Culture Kit
The Revolutionary War and the New Nation
CRIN E05
Lindsay McPherson, Molly McNamara, and Alice Real
12/11/2008
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Table of Contents
Description
Prepared by
Page
Lindsay McPherson
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Collaborative
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Lindsay McPherson
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Alice Real
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Molly McNamara
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Artifact One:
Alice Real
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Artifact Two:
Lindsay McPherson
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Artifact Three:
Molly McNamara
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Artifact Four:
Molly McNamara
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Alice Real
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Historical Narrative
Lesson One: Map and Globe Skills
Lesson Two: Art Series
Lesson Three: Biography
Lesson Four: Inquiry
Assessment
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Historical Narrative
Introduction
While the Revolutionary War officially began in 1775 with the battles of Lexington and
Concord and ended with the British surrender at Yorktown in 1781 or even the Treaty of Paris in
1783, the American Revolution is best viewed as a combination of events occurring before,
during, and after our country’s battle for independence. By studying the era between 1754 and
1820, students will begin to understand factors influencing both the thirteen colonies’ break with
Great Britain and the resulting formation of the United States of America.
In Virginia, the period of the Revolution is studied specifically in kindergarten, first,
fourth, and fifth or sixth grade. The Virginia SOLs first address the era by introducing young
children to key figures like George Washington and Betsy Ross. As students progress through
elementary school, early American history is expanded upon by emphasizing the key figures’
roles in specific, important events.
Later, in fourth grade, teachers focus specifically on
Virginia’s role in our country’s early history. In subsequent years, students learn about the
period in a national context. On the whole, this course of study will provide students with a
foundational sense of appreciation for the country in which they live.
Key Ideas and Events
From the very first days at Jamestown, colonists sought to use a representative
government. As a result, by the end of the seventeenth century, every colony had an elected
assembly (Lukes, 1996, p.14). As time progressed into the eighteenth century, the colonies
became more self-reliant. This sense of independence, coupled with the fact that the second and
third generations of colonists did not feel as strong a connection to England as their parents had,
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created tension between the colonies and the English monarchy. When England began a war in
North America to destroy French trade, and asked that the colonists fight alongside British troops,
many of the tensions melted away. The colonists were very proud to help their mother country
win the French and Indian War, and for a time, the differences between the two faded away.
Many historians see the seven-year French and Indian War as a turning point in the way the
colonists and British felt towards each other.
It was at this time, following the war, that John Locke’s Treatise of Government was
published, stating Locke’s belief that it was acceptable to overthrow a government when the
government did not protect the rights of the people. Many of the writings during this time,
printed in newspapers, pamphlets and broadsides, expressed the colonists’ views on protecting
the rights ―against corrupt and power-hungry parties…they resisted the new policies instituted by
Parliament and the King, which they saw as a systematic attack on their fundamental liberties‖
(Lukes, 1996, p. 33). The new policies that the colonists rebelled against consisted of taxes like
the Sugar Act of 1764 and the Stamp Act of 1765. These acts taxed the colonists on
commodities like sugar, legal documents, and dice and decks of cards. England was increasing
the taxes on the colonies to help pay for its hefty national debt accrued over the course of the
French and Indian War. If colonists defied the taxes, they were tried by a Crown-appointed
judge, not by their peers. They saw this as an infringement on their rights because they saw trial
by jury as a fundamental right.
The Crown continued to tax the colonists with taxes like the Townshend Acts of 1766
and the Quartering Act of 1765. Over the course of the next ten years, colonists became
increasingly agitated with the taxes imposed by the Crown. The British occupation of Boston
increased tensions in the colony, and on March 5, 1770 the silent conflict came to a head with the
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Boston Massacre. As an angry crowd taunted a lone sentry, he called for help. As nine Redcoats
came to his aide, continued insults came from the crowd. When someone yelled ―Fire!‖ the
British soldiers opened fire on the Bostonians. Afterwards, three were dead and eight wounded.
The soldiers were put on trial and two were convicted. ―That these British soldiers received a
fair trial in a town that boiling over with anger and resentment ranks as one of the finest
accomplishments in American history. Parliament passed the Tea Act in 1773, which stirred up
the old issue of taxation without representation. An anonymous broadside was placed in public,
calling for a gathering on the evening of December 12, 1773. Five thousand people gathered at
Fanueill Hall and moved down to the water where they saw thirty six Sons of Liberty, disguised
as Mohawk Indians, dumping tea into the Boston Harbor. When King George heard of the
destruction, he wrote, ―The dye is now cast. The colonies must either submit or triumph‖ (Lukes,
1996, 53). This gathering of colonists and the support given to the Sons of Liberty marks the
beginning of a unity amongst the colonists.
As Parliament passed more tax acts following the Boston Tea Party, colonists began to
unite, and truly did so at the First Continental Congress on September 5, 1774. It was here the
first Continental Association was formed. The Association called for a pledge to boycott goods
imported and exported to England. At this time, Parliament declared the Association and all
participants as treasonous. A year later, the Second Continental Congress met on May 10, 1775
following the battles of Lexington and Concord, which are considered the first battles of the
Revolutionary War. The attacks at Lexington and Concord left colonists angry and ready to fight
back. Ben Franklin, John and Sam Adams, Richard and Arthur Lee, John Hancock, and
numerous other Patriots attended and controlled the Congress. Early in the session, very few
delegates thought independence was the only answer. While the Congress met, continued
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conflicts with the British occurred throughout the colonies, and because of this, the Congress
eventually decided to solicit George Washington to become commander in chief of the
Continental Army. It was one year later, after many broadsides, newspapers, pamphlets, and
Thomas Paine’s Common Sense influenced the many colonists that Thomas Jefferson would
come to write and sign the Declaration of Independence.
By signing the Declaration of Independence, which declared their independence from
England and listed the rights they believed inherent to all men, the colonists became Americans.
But they still had to fight and win the war. Unfortunately, the young country had no government.
Following the Declaration, leaders set out to form one, and it was eventually called the Articles
of the Confederation. This document created a federal and state government. Yet, the Articles
were not ratified until March of 1781 (Lukes, 1996, p. 86), and as a result, the colonies spent
most of the war fighting without a government.
The beginning of the war was an extremely difficult time for the Continental Army.
Because of the lack of a formal system of government, General Washington had trouble
supplying his troops with the supplies they needed. They were defeated time and again, until
they defeated the British at Trenton, New Jersey on December 25-26, 1776. The Continental
Army continued to fight in Saratoga, winning, and then suffering a terrible winter at Valley
Forge.
Much of the remainder of 1778 and 1779 consisted of hit and run attacks by each side.
As the war moved south, primarily triggered by British General Clinton’s decision to move
troops to Georgia, Congress formed another army. This army did not prove successful at first,
but they soon forced British General Cornwallis and his troops to the coast of Virginia.
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Cornwallis wrote for help from General Clinton in New York. A British fleet was sent to rescue
Cornwallis and his troops but was intercepted, attacked and defeated on September 5, 1781 in the
Chesapeake Bay. Then, the allied French and American soldiers began a siege on Yorktown,
trapping Cornwallis without an escape (Dolan, 1995, p.85). There was no help from the navy
and food supplies were running low. On October 19, 1781, Cornwallis officially surrendered to
the Continental Army. This victory at Yorktown effectively ended the hostilities. The British
Army no longer had the supplies or soldiers to defeat the Continental Army. Officially the war
did not end until 1783, when the Treaty of Paris was signed. ―The treaty fully recognized
American independence, and Britain promised to withdraw all troops as soon as possible‖ (Lukes,
1996, 98).
After the war ended in 1783, the country was faced with the difficult task of creating a
strong and united government. It was then that colonists realized that the Articles of
Confederation were increasingly ineffective. Delegates from each state, including James
Madison, Alexander Hamilton, Benjamin Franklin, and George Washington met in Philadelphia,
Pennsylvania to write a new constitution. There were two camps: the Federalists, who were in
favor of a strong national government and the Anti-Federalists, who were in favor of a weak
national government and strong states’ rights. The delegates worked through disagreements for
two months about the direction of the young nation, and decided on a three part government that
would consist of a law-making, executive and court branch. Delegates spent from August 6 to
September 10 debating the final draft of the Constitution. On September 17, thirty-nine of the
fifty-five delegates signed the document. Not everyone was completely happy, but many
compromises had been reached. It took one year to reach the nine state goal needed to ratify the
Constitution. On March 4, 1789, two years later, the Constitution took effect. On September 25,
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1791, the new Congress passed the first ten amendments to the Constitution, which became the
Bill of Rights.
After the Constitution was ratified and went into effect, the country began a time of
expansion and development. Although the nation suffered great financial strain, they managed
to slowly form a cohesive government and work through the problems. George Washington
served as the nation’s first president and the capital officially moved to Washington, D.C.
Throughout Washington’s presidency, he advocated a neutral position in foreign affairs and
believed that political parties would damage the Union. Washington faced difficult times with
the Native Americans. After the French and Indian War, Native Americans believed they should
receive fair compensation for being pushed off their land. Congress passed the first of many
Indian Intercourse Acts in 1790, which declared that the government would regulate all trade
with the Native Americans and would only acquire land through official treaties. Unfortunately,
these Acts did little to protect the interests of the Native Americans, and Americans continued to
look down upon, treat unfairly and take advantage of Native Americans. When Washington
declined to run for a third term, John Adams became the second president of the United States in
1796.
During the first highly contested election of the Union, John Adams received more
electoral votes than his opponent, Thomas Jefferson. As a result, Adams became President and
Jefferson Vice President. Under the Adams’ presidency, the Alien and Sedition Acts were
passed. The Alien Act extended the time it took to become a resident of the United States and
gave the president the power to expel aliens who were considered to be dangerous while the
Sedition Act prohibited any critical forms of expression about the president or Congress. In an
effort to take back their states’ rights from what they believed a breach of power by John Adams
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and the Federalist Congress, Thomas Jefferson and James Madison proclaimed the Alien and
Sedition Acts to be null and void in Virginia and Kentucky. The Virginia and Kentucky
Resolutions stated that because the Constitution was a contract, if the federal government passed
legislation that the state believed to be unconstitutional, then the contract was broken. Therefore,
the states could nullify the unconstitutional law. This belief would prove to be an argument
heard from again during the years leading up to and during the Civil War.
In 1800 Thomas Jefferson became president by a vote in the House of Representatives
because he and opponent Aaron Burr received the same number of electoral votes. Jefferson
believed in small federal government and the support of the people. Perhaps the most important
parts of Thomas Jefferson’s presidency were his support of the Lewis and Clark Expedition and
the Louisiana Purchase. In 1801, Jefferson sent James Monroe to purchase New Orleans for $10
million dollars, but because the French needed money, they offered the entire Louisiana
Territory for $15 million dollars. That territory included Louisiana, Arkansas, Missouri,
Minnesota, North Dakota, South Dakota, Nebraska, and Kansas, as well as parts of Montana,
Wyoming, Colorado, and Oklahoma. In 1804, Jefferson sent his secretary Meriwether Lewis
and William Clark to explore the Louisiana Territory. The men went all the way to the Pacific
Ocean. The expedition lasted two years and resulted in the discovery of natural wonders and
fertile farmland.
In 1808 James Madison was elected president and within four years he found himself
involved in the war of 1812. During the years leading up to the War of 1812, young, new
senators and representatives began to push for war against the British because they had
impressed American soldiers and seized American cargo and ships. Unfortunantly, because of
Jefferson’s frugality, the Navy was small and there were not enough ships to fight. Because of
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the lack of supplies, there was no way to stop the British from burning Washington DC in 1814.
The war became a stalemate and was eventually ended with the Treaty of Ghent in January 1815.
Neither side lost or won any territory.
Men, Women, Youth and Children
The diversity of people who played a role in the Revolution is varied. According to
Thomas Fleming (2006), men with ancestries from Ireland, German, France and Italy all
participated in the start of the Revolution. He also highlights the roles of women, boys and girls,
African Americans and Native Americans.
One of the most interesting characters of the Revolution was Baron Friedrich Wilhelm
von Steuben. As a German, Steuben took Washington’s sad, untrained army and drilled them
into a professional one. Steuben wrote a book for his sergeants to teach by, which West Point
and other military academies still use today (Fleming, 2006, p. 25).
Paul Revere was another patriot with an unusual background. Born the son of a French
Protestant, Revere became a great symbol of liberty as he rode from Boston to Concord,
Lexington and other towns to warn the residents of the coming British. Revere was captured by
the British, but then let go.
African Americans were major participants in the Revolutionary War, despite being
enslaved. Many of them enlisted as substitutes for their masters, but some of them volunteered.
Rhode Island was the first state to raise an entire regiment of black soldiers. The Rhode Island
General Assembly guaranteed that when the war was over, the slaves would be free.
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Jim, a slave of William Armistead, was offered to Lafayette to become a slave. By
pretending to be a runaway, Jim exaggerated the strength of Lafayette’s army to the British and
thus became a spy for them as well. ―Jim’s role as a double agent helped trap the British when
they retreated to Yorktown‖ (Fleming, 2006, p. 50). After the war, Jim became free and adopted
Lafayette’s surname and became James Lafayette.
Betsy Ross has become a figure of great national significance, as she is attributed with
sewing the first ―Stars and Stripes.‖ As a woman who supported her family through the war by
making war good and soldiers’ clothing, Ross not only helped support her troops, she created
what has become our national symbol, the American flag.
Abigail Adams is another legendary female figure. As the wife of John Adams, Abigail
played an active role in politics. This, and her role as her husbands confident and advisory,
symbolizes the transformation from quiet, submissive women to active and independently
thinking women. Women, like Abigail Adams, began to help with the war effort by fund raising.
Sacagawea is perhaps one of the most famous Native Americans and women of her time.
As a Shoshone woman, Sacagawea helped Lewis and Clark on their expedition across the
Louisiana Territory. Not much is known about Sacagawea other than what is in the journals of
Lewis and Clark despite this she has come to be a symbol of early female independence. In the
early twentieth century, the National American Women’s Suffrage Association adopted her as a
symbol of women’s worth. Without Sacagawea, Lewis and Clark may not have been as
successful in their expedition to the Pacific.
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Closing and Legacy
The time period in which the United States was formed provides a long lasting and
indeterminable legacy. It is from this time period that America began to shape its values and
beliefs. Because of the actions taken by the people who lived during that time, Americans are
able to live in a country where they can vote, and by doing so change the course of history.
From this time period came a new people who controlled their government and believed that a
government should not control them. By learning about this time period, students can better
understand what trouble those before them, and they can avoid the pitfalls and mistakes already
made. This time period is one in which the cornerstones of democracy were laid in our country.
But because of the thought put into the Constitution, Americans can build upon those
cornerstones to adapt the government with changing times.
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References
Collier, C., & Collier, J. L. (1998). The American Revolution 1763-1783. New York:
Benchmark Books.
Dolan, E. F. (1995). The American Revolution. Brookfield, Connecticut: The Millbrook Press.
Dupuy, R. E. & Dupuy, T. N. (1975). An Outline of the American Revolution. New York:
Harper & Row.
Fleming, T. (2006). Everybody’s Revolution: A new look at the people who won America’s
freedom. New York: Scholastic Nonfiction.
Fresonke, K. & Spence, M. D. (2004). Lewis & Clark: Legacies, Memories, and New
Perspectives. Los Angeles: University of California Press.
Lukes, B. (1996). The American Revolution. San Diego: Lucent Books.
Nash, G. B. (2005). The Unknown American Revolution. London: Penguin.
PBS.org (date unknown). Lewis and Clark: Inside the Corps. Retrieved Novermber 4, 2008,
from http://www.pbs.org/lewisandclark/inside/saca.html.
Virginia SOLs. (2008). History and social science standards of learning for Virginia public
schools. Retrieved November 5, 2008 from
http://www.doe.virginia.gov/go/Sols/home.shtml.
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Appendix A
National Standards
K-4 Content Standard 4: How democratic values came to be and how they have been
exemplified by people, events, and symbols.
K-4 Content Standard 5: The causes and nature of various movements of large groups of people
into and within the United States, now, and long ago.
Virginia Standards of Learning
K.1 The student will recognize that history describes events and people of other times and
places by a) identifying examples of past events in legends, stories, and historical accounts of
Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln; b) identifying the people
and events honored by the holidays of Thanksgiving Day, Martin Luther King, Jr. Day,
Presidents’ Day, and Independence Day (Fourth of July).
K.2 The student will describe everyday life in the present and in the past and begin to recognize
that things change over time.
K.9 The student will recognize the American flag, the Pledge of Allegiance, and that the
President is the leader of the United States.
1.1 The student will interpret information presented in picture time lines to show sequence of
events and will distinguish between past and present.
1.2 The student will describe the stories of American leaders and their contributions to our
country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, and
George Washington Carver.
1.3 The student will discuss the lives of people associated with Presidents’ Day, Columbus Day,
and the events of Independence Day (Fourth of July).
1.4 The student will develop map skills by a) recognizing basic map symbols, including
references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying
the physical shape of the United States and Virginia on maps and globes; d) locating
Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a
United States map.
1.7 The student will explain the difference between goods and services and will describe how
people are both buyers and sellers of goods and services.
1.12 The student will recognize that communities in Virginia include people who have diverse
ethnic origins, customs, and traditions, who make contributions to their communities, and who
are united as Americans by common principles.
2.11 The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen
Keller, Jackie Robinson, and Martin Luther King, Jr. as Americans whose contributions
improved the lives of other Americans.
2.12 The student will understand that the United States is a land of people who have diverse
ethnic origins, customs, and traditions, who make contributions to their communities, and who
are united as Americans by common principles.
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3.11 The student will explain the importance of the basic principles that form the foundation of a
republican form of government by a) describing the individual rights to life, liberty, and the
pursuit of happiness; and equality under the law; b) identifying the contributions of George
Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin
Luther King, Jr.;
VS.1 The student will develop skills for historical and geographical analysis including the
ability to: identify and interpret artifacts and primary and secondary source documents to
understand events in history; determine cause and effect relationships; compare and contrast
historical events; make connections between past and present; sequence events in Virginia
history; interpret ideas and events from different historical perspectives;
VS.5 The student will demonstrate knowledge of the role of Virginia in the American
Revolution by a) identifying the reasons why the colonies went to war with England as expressed
in the Declaration of Independence; b) identifying the various roles played by Virginians in the
Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick
Henry; c) identifying the importance of the American victory at Yorktown.
VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the
new American nation by a) explaining why George Washington is called the ―Father of our
Country‖ and James Madison is called the ―Father of the Constitution‖; b) identifying the ideas
of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and
the Virginia Statute for Religious Freedom; c) explaining the influence of geography on the
migration of Virginians into western territories.
National Standards for Art Education:
Visual Arts Content Standard 2: Using knowledge of structures and functions
Visual Arts Content Standard 4: Understanding the visual arts in relation to history and cultures
Visual Arts Content Standard 5: Reflecting upon and assessing the characteristics and merits of
their work and the work of others.
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Lesson One: Map Skills and Paul Revere
Level: First Grade
Topic: Map Skills; American History
Standards:
Virginia Standard of Learning: 1.2, ―The student will describe the stories of American
leaders and their contributions to our country…‖
Virginia Standard of Learning: 1.4 (b), ―The students will develop map skills by using
cardinal directions on maps.‖
Concepts: Route, American heroes (specifically Paul Revere), American history (American
Revolution), cardinal directions
Objectives:
1. Identify and use map symbols on the map that stand for something else on Earth.
2. Learn and be familiar with the cardinal directions, North, East, South, and West.
3. Identify and understand map symbols and pictures.
4. Become familiar with Paul Revere and the start of the American Revolution.
Procedure:
Introduction:
Give a background to the students of the founding of the United States. Set the
tone for the beginning of the American Revolution; then introduce Paul Revere as an
important hero in American History. Read aloud a story about Paul Revere’s role in the
American Revolution.
Content Focus:
Give a brief introduction to the American Revolution and the founding period.
Read aloud a story, such as, Paul Revere’s Midnight Ride, by Henry Wadsworth
Longfellow, to keep students engaged in the topic.
Next, introduce the cardinal directions to the class. Explain what North, South,
East, and West are. Then map out these directions in the class and demonstrate walking
in each of these directions. After the cardinal directions have been explained and
demonstrated, ask the students which direction you are walking. Then, have individual
students come to the front of the class and walk in each of the directions according to the
directions of the rest of the class.
To demonstrate the cardinal directions on two-dimensional surfaces, map out the
classroom on the chalkboard. And inform the students of the cardinal directions within
the classroom. Have student verbally direct the teacher and each other according to the
map to get to certain objects within the classroom.
Finally, reintroduce Paul Revere’s midnight ride. Draw a simplified map of his
ride on the chalkboard with picture symbols, such as the bell tower, and give students the
cardinal directions to trace his ride on their individual picture maps.
Closure:
Review Paul Revere’s role as an American hero as well as the cardinal directions
with students. Ask questions such as, What is a Map? What is a symbol? What are the
four directions? Why do we need maps? Who was Paul Revere? What did Paul Revere do
at the beginning of the American Revolution War?
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Evaluation:
Formative:
Check to see if students can direct themselves physically and according to twodimensional maps in the cardinal directions.
Summative:
Individual maps of Paul Revere’s midnight ride.
Materials and Resources:
Maps, book about Paul Revere’s ride, chalkboard or whiteboard, individual symbol maps
of Paul Revere’s ride.
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Lesson Two: Critical Thinking and Betsy Ross
Prepared by: Lindsay McPherson
Context: Grade K or 1 (VA SOL, National Standards – Art); whole group; 1 hour (or spread
over several days)
Objectives:
1. By participating in a discussion about the Charles Weisgerber’s 1893 painting The
Birth of Our Nation’s Flag, students will comprehend the importance of the flag as a
national symbol and Betsy Ross as a historical figure.
2. Given construction paper, scissors, glue and crayons, students will demonstrate their
understanding of a symbol by creating their own flag.
3. By presenting and explaining their flags, students will demonstrate their ability to
discuss the ideas and emotions that are communicated through art.
Materials/Time/Space: Charles Weisgerber’s 1893 painting The Birth of Our Nation’s Flag
poster or on powerpoint, construction paper, scissors, crayons, glue, computer, 1 hour, whole
class, demo flag, Betsy Ross by Alexandra Wallner, model car, model flag of teacher’s identity
Lesson Description:
Introduction: Read the book Betsy Ross by Alexandra Wallner. Afterwards ask the students to
identify the American flag in the classroom. Ask them what that flag means to them. Then
explain what a symbol is, and that the flag is a symbol of America. To illustrate the meaning of
a symbol, ask student to imagine a car. Then show them a model of a car. Explain that a model
is smaller version of something larger. Then draw a picture of a car on the whiteboard. Explain
that a symbol is something that represents a real life object. Tell the students that as an
important symbol, the flag has given people ideas, or inspiration, of what to paint or draw. Ask
the students if there is anything in their life that gives them ideas, or inspires them, to paint,
draw, or dance. Introduce the painting The Birth of Our Nation’s Flag, telling them that Betsy
Ross and her flag inspired Charles Weisgerber to paint the this work of art. Explain that they
are going to look at the painting. Encourage them to look at the painting closely and imagine
that they were there. This will help them to talk and think about what the painting is showing.
Content Focus:
Key Questions: Objective: What do you think the people are doing? Who is in the painting?
What things do you see in the painting? What colors do you see in the painting? What does the
flag in the painting look like? How did the woman make the flag? Reflective: What do you
notice most about this painting? Why is the woman giving the man the flag? What part of the
painting have you seen before? Would you like to be where the people in that painting are?
What is the man in the painting doing? What is the man in the painting doing? Interpretive:
What is the artist trying to say by painting this? What does that flag mean to you and to the
people in the painting? What do the colors in the painting mean? What are the people in the
painting feeling? Decisional: How can you relate to the painting? Why is this flag important in
the painting? How do you think the flag makes the people in the painting feel? What would you
say if you were the man sitting in the painting?
Explain to the students that the flag in the painting was the first American flag. Since then, the
flag has changed because our country changed by growing, and the symbol changed to show that
growth and change because it was something we were very proud of. Ask them to think of what
colors, shapes and patterns they would use to symbolize themselves (like a soccer ball, a heart, or
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birds). Explain that with their construction paper, crayons, glue and creative minds, they are
going to create a flag to symbolize them, just like Betsy Ross did to symbolize our country.
Provide the students with an example that you made of yourself, and explain why you made it
that way. After setting up the materials, ask the students to do the same thing.
Closing: After the flags are completed, allow the children to explain how their flag symbolizes
themselves. Ask some of them to talk about their flags and what they symbolize. Then ask the
students what they learned about making flags and why they are important. Tell them that
Charles Wiesgerber’s painting inspired a lot of people and helped them to remember when our
country came together to win freedom form another country, England. It was a scary time, living
during war, and many people saw the American flag as a symbol of hope. It helped them get
through the hard times. When Wiesgerber painted this painting, he wanted people to remember
that time. Ask students what they think when they look at the American flag. How would they
feel is someone important like George Washington asked them to sew a flag to symbolize our
country? Is Betsy Ross an artist like Charles Wiesgerber? Why or why not? Help the students
make one final connection between art, symbols and history.
Assessment: Formative: Assess students’ knowledge of Betsy Ross and the first American
flag during their discussion after the reading of Betsy Ross and during the discussion on The
Birth of Our Nation’s Flag. Assess students’ understandings of shapes, patterns, primary colors
and line characteristics through the students’ use of them while making their flag. Summative:
Multiple choice quiz on Betsy Ross, the American flag, and The Birth of Our Nation’s Flag.
Background Information:
Betsy Ross was born in New Jersey, but grew up in Philadelphia, Pennsylvania. She grew up in
a Quaker family and was the eighth of 17 children. While many people refer to her as a
seamstress, her education and study was in upholstery. At the age of 19, Betsy ran away with
John Ross, and married in New Jersey. Betsy and her husband opened their own upholstery shop
in Philadelphia and worked together until an unfortunate event cut John’s life short during the
war for independence. Betsy worked in the shop and made extra money by sewing uniforms,
tents, blankets, and other things for the war. It was during this time, according to oral tradition,
that George Washington, Robert Morris and John Ross approached Betsy in her shop and asked
her to sew a flag that Washington had sketched. On June 14, 1777, Congress adopted the Stars
and Stripes, the flag that Betsy sewed first, as the national flag. Afterwards, Betsy continued to
make flags. While there is lack of actual proof that Betsy Ross actually sewed the first flag,
there are several supporting reasons for it being so. One is that John Ross was her deceased
husband’s uncle and a member of the flag committee, so he may have chosen Betsy. Another is
that Betsy was paid a large sum of money on May 29, 1777 by the Pennsylvania State Navy
Board for making flags.
Charles Weisgerber’s painting Birth of Our Nation’s Flag, was presented at the Columbian
Exposition in Chicago in 1893. According to family lore, the inspiration for the flag was a onethousand dollar prize for a rendition of a Philadelphia event. He was then inspired to enter a
painting of Betsy Ross when he passed the Ross house and sign that said ―Home of Betsy Ross:
seamstress, upholsterer, and maker of the first American flag.‖ After the contest and the
Columbian Exposition, Weisgerber and a group decided to buy the Ross house in 1898. The
plan was to turn the dilapidated house into a museum dedicated to Betsy Ross and her
accomplishments. It is unknown if Weisgerber painted any other paintings. Key terms:
American flag, Betsy Ross, Revolutionary War, thirteen colonies, symbol. A symbol is defined
as something that is a sign, picture or other representational object of something that is real.
19
Resources
The Betsy Ross House. (2008). The Flag. Retrieved September 26, 2008, from
http://betsyrosshouse.org/hist_flag/.
The Betsy Ross House. (2008). The House. Retrieved September 26, 2008, from
http://betsyrosshouse.org/hist_house/.
The Betsy Ross House. (2008). The Woman. Retrieved September 26, 2008, from
http://betsyrosshouse.org/hist_woman/.
Weisgerber, C. (1893). The Birth of Our Nation’s Flag [Painting]. State Museum of
Pennsylvania, Harrison, Pennsylvania. Retrieved September 24, 2008, from
http://www.explorepahistory.com/displayimage.php?imgId=693.
20
Standards:
History and Social Science Standards of Learning in Virginia: K.1 - 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 of Betsy Ross; K.9 - The
student will recognize the American flag; 1.11 The student will recognize the symbols and
traditional practices that honor and foster patriotism in the United States by identifying the
American flag.
Visual Art Standards of Learning in Virginia: K.2 - The student will express ideas and
feelings through the creation of works of art. K.3 - The student will identify and use colors—
red, blue, yellow, green, orange, violet, brown, black, and white; textures—sight and touch; line
and line characteristics—straight/curved, thick/thin, long/short, vertical/horizontal, and diagonal;
shape—circle, square, triangle, rectangle, and oval; and patterns—natural and man-made. K.4 The student will create a work of art that commemorates a personal or historical event. K.11 The student will identify people who make art as ―artists‖ (e.g., painters, sculptors, printmakers,
architects, graphic designers). K.12 - The student will identify the purposes for creating works
of art. 1.3 - The student will identify and use primary colors—red, blue, and yellow; line and
line variations—zigzag, dotted, wavy, and spiral; texture—visual and tactile; shape—geometric
and organic; and patterns—alternating and repeating. 1.4 - The student will create works of art
inspired by stories, poems, and themes. 1.6 - The student will use personal experiences and
simulated situations as subject matter in works of art. 1.12 - The student will recognize and
describe how art is an integral part of one’s own culture. 1.13 - The student will identify and
describe works of art that communicate feelings, ideas, and information. 1.14 - The student will
identify American cultural symbols and events depicted in art.
National Standards for Art Education (Visual Arts): (K-4) Content Standard: #3 Choosing and evaluating a range of subject matter, symbols, and ideas. Students: a. explore and
understand prospective content for works of art; b. select and use subject matter, symbols, and
ideas to communicate meaning. #4 - Understanding the visual arts in relation to history and
cultures. Students: a. know that the visual arts have both a history and specific relationships to
various cultures; b. identify specific works of art as belonging to particular cultures, times, and
places; c. demonstrate how history, culture, and the visual arts can influence each other in
making and studying works of art. #5 - Reflecting upon and assessing the characteristics and
merits of their work and the work of others. Students: a. understand there are various purposes
for creating works of visual art; b. describe how people's experiences influence the development
of specific artworks; c. understand there are different responses to specific artworks
21
Taken from http://www.explorepahistory.com/displayimage.php?imgId=693
22
Lesson Three: Biography/Concept Attainment
Level: Intermediate; Fourth Grade
Time/Space: One hour, whole group, 20 students
Standards:
History and Social Science SOLs
VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution
by b) identifying the various roles played by Virginians in the Revolutionary War era, with
emphasis on George Washington, Thomas Jefferson, and Patrick Henry;
VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the
new American nation by b) identifying the ideas of George Mason and Thomas Jefferson as
expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom
Resources/Materials: Picture of Thomas Jefferson, Thomas Jefferson: A Picture Book
Biography by James Cross Giblin, illustrated by Michael Dooling, picture of Jefferson tombstone
epitaph, 20 copies plus overhead transparency of excerpt from Virginia Statute for Religious
Freedom
Lesson Description:
Anticipatory Set:
Display picture of Thomas Jefferson on board. Ask students to identify the Virginian they see.
If they are unable to, tell them it is Thomas Jefferson. Ask students why Jefferson is so
important in both Virginian and American history. Have them brainstorm what they know about
Jefferson and list responses on the board next to the picture. (Possible responses could include
President of the United States, author of the Declaration of Independence, etc.) Introduce read
aloud of Thomas Jefferson: A Picture Book Biography by James Cross Giblin by explaining that
the class is going to learn more about Jefferson’s life through reading a biography.
Objectives:
1. Given read aloud, students will explain Thomas Jefferson’s role in the Revolutionary
War era by describing Jefferson’s accomplishments as a statesman.
2. Given examination of Jefferson’s Virginia Statute for Religious Freedom, students
will discuss and write about significance of the separation of church and state.
Input/Modeling:
Read Jefferson biography aloud to class. Upon completion, ask for volunteers to add to the list
on the board. What new information about Jefferson did the class learn from listening to the
book? Tell class that Jefferson accomplished many things but when he died, he only wanted to
be remembered for three. On his epitaph, or the text on his tombstone, Jefferson had written
―Here was buried Thomas Jefferson; Author of the Declaration of Independence; of the Statute
of Virginia for Religious Freedom, and Father of the University of Virginia.‖ Pass around
photograph of tombstone for students to look at. Call attention to the second accomplishment.
Ask students if they know what the Virginia Statute for Religious Freedom is. Suggest that it
must be important if Jefferson wanted to be remembered for it on his tombstone. Ask students if
they can name some church denominations (Catholic, Methodist, Baptist, etc.) Explain that
before the American Revolution, there was only one official church in Virginia, and that was the
Church of England. Everyone was required to attend church and if you missed a service, you
were fined. Some people did not follow the law, however, and worshipped on their own. These
dissenters included the Baptists and Presbyterians. Jefferson imagined a country in which
everyone could worship as they chose and his Virginia Statute of Religious Freedom was
23
adopted by the Virginia General Assembly in 1786. The document later influenced the 1st
Amendment to the United States Constitution, which ensures our government does not force
people to worship against their will or prevent them from worshipping. This was a big change
for the new country, because in England, the King was the head of the Church. In America, the
church and the state had become separate.
Check for Understanding:
Ask students what life would be like if we did not have freedom of religion. Tell them that we
will be looking at the actual Statute for Religious Freedom to explore what Jefferson envisioned.
Guided Practice:
Divide students into five groups of four and pass out copies of the excerpt from the Virginia
Statute for Religious Freedom. Display on overhead as well. Have students underline the words
―compelled‖, ―restrained‖, ―suffer‖, ―free‖, and ―civil capacities,‖ and brainstorm in their groups
the meanings of these words using context clues. Discuss Jefferson’s main points in modern
terminology: no person will be forced to go to church, no person will be prevented from going to
church, no person will be mistreated because of his or her religious beliefs, everyone is allowed
to have their own opinions about religion, and religion should have no impact on person’s
position or role in society.
Independent Practice:
Have students write a response in their social studies journals about the significance of the
Statute of Religious Freedom and whether they agree it was important enough for Jefferson to
include on his tombstone.
Closure:
Collect journals and handouts. Have students complete multiple choice quiz. Ask students to
look for examples of freedom of religion in their own lives and in the news.
Evaluation:
Formative: Student attentiveness during read aloud, responses to questions,
participation in document examination, writing response
Summative: Multiple choice quiz
Background Information/Content:
Thomas Jefferson was a prominent Virginian and American statesman. As a member of
the Continental Congress in 1776, he drafted the Declaration of Independence. Later, Jefferson
served as Governor of Virginia from 1779 to 1781 and President of the United States from 1800
to 1808.
The Virginia Statute for Religious Freedom was proposed by Jefferson in 1779 and
adopted by the Virginia General Assembly in 1786. It was one of the sources for the 1st
Amendment in the Bill of Rights.
24
Resources
Brief biography of thomas jefferson. Thomas Jefferson’s Monticello. Retrieved October 29, 2008,
from http://www.monticello.org/jefferson/biography.html
Jefferson, T. (1786). Virginia statute for religious freedom. The Library of Virginia. Retrieved
October 29, 2008, from http://www.lva.lib.va.us/whatwedo/k12/bor/vsrftext.htm#trans
Jefferson tombstone obelisk (photograph). Retrieved October 29, 2008, from
http://wiki.monticello.org/mediawiki/images/f/fb/JeffersonObelisk.jpg
Peale, C. W. (1791). T jefferson (painting). Retrieved October 29, 2008, from
http://upload.wikimedia.org/wikipedia/commons/4/46/T_Jefferson_by_Charles_Willson_
Peale_1791_2.jpg
Thomas Jefferson
25
26
Thomas Jefferson’s Tombstone
Excerpt from Virginia Statute for Religious Freedom
An Act for establishing religious Freedom.
―Be it enacted by General Assembly that no man shall be compelled to frequent or
support any religious worship, place, or ministry whatsoever, nor shall be enforced,
restrained, molested, or burthened in his body or goods, nor shall otherwise suffer on
account of his religious opinions or belief, but that all men shall be free to profess, and by
argument to maintain, their opinions in matters of Religion, and that the same shall in no
wise diminish, enlarge or affect their civil capacities.‖
Source: Record of the General Assembly, Enrolled Bills, Record Group 78, Library of Virginia.
27
Lesson Four: Inquiry
Standards:
Virginia SOL: USII.1 The student will demonstrate skills for historical and geographical analysis,
including the ability to a) analyze and interpret primary and secondary source documents to
increase understanding of events and life in United States history from 1877 to the present; e)
evaluate and debate issues orally and in writing
USII.6 The student will demonstrate knowledge of the major causes and effects of American
involvement in World War II by a) identifying the causes and events that led to American
involvement in the war, including the attack on Pearl Harbor; b) describing the major events and
turning points of the war in Europe and the Pacific; c) describing the impact of World War II on
the home front.
Intended Audience: Heterogeneous sixth grade classroom. Students will have received a minireview lesson on the Revolutionary War era and, specifically, the Monroe Doctrine the preceding
day of the Pearl Harbor lesson. Students will have basic knowledge of the time period leading up
to WWII, as well as knowledge of the major causes and issues of WWII leading up to the
bombing of Pearl Harbor.
Behavioral Objectives:
1. Given a video introduction of Pearl Harbor, the students will identify key concepts and
write notes in their social studies notebook on the Japanese attacks of Pearl Harbor on
December 7, 1941 and how the attacks helped trigger American involvement in WWII,
with 100% participation.
2. Given research opportunities, the students will demonstrate through recorded responses
that the data obtained from sources is related directly to the questions one asks about the
source, with 100% participation.
3. Given research opportunities, the students will demonstrate that many questions about
history cannot be answered with available evidence, and that incomplete evidence is a
necessary condition of historical activity, with 100% participation.
Materials, Time, and Space: Materials: Computers with internet access; computer projector;
one recording sheet for each student; copies of several newspaper articles for each group
capturing Pearl Harbor attacks, Japanese-American interment, and U.S. bombings of Japan. Time:
two sessions of one hour each. Space: Day 1, Students split into groups of 3 or 4 at desks or
tables. Day 2, access to computer lab with internet or laptop computers in classroom.
The Lesson Proper
Day 1 Catalyst: Brief review of previous day’s lesson on Monroe Doctrine. Students will view
and discuss the www.pearlharborday.org documentary excerpt found at
http://www.youtube.com/watch?v=Nt13c3olXkU.
Introduction: This video documents the Japanese attacks on Pearl Harbor on December 7, 1941.
After the video, summarize and discuss with students. This video is about 9 minutes long and is a
visual documentation on the Pearl Harbor attacks. The video is narrated and contains information
about what happened hour-by-hour throughout the United States on December 7, 1941. After the
video, ask students questions such as, How do you think the U.S. military reacted to the attacks
on Pearl Harbor? What was it like to be at Pearl Harbor on the day of the attacks? How might
U.S. citizens have reacted? How do you think Japanese-Americans treated after the attacks?
What was the effect of the attacks on Pearl Harbor on countries other than the U.S.? The ensuing
discussion likely will yield a range of responses, both factual and speculations. Consider each
28
suggestion important and possible. Indicate that such ideas or hypotheses can be verified or
tested by recourse to appropriate, authentic sources. Ask students what kind of sources they
would use to find out more about what happened on the day of the attacks and afterward.
Responses will likely include newspaper articles, journals, personal responses, photographs,
letters, official records, etc.
Content Focus: Distribute newspaper articles found at the following websites:
http://www.nytimes.com/learning/general/onthisday/big/1207.html#article
o Newspaper article the day after Pearl Harbor attacks
http://www.nytimes.com/learning/general/onthisday/big/0806.html#article
o Newspaper article the first day after atomic bombs dropped on Japan
http://select.nytimes.com/gst/abstract.html?res=F60811FF3A5F167B93C3AB1789D85F
468485F9&scp=14&sq=japs%20california&st=cse
o Newspaper article reporting Japanese-American relocation
These three newspaper articles are records after the attacks on Pearl Harbor, the U.S. bombing of
Hiroshima, and the U.S. relocation of Japanese-Americans during WWII. At this time tell
students that these newspaper articles are real articles written during WWII. Ask them to read
and record their impressions of what happened and why the U.S. or Japan took the actions that
they did. Give students an opportunity to share impressions with peers. Ask students to record
selected observations on worksheet, Item I. Then, instruct students to develop 3 questions about
what happened during or after the attacks on Pearl Harbor, and inform them that their questions
will be researched the following day, Item II.
Predicted Outcomes: Factual questions will be based on the information from the sources.
Impressions on life as a Japanese American may include: it must have been hard for innocent
people to be relocated just because of their heritage; Impressions on life as a soldier in Pearl
Harbor may include: it must have been difficult to see so many people die and still try to protect
yourself; Impressions on life as a Japanese citizen may include: it isn’t fair that innocent people
are attacked in a time of war. After a number of responses are available, ask students to review
the list. Do all impressions go together, or are there a range of different impressions? Then, ask
several students to share the questions they have developed. Are there are range of questions?
Questions will likely vary between factual events and personal lives. Students should begin
thinking about what kind of sources they may use to find answers to their questions.
Day 2
Have students take the questions they began on day one and direct them to appropriate sources
for the information they seek. Have students connect to the internet. Inform students that they
may use encyclopedia resources and search engines on the web, and suggest the following
websites specifically for their research:
http://www.eyewitnesstohistory.com/pearl.htm
o This website explains what happened after the attacks on Pearl Harbor
o It contains information on the Japanese attacks on American facilities in the
Philippines, which occurred after the attacks on Pearl Harbor
o The website contains information about the USS Arizona, the biggest ship
stationed at Pearl Harbor
o The website contains eyewitness accounts from several American soldiers that
survived the attacks
29
o The students can then click on two more links related to the Pearl Harbor attacks:
Attack at Pearl Harbor – The Japanese View, and Attack at Pearl Harbor – The
White House Reacts
http://www.pbs.org/thewar/detail_5380.htm
o Video on Japanese internment from the view of an American
http://www.pbs.org/thewar/detail_5159.htm
o Biography of Asako Tokuno, a second generation Japanese-American immigrant
who grew up during WWII
o Gives account of what Tokuno’s family did before, during, and after the war and
how their lives changed
http://www.msnbc.com/modules/pearlharbor/experience/
o An interactive video with maps, recorded video, pictures, and recorded sound
o Students can click on ships, weapons, and other evidence from the Pearl Harbor
attacks to learn more
This will enable students to complete Item II on their worksheet.
Closure
Have students share what they found. Encourage them to cite specific information to support any
generalization, inferences, or conclusion drawn. Encourage students to share different opinions,
including whether they think the U.S. was right in relocating Japanese-Americans or using the
atomic bomb on Japan. Support and challenge hypotheses and opinions with those of peers.
Conclude that there are two sides to every issue, and a case can be made for both sides when
defended by facts. Then, create link to Monroe Doctrine. Have students ―Think, Pair, and Share‖
about whether the U.S. complied or violated the Monroe Doctrine in their reaction to the attacks
on Pearl Harbor.
Evaluation
Formative: Did students understand the attacks on Pearl Harbor, which resulted in the United
States declaring war? Did students think about both the factual circumstances of WWII and the
lives of individual citizens?
Summative: Worksheet, Essay Question
Essay #1 15 TOTAL POINTS
Explain what the Monroe Doctrine is (2 points). What happened on December 7, 1941 (2
points)? List two ways the United States react (4 points)? Did the U.S. comply with or violate the
Monroe Doctrine? Give details to support your answer (7 points).
30
NAME Teacher Example
WWII: The Attacks on Pearl Harbor and American Involvement
Item I: What Happened and Why?
Read the three newspaper articles provided in class. Think about and answer these questions as
you read:
1. What significant event occurred on December 7, 1941? How did the United States react first?
The Japanese Empire attacked Pearl Harbor. The U.S. decided to enter World War II.
2. How did the United States attack Japan? Did they give a warning first? Had anyone ever used
this weapon before? The U.S. reacted by asking Japan to surrender. The Japanese would not
surrender, so the U.S. used the first atomic bomb ever on Japan.
3. How did the United States react to Japanese-Americans already living in the U.S.? Why? The
U.S. reacted by sending thousands of Japanese-Americans to internment camps where the U.S.
could keep an eye on them. The U.S. did this because they were afraid that some of the JapaneseAmericans might attack.
4. What do you think it was like to be a Japanese-American during World War II? It must have
been hard to be relocated just because the color of your skin. The Japanese-Americans were
probably embarrassed because the Japanese attacked the U.S. Americans were probably mean
to the Japanese-Americans just because they were of Japanese descent.
5. What do you think it was like to be a soldier for the U.S. in Pearl Harbor during the attacks? It
must have been difficult to see your fellow soldiers and friends die. It was probably very scary.
Item II:
Write 3 specific questions you have about what happened during and after the attacks on Pearl
Harbor. After you formulate your questions, we will research them using the sources provided in
class. When you find your answer, write it here and then write where you found the answer.
1. What was it like to be a Japanese American after the Pearl Harbor attacks?
Asako Tokuno grew up as a Japanese-American during WWII. She was in college at the time of
the attacks. When her parents were evacuated from their home, she had to take care of their
business. Then, she was evacuated too to a relocation camp in Utah. She got accepted into
college at the camp and tried to leave, but her parents wouldn’t let her because they feared for
her safety.
Source: http://www.pbs.org/thewar/detail_5159.htm
2. How did some soldiers survive the attack on Pearl Harbor?
Many soldiers didn’t know how to swim. Marine Corporal E.C. Nightengale didn’t know how to
swim, but when the Japanese attacked they jumped off the U.S. Arizona and another soldier
swam through the Pacific Ocean, carrying Corporal Nightengale to safety.
Source: http://www.eyewitnesstohistory.com/pearl.htm
3. Did the U.S. know the Japanese were going to attack before it happened?
31
There were some clues before the Japanese attacked. There was an unidentified submarine
spotted several hours (2 different times) before the attack. The Japanese planes also showed up
on radar, but an Army officer thought they were American planes. Japan also sent a notice
which alerted an officer, but his message was too late.
Source: http://www.independent.org/newsroom/article.asp?id=445
32
NAME Teacher Example
WWII: The Attacks on Pearl Harbor and American Involvement
Item I: What Happened and Why?
Read the three newspaper articles provided in class. Think about and answer these questions as
you read:
1. What significant event occurred on December 7, 1941? How did the United States react first?
______________________________________________________________________________
______________________________________________________________________________
__________________
2. How did the United States attack Japan? Did they give a warning first? Had anyone ever used
this weapon before?
______________________________________________________________________________
______________________________________________________________________________
__________________
3. How did the United States react to Japanese-Americans already living in the U.S.? Why?
______________________________________________________________________________
______________________________________________________________________________
__________________
4. What do you think it was like to be a Japanese-American during World War II?
______________________________________________________________________________
______________________________________________________________________________
__________________
5. What do you think it was like to be a soldier for the U.S. in Pearl Harbor during the attacks?
______________________________________________________________________________
______________________________________________________________________________
__________________
Item II:
Write 3 specific questions you have about what happened during and after the attacks on Pearl
Harbor. After you formulate your questions, we will research them using the sources provided in
class. When you find your answer, write it here and then write where you found the answer.
1.
______________________________________________________________________________
_____________________________________?
______________________________________________________________________________
______________________________________________________________________________
__________________Source:____________________________________________________
2.
______________________________________________________________________________
_____________________________________?
______________________________________________________________________________
______________________________________________________________________________
__________________Source:____________________________________________________
33
3.
______________________________________________________________________________
_____________________________________?
______________________________________________________________________________
______________________________________________________________________________
__________________Source:____________________________________________________
34
Artifact One: Fife
Primary Level Activities:
Materials: Fife from Colonial Williamsburg gift shop, Recording- ―Faery Dance Medley‖
from Marching Out of Time CD- Colonial Williamsburg Fife and Drum Corps, 1989.
Small group:
Show fife to class. Allow small groups of 4 to 5 students to take turns examining the
instrument and answer these questions:
1. What kind of an instrument is this? Does it remind you of any other instruments?
2. How do you think a person would play it?
3. What purpose do you think it had during the American Revolution?
Large group:
Play Faery Dance Medley. Ask students to describe what they hear. What instruments are
playing? (Fifes and drums) Do the notes sound high or low? Is the music fast or slow? What
about loud or soft? Would this be an ―inside‖ or ―outside‖ piece of music? How would this
music be appropriate for soldiers? Explain that fife and drum music would have helped give
directions to American soldiers during the Revolution. Play music again and have students
clap along to the beat. Then have them stand and march in time to the music around the room,
pretending to play either a fife or a drum.
IndividualHave students write a few sentences or draw a picture about how they would have felt playing
the fife in the army during the American Revolution.
35
Intermediate Level:
Materials: Fife from Colonial Williamsburg gift shop, Recording- ―Faery Dance Medley‖
from Marching Out of Time CD- Colonial Williamsburg Fife and Drum Corps, 1989., copies
of 1775 Virginia Gazette advertisement
Small group:
Show fife to class. Allow groups of 4 to 5 students to take turns examining the instrument and
answer these questions:
1. What kind of an instrument is this? Does it remind you of any other instruments?
2. What is it made of? How do you think it is played? Describe how it might sound.
3. What purpose might it have had during the American Revolution?
Large group:
Play Faery Dance Medley. Ask students to describe what they hear. What instruments are
playing? Do the notes sound high or low? Is the music fast or slow? Have students think in
terms of both volume and timbre (tone or sound quality) of the instruments. Are these the
type of refined instruments they might expect to hear in a concert in someone’s parlor or
would they perhaps hear this type of music outside in a field? How would this music be
appropriate for soldiers? Explain the term ―medley‖ as a combination of tunes- how many
can the students pick out? Explain that each tune would have been a ―signal‖ to tell the
soldiers what to do. Have students clap along to the beat. Then have them stand and march in
time to the music around the room, changing direction each time the tune changes.
Individual:
Give each student a copy of Virginia Gazette advertisement. Due to the archaic spelling, read
as a class and then have students write individual responses to the following questions:
1. How would learning to play fife or drum in 1775 be similar and how would it be
different from learning to play a band instrument today?
2. Why do you think boys in the 18th century would choose to join a fife and drum corps?
3. How would you have responded to the advertisement?
Background Information:
During the American Revolution, the Continental army included fife and drum corps to keep
time and increase military morale. As George Washington wrote, ―Nothing is more agreeable,
and ornamental than good music; every officer, for the credit of his corps, should take care to
provide it‖ (Silverman, 1976, 352). The field musicians tended to be boys, aged ten through
eighteen, who were recruited through advertisements such as this 1775 notice in the Virginia
Gazette:
Alexandria, June 12, 1775. The subscribers would willingly learn any number of
boys the Military Musick of the Fife and Drum; And also supply any persons with
musick for said instruments. Gentlemen desirous of having pupils instructed may
depend on the greatest attention being paid to them. Our terms are half a guinea
entrance, an a guinea per month for each instrument.
[signed] Thomas Sterling, Thomas Hookins
36
Resources:
Colonial Williamsburg Foundation. (2008). About the corps. Fife and Drums. Retrieved
October 10, 2008 from http://www.history.org/history/fife&drum/about.cfm.
Silverman, K. (1976). A cultural history of the american revolution. New York: Thomas
Crowell Company.
37
Revolution and the New Republic: Artifact #2— Virginia Gazette
Primary Activity
Background Information: The Virginia Gazette was a newspaper published weekly in
Williamsburg. For 10 years leading up to the Revolutionary War, the Gazette published the
activities between Britain and the Colonies in careful detail. Following the start of the war, the
Gazette printed many letters, opinion pieces and articles about what was happening during the
conflict between the British and colonists. Much information about the time period can be
gleaned from the periodical as it contains many details about life before and after the Revolution,
and about the conflict and feelings towards the conflict.. The weekly periodical contains
information like marriage and death announcements, the sale of slaves, homes for sale, editorials,
and letters from the likes of George Washington and Patrick Henry. Aside from newspapers,
letters were the only way to communicate with other people around the state and colonies. As a
result, written word became very powerful.
Small Group Activity: Read aloud a few ads from the Virginia Gazette that advertise the selling
of a home, the purchase of a horse, and the death of someone. Ask the students the following
questions:
1) Why did the colonists use the newspaper to advertise these things?
2) How do we advertise things today?
3) How was communicating this way useful? How was it not so useful?
Whole Group Activity: Teacher will give a brief lesson on the history on how colonists
communicated during the Revolutionary War time period, discussing with the students ads and
letters published in the paper. The teacher will read an excerpt from a letter written in the
Virginia Gazette by George Washington. Discuss how newspapers were the primary way of
distributing information during the Revolutionary War.
Individual Activity: Students will write their own ad to the Virginia Gazette with an illustration.
Their advertisement can report sales, purchases, a service they offer, or death. Encourage
students to put themselves in the position of a colonist and the things they might consider
important to advertise during the Revolutionary War. For those students who cannot write well
enough, encourage them to draw an advertisement.
References: The Virginia Gazette. (2008). ―A history of the Virginia Gazette‖ Retrieved on
12 October 2008 from
http://www.historypoint.org/education/teaching/history_backyard/virginia_gazette_ads.asp.
38
Revolution and the New Republic: Artifact #2 – Virginia Gazette
Intermediate Activity
Background Information: The Virginia Gazette was a newspaper published weekly in
Williamsburg. For 10 years leading up to the Revolutionary War, the Gazette published the
activities between Britain and the Colonies in careful detail. Following the start of the war, the
Gazette printed many letters, opinion pieces and articles about what was happening during the
conflict between the British and colonists. Much information about the time period can be
gleaned from the periodical as it contains many details about life before and after the Revolution,
and about the conflict and feelings towards the conflict. The weekly periodical contains
information like marriage and death announcements, the sale of slaves, homes for sale, editorials,
and letters from the likes of George Washington, Patrick Henry and Thomas Jefferson. Aside
from newspapers, letters were the only way to communicate with other people around the state
and colonies. As a result, written word became very powerful.
Small Group Activity: In small groups of 3-4, ask students to read excerpts of the Virginia
Gazette. Some groups will read excerpts from before or early on in the war. Other groups will
read excerpts from the later part of the war. Encourage them to notice and discuss the tone,
attitudes and feelings towards the British in the excerpts.
Whole Group Activity: The teacher will lead a class discussion based on what the students took
away from the excerpts. Ask the following questions:
1) What feelings and attitudes did you find in the earlier excerpts?
2) What feelings and attitudes did you find in the later excerpts?
3) How did they change over time?
4) Why do you think the attitudes changed?
Individual Activity: Based on their knowledge of the Revolutionary War, the students will write
a letter to the Virginia Gazette. The student will identify whether it is early or late in the war.
Based on that decision, their letter should express the overall feelings of the colonists, especially
of those who read the Virginia Gazette, towards the British during that time of the war.
References: The Virginia Gazette. (2008). ―A history of the Virginia Gazette‖ Retrieved on 12
October 2008 from
http://www.historypoint.org/education/teaching/history_backyard/virginia_gazette_ads.asp.
39
Artifact #4: Oral Interview with Thomas Jefferson Impersonator – Primary Activity
Background Information: Thomas Jefferson was the third president of the United States.
Thomas Jefferson attended the College of William and Mary and was a prominent
Virginian. During the Revolutionary War period, Jefferson was the major author of The
Declaration of Independence. Thomas Jefferson was a proponent of religious freedom, was
actively involved in French culture and the French Revolution, and secured the Louisiana
Purchase during his political career. Because we cannot talk to people of the past, some
people today take up impersonation and interpretation as a hobby or a profession. Steve
Edenbo is a professional interpreter and impersonator of Thomas Jefferson. Mr. Edenbo is
involved in research to find out about Jefferson (research approach), performing theater to
learn to act like Jefferson (theatrical approach), and the art of teaching others about
Jefferson (pedagogical approach). I conducted a personal interview with Mr. Edenbo, and
the record is attached.
Activities: Whole Group: Dress up or have one of your colleagues dress up as a Thomas
Jefferson. Talk and act like the person, and tell the students about your character. Then, step
out of character and ask students what they learned. Tell students that some people do this
for a living, and explain to them the interview with Mr. Edenbo
Small Group: Explain to students that an interview is a way of finding out more about a
person by asking them questions. Have students get into pairs. Have them take turns
interviewing each other. Provide example questions, such as, ―What is your favorite food?‖
and, ―What do you like to do for fun?‖ Then have the students reconvene and tell the class
what they learned about their classmate.
Individual Activity: Depending on grade level objectives, have students pick a
Revolutionary War era hero to research. For lower level students, assign them a costume
and a short script. For upper level students, have them research their hero at home and
determine their costume and their script. Have students present their character to the class.
Sources:
The White House. Thomas Jefferson. Retrieved 10/28/2008 from
http://www.whitehouse.gov/history/presidents/tj3.html
Personal Interview with Steve Edenbo, interpreter and impersonator of Thomas Jefferson. (See
Attachment)
40
Artifact #3 – Spies and Invisible Ink Primary Activity
Background Information
Spies are people who try to get information about other people’s plans. Spies try to steal information
from other people by listening to their conversations when they do not know. They also pretend like
they are someone else or pretend like they are friends with someone so they can get secret
information. During the Revolutionary War, the British spied on the colonists to see what they were
up to, to figure out where they were, and to determine their agenda (or plans). Likewise, the colonists
spied on the British. After the spies got their information, they would inform their leaders on what
was going on so they could take advantage of their enemy. One of the ways that spies told their
leaders what the enemy was doing was by sending them letters. However, they didn’t send them
ordinary letters, otherwise other people could have seen the letters and known what they were up to.
Instead, they wrote a fake letter that also had invisible ink in it. When the leaders received the
messages they knew how to uncover the invisible ink to uncover the real message. Benjamin
Thompson was a scientist for the British who wrote letters using invisible ink to tell the British army
about where the colonists war and their plans.
Student Activities: Whole Group Activity: Instruct students about what spies do. Instruct them that
spies during the American Revolution wrote letters to each other using invisible ink so other people
couldn’t read the letter. Explain how lemon juice was sometimes used as invisible ink, and then
people would heat it up to see the message. Put the Benjamin Thompson artifact on the overhead and
explain to students that it is a real spy letter from the American Revolution. Ask the following
questions: 1) Do you know of anything that is invisible? 2) Do you think there are still spies today? 3)
What other ways do you think spies find out about things?
Small Group Activity: Have students break into groups of 4 or 5. Have them think of other ways of
finding out about people. If students have trouble thinking of ideas, give them clues like, using
binoculars to see what someone far away is doing, or using a disguise to pretend like they are
someone else. Have them discuss these spy activities in their group. Have each group share one
strategy for spying with the class.
Individual Activity: Give each student a printout of the Benjamin Thompson artifact to observe a real
invisible ink letter. Have each student write a secret message or draw a secret picture using lemon
juice and a toothpick or small paintbrush on a piece of white construction paper. Let the ink dry, then
have the teacher use a hot iron over the paper to decode the message.
41
Artifact #3 – Spies and Invisible Ink Intermediate Activity
Background Information
Spies are people who try to get information about other people’s plans. Spies try to steal
information from other people by listening to their conversations when they do not know. They
also pretend like they are someone else or pretend like they are friends with someone so they can
get secret information. During the Revolutionary War, the British spied on the colonists to see
what they were up to, to figure out where they were, and to determine their agenda (or plans).
Likewise, the colonists spied on the British. After the spies got their information, they would
inform their leaders on what was going on so they could take advantage of their enemy. One of
the ways that spies told their leaders what the enemy was doing was by sending them letters.
However, they didn’t send them ordinary letters, otherwise other people could have seen the
letters and known what they were up to. Instead, they wrote a fake letter that also had invisible
ink in it. When the leaders received the messages they knew how to uncover the invisible ink to
uncover the real message. Benjamin Thompson was one such spy that experimented with
invisible ink. Thompson was a prominent property owner in New England and a loyalist. He
wrote letters to the British forces using invisible ink including valuable information about the
patriot forces, where they were located, and what their next move in the Revolutionary War
would be.
Student Activities: Whole Group: Pass around copies of the Revolutionary War spy letter from
Benjamin Thompson. Explain to students background information on Benjamin Thompson and
explain that this letter was written by him. Ask students what they think is special about the
letter. Ensure the students notice that the most of the words appear lighter, but some of the words
appear darker. Explain to students that Benjamin Thompson’s message in dark print is the
message he wanted his acquaintance to know. Explain what a spy was and how some spies wrote
in invisible ink to write a secret message to communicate. Conclude with Benjamin Thompson’s
role in the American Revolution.
Small Group: Have students split into groups of about four. Give each group toothpicks or small
paintbrushes, cornstarch, an iodine solution of 1 part iodine to 10 parts water, water, paper, and a
small sponge. Have each group of student measure and mix 2 tablespoons of cornstarch and 4
teaspoons of water. The teacher will heat the mixture, then the students will use the solution as
ink to write a message on their paper. After the paper has dried the students will use the iodine
solution and a sponge to decode their message. (Potential for Science Interdisciplinary Link)
Individual: Tell students to pick one Revolutionary War hero. Provide a list of heroes to choose
from according to grade level objectives. Have the students use the internet to research their
person, then have them write a letter to the opposite forces informing them of their agenda,
whereabouts or what they were up to.
Sources:
Casey, Linda. How to Make Invisible Ink. Obtained on 10/26/2008 at
http://www.iit.edu/~smile/ch9602.html.
University of Michigan, Collections of the William L Clements Library. Spy Letters of the
American Revolution. ―May 6, 1775 – Benjamin Thompson to ?‖ Retrieved 10/27/2008
from http://www.si.umich.edu/spies/index-gallery.html.
42
Artifact #4 – Oral Interview with Thomas Jefferson Impersonator – Intermediate Activity
Background Information
Thomas Jefferson was the third president of the United States. Thomas Jefferson attended
the College of William and Mary and was a prominent Virginian. During the Revolutionary
War period, Jefferson was the major author of The Declaration of Independence. Thomas
Jefferson was a proponent of religious freedom, was actively involved in French culture and
the French Revolution, and secured the Louisiana Purchase during his political career.
Because we cannot talk to people of the past, some people today take up impersonation and
interpretation as a hobby or a profession. Steve Edenbo is a professional interpreter and
impersonator of Thomas Jefferson. Mr. Edenbo is involved in research to find out about
Jefferson (research approach), performing theater to learn to act like Jefferson (theatrical
approach), and the art of teaching others about Jefferson (pedagogical approach). I
conducted a personal interview with Mr. Edenbo, and the record is attached.
Activities: Whole Group: If the class age and level is appropriate, invite Steve Edenbo or a
similar Thomas Jefferson impersonator. If not, dress up or have one of your colleagues
dress up as Thomas Jefferson. Talk and act like the person, and tell the students about your
character. Then, step out of character and ask students what they learned. An alternative
activity would be to invite a professional impersonator to the class. Explain to students that
some people do this as a hobby or for their job, and tell them about the interview with Mr.
Edenbo (if a professional impersonator is not available)
Small Group: ―Who Am I?‖ After students have been instructed on several Revolutionary
War heroes, have students divide into groups of 4. Each student will be given a card of a
Revolutionary War hero. The card will have several facts about the person, written in first
person. The student will read the facts and ask the other group members to guess who they
are.
Individual Activity: Assign each student a Revolutionary War era hero based on grade level
objectives. Tell the students to research their hero’s occupation, personal life, and public
life. Have the students prepare a 3-minute presentation, dress up as their character, and
present to the class.
Sources:
The White House. Thomas Jefferson. Retrieved 10/28/2008 from
http://www.whitehouse.gov/history/presidents/tj3.html
Personal Interview with Steve Edenbo, interpreter and impersonator of Thomas Jefferson. (See
attachment)
43
Oral Interview with Steve Edenbo, Thomas Jefferson Impersonator (Notable Excerpts)
Q:
What is your typical audience?
A:
-Does not have one ―typical‖ audience
-Does everything from corporate events as a part of a Leadership seminar to fifth or sixth
grade classes (does not go younger because they ―don’t get it‖)
-When he works in schools, Steve usually talks about Jefferson’s role in the
Revolutionary War and Jefferson’s presidency
Q:
What led you to Thomas Jefferson impersonating?
A:
-Did work with the American Historical Theater (AHT) in Philadelphia, PA. Edenbo was
working as an actor when the AHT approached him and inquired about Thomas Jefferson
(who was a personal hero of Edenbo)
Q:
What is one trait of Thomas Jefferson that people are surprised to learn?
A:
-People are surprised that Thomas Jefferson viewed public service more as an obligation
than a passion and that Jefferson was eager to get out of public service
-Edenbo is surprised that many people did not know Jefferson owned slaves
Q:
How did you learn to become such a knowledgeable Thomas Jefferson impersonator?
What kind of research and practice did you do?
A:
-Theater- learning to act like and portray Thomas Jefferson’s mannerisms based on what
we know about him
-Research- doing research on what Thomas Jefferson did; using primary sources such as
letters and journal entries written by Jefferson
-Pedagogy- learning the art of teaching others about Jefferson and enabling others to
understand the different aspects of Jefferson as a public and private figure (mainly
learned through practice)
Q:
What do you think Thomas Jefferson would think about The United States current role in
the world based on your expert knowledge?
A:
-Edenbo does not like to compare past and present because we live in two completely
different worlds; Edenbo made an analogy of comparing past and present to comparing
two different cultures
-However, Edenbo did mention that Jefferson was against standing armies, inciting
revolutions, invading sovereign nations, etc, which would make some think he would be
against many US initiatives such as the War in Iraq
44
Assessment Questions: Revolution and the New Nation
Primary
Oral directions for class: I am going to read several questions with multiple answers. Please
listen to each question and circle the correct answer letter on your paper.
Lesson One:
1. Which cardinal direction is the arrow pointing?
A.
B.
C.
D.
North
East
West
South
2. What does this symbol refer to on the map?
A.
B.
C.
D.
Water
Trees
Route
Land
3. Why was Paul Revere traveling from Boston to Lexington?
A.
B.
C.
D.
To buy a new horse in the country
To warn the people that the British were coming
To ring the church bell
To meet his father at their metal working shop
45
Lesson Two:
1. Circle our nation’s first flag, made by Betsy Ross:
2. What symbol was in the painting, The Birth of Our Nation’s Flag, by Charles Weisgerber?
A. The presidents
B. The first American flag
C. George Washington
3. What shapes were used in the nation’s first flag?
A. Stars
B. Triangles
C. Diamonds
Lesson 3
1. Which of the following roles did Thomas Jefferson not fill?
A. Author of the Declaration of Independence
B. Author of the Virginia Statute for Religious Freedom
C. Author of the Virginia Declaration of Rights
D. Founder of the University of Virginia
2. The Virginia Statute for Religious Freedom:
A. established an official church in Virginia
B. separated church and state in Virginia
C. prevented Virginians from going to church
D. none of the above
Lesson 4
Directions: Answer all of the following questions in a thoughtful, clearly worded essay.
46
Essay #1 15 TOTAL POINTS:
Explain what the Monroe Doctrine is (2 points). What happened on December 7, 1941 (2
points)? List two ways the United States reacted (4 points). Did the U.S. comply with or violate
the Monroe Doctrine? Give details to support your answer (7 points).
Artifact 1:
1. What purpose did fife music have in the army?
A. To confuse the soldiers.
B. To give directions in the field
C. To put soldiers to sleep
D. To accompany soldiers dancing
Artifact 2:
1. Based on what you read in the Virginia Gazette, how did the colonists’ attitudes towards the
British change over the course of the Revolutionary War?
A. they became intimidated
B. they became more defiant
C. they wanted to reconcile
D. they admired them
Artifact 3:
1. What kind of information did Benjamin Thompson give to the British?
A. Information about which colonists took part in the Boston Tea Party
B. Information about where Native Americans were located
C. Information about what kind of equipment the colonists were using
D. Information about where the colonists were located and their future plans
Artifact 4:
1. What is one thing Thomas Jefferson is famous for during the time he was President?
A. The Declaration of Independence
B. The Louisiana Purchase
C. Freeing the slaves
D. Winning the Revolutionary War