorg

Carlson L (1994) More than moccasins A kidrsquos activity guide to traditional North American

Indian life Chicago Chicago Review Press Incorporated

Corwin J H (1989) Colonial American crafts The home New York Franklin Watts

Dahl M (2004) Keep on sewing Betsy Ross Minneapolis Picture Window Books

Dann J C ed (1980) The revolution remembered Eyewitness accounts of the war for

independence (pp 242ndash50) Chicago University of Chicago Press Retrieved from

httphistorymattersgmuedud5833

Equiano O or Vassa G (1789) The interesting narrative of the life of Olaudah Equiano or

Gustavus Vassa the African Written by himself (Vol 1 pp 70-88) London Author

Retrieved from httphistorymattersgmuedud6372

Ford H P (2009) Betsy Ross and the flag Retrieved from

httpwwwapples4theteachercom

holidaysflag-dayshort-storiesbetsy-ross-and-the-flaghtml

Kalman B amp Schimpky D (1995) Old-time toys New York Crabtree Publishing

Keegan (2008) Mr Keeganrsquos world of social studies Retrieved from

httpoms82blogspotcom200811tuesday-november-25thhtml

19

Possible answers Children and their parents made their own toys Toys can even be made out of paper like paper dolls so they donrsquot cost a lot of money Children also learned to create their own activities like making a spinning top

As a whole group the students will revisit their questions and discuss those that had not yet been answered The teacher and students should discuss their answers and what they did in order to find those answers

EvaluationFormative Check that students are engaged and actively coming up with questionsSummative Call students one at a time to have them describe their thinking about the following questions (10 points total) a) How were toys from a long time ago different from toys we play with today (5 points) b) What kinds of toys did children who lived during George Washingtonrsquos time play with Name at least three (3 points) c) Did they make their toys or buy them (2 points) Assign points based on comprehensiveness of answer

ContentBackground InformationChildren were deeply affected by the events of the revolutionary war time period but

they continued to play Slave children amused each other with singing dancing and stories such as Brrsquoer Rabbit in which cunning and trickery triumphed over pure power (Washburne 1994) Native American children on the other hand acted like little adults playing practical games Boys played with bows and arrows while girls played with dolls to learn their tribesrsquo customs (Washburne 1994) It was especially important to carry on such cultural traditions in an effort to preserve tribal heritage in the face of American and European desecration of land and of tradition

White colonial children worked hard at family chores and also played with simple toys such as jacks marbles and tops Tag and chase games were also common (Lizon 1993) Boys played with pop guns slings and clubs perhaps in preparation for their service in the militia while girls played with wooden paper or cornhusk dolls to practice nurturing skills (Lizon 1993) For all children the purpose of their toys and games was often to prepare them for their future lives as workers and parents (Newton 2002)

Children usually made toys and games out of what they had at hand instead of buying premade toys from stores or factories like we do today (Newton 2002) They did their chores and then played using their imaginations and what little toys they had made

20

Assessments Objective and Essay

Objective

Read student instructions and questions aloud slowly to students showing a copy of their test on the document camera and pointing to the appropriate places (especially to Independence Hall and Federal Hall for the first question)

1 Look at the picture Independence Hall is _______ Federal Hall

a) next to b) below c) the same as

2 What does the flag symbolize or stand for

a) United States b) tablecloth c) Star-Spangled Banner

3 Did Betsy Ross sew the first American flag

a) yes b) no c) we donrsquot know

Essay

Call students one at a time to have them describe their thinking about the following questions (10 points total)

a) How were toys from a long time ago different from toys we play with today (5 points)

b) What kinds of toys did children who lived during George Washingtonrsquos time play with Name at least three (3 points)

c) Did they make their toys or buy them (2 points) Assign points based on comprehensiveness of answer

21

Bibliography

5-pointed star in one snip (1995) Retrieved from

httpwomenshistoryaboutcomgiohtmz

i=1

XJampzTi=1ampsdn=womenshistoryampcdn=educationamptm=15ampf=10ampsu=p8976336ip_amptt

=2ampbt=1ampbts=1ampzu=http3Awwwushistoryorgbetsyflagstarhtml

Betsy Ross homepage (2009) Retrieved from httpwwwushistoryorgbetsyindexhtml

Betsy Ross house (2009) Retrieved from httpwwwbetsyrosshouseorg

Carlson L (1994) More than moccasins A kidrsquos activity guide to traditional North American

Indian life Chicago Chicago Review Press Incorporated

Corwin J H (1989) Colonial American crafts The home New York Franklin Watts

Dahl M (2004) Keep on sewing Betsy Ross Minneapolis Picture Window Books

Dann J C ed (1980) The revolution remembered Eyewitness accounts of the war for

independence (pp 242ndash50) Chicago University of Chicago Press Retrieved from

httphistorymattersgmuedud5833

Equiano O or Vassa G (1789) The interesting narrative of the life of Olaudah Equiano or

Gustavus Vassa the African Written by himself (Vol 1 pp 70-88) London Author

Retrieved from httphistorymattersgmuedud6372

Ford H P (2009) Betsy Ross and the flag Retrieved from

httpwwwapples4theteachercom

holidaysflag-dayshort-storiesbetsy-ross-and-the-flaghtml

Kalman B amp Schimpky D (1995) Old-time toys New York Crabtree Publishing

Keegan (2008) Mr Keeganrsquos world of social studies Retrieved from

httpoms82blogspotcom200811tuesday-november-25thhtml

20

Assessments Objective and Essay

Objective

Read student instructions and questions aloud slowly to students showing a copy of their test on the document camera and pointing to the appropriate places (especially to Independence Hall and Federal Hall for the first question)

1 Look at the picture Independence Hall is _______ Federal Hall

a) next to b) below c) the same as

2 What does the flag symbolize or stand for

a) United States b) tablecloth c) Star-Spangled Banner

3 Did Betsy Ross sew the first American flag

a) yes b) no c) we donrsquot know

Essay

Call students one at a time to have them describe their thinking about the following questions (10 points total)

a) How were toys from a long time ago different from toys we play with today (5 points)

b) What kinds of toys did children who lived during George Washingtonrsquos time play with Name at least three (3 points)

c) Did they make their toys or buy them (2 points) Assign points based on comprehensiveness of answer

21

Bibliography

5-pointed star in one snip (1995) Retrieved from

httpwomenshistoryaboutcomgiohtmz

i=1

XJampzTi=1ampsdn=womenshistoryampcdn=educationamptm=15ampf=10ampsu=p8976336ip_amptt

=2ampbt=1ampbts=1ampzu=http3Awwwushistoryorgbetsyflagstarhtml

Betsy Ross homepage (2009) Retrieved from httpwwwushistoryorgbetsyindexhtml

Betsy Ross house (2009) Retrieved from httpwwwbetsyrosshouseorg

Carlson L (1994) More than moccasins A kidrsquos activity guide to traditional North American

Indian life Chicago Chicago Review Press Incorporated

Corwin J H (1989) Colonial American crafts The home New York Franklin Watts

Dahl M (2004) Keep on sewing Betsy Ross Minneapolis Picture Window Books

Dann J C ed (1980) The revolution remembered Eyewitness accounts of the war for

independence (pp 242ndash50) Chicago University of Chicago Press Retrieved from

httphistorymattersgmuedud5833

Equiano O or Vassa G (1789) The interesting narrative of the life of Olaudah Equiano or

Gustavus Vassa the African Written by himself (Vol 1 pp 70-88) London Author

Retrieved from httphistorymattersgmuedud6372

Ford H P (2009) Betsy Ross and the flag Retrieved from

httpwwwapples4theteachercom

holidaysflag-dayshort-storiesbetsy-ross-and-the-flaghtml

Kalman B amp Schimpky D (1995) Old-time toys New York Crabtree Publishing

Keegan (2008) Mr Keeganrsquos world of social studies Retrieved from

httpoms82blogspotcom200811tuesday-november-25thhtml

21

Bibliography

5-pointed star in one snip (1995) Retrieved from

httpwomenshistoryaboutcomgiohtmz

i=1

XJampzTi=1ampsdn=womenshistoryampcdn=educationamptm=15ampf=10ampsu=p8976336ip_amptt

=2ampbt=1ampbts=1ampzu=http3Awwwushistoryorgbetsyflagstarhtml

Betsy Ross homepage (2009) Retrieved from httpwwwushistoryorgbetsyindexhtml

Betsy Ross house (2009) Retrieved from httpwwwbetsyrosshouseorg

Carlson L (1994) More than moccasins A kidrsquos activity guide to traditional North American

Indian life Chicago Chicago Review Press Incorporated

Corwin J H (1989) Colonial American crafts The home New York Franklin Watts

Dahl M (2004) Keep on sewing Betsy Ross Minneapolis Picture Window Books

Dann J C ed (1980) The revolution remembered Eyewitness accounts of the war for

independence (pp 242ndash50) Chicago University of Chicago Press Retrieved from

httphistorymattersgmuedud5833

Equiano O or Vassa G (1789) The interesting narrative of the life of Olaudah Equiano or

Gustavus Vassa the African Written by himself (Vol 1 pp 70-88) London Author

Retrieved from httphistorymattersgmuedud6372

Ford H P (2009) Betsy Ross and the flag Retrieved from

httpwwwapples4theteachercom

holidaysflag-dayshort-storiesbetsy-ross-and-the-flaghtml

Kalman B amp Schimpky D (1995) Old-time toys New York Crabtree Publishing

Keegan (2008) Mr Keeganrsquos world of social studies Retrieved from

httpoms82blogspotcom200811tuesday-november-25thhtml

22

Keenan S (2004) O say can you see Americanrsquos symbols landmarks and inspiring words

New York Scholastic

Kent D (1996) African-Americans in the thirteen colonies New York Childrenrsquos Press

Kerber L K (1980) Women of the republic Intellect amp ideology in revolutionary America (pp

99-103) New York Norton

Key F S amp Ouren T Star-Spangled Banner Americarsquos National Anthem and Its History

(2003) Minneapolis Picture Window Books

Killian J H (nd) US Senate Constitution of the United States Retrieved from

httpwwwsenategovcivicsconstitution_itemconstitutionhtm

Lizon K H (1993) Colonial American holidays and entertainment New York Library of

Congress

Major events of the revolutionary war (2000) Retrieved from

httpwwwhistorycentralcomRevoltbattleshtml

Martin J P (1830) A narrative of some of the adventures dangers and sufferings of a

revolutionary soldier interspersed with anecdotes of incidents that occurred within his

own observation (pp 165-175) Hallowell ME Glazier Masters amp Co Retrieved from

httphistorymattersgmuedud6597

Melmed L K (2003) Capital Washington D C from A to Z China HarperCollins Publishers

National Park Service (2009) Federal hall Retrieved from

httpwwwnpsgovfehahistorycultureindexhtm

Nelson R (2003) Toys and games then and now Minneapolis Lerner Publications Company

Newton D (2002) Colonial games and toys Retrieved from

httpwwwnoahwebsterhouseorggameshtml

23

Raphael R (2004) Founding myths Stories that hide our patriotic past New York New Press

Seaver J E (1824) A narrative of the life of Mrs Mary Jemison (pp 71-84) Canadaigua

NY JD Bemi Retrieved from httphistorymattersgmuedud5826

Shapiro D (2008) Colonial games and toys Retrieved from

httpwwwauthorstreamcompres

entationMiranda-48769-Colonial-Games-Toys-Children-Play-Nine-Mens-Morrice-

Nursery-Rhymes-Education-ppt-powerpoint

Sonneborn L (2004) The star-spangled banner The story behind our national anthem

Philadelphia Chelsea House

Stars and stripes forever Flag facts for flag day (2002) Retrieved from

httpedsitementnehgovview_lesson_planaspid=338

The papers of George Washington (2009) Retrieved

from httpgwpapersvirginiaedu

US National Archives and Records Administration (nd) Americarsquos founding fathers

Delegates to the constitutional convention Retrieved from

httpwwwarchivesgovexhibitschartersconstitution_founding_fathershtml

US National Archives and Records Administration (nd) The charters of freedom

ldquoA new world is at handrdquo Retrieved from

httpwwwarchivesgovexhibitscharterschartershtml

Wallner A (1994) Betsy Ross New York Holiday House

Washburne C K (1994) A multicultural portrait of colonial life North Bellmore New York

Marshall Cavendish Corporation

Wilson M W The Star Spangled Banner (1915) Retrieved from

24

httpcommonswikimediaorgwikiFileMargaretWoodrowWilson-

TheStarSpangledBannerogg

25

Appendix A

Virginia Standards of Learning for History and Social Science

K1 The student will recognize that history describes events and people of other times and places bya identifying examples of past events in legends stories and historical accounts of PowhatanPocahontas George Washington Betsy Ross and Abraham Lincoln

K2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time

K3 The student will describe the relative location of people places and things by using positional words with emphasis on nearfar abovebelow leftright and behindin front

K4 The student will use simple maps and globes tob describe places referenced in stories and real-life situations

K9 The student will recognize the American flag and the Pledge of Allegiance and know that the president is the leader of the United States

National Council for the Social Studies Standards for the Early Grades

2c Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time so that the learner can compare and contrast different stories or accounts about past events people places or situations identifying how the contribute to our past

National Standards for History Grades K-4 Historical Thinking Standards

3 The student is able toa Formulate questions to focus their inquiry or analysise Compare different stories about a historical figure era or event and analyze the different portrayals or perspectives they present g Consider multiple perspectives in the records of human experience by demonstrating how their differing motives beliefs interests hopes and fears influenced individual and group behaviors

National Standards for History Grades K-4 Content Standards

4C The student understands historic figures who have exemplified values and principles of American democracy

4E The student understands national symbols through which American values and principles are expressed

26

Expenses

Construction paper Computer paper Crayonsmarkerscolored pencils Pencils Toys for inquiry lesson

27

28

29

30

31

32

33

34

From Colonial American Crafts The Home by Judith Hoffman Corwin

35

36

37

From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson

26

Expenses

Construction paper Computer paper Crayonsmarkerscolored pencils Pencils Toys for inquiry lesson

27

28

29

30

31

32

33

34

From Colonial American Crafts The Home by Judith Hoffman Corwin

35

36

37

From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson

27

28

29

30

31

32

33

34

From Colonial American Crafts The Home by Judith Hoffman Corwin

35

36

37

From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson

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From Colonial American Crafts The Home by Judith Hoffman Corwin

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From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson

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From Colonial American Crafts The Home by Judith Hoffman Corwin

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From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson

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From Colonial American Crafts The Home by Judith Hoffman Corwin

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From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson

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From Colonial American Crafts The Home by Judith Hoffman Corwin

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From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson

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From Colonial American Crafts The Home by Judith Hoffman Corwin

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From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson

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From Colonial American Crafts The Home by Judith Hoffman Corwin

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From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson

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From Colonial American Crafts The Home by Judith Hoffman Corwin

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From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson

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From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson

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From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson

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From More Than Moccasins A Kidrsquos Activity Guide to Traditional North American Life by Laurie Carlson