The American Revolution - 1754 - 1783:

How Powerful Ideas Reverberate Through History

Beth DichterNorthampton High School

Soapstone Bullet MoldPicture from Pocumtuck Valley Memorial Association http://www.americancenturies.mass.edu/collection/itempage.jsp?itemid=6071

Tricorn HatPicture from Pocumtuck Valley Memorial Association http://www.americancenturies.mass.edu/collection/itempage.jsp?itemid=6064

IntroductionThe United States is a land of immigrants, settled by people of many nations. The American Revolution, fought in the 1770s and 1780s, became a global war. It was a war that “liberated” us from England, yet many nations came to the aid of this newly formed republic. There are many stories from this time period. In this unit we will learn about key events that took place, research documents that played critical roles in the decision to go to war, and begin to see how this war that created our nation as we know it today, continues to reverberate. Emerson wrote the Concord Hymn. The opening stanza is:

By the rude bridge that arched the flood, Their flag to April's breeze unfurled; Here once the embattled farmers stood; And fired the shot heard 'round the world.

Think about why Emerson would have referred to the Battle at Concord as “the shot heard ‘round the world” and let’s begin our adventure!

Revolutionary Flag Remnant

Picture from Pocumtuck Valley Memorial Association http://www.americancenturies.mass.edu/collection/itempage.jsp?itemid=6053

TaskThe United States went through a birthing process during the 1700s. Many men and women no older than you played critical roles in the founding of our country. Essential questions that you may consider include:

• What can we learn from the stories of the past that willteach us about our future?

• Has the definition of freedom changed over the past two hundred years?

• Do citizens have the right to choose not to follow the rules of their government?

• What defines a revolution?

• How can change lead to violent conflict?

• What is propaganda?

Task continuedYou will explore these questions as you work through this WebQuest. Using as many primary resources as possible you will explore key events that took place during this time.Throughout this WebQuest you will:

• Research websites in your area of focus, exploring primary documents.

• Synthesize the information, choosing the most important material to share with the class.

• Formulate your answers to the questions raised above.

Your final project will be an interactive presentation by your group to the class about the events you studied.

Process – Part 1• You will be assigned to a team of ~four students. • Each team will explore two of the following topics. • Your team will present the key ideas about this topic to the class. • There are many ways you may choose to present the information that you learn. • You may choose to use one of the ideas below or you may come up with your own idea.• If you come up with your own idea be sure to clear it with me first.• Each topic has at least three websites listed that may be helpful. • Be sure to explore additional websites that you find on your own. • And remember…Wikipedia may not be used as your primary resource for this project.

Process – Part 2

• Re-enact the situation (such as the trial following the Boston Massacre)

• Be an embedded journalist – present a radio show, write a blog, create a podcast, write a newspaper article, an as-it-happens news show

• Create a rap song about the issue/event

• Hold a town meeting

• Interview a character that took part in the event you are studying using Xtranormal

Process – Part 3• Present grievances to Parliament• Create a political cartoon• Create a rap song about the issue/event• Be an embedded journalist – present a radio show, write a blog, create a podcast, write a newspaper article, an as-it-happens news show• Create a mind map uploading pictures and text to explain a specific event of concept (SpiderScribe)• Hold a town meeting• Interview a character that took part in the event you are studying• Create a Fakebook using a number of people who took participated in an event

A – The Impact of the Colonies on the French & Indian War

The Taking of Quebechttp://lcweb2.loc.gov/cgi-bin/query/r?pp/PPALL:@field(NUMBER+@band(cph+3a04047)):

The impact of the colonies on the French and Indian War, specifically exploring the British imperial policy from 1763 to 1775 and how the policy impacted the colonies.

http://memory.loc.gov/ammem/today/jun04.html#necessity

http://www.ushistory.org/declaration/related/frin.htm/

http://www.let.rug.nl/usa//E/7yearswar/fiwxx.htm

B – Thomas Jefferson and the Declaration of Independence

You may also want to check out the book American Scriptures: Making the Declaration of Independence by Pauline Maier. Appendix C has “The Declaration of Independence: The Jefferson Draft with Congress’s Editorial Changes.”

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“Original Rough Draught of the Declaration of Independence”

The influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson. http://www.ushistory.org/declaration/

http://www.archives.gov/national-archives-experience/charters/declaration.html

http://www.wsu.edu/~dee/AMERICA/DECLAR.HTM

C – The Resistance of American to British Policies

The resistance of Americans to British policies before 1775.

Look at the:Stamp ActIntolerable ActsQuartering Act,Sugar ActTea Tax, etc.

http://ahp.gatech.edu/hisdocs.html  

http://www.historywiz.com/intolerable.htm

http://www.loc.gov/exhibits/british/brit-2.html

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Proof Sheet of 1d Stamp Duties for Newspaper, 1765

D – The Boston MassacreThe role of Massachusetts in the revolution: the Boston Massacre What happened on March 5, 1770? How was it portrayed in the media? How critical was this incident in the American Revolution?   http://memory.loc.gov/ammem/today/mar05.html

http://www.bostonmassacre.net/index.html

Pocumtuck Valley Memorial Association CREDIT: Revere, Paul, engraver. "The BLOODY MASSACRE perpetrated in King Street BOSTON on March 5th 1770 by a party of the 29th REGT." 1770. http://www.americancenturies.mass.edu/collection/itempage.jsp?itemid=12398

http://www.digitalhistory.uh.edu/learning_history/revolution/revolution_art.cfm

http://www.law.umkc.edu/faculty/projects/ftrials/bostonmassacre/bostonmassacre.html 

"The Bloody Massacre perpetrated on King Street, Boston on

March 5th, 1770"

E – The Boston Tea PartyWhy did the Boston Tea Party happen? Create an innovative way to share this information with the class.

http://www.eyewitnesstohistory.com/teaparty.htm

http://www.pbs.org/ktca/liberty/chronicle_boston1774.html

http://odur.let.rug.nl/~usa/H/1990/ch2_p8.htm

Pocumtuck Valley Memorial Associationhttp://www.americancenturies.mass.edu/collection/itempage.jsp?itemid=5846

F – The Battles of Lexington and Concord and Bunker Hill

http://www.nps.gov/mima/historyculture/index.htm

http://memory.loc.gov/ammem/today/apr19.html

http://www.teachingamericanhistory.org/library/index.asp?subcategory=74

http://memory.loc.gov/cgi-bin/query/i?ammem/detr:@field%28NUMBER+@band%28det+4a31669%29%29:displayType=1:m856sd=det:m856sf=4a31669

Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection

What was the importance of these battles? Why might Emerson have written the stanza below?

By the rude bridge that arched the floodTheir flag to April's breeze unfurledHere once the embattled farmers stoodand fired the shot heard round the world.

Ralph Waldo Emerson, "Concord Hymn"

F – Key People: Sam Adams

http://www.ushistory.org/declaration/signers/adams_s.htm

http://history.hanover.edu/texts/adamss.htm

http://www.lucidcafe.com/library/95sep/adams.html#related  

Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection http://memory.loc.gov/cgi-bin/query/D?detr:8:./temp/~ammem_1zg7::@@@mdb=mcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbcards,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,scsm,denn,relpet,amss,aaeo,mffbib,afc911bib,mjm,mnwp,rbcmillerbib,molden,ww2map,mfdipbib,afcnyebib,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbib,ftvbib,afcreed,aipn,cwband,flwpabib,wpapos,cmns,psbib,pin,coplandbib,cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,cwnyhs,svybib,mmorse,afcwwgbib,mymhiwebib,uncall,afcwip,mtaft,manz,llstbib,fawbib,berl,fmuever,cdn,upboverbib,mussm,cic,afcpearl,awh,awhbib,sgp,wright,lhbtnbib,afcesnbib,hurstonbib,mreynoldsbib,spaldingbib,sgproto

Samuel Adams – politician, Founding Father, writer and more. What role did he play in the American Revolution?

G – Key People: John Adams

http://www.masshist.org/digitaladams/aea/index.html

http://www.millercenter.virginia.edu/academic/americanpresident/adams

http://www.nps.gov/adam/john-adams-biography.htm  

Library of Congress, Prints and Photographs Division

http://memory.loc.gov/cgi-bin/query/D?presp:2:./temp/~ammem_6qkW::

John Adams – Founding Father, diplomat, author. What role did he play in the American Revolution?

I – Key People: John Hancock

http://www.ushistory.org/declaration/signers/hancock.htm

http://www.johnhancock.org/

http://www.masshist.org/cabinet/november2002/hancocklarge.htm

http://colonialhall.com/hancock/hancock.php

Pocumtuck Valley Memorial Association

http://www.americancenturies.mass.edu/collection/itempage.jsp?itemid=17651

“Just put your John Hancock here” is something that you may have been asked to do many times. What role did John Hancock play in the American Revolution? What were his contributions to the formation of the United States?

J – The Battle of Saratoga

Plan of Carillon ou [sic] Ticonderoga

Library of Congress, Geography and Map Divisionhttp://memory.loc.gov/cgi-bin/query/D?gmd:2:./temp/~ammem_BR8m::@@@mdb=mcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbcards,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,scsm,denn,relpet,amss,aaeo,mffbib,afc911bib,mjm,mnwp,rbcmillerbib,molden,ww2map,mfdipbib,afcnyebib,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbib,ftvbib,afcreed,aipn,cwband,flwpabib,wpapos,cmns,psbib,pin,coplandbib,cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,cwnyhs,svybib,mmorse,afcwwgbib,mymhiwebib,uncall,afcwip,mtaft,manz,llstbib,fawbib,berl,fmuever,cdn,upboverbib,mussm,cic,afcpearl,awh,awhbib,sgp,wright,lhbtnbib,afcesnbib,hurstonbib,mreynoldsbib,spaldingbib,sgproto

http://memory.loc.gov/ammem/today/sep19.html http://www.saratoga.org/battle1777/ http://www.wpi.edu/Academics/Depts/MilSci/Resources/saratoga.html http://www.pbs.org/ktca/liberty/chronicle_saratoga1777.html

Think about why the Battle of Saratoga is referred to as the “turning point” of the Revolution. If Burgyone had not surrendered what would the potential impact have been?

K – The Battle of the CarolinasThe Battle of the Carolinas (the Southern Campaign. Think about why England chose to fight in the South. Did they fight the wrong campaign in the South? Why or why not?

http://www.army.mil/cmh-pg/books/AMH/AMH-04.htm

http://www.cr.nps.gov/seac/socamp.htm

http://www.pbs.org/ktca/liberty/chronicle_yorktown1781.html (Yorktown)

Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection.

http://memory.loc.gov/cgi-bin/query/D?detr:36:./temp/~ammem_ODr7::@@@mdb=mcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbcards,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,scsm,denn,relpet,amss,aaeo,mffbib,afc911bib,mjm,mnwp,rbcmillerbib,molden,ww2map,mfdipbib,afcnyebib,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbib,ftvbib,afcreed,aipn,cwband,flwpabib,wpapos,cmns,psbib,pin,coplandbib,cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,cwnyhs,svybib,mmorse,afcwwgbib,mymhiwebib,uncall,afcwip,mtaft,manz,llstbib,fawbib,berl,fmuever,cdn,upboverbib,mussm,cic,afcpearl,awh,awhbib,sgp,wright,lhbtnbib,afcesnbib,hurstonbib,mreynoldsbib,spaldingbib,sgproto

Surrender of Lord Cornwallis

Conclusion

• Over two hundred years have passed since the American Revolution and we continue to look to the past as we deal with the future. Immigrants who came to this land chose to fight for freedom. A Declaration of Independence was written. The Continental Congresses created many documents that we refer to hundreds of years later. 

Conclusion Continued• What has learning about this revolution taught you

about conflict and change, about the role of propaganda in the media?

• Do citizens today have the right to choose not to follow the rules of our government?

• Can you see a situation where you would choose not to follow the rules?

• What price would you be willing to pay? • Do you believe that citizens in the United States

today have freedom? • Many questions were looked at through the lenses

of today peering into the past. How do you think future generations will perceive the events going on today compared to the events in the  mid-to-late 1700s?

American Revolution Sites on the Web

• USHistory.org http://www.ushistory.org/ The Independence Hall Association hosts a “Congress of Web sites” about Colonial America and the American Revolution.

• LIBERTY! The American Revolution http://www.pbs.org/ktca/liberty/index.html This is the companion site to the PBS documentary on the American Revolution.

• Africans in America: Revolution, 1750 – 1805 http://www.pbs.org/wgbh/aia/part2/title.html • In Motion: The African American Migration Experience

http://www.inmotionaame.org/home.cfm This website looks at the African American Migration Experience beginning with the Transatlantic Slave Trade through modern times. A small part covers the American Revolution.

American Revolution Sites on the Web continued

• Archiving Early America: Primary Source Material from 18th Century America http://www.earlyamerica.com/

• Religion and the Founding of the American Republic http://www.loc.gov/exhibits/religion/rel03.html This site explores the role that religion played in the founding of the American colonies. There are seven sections including America As Refuge: The 17th Century and Religion and the Congress of the Confederation as well as the one on Religion and the American Revolution.

American Revolution Sites on the Web continued

The Massachusetts Historical Society http://www.masshist.org/

“For more than two centuries the MHS has been collecting and preserving materials relating to the history of our commonwealth and our nation. The holdings of the MHS encompass millions of rare and unique documents and artifacts vital to the study of American history.”

The American Revolution http://www.theamericanrevolution.org/

Provides a wide variety of resources.

Suggested Books

Fight for Freedom: the American Revolutionary War – by Benson Bobrick. Published 2004 by Atheneum Books for Young Readers

Although geared for Grades 4 – 8 may be of use in upper grades. Illustrations are primarily reproductions of period prints or later paintings of the events that are being discusses.

Flocabulary: The Hip-Hop Approach to US History – by Blake Harrison and Alexander Rappaport. Published 2006 by Cider Mill Press Book Publishers

This book uses original rap songs to introduce US History. If students are interested in creating a rap song this book/CD set may provide them with ideas. Chapters 3 – 5 cover events of this time period. http://www.flocabulary.com/hiphopushistory.html

Suggested Books Continued

The American Revolution – by Steve Sheinkin. Published 2005 by Summer Street Press.

Written for 4th – 8th graders this book this book uses true stories, quotes and humor to bring the American Revolution alive. Many primary resources and written in a way that quickly engages all ages.

Massachusetts Common Core Reading Standards for Literacy in History/Social Studies

Key Ideas and Details

1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Massachusetts Common Core Reading Standards for Literacy in History/Social Studies

Craft and Structure4. Determine the meaning of words and phrases as they are used

in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Massachusetts Common Core Reading Standards for Literacy in History/Social Studies

Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Range of Reading and Level of Text Complexity

10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

Massachusetts Common Core Writing Standards for Literacy in History/Social Studies, Science, and

Technical Subjects (Grade 11-12)

Text Types and Purposes2. Write informative/explanatory texts, including the narration of historical

events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension

. b. Develop the topic thoroughly by selecting the most significant and

relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Massachusetts Common Core Writing Standards for Literacy in History/Social Studies, Science, and

Technical Subjects (Grade 11-12)

Text Types and Purposes continuedd. Use precise language, domain-specific vocabulary and techniques

such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Production and Distribution of Writing

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Massachusetts Common Core Writing Standards for Literacy in History/Social Studies, Science, and

Technical Subjects (Grade 11-12)

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

9. Draw evidence from informational texts to support analysis, reflection, and research.

Massachusetts Common Core Writing Standards for Literacy in History/Social Studies, Science, and

Technical Subjects (Grade 11-12)

Range of Writing

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CreditsThanks to Pocumtuck Valley Memorial Association and their Teaching American History Program (funded through the federal Department of Education) for lighting the flame that brought forth this WebQuest. You can find wonderful resources at their website: http://www.americancenturies.mass.edu/home.html

And thanks to all the wonderful teachers who have been a part of the program.