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Resource unit Early America Ed 608 Beth rice and Christine yoon Table of Contents Introduction-------------------------------------------------------------------------------1 Summary of Content-----------------------------------------------------------------------2 Content-----------------------------------------------------------------------------------3 Objectives---------------------------------------------------------------------------------4 Activities-------------------------------------------------------------------------------5,6,7 Evaluation--------------------------------------------------------------------------------8,9 Teacher References----------------------------------------------------------------------9,10 Student References----------------------------------------------------------------------10,11 Media References-------------------------------------------------------------------12,13,14,15 Introduction: Early America This resource unit will cover the time from the American Revolution up to 1803 when Ohio became a state. The information after the American Revolution will have an emphasis on Ohio history in order to follow the Ohio Social Studies Curriculum Model for fourth grade. The objectives of this unit includes identifying causes of the American Revolution, significant events that took place during the Revolution, important people during this time, significant events that occurred after the American Revolution pertaining to Ohio, and the steps Ohio took to become a state. This unit will cover a three week time period and will be taught to fourth grade students. Before 1775, the thirteen colonies in American belonged to England. During the American Revolution, the colonist fought to be free and independent from England. The war lasted for seven long years. Move than twelve major battles were fought, over 25,000 Americans and 10,000 British soldiers were killed or died of wounds or disease. Finally, in 1781 at Yorktown, VA, the British surrounded and America won its independence. On May 25, 1787, delegates gathered at the Constitutional Convention to revise the Articles of Confederation. Instead they wrote a new constitution for the United States. Congress passed a law called the Northwest Ordinance that named and recognized the Northwest Territory. There were many conflicts with the Native Americans over the Ohio territory. The Treaty of Greenville was signed that allowed the Indians to live in the northwestern part of the Ohio. Ohio was now ready to take the steps to statehood, and in 1803, Ohio became a state. Summary of Content The American Revolution began in 1775 at Lexington, MA. The Colonist had been brewing hostile feelings toward the British for a long while before those first shots fired at Lexington. Ten years earlier, the colonists were angered about the taxes that the British government decided to place on certain items the Colonists purchased. The tax on items such as newspapers, calendars, and almanacs was a result of The Stamp Act. The Colonist thought it was unfair to make these laws pertaining to the Colonies, without the Colonists having a representative in the British government. The Colonist did several things to make known how they felt and to fight back. They formed the Stamp Act Congress, the Sons and Daughters of Liberty, and made their own goods instead of buying from Britain. Britain repealed the Stamp Act in 1766, but new taxes were announced the next year. Britain sent over soldiers to catch colonist smuggling goods without paying taxes on them. There was a lot of tension in Boston during this time. Colonist often harassed the soldiers. On March 5,1770, a British solider was harassed by the Colonists and it got out of hand. Shots were fired and five colonists died, seven wounded. This was called the Boston Massacre. The Boston Tea Party was another event that was the result of angry Colonists. Fifty members of the Sons of Liberty, disguised as Native Americans, ran to Boston’s Harbor, boarded the British ships and dumped 342 chests of tea into the ocean. The King was furious. He closed the port of Boston to punish the Colonists and passed other laws taking away their rights. The first Continental Congress met in Philadelphia in Sept. 1774. They wrote a letter to the King to repeal his actions. They also decided to begin forming a militia. In MA, they had a larger supply of weapons and ammunition. Word got out that the British were going to Lexington to capture colonial leaders and take their supplies. Paul Revere and two others rode on from Boston to Lexington to warn them the British were coming. When the 600 British arrived at Lexington, there were only 70 minutemen to greet them. A brief battle occurred and eight Americans were killed and one British solider was killed. The British moved on to Concord. The supplies were not there, but they were greeted by 300 Colonists. The Redcoats retreated back to Boston. The Second Continental Congress met in Philadelphia, in May 1 775. They decided to send a letter to the King professing their loyalty and to for the Continental Army. The Declaration of Independence was written and was adopted on July 4, 1776. After many battles, the was came to an end with the Battle of Yorktown, VA in 1781. The British surrendered. American won its independence. The 13 colonies became the 13 states and a new constitution was written for the United States. The branches of the government were created. After the Revolution, the land west of the Appalachian Mountains would be called the Northwest Territory. After conflicts with the Native Americans over the Ohio territory, the treat of Greenville was signed which brought a temporary end to Native American wars. In 1797, Ohio began to work toward statehood. A legislature was elected. In 1800, a census showed that Ohio had a population of 45,365 not enough to gain statehood. Congress passed the Enabling Act to allow Ohio to still become a state even though the population numbers were low. A constitution was written and was approved by Congress. On February 19, 1803, Ohio became the 17th state of the United States. Concepts of Early America Colonists Tax Militia Redcoats Minutemen Declaration of Independence Continental Congress Boston Massacre Boston Tea Party Sons of Liberty Stamp Act Census Land Ordinance of 1785 Northwest Territory Parliament Treaty of Greenville St. Clair’s Defeat Townshend Act Crossing of the Delaware Objectives The students will be given instruction through videos, activities, reports, test books, and discussions. When asked to, the students will be able to do the following ideas with 100% accuracy. 1. The students will use a comprehension strategy, reciprocal teaching, to read and understand information about the events that led up to the American Revolution. 2. The students will complete a graphic organizer about these events, The Sugar Act, Stamp Act, Law of 1763, Townshend Acts. 3. The students will compete a study guide that includes questions about the Boston Massacre, the Boston Tea Party, The Intolerable Acts, and the Sons of Liberty to name a few. 4. The students will write a letter from a colonist’s point of view, asking King George III to repeal the unfair taxes. 5. The students will listen to a story, Paul Revere’s Ride. A discussion will follow about how the American Revolution begins. 6. The students will make a book by choosing five battles of the Am. Rev. and writing a short summary of the battle and then drawing a picture that would be representative of that battle. 7. Students will complete a KWL chart about Colonial Life. Then they will watch a video that shows the life in the Colonial American time period. Students will compare and contrast their life and our life now. Answers will be written. 8. Students will read historical fiction literature about this time period to gain insight into what it was like to live during this time. Then share with the class two interesting things you learned from your book. 9. Students will watch a video about the Declaration of Independence. We will have a class discussion about freedom and independence. The students will then write a poem, jingle, song, or slogan about freedom or independence. 10. Students will do a research paper on an important person during this time period. 11. Students will work in pairs and choose one event during this time period. The students will deliver the information about the event to the class as if they were news reporters. 12. Students will work in small groups to write a newspaper article about an event that happened as a result of the Native Americans and the people in the Ohio Territory conflicts. The students are to choose from the Treaty of Fort Harmar, St. Clair’s Defeat, The Battle of Fallen Timbers, and the Treaty of Greenville. A picture should also accompany the written article. 13. The students will participate in a simulation about the steps a territory needs to take to become a state. 14. Students will use the census information from 1775 of the 13 colonies to make a bar graph. 15. Students will identify what the first American flags looked like. Then studies will design a class flag. Activities Activity 1 Introduction: I will begin with a discussion about taxation with the students. I would like the students to relate to how the colonist felt about being taxed by the British. I will tell the students to pretend that they get paid for coming to school and at the end of the week we will have a store where they could buy things. I will write on the board: $20 bathroom, $10 drinking fountain, $15 paper, $15 pen or pencil, and $20 lunch. I will explain that they will all be taxed on these things. We will then have a discussion about the taxes. How do they feel about the tax? Do they think the tax is fair? How will the taxes affect the amount of money they have? Now, let’s learn about how the colonist were taxed by the British and how they felt about being taxed. Development: Students will read Chapter 1: The Background of the Revolutionary War. The reading is a total of four pages. The teacher will model reciprocal teaching with the students for this reading. The students have been introduced to reciprocal teaching but still need practice. The teacher will begin by reviewing each of the four steps of reciprocal teaching: Predicting, self-questioning, summarizing, and clarification. Culmination: After reading the material, there will be a discussion about the certain events, such as, laws and taxes that King George III imposed on the colonists. The teacher will write the events on the board. There are a total of four. The Sugar Act, Stamp Act, Law of 1763, Townshend Acts. The students will fill out a graphic organizer that is in the form of a chart with three columns. The three columns are: The Event Event Details About the Event Reacted How Colonists To the Activity 2 Introduction: I will begin by writing the words, Boston Massacre on the board. I will ask the class if anyone knows anything about the Boston Massacre. In addition, I will lead a discussion about the word Massacre. What does the word Massacre mean? Battles where many people are killed. What other words come to your mind when you hear the word Massacre? Bloody, Killing, Death, Slaughter...... Today, we are going to learn about what happened during the Boston Massacre. Later, we will compare our thoughts about the Boston Massacre and what really happened. Development: Students will read the material about the Boston Massacre and the Boston Tea Party from Everyday Life: Revolutionary War. The students will then answer some questions about the reading. The questions will be knowledge, synthesis, and application questions. After answering the questions, we will discuss them as a class. Culmination: The students will watch a video about the Boston Massacre and the Boston Tea Party. After the video, the students will write a letter as if you are a Colonist writing home to family that lives in another country. Tell your family member about the conflict in America. Then describe either the Boston tea Party or the Boston Massacre in the letter. Activity 3 Introduction: Show students a color picture or make a color transparency of a British solider in uniform and a solider in uniform from the colonies. Ask students if they could guess which is which. I will also show pictures of the guns and weapons that were used during battles. Tell the students we are going to learn about some of the different battles of the American Revolution. We will use our textbook, other historical reference books, and the Internet to learn more about the battles. Development: I will read aloud from Brown Paper School USKids History Book of the American Revolution- The Battle of Breed’s Hill. We will also watch a movie about a few of the battles. We will look at pictures of uniforms and weapons. Culmination: The students will make their own books, choosing four battles. They are to summarize the information and draw a picture. I will model the activity using The Battle of Breed’s Hill. I will summarize the information into 2-3 sentences and draw a picture representing the battle. Activity 4 Introduction: Students will be shown the document, the Declaration of Independence. We will discuss what the document is and why it was written. We will discuss who wrote it. Development: The students will watch a video about the Declaration of Independence. Students will read p. 63-64, from Brown Paper School USKids History: Book of the American Revolution about the Dec. of Indepen. and the first Fourth of July. We will have a class discussion about freedom and independence. We will discuss how the colonist's felt and their desire for freedom. I will read a few poems about freedom and independence. Culmination: The Students will make a poem, jingle, slogan, or song to express their understanding about the colonists desire for freedom. I will model a poem that I write. Students can draw pictures to accompany their writing. Activity 5 Introduction: I will brainstorm with the students the different events they can remember that we have learned about so far about the American Revolution. I will make a list on the board. We will talk about each one and what happened. Development: The students are to review events that we have read about, for example, Boston Massacre, Boston Tea Party, The Stamp Act Congress, Sons of Liberty, Paul Revere’s Ride or capture, Battle at Breed’s Hill, Daniel Boone moving West and Tom Paine’s writing. Culmination: Students are to work in pairs and choose an event that happened during the American Revolution. They are to create a news report about that event and present it to the class. Students are to sign up for an event. Only one pair of students per event. Students are to write out a scrip that includes: 1. What the event is 2. Where it takes place 3. Who are involved 4. When does it take place 5. Why it is happening . Students will be encouraged to be creative when presenting to the class. For example: one person may want to pretend they are reporting from the scene of the event. Activity 6 Introduction: Teacher: How many of you have belonged to a club before? What kind of clubs? Answers: Girl Scouts, Choir, and Neighborhood Club. Did your neighborhood club have a name? Yes, The Hot Tamales. So, clubs usually have a name and what else do clubs have? They also have rules. Yes! So, a club is in some ways similar to Ohio becoming a state. We are going to learn today how the people in the Ohio territory decided they wanted to become their own state. Like a club, they made up their own rules called a Constitution, and like a club, they had to make sure there was enough enrollment, or people in the area. So, after the correct steps, in 1803 Ohio became a state. Development: Students are to read about the Northwest Ordnance section in their textbooks p. 100 -101, and use a graphic organizer to write down the three steps those in the Northwest Territory would need to take to become a state. Culmination: The students are to get into groups of four. Five groups will be assigned to one of the states of the Northwest Territory, Wisconsin, Illinois, Indiana, Ohio, and Michigan. One group will be Congress. The students are to pretend as if they represent a territory and want to become a state. The students need to follow the correct steps in order to petition to Congress to become a state. The groups will make up fictitious information and write the information on a large index card. The students that are pretending to be Congress need to make sure the territories are taking the appropriate steps before granting statehood. Evaluation Circle the letter of the answer that best completes the question. 1. Who was killed by the redcoats? a. Daniel Boone b. John Hancock c. Benjamin Franklin d. Crispus Attucks 2. George Washington led his force across the Delaware River in 1776 to attack what town? a. Trenton b. Yorktown c. Lexington d. Gettysburg 3. Complete the quote from the American Revolution days. No taxation without ….. a. negotiation b. participatin c. representation d. assassination 4. Congress adopted the Declaration of Independence on a. July 10, 1776 b. July 4, 1776 c. July 4, 1775 d. July 8, 1776 5. Which battle was the final battle of the Revolution where the British surrendered. a. Battle at Lexington b. Battle at Saratoga c. Battle at Trenton d. Battle at Yorktown Fill in the blank with the term that best completes the sentence. 6. Thomas Paine wrote pamphlet advocating complete independence for the colonies entitled _________________. 7. A group of men called the ________ _____ ________ showed their discontent with Britain by boycotting British goods. 8. What did the colonists call the rulings from King George III that closed the port of Boston plus other laws that took away the colonists’ rights? _____________ Essay Questions 9. Describe how Paul Revere was involved with the beginning of the American Revolution. 10. Explain how the Colonist lived. What were there occupations? Describe the houses they lived in. Describe roles of the women and children. Describe where they got food. Instructional Resources Teacher References 1. Kids’ Work in Colonial America. Lesson plan booklet with reproducible pages By Kari Wilson California History Social Science Project This reproducible lesson pan introduces the occupations, schooling, farm/home chores, and slavery/apprenticeship labors of colonial-ear children. Instructions specify objectives, needed materials, and step-by-step procedures. Includes 21 supporting sources and documents, seven activity sheets, a mystery tools exercise, and a historical contest section for reference. 2. The Declaration of Independence: A Foundation of Ideas for a New Age. VHS video, 8 photocopy masters, guide United Learning 1995 Deftly combining well-staged reenactments with period artwork, graphics, and sequential timelines, this stirring video portrays events leading up to Jefferson’s declaration and makes clear each principle embodied in the document. The guide has activities, projects, questions, and program scrip. 3. Music of the American Colonies. CD, booklet, guide Enslow 2000 Performed on period instruments, these 20 songs plus two primary source readings capture the spirit of colonial America. A 64-page booklet contains illustrated articles on the songs, lyrics, instrument photos, source notes , a list for further listening and Web sites. A foldout teacher’s guide suggests 13 activities. 4. Social Studies Higher-Level Thinking Questions Kagan 1999 Activity book with reproducible pages Geared to upper level of Bloom’s Taxonomy, the questions move students beyond simple recall toward queries that involve comparing contrasting, drawing conclusion, inferring, making analogies, elaborating, predication and much more. Student References 1. American Adventures: True Stories form America’s past, 1770 to 1870 Brooke-Richards Paperback Humanizes history and helps students focus on different eras. Each threepage tale is complemented with a timeline, information on other events of the period, and wiring activities, discussion topics, and cooperative learning assignments. 2. Hand in Hand: An American History Thorough Poetry Schuster Hardback Simoin and The collection proceeds chronologically, touching on themes from the 1600’s to the present. It is a lyrical tapestry of poems, oratory, and folk songs. Poets such as Frost, Longfellow, Sandburg and Hughes are included. 3. The Star Spangled Banner Videocassette 1998 History Channel VHS This program gives facts, reenactments, and scenes from historic paintings, and insights from historians. The program closes with the open ended question: What does the American flag mean to you? 4. Researching America’s History Series Paperbacks 2000 Discovery Enterprises Designed to familiarize students with primary source materials, each title in this innovative series features selections from approximately 30 written and graphic documents together with suggested activities and research projects. 5. Paul Revere: In Their Own Words Scholastic Paperback 2000 Drawing mainly on primary sources, Sullivan’s biography portrays the real revere, whose accomplishments went far beyond Revolutionary patriot and courier. The book has approximately 40 black and white illustrations and photographs plus an introduction on the value of primary sources. 6. Famous Documents Media Materials 27 posters, 30 cards, cassette, guide This complete activity package introduces students to some of the significant documents that helped shape the American way of life. The activity cards explain how and why each document came about, what it said and why it is important. Some documents that are included: Declaration of Independence, Monroe Doctrine, and Treaty of Versailles. 7. History Mysteries: Research Based Mysteries for Super Sleuths to Solve Learning Works Reproducible Activity Book 1997 Ten clues for each of the 27 mysteries in this activity book guide student research into U.S. history topics, including colonial America, westward expansion and immigration. All mysteries can be solved by consulting standard references, then applying such skills as sequencing, reasoning, and mathematical computation. 8. Jean Fritz CD-ROM’s 1999 Scholastic CD-ROM Involve your students with engaging CD-ROMs based on three of Fritz’s books. Each contain the complete text of the book with hyperlinks between related topics, clips from the animated video, and three types of activities: writing prompts, a Spot it game where students look for historical inaccuracies and a Risk it game where students decide which objects don’t belong in a given historical environment. 9. Colonial Kids: An Activity Guide to Life in the New World Review 1997 Paperback Chicago Students travel to the New World to discover and re-create domestic life as it was for early North American settlers. Simple illustrations explain project steps. Examples, churn butter, make an almanac, and piece a quilt. 10. Field Trip to Yesterday: Colonial Times Videocassette 1999 Sunburst VHS Re-enactments at historic sites such as Jamestown and Plymouth Plantation describe daily life in the Colonies. Segments are introduced by an on screen student host who gives an overview of colonization in America, describes challenges faced by colonists, and tells how the new settlements grew. Media References 1. Six Revolutionary War Figures: Jean Fritz Videocassette, guide Scholastic VHS Bu weaving together the fine illustration from Fritz’s popular Revolutionary War biographies, this program tells how the United States was born. 2. American History Projects Focusing on Multiple Intelligences 1998 Reproducible activity book Good Apple Units begin with activities to study Native Americans and early exploration and continue through the 1990’s. Includes projects such as reenacting an event from the civil rights movement, constructing a timeline for the formation of the U.S. 3. United States History Charts 2000 Creative Teaching Press 8 charts Two sets of charts address major topics in U.S. history through colorful graphics, timelines, and explanatory text. The backs of the coated charts include such teaching aids as literature lists, activity ideas and background information. 4. Life in Colonial America 1996 Queue CD-ROM, lab pack A study of four colonial settlements- Jamestown, Plymouth, New Amsterdam/New York and Williamsburg. The program emphasizes everyday life: The work people did, the houses they lived in the clothes they wore, and more. 5. Early Colonists Videocassette 1992 United Learning VHS Filmed on historical locations such as Jamestown, Virginia, this program combines live action with archival drawings to present daily life in the early colonies. A teacher’s guide with scripts, activities, and 10 reproducible master is also included. 6. The Territorial Growth of the United States Map National Geographic Society Abel Buell’s 1783 map of the U.S. is featured. An article explains the importance of this post Revolutionary War view. A border of smaller maps show how the U.S. looked in 1750, 1787, 1821, 1850 and 1987. 7. The Revolutionary War News 2000 McDonald Newspapers, guide A creative alternative to repot writing, this unique product motivates students to research and write about the revolution, then transfer their work to Headlined forms printed on durable poster paper. Each poster contains 14 story leads, a classified section, two boxes for drawings and one report your own story space. 8. Colonial America Creative Teaching Press 5 Posters Useful for display or direct teaching, these large, full color posters feature captioned drawings, maps and easy to read text. Includes the Thirteen colonies, Colonial Craftsmen, Names in Colonial History, Road to Independence, and Daily Life in Colonial America. 9. Liberty! The American Revolution 1997 PBS 3 Videos Focusing on the theme of power, this lavish documentary surveys the period 1763-1791. Detail and period flavor are provided through political cartoons and other archival illustrations, historical commentary, and engaging reenactments with actors speaking words taken from letters, diaries and other primary sources. 10. The American History CD-ROM CD-ROM 1996 Instructional Resources Corp. Combines historical images including photographs, artwork, maps, pictures of artifacts, and audio and video clips, with a versatile slide show feature that allow teachers and students to create their own presentations. 11. The U.S History Super bowl Game: 1066 Questions in U.S. History 1995 Game kit, guide RIM A Super bowl game on reproducible pages in which teams test their understanding and knowledge of U.S. history and score points with correct answers. Many of the questions go beyond factual knowledge and provide students with opportunities to use both cognitive and affective skills such as analyzing and valuing. 12. American History Simulations Teacher Created Materials 1993 Activity Book with reproducible pages Each simulation provides a list of required materials, step-by-step instructions, and often includes reproducible pages, background information, and suggestion for follow up activities. 13. America Rock: Schoolhouse Rock 1996 Creative Wonders CD-ROM Based on the classic America Rock cartoons, this CD-ROM lets students take part in activities that explore U.S. history, government, and geography. Kids undertake such tasks as planning the Minutemen’s strategy in key battles of the Revolution. 14. U.S. History Decisions Stevens & Shea Photocopy masters The 25 decision-making activities in this series allow students to decide for themselves key decisions that shaped American history. The masters include background information, and a restatement of the question to be resolved by the students. 15. United States History: Classroom Debates pages 1995 DAC 16 reproducible Designed to structure serious debate on issues in U.S. history, this reproducible unit develops critical thinking skills and improves public speaking abilities. The handouts can be used for debating any topic and include tips for debating, score sheets, a glossary, a sample annotative bibliography and outline of the debate format. 16. The Struggle for Freedom: Plays on the American Revolution Cobblestone Plays Thirteen short plays turn historical events into drama. Plays focus on both famous and little known individuals who waged freedom’s struggle, including the contributions of women, children, slaves, and those who fought along the frontiers and at sea. 17. American History through Narration and Song cassettes, songbook WEM 10 These carefully chosen songs capture people’s feelings about the history they lived through. The McNeils sing solos, duets, and with a chorus. Accompanied by instruments at times-banjo, bagpipe, fiddle and harmonica. 18. Short Lessons In U.S. History 1999 J. Weston Walch Worktext This easy reading worktext organizes the basic events in American history into 80 manageable lessons. Maps, illustrations, activities, and review quizzes are included. 19. Famous People of the American Revolution board poster pack McDonald Bulletin Designed to be cut apart to create an exciting bulletin board or learning center display, this colorful pack has three posters showing portraits of Washington, Jefferson, Pine, Adams, Revere, Rogers Clark, and Greene. 20. U.S. Biographies guide 1992 Center for Learning Student book, teacher These volumes present brief, easy to read biographies of individuals who have affected the course of U.S. history for the earliest English settlements through 1990. The 1607-1800 volume includes Alexander Hamilton, Pontiac, Martha Washington, and Phillis Wheatly.