SAISD Social studies department

Transcription

1 SAISD Social studies department At Your Service

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3 Lesson Outline Lesson Focus Students will explain the roles played by significant individuals during the American Revolution by experiencing a gallery walk. Students will also connect primary documents in the form of excerpts and connect what was said to who might have said it. Content TEKS Processing TEKS 8.4b History. The student understands significant political and economic issues of the revolutionary era. The student is expected to explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Hayim Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington Social studies skills. The student applies criticalthinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. Content Vocabulary leader revolution political economic patriot ratification advocate Self selected student words-example: status, inactive, slogan, etc. Define with student friendly definitions. Clear Learning Objectives Given information on significant individuals during the American Revolution, the student will explain the roles played by significant individuals during the American Revolution. Given information on significant individuals during the American Revolution, the student will apply critical-thinking skills by analyzing information by summarizing and making generalizations. Given information on significant individuals during the American Revolution, the student will draw inferences and conclusions, through the use of primary documents, based on previously learned information. Page C- 1

4 Lesson Outline Materials for the Lesson: Awesome Leader graphic. Biography Placards - Cardstock (1-2 sets) Leaders of the American Revolution GO Who Said That Cards - Portrait Cards (15-20 sets cut and bagged) Before the Lesson: Prepare the materials by running off sufficient copies of the materials listed above. Post the Leaders of the Revolution placards around the classroom for the gallery walk. (For larger classes, you can post two sets of the placards so you can have one half of the groups on one side and the other half on the other side, rotating at the same time) Active Student Engagement Strategy Hook: As students enter the classroom, project/display the Awesome Leader graphic. Have students copy the stick figure in their ISNs. When the bell rings, explain to students that they are to write the characteristics of a great leader around their stick figure using the prompts: A great leader sounds like A great leader looks like A great leader demonstrates A great leader helps people by Allocate no more than 2-3 minutes for students to complete their stick figure. Once time has expired, have students turn to an elbow partner and share out. Have students answer the following question in their interactive notebook underneath their stick figure, A great leader in my life is because Have several students share their Quick Write. Once sufficient time has passed, explain to students that they are about to conduct an investigation into some of the leaders who were part of the American Revolution. Explain to students that they will also have an opportunity to work in teams to solve a historical mystery. Guided Practice - Vocabulary Development (Investigate/Contemplate) Explain to students that leaders are important to our lives and to the United States. Explain to students during the American Revolution, leaders were important and played a significant role during the Revolution. Distribute the Leaders of the American Revolution graphic organizer. Introduce the Leaders of the American Revolution placards. Divide the class into cooperative groups of three (triads). Explain to students that each group is to start at one leader placard. writing down information about the leader on their graphic organizer. Page C- 2

5 Lesson Outline Active Student Engagement Strategy Assign each team a starting leader placard. Have students report to their first leader. Explain to students that they will have a limited amount of time at each station. Explain to students that each time they are asked to go to their next leader, they are to move to their right in a clockwise direction. Have students begin their first station. Using a timer, rotate students every 2-3 minutes depending on the pacing of the groups. Once students have completed a full circuit of the leaders, have teams report back to their desks. Explain to students that they are now going to try to solve a historical mix up. Distribute one set of Who Said That? playing cards to each team. Have teams spread out the cards. Explain to students that there are quotations that were never matched to whomever said it. Explain to students that they are to read each quote and then use their notes to match the quotes to who they think said it. Explain to students that once they think they have solved the mystery, they are to raise their hands as a team and say, Check Please! to let you know that they are ready for you to check their matches. Have students begin their game. Once a sufficient amount of time for students to complete their matching has passed: Go to one of the Gallery Walk placards and say, What would have said? You can also call on students to go to a placard with a quotation and have them read their card. (Student A, please go to and read the quotation which belongs to this person) Independent Practice (Contemplate/Evaluate) Have students work individually. Distribute one small Bio Card to each student (3 students will have the same card). Explain to students that they are to take on the role and personality of that person. Explain to students that they can use their graphic organizers to complete this portion of their investigation. Students are to use the prompt, My name is and I was important to the American Revolution because when writing about their historical figure. Have students also write in their interactive notebook: is my favorite leader because. I think this person made an important contribution to the American Revolution because. Page C- 3

6 Lesson Outline Active Student Engagement Strategy Extension Have students use the historical figure cards from the previous exercise. Explain to students that they are to categorize the roles of people during the American Revolution by most important to least important. Allocate sufficient time for students to complete their sorting. Once time has expired, students are to write the list in their interactive student notebook. After the students write the list, have students justify why they wrote the list in that order. We, reposing special trust and confidence in your patriotism, valor, conduct, and fidelity, do, by these presents, constitute and appoint you to be General and Commander in chief, of the army of the United Colonies, and of all the forces now raised, or to be raised, by them, and of all others who shall voluntarily offer their service.... Commission from the Continental Congress, June 17, 1775 The Continental Congress issued this commission to A B C Benedict Arnold Alexander Hamilton John Hancock D George Washington STAAR Grade 8 (2013) Assessment Page C- 4

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8 Biography Placards Abigail Adams Abigail Adams was born in Massachusetts in She was the wife of John Adams and mother to John Quincy Adams, both of whom served as President. During their 54 years of marriage, John and Abigail Adams spent much of the time apart as he traveled as a circuit judge and a statesman. They wrote letters to one another during these absences that have become a source of information about the American Revolution and early American history. In her most famous letter to her husband, she asked him to Remember the Ladies. She pressed him to give women equal status with men when forming the new government. Abigail Adams is also known to have advocated for public education for girls. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 6

9 Biography Placards John Adams John Adams was born in Massachusetts in He was a Harvard lawyer who defended the British soldiers after the Boston Massacre. He served as a delegate to both Continental Congresses and was on the committee to write the Declaration of Independence. In 1777, Adams began serving as the head of the Board of War and Ordnance, as well as serving on many other important committees. In this capacity, he became a "one man war department He served as a delegate to France and Holland during the war to gain money and supplies for the Continental Army. After the decisive Battle of Yorktown, Adams was one of the delegates for the Treaty of Paris (1783) which ended the American Revolution. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 7

10 Biography Placards Samuel Adams Samuel Adams was born in Massachusetts in He spent a great deal of time resisting British rule. In 1765 he was elected to the Massachusetts Assembly. He was a member of the First Continental Congress and an outspoken patriot who was well known for his oratory skills and as a passionate advocate of independence from Britain. Adams was a member of the Sons of Liberty and secretly helped organize the Boston Tea Party. Cousin to John Adams, he helped organize the committees of correspondence to help bring unity to the colonies. He retired from Congress in 1781 and returned to Massachusetts to become a leading member of that state s convention to form a constitution. In 1789 he was appointed Lieutenant Governor of the state. Adams was later elected and reelected Governor of Massachusetts annually until 1797 when he retired for health reasons. He died on October 2, Information adapted from LRE Style 8 th Grade Bio Cards Page C- 8

11 Biography Placards James Armistead In the Revolutionary War, one of General George Washington s most effective weapons against the British was an African American slave named James Armistead. Armistead was enlisted as a patriotic spy who worked as a double-agent on behalf of the United States. Pretending to be a runaway slave, Armistead was able to infiltrate the British defenses and acquire countless important British war secrets which helped turn the tide of the Revolution in favor of the Americans. Marquis de Lafayette helped him by writing a letter of recommendation for his freedom, which was granted in In gratitude, Armistead adopted Lafayette s surname and lived as a farmer in Virginia until his death in Information adapted from LRE Style 8 th Grade Bio Cards Page C- 9

12 Biography Placards Crispus Attucks In 1770, Crispus Attucks, an African American former slave was the first of five unarmed American civilians to be shot and killed by British soldiers in a riot known as the Boston Massacre. Attucks was credited as the leader and instigator of the heroic upheaval against the British army. The events of that fateful day eventually culminated in the fight for ultimate freedom in the American Revolution. A Crispus Attucks Day was inaugurated by African American abolitionists in In 1888 the Crispus Attucks Monument was built on Boston Common. In honor of the African American patriots of the Revolution, such as Crispus Attucks, the Black Patriots Coin Law was enacted in His death has forever linked his name with the cause of freedom. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 10

13 Biography Placards Wentworth Cheswell As a founding father of the United States of America, Wentworth Cheswell was a beloved and respected patriot. Grandson to the first African American land owner in New Hampshire. Cheswell s life revolved around freedom, justice and the betterment of American citizens. At an early age, Cheswell became an influential town leader, judge, historian, schoolmaster, archeologist and soldier in the American Revolution. After his studies at Dummer Academy, he became a schoolteacher and was then elected town messenger for the regional Committee of Safety, one of the many groups established in Colonial America to monitor events pertaining to public welfare. As an enlisted man, he served under Colonel John Langdon in the Company of Light Horse Volunteers at the Saratoga campaign. Cheswell and his wife had 13 children. He was very active in public life in New Hampshire. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 11

14 Biography Placards Benjamin Franklin Benjamin Franklin was an inventor, writer, printer, diplomat, scientist, humorist, and statesman. He was born in Boston in In 1733 he started publishing Poor Richard s Alamanack. What distinguished Franklin s almanac were his witty sayings and lively writing. During the French and Indian War, Franklin advocated colonial unity with his Albany Plan which encouraged the colonists to Join or Die. He was a delegate to the both Continental Congresses and a member of the committee to write the Declaration of Independence. Franklin was the U.S. Ambassador to France and helped to negotiate the Treaty of Paris that ended the American Revolution. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 12

15 Biography Placards Bernardo de Gálvez During the American Revolution, England was not only at odds with the colonists, but also with European superpower Spain. In 1776, Bernardo de Gálvez, a descendant of ancient Spanish nobility, became the acting Governor of the Louisiana Territory. Due to the bad blood between his home country of Spain and England, Gálvez naturally sided with the Americans throughout the war. He was instrumental in buying Spanish weapons, gunpowder, clothing and many other vital supplies that were essential to the colonial army. Galveston, Texas is named in his honor. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 13

16 Biography Placards King George III King George III was born on June 4, He became heir to the throne on the death of his father in 1751 and succeeded his grandfather George II in During his reign, there were many conflicts involving his kingdom. After the French and Indian War, the British Parliament angered the American colonists by taxing them to pay for military protection. In 1776 the American colonists declared their independence and listed their grievances against the king. The Treaty of Paris of 1783 ended the Revolutionary War and confirmed the independence of the United States. After 1784, George III largely retired from an active role in government. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 14

17 Biography Placards Patrick Henry Patrick Henry was born in Virginia in A symbol of America s struggle for liberty and self-government, he was a lawyer, patriot, orator, and willing participant in virtually every aspect of the founding of America. He served as the first and sixth postcolonial Governor of Virginia from 1776 to He was a member of the Virginia House of Burgesses. During the American Revolution, he famously said Give me liberty or give me death. He was a delegate to the First Continental Congress from Virginia. He did not attend the Constitutional Convention in 1787 because he smelled a rat and later fought against ratification of the U.S. Constitution. Henry feared the strong central government the Constitution created as well as the fact it did not contain a Bill of Rights. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 15

18 Biography Placards Thomas Jefferson Thomas Jefferson was born in Virginia in As a Virginia planter, he was also a delegate to the House of Burgesses and to the First and Second Continental Congress. He was selected to draft the Declaration of Independence and is considered the author of the Declaration of Independence. After the colonies declared their Independence, Jefferson returned to Virginia and was elected to the Virginia House of Delegates for Albemarle County in September 1776.In 1779, at the age of thirty-six, Jefferson was elected Governor of Virginia by the two houses of the legislature.[16] The term was then for one year, and he was re-elected in Information adapted from LRE Style 8 th Grade Bio Cards Page C- 16

19 Biography Placards John Paul Jones John Paul Jones was born in 1747 in Scotland. After being accused of a crime he fled to America. In 1776 with his ship the Bonhomme Richard, he defeated the British warship Serapis, which raised American spirits. Jones success against the best navy in the world angered the British and inspired the Americans. Jones famous words during this battle were I have not yet begun to fight! which became a slogan for the U.S. Navy. Some consider him the Father of the U.S. Navy. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 17

20 Biography Placards Marquis de Lafayette Marquis de Lafayette was a French officer who came to help the Americans fight the Revolution against Great Britain. When he learned of the struggle of the Americans in their endeavor to secure independence, he resolved to come to the colonies to aid them in their efforts. He was given the rank of major general, since he represented the highest rank of French nobility. He developed a friendship with George Washington which lasted as long as Washington lived. His influence helped to secure support from France for the patriots cause. Lafayette was also able to obtain troops and supplies from France. He was the first foreigner to be granted honorary United States citizenship. When he died on May 20, 1834 at the age of seventy-six, the United States government sent American soil to his gravesite. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 18

21 Biography Placards George Mason George Mason was born in Virginia in He was a member of the Virginia Legislature and wrote the Virginia Declaration of Rights which greatly influenced Thomas Jefferson when he wrote the Declaration of Independence and James Madison when he wrote the U.S. Bill of Rights. He was a delegate to the Constitutional Convention in 1787 but did not sign the Constitution. He became an Anti-Federalist and worked against ratification of the U.S. Constitution. He believed in basic American liberties such as freedom of the press, religious tolerance and the right to a trial by jury. Mason also saw as an evil that could eventually poison the country, even though he owned slaves himself. He favored abolition of the slave trade, but not complete abolition of slavery at this time. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 19

22 Biography Placards Thomas Paine Thomas Paine was born in England in He traveled to the American colonies and became involved in the patriots cause. He authored the pamphlet Common Sense which encouraged the colonies to break with England and become independent. He was a soldier in the Continental Army and wrote the pamphlet The Crisis to encourage Continental soldiers to continue to fight. In the pamphlet, he penned his famous line, "These are the times that try men's souls." After the American Revolution, Paine returned to England in 1787, and in 1791 he published The Rights of Man which opposed the idea of monarchy and defended the French Revolution. To escape being tried for treason, he fled to Paris where he wrote The Age of Reason. In 1802 he returned to America, only to find himself outcast and poverty-stricken in his final years. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 20

23 Biography Placards Haym Solomon Haym Salomon was a Polish-born Jewish immigrant who played an important role in financing the American Revolution. He became a patriot and joined the New York Sons of Liberty. He was a member of the American espionage ring and helped convince many Hessians to desert the British military. He was arrested as a spy by the British but escaped before he could be hung. Salomon became a financial broker in Philadelphia. He went on to help finance the Continental Congress, using his own personal money to finance the patriot cause. Known as the American Financier, Salomon died penniless in Information adapted from LRE Style 8 th Grade Bio Cards Page C- 21

24 Biography Placards Mercy Otis Warren Mercy Otis Warren was an American patriot. She was a writer who authored plays, poems and essays supporting the idea of independence. Her writings convinced many in Massachusetts to become Patriots. Sister to James Otis, Mercy was a very outspoken woman for her time. She was also a close friend of Abigail Adams. After the American Revolution, she expressed her disappointment and concerns regarding the newly written U.S. Constitution. She became an Anti-Federalist and opposed the ratification of the U.S. Constitution. She strongly believed in independence, liberty, and in the power of the written word. Warren died in Information adapted from LRE Style 8 th Grade Bio Cards Page C- 22

25 Biography Placards George Washington George Washington was born in Virginia in He was a Virginia planter and a delegate to the House of Burgesses. Washington fought during the French and Indian War and was a delegate to the Continental Congress. He was chosen Commander of the Continental Army during the American Revolution. Washington and his troops narrowly escaped the British Army in New York. He triumphed against German forces at the Battle of Trenton. The low point for Washington was the winter at Valley Forge where his troops faced disease and starvation. Washington s victory at Yorktown was the final blow to Britain which would lead to independence. His greatest act was stepping away from his command at the end of the war and returning to civilian life instead of taking control of the government. -Information adapted from LRE Style 8 th Grade Bio Cards Page C- 23

26 Leaders of the American Revolution Who? Role as a Leader During the Revolution Wentworth Cheswell Crispus Attucks James Armistead Samuel Adams John Adams Abigail Adams Page C- 24

27 Leaders of the American Revolution Who? Role as a Leader During the Revolution John Paul Jones Thomas Jefferson Patrick Henry King George III Bernardo de Gálvez Benjamin Franklin Page C- 25

28 Leaders of the American Revolution Who? Role as a Leader During the Revolution George Washington Mercy Otis Warren Haym Solomon Thomas Paine George Mason Marquis de Lafayette Page C- 26

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30 Samuel Adams John Adams Abigail Adams Wentworth Cheswell Crispus Attucks James Armistead King George III Bernardo de Gálvez Benjamin Franklin Page C- 28

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32 Marquis de Lafayette John Paul Jones Patrick Henry Haym Solomon Thomas Paine George Mason Thomas Jefferson George Washington Mercy Otis Warren Page C- 30

33 Who Said THAT? Who Said THAT? Who Said THAT? Who Said THAT? Who Said THAT? Who Said THAT? Who Said THAT? Who Said THAT? Who Said THAT? Page C- 31

34 1 2 3 Remember the Ladies, and be more generous and favourable to them than your ancestors. Do not put such unlimited power into the hands of the Husbands... Great Britain has borrowed all the wealth of Europe, in Italy, Germany, Holland, Switzerland, and some in France, to murder us, yet it is dishonorable in us to propose to borrow money! The truth is, all might be free if they valued freedom, and defended it as they ought I was a messenger before the war for the Committee of Safety. During the war, I marched from New Hampshire for 250 miles where we beat General Burgoyne at Saratoga Some said I was the one who started the Massacre in Boston while some say I was just in the crowd. Regardless, I was there when it happened That during the time of his serving the Marquiss, he found means to frequent the British Camp, by which means he kept open a channel of the most useful communications to the army of the state In 200 years will people remember us as traitors or heroes? That is the question we must ask. General, troops from New Orleans and Mobile have arrived as we move on Pensacola Bay to capture an English convoy I was the last to consent to the separation I have always said that I would be the first to meet the friendship of the United States as an independent power Page C- 32

35 Who Said THAT? Who Said THAT? Who Said THAT? Who Said THAT? Who Said THAT? Who Said THAT? Who Said THAT? Who Said THAT? Who Said THAT? Page C- 33

36 I would never have drawn my sword in the cause of America, if I could have conceived that thereby I was founding a land of slavery. I wish to have no connection with any ship that does not sail fast; for I intend to go in harm's way. The distinctions between Virginians, Pennsylvanians, New Yorkers and New Englanders are no more. I am not a Virginian, but an American I am a Jew; it is my own nation; I do not despair that we shall obtain every other privilege that we aspire to enjoy along with our fellowcitizens. THESE are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman. We owe to our Mother- Country the Duty of Subjects but will not pay her the Submission of Slaves The rights of the individual should be the primary object of all governments. My brave fellows, you have done all I asked you to do, and more than can be reasonably expected If you will consent to stay one month longer, you will render that service to the cause of liberty When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another Page C- 34

37 Card Quote Person Remember the Ladies, and be more generous and favourable to them than your ancestors. Do not put such unlimited power into the hands of the Husbands... Great Britain has borrowed all the wealth of Europe, in Italy, Germany, Holland, Switzerland, and some in France, to murder us, yet it is dishonorable in us to propose to borrow money! The truth is, all might be free if they valued freedom, and defended it as they ought. I was a messenger before the war for the Committee of Safety. During the war, I marched from New Hampshire for 250 miles where we beat General Burgoyne at Saratoga Some said I was the one who started the Massacre in Boston while some say I was just in the crowd. Regardless, I was there when it happened That during the time of his serving the Marquiss, he often at the peril of his life found means to frequent the British Camp, by which means he kept open a channel of the most useful communications to the army of the state In 200 years will people remember us as traitors or heroes? That is the question we must ask. General, troops from New Orleans and Mobile have arrived as we move on Pensacola Bay to capture an English convoy I was the last to consent to the separation I have always said that I would be the first to meet the friendship of the United States as an independent power. I would never have drawn my sword in the cause of America, if I could have conceived that thereby I was founding a land of slavery. I wish to have no connection with any ship that does not sail fast; for I intend to go in harm's way. The distinctions between Virginians, Pennsylvanians, New Yorkers and New Englanders are no more. I am not a Virginian, but an American. I am a Jew; it is my own nation; I do not despair that we shall obtain every other privilege that we aspire to enjoy along with our fellow-citizens. THESE are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman. We owe to our Mother-Country the Duty of Subjects but will not pay her the Submission of Slaves. Abigail Adams John Adams Samuel Adams Wentworth Cheswell Crispus Attucks James Armistead Benjamin Franklin Bernardo de Gálvez King George III Marquis de Lafayette John Paul Jones Patrick Henry Haym Solomon Thomas Paine George Mason 16 The rights of the individual should be the primary object of all governments. Mercy Otis Warren My brave fellows, you have done all I asked you to do, and more than can be reasonably expected If you will consent to stay one month longer, you will render that service to the cause of liberty When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another George Washington Thomas Jefferson Page C- 35

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