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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.