The American Revolution and the Loyalists
Written By Rachael Freed
(Washington Crossing the Delaware)
“You, my brothers and sisters, were called to be free. But do not use your freedom to
indulge the flesh; rather, serve one another humbly in love.” (Galatians 5:13, NIV)
“So if the Son sets you free, you will be free indeed.” (John 3:18 NIV)
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Welcome!
Welcome to what I hope to be a fascinating exploration of the people, places, and
events of the American Revolution, a pivotal event in history, the effects of which we still
experience today. In the ninth grade students are dealing with increasingly complex
historical events. The goal of this unit is to encourage students to develop their critical
thinking skills. Students will be encouraged to think broadly and critically about the
American Revolution, its causes, key figures, key events, and to compare and contrast
the varying perspectives of participants. This unit will focus on the following:
● Colonial foundations in the United States.
● Britain’s oversight of her colonies.
● The events directly preceding the American Revolution.
● The grievances of the American Colonists.
● Key figures of the American Revolution including King George III, George
Washington, Thomas Jefferson, Benjamin Franklin, John Adams, Paul Revere,
and others.
● The experience and plight of the Loyalists and the journey of many Loyalists to
Canada.
● Post-Revolution events and the creation of the American Constitution and Bill of
Rights.
Students will be challenged to read Biblical texts and to view the American Revolution
through the scope of a Christian worldview. Students will be examining and analyzing
both the positive and negative results of the American Revolution. They will be
challenged to follow the impact of the Industrial Revolution through to the present day.
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British Columbia Social Studies Provincial Learning Outcomes Met
Students will be able to:
Curriculum in British Columbia is currently undergoing significant revision. This kit is
designed to fulfill the requirements of the exciting new curriculum.
Big Ideas
● Change is driven by multiple causes and results in multiple consequences.
● Ideas and ideologies developed during this period shaped our modern world
profoundly.
● Values shape political, social, and cultural identities.
Curricular Competencies
● Use Social Studies inquiry processes (ask questions, gather, interpret and
analyze ideas, and communicate findings and decisions)
● Assess and compare the significance of people, places, events, and
developments over time and place, and determine what they reveal about issues
in the past and present (significance)
● Ask questions and corroborate inferences about the content, origins, purposes,
and context of multiple sources (evidence)
● Compare and contrast continuities and changes for different groups across
different periods of time and space (continuity and change)
● Determine and assess the long- and short-term causes and consequences and
the intended and unintended consequences of an event, decision, or
development (cause and consequence)
● Explain different perspectives on past or present people, places, issues and
events, and distinguish between worldviews of today and the past (perspective)
● Recognize implicit and explicit ethical judgments in a variety of sources (ethical
judgment)
● Make reasoned ethical judgments about controversial actions in the past and
present after considering the context and standards of right and wrong (ethical
judgment)
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Concepts and Content
Students will know and understand the following concepts and content related to
Canada and the Modern World (18th to early 20th Century):
● nationalism and the development of modern nation-states, including Canada
● features and characteristics of major world political revolutions and conflicts
● features and characteristics of social, economic, and technological revolutions
● the relationship between humans and the physical environment
If you wish to learn more about the new curriculum in British Columbia the Transforming
Curriculum and Assessment website produced and maintained by the Government of
BC and the Ministry of Education is an excellent place to start.
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Biblical Worldview Exploration
HCOS students are encouraged to develop a Biblical worldview and to explore a variety
of areas of study from a Christian perspective. Students are encouraged to think
critically about a wide variety of issues and how they pertain to us as Christians. Each
unit is designed to encourage students to read the word of God in order to gain a
deeper understanding of our Creator and His plan for humanity. This unit focuses on
connecting Biblical texts to the study of the American Revolution and the journey of the
Loyalists. Students are encouraged to work towards a Biblical perspective throughout
the unit, however, there are specific lessons designed to emphasize the Biblical
perspective. There are many opportunities to explore events from a Christian worldview
perspective--this is particularly true for the American Revolution.
We will drawing wisdom from Biblical texts and Christian scholars throughout the unit, in
particular we will be looking at the following people and situations: John Adams, the
second President of the United States and a Christian. Adams wrote that “The general
principles on which the fathers achieved independence were the general principles of
Christianity. I will avow that I then believed, and now believe, that those general
principles of Christianity are as eternal and immutable as the existence and attributes of
God.” We will be exploring the questions: In what areas do you see Christian principles
being influential in shaping the Constitution?
We will be examining the reasons for the American Revolution and discussing the pros
and cons of going to war against Britain; students will be encouraged to find Biblical
texts to support varying perspective.
Finally, we will be exploring the idea of America as a Christian nation and the deeply
nuanced answers to that question. We will be assisted in our exploration of these ideas
by Mark Noll and George Marsden, Evangelical Christian professors at Notre Dame
University. Students will be answering the following questions: Why do you think
America has been labeled as a Christian nation? How do you think Christian principles
and virtues have impacted the development of the United States of America? How do
you think Christian principles and virtues impacted the American Constitution? Do you
believe that the Christian faith and good governance go hand-in-hand? What do you
think are the most important principles upon which a successful nation should be
founded? Briefly explain why.
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The American Revolution and the Loyalists
Digital Resources for Use With This Kit:
To learn more about the different types of digital PDF resources, and how to
download them the help page has excellent instructions.
The American Revolution for Kids with 21 Activities by Janis Herbert
The American Revolution by Bruce Bliven Jr.
The American Revolution by George R. Lee
The Loyalists by Thomas Fleming
Escape: Adventures of a Loyalist Family by Mary Beacock Fryer
Johnny Tremain by Esther Hoskins Forbes
Online Resources:
Discovery Education
Learn 360
Bible Gateway
Additional Information:
Discovery Education and Learn 360 have passwords. You will need to email your child’s
teacher for the login information for both sites.
On the next several pages you will find a table with a summary of the reading for each
day. After the table you will find detailed day plans with links, videos, activities, and
discussion questions.
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Unit Overview
Day
The
American
Revolution
for Kids
with 21
Activities
The
American
Revolutio
n by Bruce
The American
Revolution by
The
Loyalists
George R. Lee
Bliven Jr.
Escape:
Adventures
of a
Loyalist
Family
Day 1
Preface:
War
Begins
Page xiii
Introduction
Page 1
Pages 3-5
Day 2
Chapter
One: Sons
and
Daughters
of Liberty
Pages 1-10
The First
Inhabitants of
North America
Pages 2-5
Pages 6-8
Day 3
Chapter
One: Sons
and
Daughters
of Liberty
Pages 1114
Plymouth and
Massachusetts
Bay Pages 10-13
Pages 9-11
Day 4
Chapter
Two: Who
Were the
Colonists?
Pages 1524
New Colonies
Planted in the
North Pages
14-17
Pages 12-14
Day 5
Chapter
Two: Who
Were the
Colonists?
Pages 2530
Settling the
Southern
Colonies Pages
18-21
Chapter
One: A Face
from the
Past
Day 6
Chapter
Three:
Pages 3137
Religion in the
Colonies Pages
22-25
Chapter
Two: The
Gap in the
Stockade
Johnny
Tremain
7
Day
The
American
Revolution
for Kids
with 21
Activities
The
American
Revolutio
n by Bruce
The American
Revolution by
George R. Lee
Bliven Jr.
The
Loyalists
Escape:
Adventures
of a
Loyalist
Family
Day 7
Chapter
Three: We
Must All
Hang
Together
Pages 3845
The Colonial
Economy
Pages 26-29
Chapter
Three:
Stealthily in
the Night
Day 8
Chapter
Three: We
Must All
Hang
Together
Pages 4654.
Social Status in
the Colonies
Pages 30-33
Chapter
Four: The
First Haven
Day 9
Chapter
Four: An
Eventful
Year
Pages 5564
Slavery in the
Colonies Pages
34-37
Chapter
Five: Enter
James
MacGregor
Day 10
Chapter
Four: An
Eventful
Year
Pages 6468
Government in
the Colonies
Pages 54-57
Chapter Six:
Foiling the
Militiamen
Day 11
Chapter
Five:
Johnny
Has Gone
for a
Soldier
Pages 6974
New France
Pages 58-61
Chapter
Seven:
Farewell,
James
MacGregor
Johnny
Tremain
8
Day
The
American
Revolution
for Kids
with 21
Activities
The
American
Revolutio
n by Bruce
The American
Revolution by
George R. Lee
Bliven Jr.
The
Loyalists
Escape:
Adventures
of a
Loyalist
Family
Day 12
Chapter
Five:
Johnny
Has Gone
for a
Soldier
Pages 7583
Beginnings of
Conflict Pages
66-67
Chapter
Eight: Plots
and Shots
Day 13
Chapter
Six: The
World
Turned
Upside
Down
Pages 8591
New Taxes and
a Massacre
Pages 70-73
Chapter
Nine: New
Friends
Day 14
Chapter
Six: The
World
Turned
Upside
Down
Pages 9299
Adams, Henry
and Paine
Pages 78-79
Chapter
Ten:
Crossing the
Ridge
Day 15
Chapter
Seven: A
Good
Peace, a
New
Nation
Pages 101109
Boston’s Tea
Party Pages
82-83
Chapter
Eleven:
Through a
Pleasant
Valley
Day 16
Chapter
Seven:
Pages 110117
Declaring
Independence
Pages 86-88
Chapter
Twelve,
Chapter
Thirteen:
Johnny
Tremain
9
Day
The
American
Revolution
for Kids
with 21
Activities
The
American
Revolution
by Bruce
Bliven Jr.
The American
Revolution by
George R. Lee
The
Loyalists
Escape:
Adventures
of a
Loyalist
Family
Johnny
Tremain
Day 17
Chapter
One: A
Young
King Ends
a Great,
War,
Chapter
Two:
Quarrels
over
Money
Washington:
Symbol of the
Revolution
Pages 90-91
Day 18
Chapter
Three:
Americans
Boycott
British
Goods,
Chapter
Four:
Boston: A
Massacre
and a Tea
Party
Early Stages of
the War Pages
98-100
Chapter I: Up
and About
Day 19
Chapter
Five: The
First
Continenta
l
Congress,
Chapter
Six:
Lexington
and
Concord
The Diplomatic
War Pages
102-103
Chapter II: The
Pride of Your
Power
Day 20
Chapter
Seven &
Eight
The Naval War
Pages 106-107
Chapter III: An
Earth of Brass
Chapter
Fourteen:
Lost and
Found,
Chapter
Fifteen: All’s
Well
10
Day
The
American
Revolution
for Kids
with 21
Activities
The
American
Revolution
by Bruce
Bliven Jr.
The American
Revolution by
George R. Lee
The
Loyalists
Escape:
Adventures
of a
Loyalist
Family
Johnny
Tremain
Day 21
Chapter
Nine,
Chapter
Ten
The Road to
Yorktown
Pages 110-111
Chapter IV: The
Rising Eye
Day 22
Chapter
Eleven,
Chapter
Twelve
The
Confederation
Pages 114-115
Chapter V: The
Boston
Observer
Day 23
Chapter
Thirteen,
Chapter
Fourteen:
The
Constitutional
Convention
Pages 118-119
Chapter VI: SaltWater Tea
Day 24
Chapter
Fifteen,
Chapter
Sixteen
The
Constitution
They Wrote
Pages 122-123
Chapter VII: The
Fiddler’s Bill
Day 25
Chapter
Seventeen,
Chapter
Eighteen
Ratification and
a New Republic
Pages 126-127
Chapter VIII: A
World to Come
Day 26
Chapter
Nineteen,
Chapter
Twenty
Chapter IX: The
Scarlet Deluge
Day 27
Chapter X:
‘Disperse, Ye
Rebels!’
Day 28
Chapter XI:
Yankee Doodle
11
Day
Day 29
The
American
Revolution
for Kids
with 21
Activities
The
American
Revolution
by Bruce
Bliven Jr.
The American
Revolution by
George R. Lee
The
Loyalists
Escape:
Adventures
of a
Loyalist
Family
Johnny
Tremain
Chapter XII: A
Man Can Stand
Up
Day 30
12
Day Plans
Day One:
The American Revolution by George R. Lee Introduction Page 1
The American Revolution for Kids with 21 Activities Preface: War Begins Page xiii
The Loyalists Pages 3-5
Recommended Activities:
Create a K-W-L chart, like the one below, on the American Revolution. K stands for
know, in this category, write out everything you know, or think you know, about the
American Revolution. W stands for wonder, in this column write down everything you
wonder about the American Revolution. Questions, concerns, random musings, it can
all go in this column. L stands for learned, this column you will leave blank. Store your
chart in a safe place where you can add to it throughout the course. Use the L column
to record interesting facts or information that you discover along the way.
K-W-L
Know
Wonder
Learned
Watch The American Revolution from Learn 360.
What did American colonists mean by “No taxation without representation”?
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Day Two:
The American Revolution by George R. Lee The First Inhabitants of North America
Pages 2-5
The American Revolution for Kids with 21 Activities Chapter One: Sons and Daughters
of Liberty Pages 1-10. Try brewing your own root beer by following the instructions
found on page 5. You will need a small bowl, yeast, warm water, sugar, and root beer
extract which is usually in the spice aisle of your grocery store.
The Loyalists Pages 6-8
Recommended Activities:
Watch A President and His Revolution from Learn 360.
During the American Revolution, two primary groups arose within the colonies that
would eventually become the United States of America: Patriots and Loyalists. The
Loyalists, true to their name, were loyal to Britain and the king, they felt that the uprising
in the colonies was ill-advised and a betrayal. The Patriots on the other hand were
disturbed by what they saw as uneven and unfair treatment at the hand of the British,
they want to rise up against British rule and create an independent country with its own
government, laws, and boundaries. What do you think of when you hear the word loyal?
What about the word patriot? Both words carry very specific connotations. Would you
rather be described as being loyal or as being a patriot? Why? Write two or three
paragraphs comparing and contrasting the perspectives of the loyalists and the patriots.
Which perspective, loyalist or patriot, do you most readily identify with? Why?
Read some fascinating statements made by Loyalists during the onset of the American
Revolution.
Read about the beginning of the American Revolution and the commonly held
perspectives during the time period.
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Day Three:
The American Revolution by George R. Lee Plymouth and Massachusetts Bay Pages
10-13
The American Revolution for Kids with 21 Activities Chapter One: Sons and Daughters
of Liberty Pages 11-14.
The Loyalists Pages 9-11
Recommended Activities:
Watch Rebellion to Revolution from Learn 360.
Read the following biographies of colonists during the American Revolution (taken from
here). Some of the biographies are of real individuals and other biographies are fictional
individuals but their situations are similar to those of actual colonists. After reading each
biography, decide whether you think the colonists would have been a Patriot, Loyalist or
neutral and explain why you made your decision.
● “Colonist A is a poor farmer in the Hudson Valley of New York. Colonist A has
paid no attention to the trouble brewing in the colonies. His day to day struggle to
maintain his farm and family is what worries him. His problems have recently
become worse; his landowner, a Loyalist, has had some financial troubles and to
get himself out of his enormous debts, his landowner raised Colonist A’s rent
three times in the last five months. Colonist A barely earns enough from selling
his crops to pay the original rent amount and now with the raise in the rent,
Colonist A will be evicted from his farm. He and his wife have six children and
fear they will have nowhere to go if they are forced to leave the farm.”
● “Colonist B is a wealthy woman from New York City. Her husband’s business
earns tremendous wealth and honour for the family. She frequently claims to be
related to several members of the House of Lords in the British Parliament. She
worries about the amount of violence being committed by mobs of men called the
Sons of Liberty. She and her husband fear that their wealthy and their
connections to Britain may cause them to be targets of the mob.”
● “Colonist C is a wealthy tea merchant in Boston. Colonist C’s goal in life is to
make money and he doesn’t care if he violates the law. Since the Townshend
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Acts placed a tax on tea, Colonist C has been illegally importing tea from the
Dutch. His ships frequently have to hide from the British navy and British
customs officials who can board his ships whenever they please. Recently he
was caught smuggling in tea, but fortunately he was able to buy off the official
with a large sum of money. Friends have informed Colonist C that the Royal
Governor of Massachusetts has issued an arrest warrant for Colonist C, and
friends advise him to go into hiding.”
● “Colonist D is a merchant from rural Virginia. He follows the British laws and
sells all of his goods, mainly tobacco to the British. Colonist D’s lifestyle is
extravagant and spends large amounts of his money purchasing the finest
clothes and furnishings from Europe. As a young boy, his father sent him to study
in Britain and he hopes that next year, he too will send his son to Britain, the only
place in his mind one can get a decent education. Due to his rich lifestyle,
Colonist D is in heavy debt with several British banks. He fears that the people
he owes money to will foreclose his property.”
● “Colonist E is originally from Germany and lives on the Pennsylvania Frontier.
Colonist E decided to move his family out of the Pennsylvania colony into the
fertile Ohio Valley. He plans to move near a British fort in the Ohio Valley which
can provide protection from Indians. As Colonist E and his family moved towards
the Ohio Valley, British soldiers stopped him and informed him that the
Proclamation of 1763 prohibits him from moving into the Ohio Valley.”
● “Colonist F is a merchant in New York City. His business imports many products
from Europe, especially Britain. Colonist F has secretly grown concerned over
the recent talk of independence from Britain. He fears an independent America
could not protect his ships at sea; the British navy escorts colonial ships as they
cross the Atlantic to protect the ships from pirates or foreign ships wanting to
steal goods. Since the Townshend Acts, the Sons of Liberty have been bullying
store owners into removing British goods from their shelves. A store owner friend
of his was badly beaten up by a mob of Sons of Liberty for selling British
products. Since hearing of his friend’s attack, Colonist F has participated with the
boycotts.”
● “Colonist G lives close to Boston’s waterfront. He has very little money and
cares little about politics. He works on docks loading and unloading the ships and
at night he hangs out and plays cards in one of the many taverns along the
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waterfront. He has been known to spend a few nights in jail after fighting in the
taverns. His toughness has caught the eye of the Sons of Liberty and for months
they have been trying to recruit him. Colonist G accepted their rum and ale but
refused to join the Sons of Liberty. Yesterday, Colonists G was informed that he
was out of a job because the British passed a series of acts called the Intolerable
Acts which closed Boston Harbor to trade.”
After deciding on whether the colonists above would be Patriots, Loyalists or neutral,
your task is to recruit a spy on behalf of the British Army! During the American
Revolution both the American Continental Army and the British Army had spies in order
to ascertain what the other side was planning. You are an extremely knowledgeable
member of the British Army with a good understanding of what is required in a spy. You
are to choose a candidate from the Colonists listed above based on the following
conditions:
● “1. The spy cannot be someone who the Patriots mistrust. The spy should be a
person who appears to agree with the Patriots.”
● “2. The spy should live in a populated area where the Patriots are active and can
report on Patriot activity. A colonist in a rural area will have little information to
provide.”
● “3. The spy should need something from the British, either money or military
protection, to entice him or her to risk his or her life.”
In your opinion, which Colonist would make the best spy? Explain your decision.
Day Four:
The American Revolution by George R. Lee New Colonies Planted in the North Pages
14-17
The American Revolution for Kids with 21 Activities Chapter Two: Who Were the
Colonists? Pages 15-24. Try making Boston Brown Bread and Churned Butter by
following the instructions on page 24. You may also want to try making Papyrotamia by
following the instructions on page 25.
The Loyalists Pages 12-14
17
Recommended Activities:
Watch US Wars: The American Revolution from Learn 360.
Read an article about why the colonists rebelled and why the British resisted.
Explore the BrainPop digital timeline of the American Revolution. Watch the Causes of
the American Revolution BrainPop.
Write a letter home to Britain from the perspective of a Loyalist just prior to Revolution.
How do you feel? What is your opinion about the unrest? What are your concerns?
What options are you considering for your family?
Day Five:
The American Revolution by George R. Lee Settling the Southern Colonies Pages 1821
The American Revolution for Kids with 21 Activities Chapter Two: Who Were the
Colonists? Pages 25-30. Create an almanac by following the instructions on page 28.
Fill it with important dates, interesting quotes, Bible verses and other information. You
will need paper, scissors, pens, pencils, paint and paintbrushes, coloured cardboard,
hole puncher, and a ribbon.
Escape: Adventures of a Loyalist Family Chapter One: A Face from the Past
Recommended Activities:
Watch Making a Revolution from Learn 360.
Should the colonies go to war with Great Britain? Imagine you are a colonist in one of
the 13 colonies. Consider the life you have lived with the British. (Remember you are
British and a colonist.) There are benefits and drawbacks. List the pros and cons for
going to war with Britain in a chart similar to the one below. Try to include some pros
and cons based on scripture passages.
Pros
Cons
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Day Six:
The American Revolution by George R. Lee Religion in the Colonies Pages 22-25
The American Revolution for Kids with 21 Activities Chapter Three: We Must All Hang
Together Pages 31-37.
Escape: Adventures of a Loyalist Family Chapter Two: The Gap in the Stockade
Recommended Activities:
Watch Horrible Histories: Revolting Revolutions from Discovery Education.
During the Revolutionary War, British and colonial soldiers frequently intercepted enemy
mail, so the combatants used various ways of disguising messages that traveled across
enemy lines. Then help students write secret messages with invisible ink. Here's how:
● Mix 4 teaspoons of water with 2 tablespoons of cornstarch.
● Stir until smooth.
● Heat and stir for several minutes.
● Dip a toothpick into the mixture and write a message on a piece of paper.
● Let the paper dry.
● Dip a sponge into a solution of 1 teaspoon of iodine and 10 teaspoons of water.
● Carefully wipe the paper with the sponge. The message should turn purple.
Day Seven:
The American Revolution by George R. Lee The Colonial Economy Pages 26-29
The American Revolution for Kids with 21 Activities Chapter Three: We Must All Hang
Together Pages 38-45. Try making a Tricorn Hat by following the instructions on page
42.
Escape: Adventures of a Loyalist Family Chapter Three: Stealthily in the Night
Recommended Activities:
Watch Revolutionary War Video Quiz from Learn 360.
Read about some of the famous women of the American Revolution.
19
Why would some colonists feel compelled to remain allied with the British even though
they lived side by side with those who felt the best course of action was to break away
and form a new nation? Did the Loyalists deserve to be persecuted and driven out of
the country? What difference does it make to understand the Revolution as a Civil War
between Americans as well as a war against the British?
Day Eight:
The American Revolution by George R. Lee Social Status in the Colonies Pages 30-33
The American Revolution for Kids with 21 Activities Chapter Three: We Must All Hang
Together Pages 46-54.
Escape: Adventures of a Loyalist Family Chapter Four: The First Haven
Recommended Activities:
Watch The Revolution: A Hornet’s Nest from Learn 360.
Read an article entitled ‘Why did the American Revolution Take Place?’ Then, view a
timeline of the major events leading up to the American Revolution.
Day Nine:
The American Revolution by George R. Lee Slavery in the Colonies Pages 34-37
The American Revolution for Kids with 21 Activities Chapter Four: An Eventful Year
Pages 55-64.
Escape: Adventures of a Loyalist Family Chapter Five: Enter James MacGregor
Recommended Activities:
Watch John Locke from Learn 360.
Explore the American Revolution portion of this fascinating exhibit from the
Smithsonian.
Read through the brief chapters of information on the American Revolution
(Independence War) from the Smithsonian. Click through the individual pages. Click on
the various images and documents in order to see them in greater detail.
20
Day Ten:
The American Revolution by George R. Lee Government in the Colonies Pages 54-57
The American Revolution for Kids with 21 Activities Chapter Four: An Eventful Year
Pages 64-68.
Escape: Adventures of a Loyalist Family Chapter Six: Foiling the Militiamen
Recommended Activities:
Important figures of the Revolution: read a biography of King George III.
Read through this list of Factors that Handicapped the Crown’s Ability to Wage Effective
War provide by PBS. Highlight four-five factors that you feel are the MOST significant in
Britain losing the war. Write four-six sentences for each factor explaining why you think
it was significant.
● The royal government and generals had no firm purpose for waging the war.
They had no logical aim. Military victories and control over a section of land could
not create favorable postwar conditions and/or relations. They sought some type
of compromise; yet, there was no real basis for negotiations. Once the war had
started, the Americans could not see anything of value in what Britain offered in
return for a permanent peace.
● There was no center of the enemy that Britain could capture and end the war.
The Continental Congress moved from city to city, and each Continental army
fought almost as an independent army. There was no one that the British army
could defeat that would quickly bring about the surrender of the entire colonial
opposition.
● Britain greatly underestimated the colonists’ resolve to win the war once it began.
They expected the people to give up their resistance once thousands of troops
landed in America. They expected colonial support for their leaders to crumble,
especially because none of the colonial leaders had had any previous experience
in leading a national government or a major war.
● British commanders seriously underestimated the skills, talents, maturity, and
charisma of George Washington.
21
● Because of its huge debts, the royal ministry had to wage war economically. It
had to take shortcuts or do without certain things; these actions added to the
caution and delays.
● Fighting against their own countrymen was both a psychological and emotional
handicap for soldiers as well as civilians on both sides of the ocean.
● The element of time continuously handicapped British operations.
Communications and transportation, both across the Atlantic and within the
colonies, were slow and ineffective. The typical transatlantic voyage took four to
six weeks. Seasonal weather conditions played a major role in the quality as well
as length of the journey.
● Delays in news, orders, and supplies were costly. The uncertainties surrounding
arrivals or replies frequently led to either undue caution, unnecessary delays, or
uncertain expectations in key situations, which later proved costly. Speed of
communications and transportation was never considered so vital so frequently
in any of Britain’s previous wars.
● The use of foreign mercenaries proved a useful propaganda weapon for the
colonial press. These foreigners were viewed as hired killers of the king to fight
against the king’s own people.
● The Crown’s army suffered from extreme overconfidence. Regular officers and
men were sure of victory, especially after examining the appearance of the
colonial militia and initial battle behaviors of the colonists.
● The British depended on the bayonet instead of shooting accuracy. This was
crucial in some areas where accurate distance shooting could change conditions
on the battlefield.
● Military etiquette used on European battlefields, as developed by Frederick the
Great, had to be modified. The British preferred to fight in the traditional
Continental style throughout the war.
● Crown officers were more gentlemen than soldiers. They were used to the
comforts of life as if they were still in England. Every Crown general’s way of life
as an English gentleman had to be maintained at all times—even on the march
and near the battlefield.
● There were few advocates of a so-called soft peace with the colonists. Many
ministers of Parliament wanted harsh terms and payments. Thus, the colonists
assumed that it was a do or die struggle on their part.
22
● Britain was mostly self-sustaining. Britain’s ability to maintain a large army
overseas and to support its population at home was limited. Britain’s merchant
marine was further handicapped due to the lack of protection from attack or
capture on the open seas. For example, over 750 military and nonmilitary cargo
ships were captured by colonial ships in one twenty-month period. The
merchants were also restricted because of the closing of colonial and ally ports to
their ships.
● Britain was not prepared for a war, much less a long, intense war. Not until after
the Battle of Bunker Hill in July 1775 did England even begin to think in terms of
war rather than merely rebellion. It tried to avert a war. Even as late as July 1776,
it still hoped to end all hostilities. Britain never planned for a long war and always
waited for the one decisive victory.
● Britain had no allies to help fight a war to protect its overseas empire. After the
Seven Years’ War, no one would support it. With the exception of hiring troops
from Germany, Britain had to fight entirely alone.
● Britain tried not to go to war with France. A war with France meant a war with
Spain. Britain had to avoid a two-front war effort because it could not finance or
capably wage a two-front world war. It hoped a concentrated effort in the colonies
would bring about a quick conclusion before the Americans could convince the
French to aid them.
● Britain constantly sought and hoped for Loyalist support on a large scale. This
support was never received. Its armies could never get a large number of
Loyalists to help them control any particular area. Moreover, the generals and
Parliament also never did what was needed to gain and keep the Loyalists’
support because they tended to ignore or de-emphasize the support that the
Loyalists did give.
● Overseas warfare was difficult to wage due to the problem of distance. The 3,000
miles that separated the colonies from the British Isles took between four and
twelve weeks to cover. In addition, the troops often arrived sick and weary from
the voyage, and most of their horses died in transit.
● The Royal Navy was in poor condition many old or poorly repaired ships, and
thus it was very ill-prepared for any heavy-duty operations. After 1765, few
warships were kept in full condition and even fewer were built.
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● Britain frequently won with smashing victories at the last minute. It did not begin
to really try to win the war until 1778. By then it was too late because France and
Spain had entered the war.
Day Eleven:
The American Revolution by George R. Lee New France Pages 58-61
The American Revolution for Kids with 21 Activities Chapter Five: Johnny Has Gone for
a Soldier Pages 69-74.
Escape: Adventures of a Loyalist Family Chapter Seven: Farewell, James MacGregor
Recommended Activities:
Watch Paul Revere: The Midnight Ride from Learn 360.
Important figures of the Revolution: read a biography of Paul Revere. Then, read the
famous poem by Henry Wadsworth Longfellow, Paul Revere's Ride.
Compare and contrast the advantages and disadvantages of the British and the
colonists as the American Revolutionary War began? What would Britain have to do to
win? What would the colonists have to do to win?
Day Twelve:
The American Revolution by George R. Lee Beginnings of Conflict Pages 66-67
The American Revolution for Kids with 21 Activities Chapter Five: Johnny Has Gone for
a Soldier Pages 75-83. Try sewing a pouch by following the instructions found on page
83. You will need felt, chalk, scissors, needle and thread.
Escape: Adventures of a Loyalist Family Chapter Eight: Plots and Shots
Recommended Activities:
Watch Colonialism vs. Imperialism from Learn 360.
You are a journalist/newspaper editor living in Boston at the start of the American
Revolution. You want to devote an entire issue of your newspaper to the events that are
beginning to take place. Create a newspaper using the Printing Press from Read-Write24
Think. You may want to consult this timeline of the major events leading up to the
American Revolution to gather material for your stories. Consider conducting an
interview with a pivotal figure from the American Revolution to include in your
newspaper. You can look for paintings or etchings from the time period that relate to
what you are writing about. Write a speech urging the colonists to unite against the
British. Ensure that you have key points. Try to include Biblical references.
Day Thirteen:
The American Revolution by George R. Lee New Taxes and a Massacre Pages 70-73
The American Revolution for Kids with 21 Activities Chapter Six: The World Turned
Upside Down Pages 85-91.
Escape: Adventures of a Loyalist Family Chapter Nine: New Friends
Recommended Activities:
Watch Declaring Independence from Learn 360.
Which of the following do you believe was most responsible for the conflict between
Britain and its American colonies:
● the ineptness of parliamentary leadership
● the colonists’ behavior
● the high-handedness of King George III
● the British mercantilist system and Navigation Laws
● the actions of British officials in the colonies
● something else entirely.
Carefully justify your choice using the information you have been learning throughout
the unit. Be sure to give examples.
Day Fourteen:
The American Revolution by George R. Lee Adams, Henry and Paine Pages 78-79
The American Revolution for Kids with 21 Activities Chapter Six: The World Turned
Upside Down Pages 92-99.
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Escape: Adventures of a Loyalist Family Chapter Ten: Crossing the Ridge
Recommended Activities:
Watch Patrick Henry: Voice of Liberty from Learn 360.
Make a chart showing the following issues:
● Resentments/Distrusts of the British toward the colonists
● Resentments/Distrusts of the colonists toward the British
● What issues angered the colonists toward the British?
● What issues angered the British toward the colonists?
● For what reason(s) were the colonists dependent on the British?
● For what reason(s) were the British dependent on the colonists?
Is it possible to separate the American Revolution (a new way of thinking about
government, where power lay in the hands of the people) from the American
Revolutionary War (America's fight for independence)? Why or why not?
Explore this fascinating interactive timeline of the American Revolution.
Day Fifteen:
The American Revolution by George R. Lee Boston’s Tea Party Pages 82-83
The American Revolution for Kids with 21 Activities Chapter Seven: A Good Peace, a
New Nation Pages 101-109.
Escape: Adventures of a Loyalist Family Chapter Eleven: Through a Pleasant Valley
Recommended Activities:
Watch Winning Independence from Learn 360.
Many of the Founding Fathers were “children of the Enlightenment,” they often
emphasized the importance of reason. The Founding Fathers had varying belief
systems. George Washington and Thomas Jefferson are generally considered to be a
deists and John Adams was a Christian. Despite these variations in belief systems, it is
often emphasized that the United States was established as a “Christian nation.” This
view is often widely held, although its origins have been contested. Whether the United
States was established to be a Christian nation is a very nuanced issue and one that
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should be explored. This video, An Interview with Marsden and Noll on the Idea of
America as a Christian Nation, is an excellent discussion of the idea of America as a
Christian nation and of the Founding Fathers as Christian leaders. Mark Noll is an
Evangelical Christian and a professor at Notre Dame University. George Marsden is
also a Christian and is a professor emeritus at Notre Dame University. After viewing the
video discuss and/or write about the following questions:
● Why do you think America has been labeled as a Christian nation?
● How do you think Christian principles and virtues have impacted the
development of the United States of America?
● How do you think Christian principles and virtues impacted the American
Constitution?
● Do you believe that the Christian faith and good governance go hand-in-hand?
● Do you agree with Mark Noll and George Marsden that it is important to get
history right? Why or why not?
● Is it important for us as Christians to examine our history? Why or why not?
● What do you think are the most important principles upon which a successful
nation should be founded? Briefly explain why.
Day Sixteen:
The American Revolution by George R. Lee Declaring Independence Pages 86-88
The American Revolution for Kids with 21 Activities Chapter Seven: A Good Peace, a
New Nation Pages 110-117. Read The Declaration of Independence on pages 127-129.
Escape: Adventures of a Loyalist Family Chapter Twelve: Fording the River, Chapter
Thirteen: Now by Raft
Recommended Activities:
Watch POWs of the American Revolution from Learn 360.
What do you think could have prevented the colonists’ declaring independence and
going to war? Why?
John Adams was the second President of the United States. He was also a Christian.
Read a biography of John Adams here. Adams once wrote that “The general principles
on which the fathers achieved independence were the general principles of Christianity.
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I will avow that I then believed, and now believe, that those general principles of
Christianity are as eternal and immutable as the existence and attributes of God.”
Having learned previously that the profession of a specifically Christian faith is more
nuanced than sometimes thought, do you think that Adams is accurate by claiming that
“the general principles on which the fathers achieved independence were the general
principles of Christianity.”? What do you feel are the general principles of Christianity?
In what areas do you see Christian principles being influential in shaping the
Constitution?
Day Seventeen:
The American Revolution by George R. Lee Washington: Symbol of the Revolution
Pages 90-91
Escape: Adventures of a Loyalist Family Chapter Fourteen: Lost and Found, Chapter
Fifteen: All’s Well
The American Revolution by Bruce Bliven Jr. Chapter One: A Young King Ends a Great,
War, Chapter Two: Quarrels over Money
Recommended Activities:
Watch Benedict Arnold: Triumph and Treason from Learn 360. What do you think
prompted Benedict Arnold to betray his countrymen? Arnold believed that by turning
traitor he can shorten the war, thereby becoming a hero of a different sort. Was he
justified in this thinking?
Read the famous Patrick Henry speech that include the well-known line, “Give me
liberty, or give me death!” Do you understand this sentiment? Why do think roughly ⅔ of
the American colonists were willing to give their lives for something relatively intangible
such as liberty? What is it about the idea of liberty that inspires people to give their
lives?
Day Eighteen:
The American Revolution by George R. Lee Early Stages of the War Pages 98-100
The American Revolution by Bruce Bliven Jr. Chapter Three: Americans Boycott British
Goods, Chapter Four: Boston: A Massacre and a Tea Party
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Johnny Tremain Chapter I: Up and About
Recommended Activities:
Watch Boston, Bloody Boston from Learn 360.
Music can be powerful. Very few people would argue with that statement. Music can be
used to produce a certain mood, to tell a story, to create emotions in the listener, or
remember or to celebrate. During the American Revolution many different songs were
written or became popular based on the events taking place in the country. One song
that became extremely popular during the Revolution was ‘Johnny Has Gone for a
Soldier.’ Read the lyrics to the song here and then download the midi file to listen to the
tune. You can also find versions of the song on Youtube. Why do you think this song
became popular during the American Revolution? Can you think of any recent events
that should be commemorated in song? Try writing your own song, it can be about a
local, national, global or even a personal event in your life. You can write your own tune,
or use a familiar tune.
Day Nineteen:
The American Revolution by George R. Lee The Diplomatic War Pages 102-103
The American Revolution by Bruce Bliven Jr. Chapter Five: The First Continental
Congress, Chapter Six: Lexington and Concord
Johnny Tremain Chapter II: The Pride of Your Power
Recommended Activities:
Watch The Making of the Constitution from Learn 360.
Devote some time to reading this fascinating article, ‘Was the American Revolution
Inevitable?’ Do you think the American Revolution was inevitable? Why or why not?
Day Twenty:
The American Revolution by George R. Lee The Naval War Pages 106-107
The American Revolution by Bruce Bliven Jr. Chapter Seven: Bunker’s Hill, Chapter
Eight: The Americans Attack Canada
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Johnny Tremain Chapter III: An Earth of Brass
Recommended Activities:
Watch Washington the Warrior from Learn 360.
Explore this interactive portrait of George Washington. Then, read about George
Washington’s life. Read a biography of George Washington. What qualities made
George Washington an effective general?
Read an article about declaring independence.
Day Twenty-One:
The American Revolution by George R. Lee The Road to Yorktown Pages 110-111
The American Revolution by Bruce Bliven Jr. Chapter Nine: The British Leave Boston
and the Americans Declare Their Independence, Chapter Ten: Washington Loses,
Crosses the Delaware and Wins
Johnny Tremain Chapter IV: The Rising Eye
Recommended Activities:
Watch Valley Forge from Learn 360.
Read an overview of the key events of the American Revolution.
Read an article about how the colonists were able to win their independence from
Britain.
Day Twenty-Two:
The American Revolution by George R. Lee The Confederation Pages 114-115
The American Revolution by Bruce Bliven Jr. Chapter Eleven: Brandywine and
Germantown, Chapter Twelve: The Saratoga Campaign
Johnny Tremain Chapter V: The Boston Observer
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Recommended Activities:
Watch A More Perfect Union from Learn 360.
Important Person Snapshot: Create a Prezi on two important people (one on the British
side, one on the American side) in the American Revolution. Using the Prezi program to
create a presentation can be a lot of fun, experiment with different designs and layouts
to get the desired look and feel for your presentation. Include the following information:
● Name
● Date of Birth/Death
● Place of birth/death
● Importance during the American Revolution
● Other important things they are known for (before or after the American
Revolution)
● Picture(s)
Choose two of the following people:
● George Washington
● John Adams
● Benedict Arnold
● Benjamin Franklin
● John Hancock
● Samuel Adams
● Thomas Jefferson
● Thomas Paine
● Patrick Henry
● Nathanael Greene
● Crispus Attucks
● King George III
● Lord Charles Cornwallis
● Paul Revere
In order to conduct your research you will want to use Student Research Center from
EbscoHost. You can also try using Google.
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Day Twenty-Three:
The American Revolution by George R. Lee The Constitutional Convention Pages 118119
The American Revolution by Bruce Bliven Jr. Chapter Thirteen: Valley Forge and the
Conway Cabal, Chapter Fourteen: The Battle of Monmouth
Johnny Tremain Chapter VI: Salt-Water Tea
Recommended Activities:
Watch Thomas Jefferson: Philosopher of Freedom from Learn 360.
Read about the process through which the Constitution was crafted. Be sure to click on
the images at the side for more information.
Read an interesting article, Myths of the American Revolution, published by the
Smithsonian.
Use this interactive app to journey through the American Revolution.
Play the interactive Road to Revolution game from PBS, Liberty! You may wish to try
the game throughout the unit to test how much you have learned!
Day Twenty-Four:
The American Revolution by George R. Lee The Constitution They Wrote Pages 122123
The American Revolution by Bruce Bliven Jr. Chapter Fifteen: The British Conquer in
the South, Chapter Sixteen: America’s Most Famous Traitor
Johnny Tremain Chapter VII: The Fiddler’s Bill
Recommended Activities:
Watch Economic Development: A Global Challenge from Learn 360.
Read about how the Constitution survived, and how it has changed over time.
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Read about The U.S. Constitution and the Organization of the National Government.
Day Twenty-Five:
The American Revolution by George R. Lee Ratification and a New Republic Pages
126-127
The American Revolution by Bruce Bliven Jr. Chapter Seventeen: King’s Mountain and
Cowpens, Chapter Eighteen: What Nathanael Greene Did
Johnny Tremain Chapter VIII: A World to Come
Recommended Activities:
Watch the Constitution and Foundations of Government from Learn 360.
Important figures of the Revolution: watch a video and read a biography of Thomas
Jefferson.
Jefferson chose to begin the Declaration with the words, “The unanimous Declaration of
the thirteen united States of America.” Do you feel this was necessary? Why or why
not? Could the 13 colonies have declared independence if they were not unanimous?
Why or why not? According to Jefferson, what was the purpose of government? What
does Jefferson suggest should happen whenever government becomes “destructive of
the ends for which it was created?” According to Jefferson, how do governments derive
their powers?
Jefferson noted that “all men are created equal,” suggesting that this was “self evident.”
Speculate as to what he meant by that statement. What sorts of conflicts and
misconceptions may have stemmed from this statement? Despite proclaiming that “all
men are created equal” Jefferson was slave owner. Is this a conflict? How do you think
Jefferson would have justified his decision to own slaves?
Day Twenty-Six:
The American Revolution by Bruce Bliven Jr. Chapter Nineteen: Yorktown, Chapter
Twenty: The End of the War
Johnny Tremain Chapter IX: The Scarlet Deluge
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Recommended Activities:
Important figures of the Revolution: watch a video and read a biography of Benjamin
Franklin.
Benjamin Franklin is well known for writing or rewriting common-sense advice and
sayings. His perspective on his life and times, as found in Poor Richard's Almanac , was
popular in his day and remains popular. What do you think is meant by some of the
adages below?
● Early to bed and early to rise makes a man healthy, wealthy, and wise.
● Never leave till tomorrow that which you can do today.
● At the working man's house, hunger looks in but dares not enter, for industry
pays its debts.
● Light purse, heavy heart.
● Hunger never saw bad bread.
● Great talkers, little doers.
● He that lies down with dogs shall rise up with fleas.
● Men and melons are hard to know.
● He has lost his boots but saved his spurs
Day Twenty-Seven:
Johnny Tremain Chapter X: ‘Disperse, Ye Rebels!’
Recommended Activities:
Romans 13:1-7 says the following: “Let everyone be subject to the governing
authorities, for there is no authority except that which God has established. The
authorities that exist have been established by God. Consequently, whoever rebels
against the authority is rebelling against what God has instituted, and those who do so
will bring judgment on themselves. For rulers hold no terror for those who do right, but
for those who do wrong. Do you want to be free from fear of the one in authority? Then
do what is right and you will be commended. For the one in authority is God’s servant
for your good. But if you do wrong, be afraid, for rulers do not bear the sword for no
reason. They are God’s servants, agents of wrath to bring punishment on the
wrongdoer. Therefore, it is necessary to submit to the authorities, not only because of
possible punishment but also as a matter of conscience. This is also why you pay
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taxes, for the authorities are God’s servants, who give their full time to governing. Give
to everyone what you owe them: If you owe taxes, pay taxes; if revenue, then revenue;
if respect, then respect; if honor, then honor.”
Based on the above, do you think that the American Revolution was a violation of
Romans 13:1-7? This is a difficult question, and you could formulate a variety of
answers, you may be able to see more than one perspective. Consider the following
questions:
● Did the revolutionists view themselves as anti-government, or anti-tyranny?
(Read Hebrews 11).
● Does the verse refer to respect for the specific individuals who rule the
government? Or do you think it refers to the institution of government?
● Are there any exceptions to this verse that you can think of in the Bible?
● The Roman emperor at the time this verse was written was Nero, Nero is
renowned for his violent persecution of Christians. Does this verse also apply to
Nero?
● What happens if the government in question is violating God’s laws?
Day Twenty-Eight:
Johnny Tremain Chapter XI: Yankee Doodle
Recommended Activities:
Important figures of the Revolution: watch a video and read about Samuel Adams.
Read an article entitled ‘How Revolutionary was the American Revolution?’ Read about
the Bill of Rights.
Day Twenty-Nine:
Johnny Tremain Chapter XII: A Man Can Stand Up
Recommended Activities:
Famous women of the Revolution: watch a video and read about Abigail Adams, wife of
John Adams (2nd President of the United States).
Explore this interactive map of the thirteen colonies and learn more about them at the
time of the American Revolution. Take a look at this map showing key locations during
the American Revolution. How did geography hinder the British war effort?
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Day Thirty:
Recommended Activities:
Read an article about the creation of new state governments, then, read about the
United States’ framework of government.
Based on your knowledge of the causes of the American Revolution do you feel it was
justifiable? Why or why not? Can you see more than one perspective? Support your
opinion with facts and information that you have learned throughout the unit. It may help
you to review the colonists list of grievances against the crown.
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Bibliography
Join the Revolution! American Revolution Lesson Plans and Activities. (n.d.). Retrieved
March 3, 2015, from http://www.educationworld.com/a_lesson/lesson175.shtml
Lesson Plan Library. (n.d.). Retrieved March 3, 2015, from
http://www.discoveryeducation.com/teachers/free-lesson-plans/the-american-revolutioncauses.cfm#sug
Liberty! American Revolution Teaching Guide. (n.d.). Retrieved March 3, 2015, from
http://www.pbs.org/ktca/liberty/tguide_6.html
Liberty! The American Revolution: Factors that Handicapped the British. (n.d.).
Retrieved March 3, 2015, from http://www-tc.pbs.org/ktca/liberty/pdf/tguide_4.pdf
Title: Patriot, Loyalist, or Neutral? You Decide. (n.d.). Retrieved March 3, 2015, from
https://www.converse.edu/sites/default/files/sitefiles/Academics/NEH/PatriotLoyalistorNeutral_YouDecide.pdf
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