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AMERICAN REVOLUTION

to Complement Houghton-Mifflin Reading Series (Grade 5, Theme 3)La Mesa-Spring Valley School District

Adapted from Fountain Valley School District – American Revolution Unit

IDEA PAGES

I. UNIT THEME• Freedom: rights and responsibilities • Different Americans experienced the Revolution differently• Freedom for whom?

II. FOCUS/MOTIVATION • Everybody votes• Laser Disc • Big Book• Inquiry Chart • Read Aloud • Video clip• Personal inquiry

III. CLOSURE • Student-generated test • Cause/effect chart• Portfolio

- expository- persuasive letter - found poem- biography

• Process inquiry and all charts • Personal exploration• Debate

IV. CONCEPTS - History/Social Studies - GRADE 5 CALIFORNIA STANDARDS 5.3 Students describe the cooperation and conflict that existed among the Indians and between the Indian nations and the settlers.

1. Competition among the English, French, Spanish, Dutch, and Indian Nations for control of North America.2. Cooperation that existed between the colonists and Indians during the 1600s and 1700s.3. Conflicts before the Revolutionary War.4. Role of broken treaties and massacres and the factors that lead to the Indians' defeat, including the resistance of Indian nations to encroachments and assimilation.5. Internecine Indian conflicts, including the competing claim for control. 6. Influence and achievements of significant leaders of time.5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era

1. Influence of location and physical setting on the founding of the original 13 colonies, their location on a map along with the location of the American Indian nations already inhabiting these areas.2. Major individuals and groups responsible for the founding of the various colonies and the reasons for their founding.

3. Religious aspects of the earliest colonies.4. Significance and leaders of the First Great Awakening that marked a shift in religious ideas, practices and allegiances in the colonial period; the growth of religious toleration and free exercise.5. The British colonial period created the basis for the development of political selfgovernment and a free market economic system, unlike Spanish and French colonial rule. 6. Introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.7. Early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.5.5 Students explain the causes of the American Revolution.1. Political, religious, and economic ideas and interests brought about the Revolution. 2. Significance of the first and second Continental Congress and the Committees of Correspondence.3. People and events associated with the drafting and signing of the Declaration of Independence and the document's significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain. 4. Views, lives, and impact of key individuals during this period.5.6 Students understand the course and consequences of the American Revolution.1. Identify and map the major military battles, campaigns and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders' alliances on both sides.2. Contributions of France and other nations and individuals to the outcome of the Revolution.3. Different roles women played during the Revolution.4. Personal impact and economic hardship on families, problems of financing the war, wartime inflation, and laws against hoarding and profiteering.5. State constitutions established after 1776 embodied the ideals of the American Revolution and helped serve as models for the US Constitution.6. Significance of land policies developed under the Continental Congress.7. Ideals of the Declaration of Independence changed the way people viewed slavery.

ELA CALIFORNIA STANDARDS - Grade 5

V. ORAL LANGUAGE/READING/WRITING SKILLS READING

1.0 Word Analysis, Fluency, and Systematic VocabularyStudents use their knowledge of word origins and word relationships, as well as historical and literacy context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.Word Recognition1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.Vocabulary and Concept Development1.2 Use word origins to determine the meaning of unknown words.1.3 Understand and explain frequently used synonyms, antonyms, and homographs.I.4 Know abstract, derived roots and affixes from Greek and Latin and use this

knowledge to analyze the meaning of complex words.

2.0 Reading Comprehension2.1 Understand how text features make information accessible and usable. 2.2 Analyze text that is organized in sequential or chronological order2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.2.5 Distinguish facts, supported inferences, and opinions in text.

3.0 Literary Response and Analysis3.1 Identify and analyze the characteristics of poetry, drama, fiction, and non-fiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.3.2 Identify the main problem or conflict of the plot and explain how it is resolved.3.3 Contrast the actions, motives and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes in sample works.3.5 Describe the function and effect of common literary devices.3.6 Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.3.7 Evaluate the author's use of various techniques to influence readers' perspectives.

WRITING1.0 Writing Strategies

1.1 Create multiple-paragraph narrative compositions:a. Establish and develop a situation or plot.b. Describe setting.c. Present an ending.

1.2 Create multiple-paragraph expository compositions:a. Establish a topic, important ideas, or events in sequence or chronological order.b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought.c. Offer a concluding paragraph that summarizes important ideas and details.

1.3 Use organizational features of printed text to locate relevant information. 1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

2.0 Writing Applications2.1 Write narratives:

a. Establish a plot, point of view, setting, and conflict. b. Show, rather than tell, the events of the story.

2.2 Write responses to literature:a. Demonstrate an understanding of a literary work.b. Support judgments through references to the text and to prior knowledge.c. Develop interpretations that exhibit careful reading and understanding.

2.3 Write research reports about important ideas, issues, or events by using the following guidelines:

a. Frame questions that direct the investigation. b. Establish a controlling idea or topic.c. Develop the topic with simple facts, details, examples, and explanations.

2.4 Write persuasive letters or compositions:a. State a clear position in support of a proposal. b. Support a position with relevant evidence.

c. Follow a simple organizational pattern. d. Address reader concerns.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS 1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.1.2 Identify and correctly use verbs that are often misused, modifiers, and pronouns.1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.1.4 Use correct capitalization.

LISTENING AND SPEAKING1.0 Listening and Speaking Strategies

1.1 Ask questions that seek information not already discussed.1.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.1.3 Make inferences or draw conclusions based on an oral report.1.4 Select a focus, organizational structure, and point of view for an oral presentation.1.5 Clarify and support spoken ideas with evidence and examples.1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

2.0 Speaking Applications 2.1 Deliver narrative presentations:

a. Establish a situation, plot, point of view, and setting with descriptive words and phrases.b. Show, rather than tell, the listener what happens.

2.2 Deliver informative presentations about an important idea, issue, or event by the following means.a. Frame questions to direct the investigation. b. Establish a controlling idea or topic.c. Develop the topic with simple facts, details, examples, and explanations.

Listening and Speaking (Grades 3-5 California ELD Standards)

Comprehension Beginning Level: Speak with few words/sentencesAnswer simple questions with one/two word responseRetell familiar stories/participate in short conversations/using gestures Early Intermediate Level:Ask/answer questions using phrases/simple sentences Restate/execute multi step oral directions Intermediate Level:Ask/answer questions using support elements Identify key details from stories/information Early Advanced Level:Identify main points/support details from content areas

Advanced Level:

Identify main points/support details from stories & subject areas Respond to & use idiomatic expressions appropriately

Comprehension, Organization & Delivery of Oral Communication Beginning Level:Uses common social greetings Early Intermediate Level: Identify main points of simple conversations/stories (read aloud) Communicate basic needsRecite rhymes/songs/simple stories Intermediate Level:Speak with standard English grammatical forms/sounds Participate in social conversations by asking/answering questions Retell stories/share school activities using vocabulary, descriptive words/paraphrasing Early Advanced Level:Retell stories including characters, setting, plot, summary, analysis Use standard English grammatical forms/sounds/intonation/pitchInitiate social conversations by asking & answering questions/restating & soliciting informationAppropriate speaking based on purpose, audience, subject matter Ask/answer instructional questionsUse figurative language & idiomatic expressions Advanced Level:Question/restate/paraphrase in social conversations Speak/write based on purpose, audience, & subject matter Identify main idea, point of view, & fact/fiction in broadcast & print media Use standard English grammatical forms/sounds/intonation/pitch

Reading - Word Analysis (Grades 3-5 California ELD Standards)Concepts about Print, Phonemic Awareness, Decoding & Word Recognition

Beginning Level:Recognize familiar phonemesRecognize sound/symbol relationships in own writing Early Intermediate Level:Read orally recognizing/producing phonemes not in primary language Recognize morphemes in phrases/simple sentencesIntermediate Level:Read aloud with correct pronunciation of most phonemes Use common morphemes in oral & silent readingEarly Advanced Level:Use knowledge of morphemes to derive meaning from literature/texts in content areas Advanced Level:Use roots & affixes to derive meaning

Reading - Fluency & Systematic Vocabulary Development (Grades 3-5 California ELD Standards)

Vocabulary & Concept DevelopmentBeginning Level:

Read aloud simple words in stories/gamesRespond to social & academic interactions (simple questions/answers) Demonstrate comprehension of simple vocabulary with actionRetell simple stories with drawings, words, phrases Uses phrases/single word to communicate basic needs Early Intermediate Level:Use content vocabulary in discussions/readingRead simple vocabulary, phrases & sentences independentlyUse morphemes, phonics, syntax to decode & comprehend wordsRecognize & correct grammar, usage, word choice in speaking or reading aloud Read own narrative & expository text aloud with pacing, intonation, expressionIntermediate Level:Create dictionary of frequently used words Decode/comprehend meaning of unfamiliar words in texts Recognize & correct grammar, usage, word choice in speaking or reading aloud Read grade level narrative/expository text aloud with pacing, intonation, expressionUse content vocabulary in discussions/readingRecognize common roots & affixes Early Advanced Level:Use morphemes, phonics, syntax to decode/comprehend words Recognize multiple meaning words in content literature & texts Use common roots & affixesUse standard dictionary to find meaningsRecognize analogies & metaphors in content literature & texts Use skills/knowledge to achieve independent readingUse idioms in discussions & readingRead complex narrative & expository texts aloud with pacing, intonation, expressionAdvanced Level:Apply common roots & affixes knowledge to vocabulary Recognize multiple meaning wordsApply academic & social vocabulary to achieve independent read. Use idioms, analogies & metaphors in discussion & readingUse standard dictionary to find meaningsRead narrative & expository text aloud with pacing, intonation

Reading Comprehension Beginning Level: Answer fact questions using one/two word response Connect simple test read aloud to personal experience Understand & follow one-step directionsSequence events from stories read aloud using key words/phrase Identify main idea using key words/phrasesIdentify text features: title/table of contents/chapter headings

Early Intermediate Level:Use simple sentences to give details from simple stories Connect text to personal experienceFollow simple two-step directionsIdentify sequence of text using simple sentences

Read & identify main ideas to draw inferences Identify text features: title, table of contents, chapter headings Identify fact/opinion in grade level text read aloud to students Intermediate Level:Orally respond to comprehension questions about written textRead text features: titles, table of contents, headings, diagrams, charts, glossaries, indexesIdentify main idea to make predictions & support detailsOrally describe connections between text & personal experience Follow multi-step directions for classroom activitiesIdentify examples of fact/opinion & cause/effect in literature/content texts Early Advanced Level:Give main idea with supporting detail from grade level text Generate & respond to text-related comprehension questions Describe relationships between text & personal experience Identify function of text features: format/diagrams/charts/glossary Draw conclusions & make inferences using text resourcesFind examples of fact, opinion, inference, & cause/effect in text Identify organizational patterns in text: sequence, chronology Advanced Level:Make inferences/generalizations, draw conclusions from grade level text resources Describe main ideas with support detail from textIdentify patterns in text: compare/contrast, sequence/ cause/effect

Writing Strategies and Applications (Grade 3-5 California ELD Standards)

Penmanship, Organization & Focus Beginning Level:

Write alphabetLabel key parts of common object Create simple sentences/phrases Write brief narratives/stories using few standard grammatical forms Early Intermediate Level:Write narratives that include setting and characterRespond to literature using simple sentences, drawings, lists, chart Write paragraphs of at least four sentencesWrite words/simple sentences in content areas Write friendly letterProduce independent writing Intermediate Level: Narrate sequence of events Produce independent writing Use variety of genres in writing Create paragraph developing central idea using grammatical form Use complex vocabulary & sentences in all content areasWrite a letter with detailed sentences

Early Advanced Level:Write detailed summary of storyArrange compositions with organizational patterns Independently write responses to literatureUse complex vocabulary & sentences in all content areas Write a persuasive letter with relevant evidence

Produce writing with command of standard conventionsAdvanced Level:Write short narrative for all content areas Write persuasive compositionWrite narratives that describe setting, character, objects, events Write multi-paragraph narrative & expository compositions Independently use all steps of writing process

Writing Conventions Beginning Level: Begin own name and sentences with capital letter Use period at end of sentenceEarly Intermediate Level:Begin proper nouns & sentences with capital letter Use period at end of sentence/use some commas Edit for basic conventionsIntermediate Level: Produce independent writing Use standard word order Early Advanced Level: Produce independent writing with correct capitals, punctuation, spelling Use standard word orderEdit for basic conventions Advanced Level:Use complete sentences and correct order Use correct parts of speechEdit for punctuation, capitalization, spellingProduce writing with command of standard conventions

Reading Literary Response and Analysis (Grades 3-5 California ELD Standards)

Narrative Analysis of Grade-Level Appropriate Text Beginning Level:One/two-word oral responses to factual comprehension questions Word/phrase oral response identifying characters and settings Distinguish between fiction & non-fictionIdentify' fairy tales, folk tale, myth, legend using lists, charts, tablesEarly Intermediate Level:Orally answer factual questions using simple sentences Orally identify main events in plotRecite simple poemsOrally describe setting of literature pieceOrally distinguish among poetry, drama, short story Orally describe character of a selection Intermediate Level:Paraphrase response to text using expanded vocabulary Apply knowledge of language to derive meaning from text Early Advanced Level:

Describe figurative language (simile, metaphor, personification) Distinguish literary connotations from culture to culture Identify motives of charactersDescribe themes stated directly Identify speaker/narrator in text Identify main problem of plot and how it is resolved Recognize first & third person in literary text Advanced Level:Describe characteristics of poetry, drama, fiction & non-fiction Evaluate author's use of techniques to influence reader Describe directly stated & implied themesCompare & contrast motives of characters in work of fiction

VI. SCIENCE/MATH SKILLS• Maps, charts, and graphs - location, latitude, and longitude• Study Skills - note taking, highlighting key ideas, use of advance organizers • Cause and effect• Scientific process skills; observe, communicate, compare, categorize, infer, apply

VII. VOCABULARY

boycott navigation massacretriangular trade declaration minutemen

repeal representation petitionNonimportation Agreement militia intolerable

blockade quarter troops consequencesCommittee of Correspondence traitor inalienable

loyalists patriot natural rightsneutral ratify muster

express rider belfry aldersgilded weathercock cargo colonies

liberty oppose sentriestaxes ewers porringers

congregation coattails engravedportraits bookplates doodling

dispatched steeple transportspurs petticoat overtake

galloped volley village greenmilitia foundry sheathing

compliment broadside Minutementaunt Squire Stallion

root cellar redcoats cringedarming Drilling fierce

just kin peeredrebels skirmish skittishseams mill pond English goods

barbarous brethren hastenfracas invincible rheumatism

produce descent abolitionistsinfluential dexterity assistedencouraged captives provisions

bondage privateers languisheddread tentative traitors

ship’s hold yellow fever apprenticeenslavement

VII. RESOURCES and MATERIALS Houghton-Mifflin. Reading (Grade 5, Theme 3)Prentice Hall. An American Nation McGraw-Hill. A New Nation (National Geographic)Adler, David. Remember Betsy Fross and Other Colonial American Riddles Bliven, Bruce, Jr. American Revolution, 1760-1883Bliven, Bruce, Jr. The American RevolutionBrenner, Barbara. If you Were There in Seventeen Seventy-Six Davis, Burke. Black Heroes of the American Revolution DePauw, Linda G. Founding Mothers: Women in the Revolutionary Era Dudley, William, Ed. The American Revolution Opposing Viewpoints Faber, Doris and Harold. The Birth of a NationHirsch, S. Carl. Famous American Revolutionary War Heroes Hughes, Libby. Valley ForgeIngraham, Leonard. An Album of the American RevolutionJefferson, Thomas. The Declaration of IndependenceJensen, Ann D. The World Turned Upside Down: Children of 1776 Johnson, Neil. The Battle of Lexington and ConcordKent, Deborah. The American Revolution: Give Me Liberty, or Give Me Death Knight, James E. Boston Tea Party: Rebellion in the ColoniesLancaster, Bruce. The American RevolutionLloyd, Ruth and Norman. The American Heritage Songbook Longfellow, Henry Wadsworth. (Ted Rand, Illus.) Paul Revere's Ride McDowell, Bart. The Revolutionary War: America's Fight For Freedom McGovern, Ann. The Secret Soldier: The Story of Deborah SampsonMeltzer, Milton. The American Revolutionaries: A History in Their Own Words

1750-1800Reeder, Russell. Bold Leaders of the American Revolution Richards, Norman. The Story of the Declaration of Independence Scott, John Anthony. History of the American PeopleStein, R. Conrad. The Story of Lexington and Concord Stevenson, Augusta. Molly Pitcher: Young Patriot Suter, Joanne. US History: Beginning of a NationZall, Paul M. Becoming American: Young People in the American Revolution

RESOURCES and MATERIALS - Non-FictionCobblestone Magazine. Boston Massacre (March 1980); American Revolution Tales (September

1983); Alexander Hamilton (March 1987); British Loyalists (August 1987); Thomas Jefferson (September 1989)

Johnson, Neil. The Battle of Lexington and Concord Marrin, Albert. The War for Independence

Meltzer, Milton. The American Revolutionaries: A History in Their Own Words 1750-1800

Carter, Alden R. The American Revolution: At the Forge of Liberty Carter, Alden R. The American Revolution: Birth of the Republic Carter, Alden R. The American Revolution: Colonies in Revolt Carter, Alden R. The American Revolution: Darkest HoursQuackenbush, Robert. Pass the Quill, I'll Write A Draft: A Story of Thomas Jefferson Smith, Carter. The Revolutionary War: A Sourcebook on Colonial AmericaStein, R. Conrad. The Story of the Boston Tea PartyStevens, Bryna. Deborah Sampson Goes to War

RESOURCES and MATERIALS - Fiction Avi. The Fighting GroundBenchley, Nathaniel. George the Drummer Boy Benchley, Nathaniel. Sam the Minuteman Brady, Eshter Wood. Toliver's SecretBrown, Drollene. Sybil Rides for IndependenceClapp, Patricia. I'm Deborah Sampson: A Soldier in the War of the Revolution Collier, James and Christopher. My Brother Sam is DeadCollier, James and Christopher. War Comes to Willy Freeman Collier, James and Christopher. Who is Carrie ?Forbes, Esther. Johnny TremainForbes, Esther. Paul Revere and the World He Lived In Fritz, Jean. Early ThunderGauch, Patricia Lee. Aaron and the Green Mountain Boys Griffin, Judith B. Phoebe the SpyHoobler, Dorothy and Thomas. The Sign Painter's Secret: The Story of a

Revolutionary GirlLawson, Robert. Ben and Me Lawson, Robert. Mr. Revere and I O'Dell, Scott. Sarah BishopReit, Seymour. Guns for General Washington: A Story of the American Revolution Smith, Mary. Boys & Girls of Seventy-SevenWalkington, Ethylyn. Betsy Ross. Little Rebel Woodruff, Elvira. George Washington's Socks Edwards, Sally. George Midgett'sWarJensen, Dorothea. The Riddle of Penncroft Farm McKean, Thomas. The Secret of the Seven Willows Monjo, F.N. Poor Richard in FranceSeabrooke, Brenda. The Chester Town Tea Party Wibberly, Leornard. John Treegate's Market Scholastic; Dear America Series. The Winter of Red Snow Amstel, Marsha. Sybil Ludington's Midnight Ride

RESOURCES and MATERIALS - Realistic Fiction Fritz, Jean. And Then What Happened Paul Revere ? Fritz, Jean. What's the Big Idea, Ben Franklin ?Fritz, Jean. Why Can't you Make Them Behave, King George ? Fritz, Jean. Why Don't You Get a Horse, Sam Adams ?Fritz, Jean. Will you Sign Here, John Hancock ?

RESOURCES and MATERIALS - Teacher Resourceswww.historyplace.comwww.coarlhurst.com/subjects/ushistorywww.si.umioch.edu/spies/sotires-womenAmerican Heritage - December 1962 (almost any volume) Prentice Hall - American History Historical Outline Map Book Nystrom Atlas of Our CountryAmerica's Paul Revere, Esther Forbes, pictures by Lynd WardNational Geographic - Volumes: July '89; July '75; July '74; April '75; Oct. '75; Feb '76

Picture Books:This Time, Tempe Wick?; Patricia Lee Gauch Katie's Trunk; Ann TurnerAaron and the Green Mountain Boys; Patricia Lee Gauch Paul Revere's Ride; Henry Wadsworth Longfellow

Video"The Other Boston Tea Party"; New England Foundation for the Humanities 1989

http://www.historyplace.com/

http://www.si.umioch.edu/spies/sotires-women

http://www.coarlhurst.com/subjects/ushistory

AMERICAN REVOLUTION to Complement Houghton-Mifflin Reading Series (Grade 5, Theme 3)

La Mesa-Spring Valley School DistrictAdapted from Fountain Valley School District – American Revolution

PLANNING PAGES

I. FOCUS/MOTIVATION • Big Book• Everybody Votes (alternative to Observation Charts) • Laser Disc• Inquiry Charts• Cognitive Content Dictionary - Signal Word • Historian Awards• Read Aloud/short video disc

II. INPUT• Timeline - from explorers to constitution

-Leading to revolution - covers 5.3 - wars/battles before Revolution:French/Indian, Indian, broken treaties; 5.4 - 13 colonies - religious/economic differences, growth

of slavery; 5.5 - causes of revolution; 5.6 - course of revolution (battles) 5.6.3 - role of women; 5.7 constitution

• World/US Map - focus on east coast (5.2 - 5.6)• Graphic Organizer: events leading to Revolution (shape of a canon - at each event,

choices become fewer to avoid war - 5.4, 5.5, and 5.6.3)• Comparative Input - King/Washington (both George): British/loyalist viewpoint and

life style vs. American/patriot• Narrative - Events to Declaration of Independence (Continental Congress, Jefferson,

John and Abigail Adams, etc.) – and/or from Houghton Mifflin read aloud, Paul Revere’s Ride

• Back to US map for battles (5.6.2 - Allies)• Expert Groups - Key people who affected the revolution, and/or summary with background of each

major story in the theme, plus more background on Paul Revere and the Boston Tea Party.

III. GUIDED ORAL PRACTICE• Expert Groups

- Team Tasks • T-Graph• Picture Files• Found Poetry - Declaration of Independence • Poetry/songs/chants• Sentencing Patterning Chart (aka Farmer-in-the-Dell) • Personal Interactions• 10/2 negotiating for meaning with L1 - numbered heads together • Mind-maps• Skits• Reader's Theater • Author's Chair• Flex groups: ELD review • Debates

• Process Grid

IV. READING/WRITING • Total Class

- Cooperative Strip Paragraph- Group Frame for ELD student generated text- Poetry Frame - Found Poetry- Biography Frame- Reader's Theater: Midnight Ride of Paul Revere

• Small group/cooperative practice - Team Tasks- Process Grid- Ear-to-ear reading- Observation charts/everyone votes - Read Arounds- Flexible groupings: leveled and heterogeneous - Team Writing Workshop

• Individual/Writer's Workshop - Individual tasks- Interactive Journals- Home/School Connection - Learning Logs- Sketch and Write- Writer's Workshop

V. EXTENDED ACTIVITIES FOR INTEGRATION • Listen and Sketch (on the Houghton Mifflin read-aloud, Poundcake for a General)• Skits• Art/graphics - flyers • Debate• Reader’s Theater

VI. CLOSURE• Process charts and inquiry• Graffiti Wall - student generated text • Assess Learning Logs - on-going• Portfolio

- 3 pieces of writing; expository (cause and effect or persuasive); Biography; Found Poetry

• Evaluation learning• Personal Exploration with rubric • Class/Team Big Books

AMERICAN REVOLUTION to Complement Houghton-Mifflin Reading Series (Grade 5, Theme 3)

La Mesa-Spring Valley School DistrictAdapted from Fountain Valley School District – American Revolution

SAMPLE DAILY LESSON PLAN for DEMONSTRATION TRAINING

DAY 1:FOCUS/MOTIVATION

• Signal Word with Cognitive Content Dictionary • Standards - Historian Awards• Observation Charts • Inquiry Chart• Big Book - Shared Reading

INPUT• World Map • Timeline

-10/2- Learning Log and ELD Review

• Poetry

GUIDED ORAL PRACTICE • T- Graph – integrity• Picture Files - Exploration Report - daily life

INPUT• Comparative Input - 2 Georges

-10/2- Learning Log and ELD Review

READING/WRITING• Interactive Journal • Writer's Workshop

- mini lesson - write- Author's Chair

CLOSURE• Read Aloud• Process inquiry• Home/School Connection

DAY 2:

FOCUS/MOTIVATION• Signal Word with Cognitive Content Dictionary • Process Home/School Connection• Read Aloud - diary• Review with word cards on input and highlight poetry

- Poetry

INPUT•Narrative – Paul Revere’s Ride- Poetry

GUIDED ORAL PRACTICE• Reader's Theater - The Midnight Ride of Paul Revere

INPUT• Graphic Organizer - Causes of Revolution

-10/2 and ELD Review

GUIDED ORAL PRACTICE• Sentence Patterning Chart – patriots

-read, trading game, flip chants

READING/WRITING • Journals• Writer's Workshop

- mini lesson - 6 traits - write- Author's Chair

CLOSURE•Read Aloud•Process charts•Home/School Connection

DAY 3 :

FOCUS/MOTIVATION• Signal Word with Cognitive Content Dictionary • Process Home/School Connection• Review inputs and highlight poetry. Add battles to timeline • Read Aloud – diary

INPUT/GUIDED ORAL PRACTICE/READING/WRITING • Expert groups

- Team Tasks• Background on Declaration of Independence: who wrote it, why, and Abigal Adam's words

- 10/2/2 with Memory Bank• Found poem with Declaration of Independence• Team guided highlighting and writing notes on side - Declaration of Independence

- Reciprocal teaching- class discussion- Team Task - found poem

GUIDED ORAL READING/READING WRITING • Process Grid• Coop Strip Paragraph

-respond, revise, edit

CLOSURE• Read Aloud• Process charts• Home/School Connection

DAY 4:

FOCUS/MOTIVATION• Signal Word with Cognitive Content Dictionary • Review input charts

READING/WRITING• Flex group reading (leveled - ELD and "Clunkers and Links")

- Team Tasks / Team Evaluation • Poetry• Listen and Sketch then DRTA with Johnny Tremaine • Poetry• Team Writing Workshop

- Historical fiction- Fictional Character - Graphic Organizer with Read Around - Story Map - Read Around- Rough draft - Read Around "Three Before Me " editing - Final copy

CLOSURE• Read Aloud• Process charts• Home/School Connection

DAY 5:

FOCUS/MOTIVATION• Signal Word with Cognitive Content Dictionary • Read Aloud

READING/WRITING• Coop Strip reading for struggling readers

- Team Tasks- Team presentation - Team adds to walls

• Ear-to-Ear Reading• Focused reading with Cognitive Content Dictionary • Debate patriots vs. loyalists

CLOSURE• Graffiti Wall• Process Inquiry and Observations • Charts • Evaluate week• Team Feud Game

VARIED VOICES OF THE REVOLUTION

Project GLAD Big Book by Sally FoxTo complement Houghton Mifflin, Grade 5, Theme 3

June 2005

THE TORIES SAID, “HOW REVOLTING!”

THE SONS OF LIBERTY SAID, “GIVE US LIBERTY OR GO AWAY!”

Political, religious, and economic conflicts between England and the American colonists over self-government, taxation without representation, and religious freedom led to a terrible war full of pain and suffering. The American Revolution was a long and bitter war but it finally resulted in the beginnings of our country, the United States.

What were the ideas that made our nation? The idea of freedom, of unalienable rights. The idea of free speech, of saying what you think

without going to jail. The idea that common, regular people can take

part in their own government. The idea that everyone could pray as they want, or

not pray if they want.




What were the ideas that made our nation? The idea of tyranny, that King George didn’t

deserve the “divine right of kings.” The idea of fairness, that parliament shouldn’t tax

the colonists for sugar, taxes, and tea if there were no colonists to speak and vote in Parliament.

The idea of privacy, that the English Army shouldn’t force colonists to let them live in their homes, quartering the red-coated soldiers.




What kinds of communication made our nation? Personal communication spread by people writing:

women, men, and committees of correspondence. Mass written communication spread by people

publishing: the Declaration of Independence and “Common Sense.”

Spoken communication spread by people giving patriotic speeches: Patrick Henry said, “Give me liberty or give me death!”




What problems were the colonists trying to solve? The problem of King George III. The problem of the Intolerable Acts. The problem of snobbishness from the British and

being treated like children or inferiors. The problem of taxation without representation. The problem of being forced to house and feed

British soldiers in your own home!

THE TORIES SAID, “NO PROBLEM!!”



What problems were the colonists experiencing? How to live as neighbors with people who stayed

loyal to King George III. What to do about slaves in the Southern States and

free blacks in the Northern States. How to help the cause of liberty in your own small

way (Patriots giving material and other support to the Continental Army).




Paul Revere, a silversmith in Boston, was opposed the British rule of the colonies and he was:

A member of the secret club “Sons of Liberty.” Part of the group that threw 10,000 pounds of tea

off three British ships in the Boston Tea Party. An important express rider the night before the

battle of Lexington and Concord—the battle that led to WAR!




Charlotte, a fictional servant girl in Boston, was a patriot of the colonies, too. She was:

Working for a family of Tories who were loyal to King George III of England.

Suddenly put in a position to help the cause of the War of Independence when a spy for General Washington gave her a secret message.

A very clever girl who figured out a way to get the message safely to General Washington.




Katie Gray, a young girl in Boston, was part of a wealthy Tory family who were loyal England. She was:

Sad that she and her brothers were losing their friends because her parents thought the colonists should pay any taxes parliament asked for and should follow all the laws of the King.

Angry when rebels broke into her house to steal things and break things.

THE TORIES SAID, “GOOD FOR YOU, LITTLE KATIE!”



James Forten, a free African living in Philadelphia, went to sea to help fight the British when he was just 14 years old. He was:

Working for Captain Stephen Decatur Sr. on the privateer ship Royal Louis when it captured the British ship Active.

On the Royal Louis when it was captured by three British ships: the Nymph, Amphyon and Pomona.

A prisoner of war held on the prison ship Jersey. Very successful after the war in business.




People living in the 13 original English colonies in North America in the 1770s had many different backgrounds resulting in different sentiments, opinions, values, and beliefs. For example:

Ben Franklin was a founder of the United States but his son was a royal governor of New Jersey and loyal to the king of England

Many people were reluctant to go to war but Thomas Paine’s “Common Sense” helped persuade them that it was necessary.

THE BRITISH TO THIS DAY STILL SAY, “YOU REBELS!”

WE SAY, “WE’RE GLAD TO HAVE OUR LIBERTY!”

PICTORIAL INPUT CHART – THE BIG PICTURE OF THE WAR FOR INDEPENDENCEFor Houghton Mifflin, gr 5, theme 3

PICTORIAL INPUT CHART – MAP AND TIMELINE for Houghton Mifflin, gr 5, theme 3

Name ______________________ Room ___

SAMPLE POINTS FOR PICTORIAL “BIG PICTURE” INPUT CHART – Houghton Mifflin, gr 5, theme 3

According to the best scientific knowledge we have today, the continents of America, both North and South, were devoid of human life for hundreds of millions of years. Human beings seem to have first lived in Africa a million years ago. Those ancient peoples, paleo humans, lived very primitively as nomadic hunter-gatherers in small tribes. Approximately 35,000 years ago, nomadic tribes had spread to all the corners of the globe and all the continents, including the Americas. By 10,000 years ago these nomadic peoples were forming permanent settlements all around the world by growing food in addition to hunting and gathering. In the Precolumbian period, the Americas were home to fascinating groups of people, tribes and nations like the Anasazi, Hopi, Zuñi, Navajo, and Apache in what is now the southwest United States, the Eskimo in Alaska, the Aztecs in Mexico, the Maya in Mexico and Central America, the Incas in Peru, the Mohawks, Iriquois, and Seminole in what is now the eastern United States, the Cheyenne and Lakota Sioux in the central plains, and the Kwakiutl in the Pacific Northwest. These people formed societies and lived successfully in America for thousands of years, sometimes having wars with each other, and other times living in isolation and relative peace. But once Columbus and his ships arrived in the Caribbean Sea looking for a route to China, the lives of these 20 million native Americans, our continent’s indigenous peoples, were changed forever.

Within a hundred years of Columbus’s first arrival, many other Europeans were coming to America to take over the land, extract the gold and silver, and begin new agricultural plantations to sell the crops back in Europe. Spain and Portugal began competing for the new places, killing and controlling the native people who didn’t cooperate with them. The Spanish and Portuguese who came to the Americas were often farmers, military men, miners, or missionaries. They moved here and began colonies in what is now Mexico, South America, and the Caribbean. Shortly thereafter, the English and French began sending colonists, too. By 1607, England began a settlement in Virginia and the seeds of the United States of America were planted. The Virginia settlement called Jamestown grew and more English people decided to build a new life in the Americas. In 1619, Virginia established a representative legislature called the House of Burgesses. This legislature wrote laws and helped the colonists govern themselves. In 1620, the Pilgrims arrived at Plymouth Rock in what is now Massachusetts and founded the second permanent British settement in North America. For the rest of the 1600s thousands of Europeans, mostly from Great Britain but also from France and Germany, came to what is now the United States as immigrants. By the 1700s there were over a million Europeans stretching from what is now Georgia northward to what is now Maine.

Some of the immigrants to this part of America came for religious freedom because they wanted to practice a religion that was outlawed or discouraged by their government. Others came to the Colonies for economic reasons. They thought they could become rich in America. Some poor people came to America as indentured servants. They agreed to work for the master, who paid for their ticket to come to America, for a period of years, usually seven, after which the person could move and start his own life working for himself. Some people came to America against their will. They included prisoners from over-crowded English jails, Irish prisoners of war, and black Africans captured in intertribal warfare or kidnapped and sold to Portuguese traders. In 1775, all these people were living in the area now known as the United States. They were living as children ,colonies, of the mother country—Great Britain.

This unit focuses on the Revolutionary War between the colonies and Great Britain. This war gave birth to a new nation when the 13 British colonies won their freedom and became the independent United States of America. The war began unofficially on April 19, 1775, when a group of colonists fought British soldiers at Lexington, Massachusetts. Hours later in nearby Concord, more colonists fired “the shot heard round the world” when they battled British troops near a bridge. The war lasted 8 years and was ended by the Treaty of Paris in 1783.

Before we talk about what caused the war and how different people suffered in different ways during the war, you need to know a little bit about the King of England, the Parliament, and the way the Colonies were governing themselves from 1619 until 1775. The King of England got his job by being born to the previous king. That’s called a hereditary monarchy and there has been a monarchy in England for over 1000 years. Kings are not elected or chosen for being the best man for the job. Sometimes kings were very good at their jobs and other times they did very bad work. Early kings all over the world from Mesopotamia to China ruled with absolute authority, the way a dictator rules today. English kings did, too, until 1215 when King John had to agree to the Magna Carta. From then on, English kings had to follow the law and had to respect the nobles in his land. He didn’t have to respect the rights of the common people like farmers and workers, only those of the nobles or aristocracy. The king works through the law-making group called Parliament. Parliament comes from the old word for a conversation and means a place to talk about the business of government. Parliament is a little bit like our Congress, but it includes the monarch (usually a king) along with the House of Lords and the House of Commons. The House of Lords is a little bit like our Senate. The House of Commons is a little bit like our House of Representatives.

So let’s go back to 1775. Problems between the mother country, Great Britain, and the colonies had been brewing for over ten years. British laws controlled the Colonies. For example, although most colonists were farmers, they sold a lot of their crops to merchants in Britain. They had to buy the manufactured goods they wanted from Britain. Then, there was a war between Great Britain and the French who were allied with the Indians. The king and parliament were so busy with this war they didn’t pay much attention to the Colonies. The Colonies did what they wanted. Once they won the war, the British began to restore their power and authority over the Colonies. They started enforcing laws they hadn’t paid attention to for a long time. Another thing, the king and Parliament decided they needed a full time army stationed in the colonies but they didn’t want to pay for it. They wanted the colonists to pay for it. The said it was only right they pay for it since it would keep them safe. How do people pay for things like an army? Well, for thousands of years, since a Mesopotamian king names Hammurabi in Babylonia, people have paid for things like armies and public buildings and roads through taxes. So, parliament wanted to raise taxes on the Colonies. However, the Colonies were not allowed to elect any members of parliament. They thought it was unfair to be taxed by a government they can’t officially talk to by sending a representative to parliament. They called this “taxation without representation” and it made the colonists mad. In 1764, the Navigation Act law said the colonists had to pay a 3-penny tax on every gallon of molasses (liquid sugar) from the West Indies. That made the colonists madder! In 1765, parliament passed the Queartering Act. It required Amercians to provide a room, fuel, candles, cider or beer, and transportation for British troops stationed in the colonies. This made the colonists madder still!! Then they got the Stamp Act, which was a law that said you had to buy a stamp from the government and put it on newspapers, playing cards, diplomas,and other legal documents. This made the colonists even more angry! In 1767, parliament passed the Townshend Acts. This law placed duties, a form of tax, on imports to the colonies like tea, paper, lead, and paint. The colonists started a boycott and refused to buy the imports or any good from Britain. They were getting madder and madder. In 1770, some people in Boston who were really frustrated by the British laws were throwing snowballs at the British soldiers standing on guard duty. The snowball fight turned into a fight with rocks and clubs. The British troops fired into the crowd and killed some people. This is known now as the Boston Massacre. After that, parliament had to repeal, or take back, the Townshend duteis, except for the tax on tea. The colonists were still boycotting British tea, and were buying from the Dutch and Spanish, so parliament made it so even with the tax British tea was cheaper than Dutch or Spanish tea. Some men who called themselves the Sons of Liberty realized the trick and decided to play a trick back. In 1773, a band of colonists disguised as Mohawk Indians raided British ships in Boston harbor, lifted boxes of tea from their holds, and tossed them overboard. The said “Boston Harbor will be a teapot tonight” and ever since it has been called the Boston Tea Party. In 1774, there were the Intolerable Acts, which forced Boston harbor to be closed—no ships in and no ships out—until is said it was sorry for the Boston Tea Party. Around this time, leaders in the other colonies (GA, SC, NC, VA, DE, MD, PA, NY, NJ, NH, RI, CT) decided they had better get together before Britain started treating them the same way. The formed the first Continental Congress and met in Philadelphia in September, 1774. They decided to stick together and not import or export any goods to England until the abuses happening in Massachusetts were corrected. In 1775, when the British decided to use their army to fight the revolting colonists, by marching on targets in Massachusetts, the other colonies were very worried. The story of the battles of Lexington and Concord were told all along the eastern seaboard, from colony to colony. George Washington was asked to form an army to help defend Massachusetts. Enough people were angry enough to join him. Some joined the Continental Army and others joined their state’s militia. In the meanwhile, King George III and parliament were angry, too. They felt the colonies were like naughty children disobeying their parents. By 1776, many more colonists were ready to revolt and join the revolution. Thomas Jefferson’s Declaration of Independence in 1776 really crystalized the feelings of lots of people. The colonies were at war with Britain.

In this unit you’ll find out how it felt to live in this epoch. It was an important time that led to our country as it is today. We pay a great price for our political freedom today, and our ancestors paid a great price in their time. Do you think it was worth it?

AMERICAN REVOLUTION-NARRATIVE

SYBIL LUDINGTON

At eight or nine by the clock, that evening, a tired, muddy horseman reached Colonel Ludington's home with the news. British soldiers had taken Danbury and, in a drunken frenzy, were burning all homes occupied by Patriots. But, what to do, thought the Colonel, his regiment was disbanded, its members at their homes, some, very far away. It was April, planting season, and the farmers needed to tend their fields and were granted leaves to get their farm work done. He must stay to muster the men as they came and the messenger was too exhausted to go any further. In this emergency, he turned to his daughter, Sybil, who a few days before had passed her sixteenth birthday. He bade her to take a horse, ride for the men and tell them to be at his house by daybreak.

As Sybil ran for the barn, carrying the trousers she would change into, the pitch black night closed down like a shutter. There followed a slight struggle with the horse, Star, for it was dark, wet, and cold and he objected. Off they went, Star picking up a little as he warmed up. They rode for what seemed to be a very long time. The rain started down in earnest. Was that Jake Hunter's farm on the left, she wondered? No, only the Gillette's. She rode Star up to the window, no matter that she tramped on the flowers, and hammered on the window with her fist. The door swung open and there was Mrs. Gillette. "Father sent me to carry warning," she began politely in a nervous voice. "That you gal, at this time of night? Hitch your horse and git on in here," said Mrs. Gillette.

Sybil took a deep breath and tried again in a firmer voice. "The British are burning Danbury. Tell Mr. Gillette that the troops are to muster immediately. Women and children need to be ready to bundle up valuables and drive away the livestock if the redcoats come this way. Please spread the word to your neighbors." With that, Sybil rode off, hoping that Mrs. Gillette believed her.

Only a short ride to the next farm. The house was dark, should she waken them? Then she remembered that Jake Hunter was a corporal and she was on military business. She hammered on the shutter and yelled loudly, "Rouse, rouse, the British are burning Danbury." Jake's head peaked out from a window, "That will mean a mustering," he said. "I'll tell my neighbors." Sybil rode off with a sense of relief, Jake would know what to do and tell the nearby neighbors. Sybil rode off in a different direction, she urged Star to go faster and faster. This was going to take forever. Thank goodness she had changed to trousers; by now her skirts would have been a cold, sodden mass; as it was, the shawl over her head slapped in a wet lump against her chest, carried water like a gutter along her leg; and when it was caught by a tree, she let it go. She could scarcely get wetter.

The next two households were wakened with no trouble, but at the next farm, Mrs. Oppenshore utterly refused to waken her deaf husband. "There have been a sight too many musterin's. A man's got a duty to his farm. Probably a false alarm anyway." Upset with the woman, Sybil tried again, "Danbury's burning", she started. "Let the Danbury folks fight'em", she replied. Sybil was so angry she said, "The redcoats are likely finished there by now and starting to march here." "Redcoats comin' here? Timothy wake up, redcoats are coming". Sybil didn't wait, off she rode.

Mile after mile, farm after farm, she and Star went. She patted him. Good boy, she said, "We couldn't have done it without you. It isn't every yearling that can ride like this at night." Star snorted as if he agreed. Was the rain easing? She hoped so, she still had half the ride to go. She shivered with the cold and wet. She hoped that Star could indeed hold out. Two more farms roused and then the lake glimmered on her right. She knew she was to turn here, she hoped she found the correct turn. This was the least settled, the most terrifying stretch on the whole route: no clearings, no farms, just a few

squatter and trappers living in small ill-built cabins. With murmurings and a gentle hand, she steadied Star to a safer pace. "We're important, Star, if you break a leg, the British may catch people in their beds." Behind her, she knew, people were now ready, bonfires being lit, ammunition readied, livestock and valuables being hidden.

But before her, nothing but darkness, sleep, unreadiness. No, for there was a glow ahead, a glow of a firelight through the trees. Soldiers, mustering, perhaps, to march to the Ludingtons', had kindled a small blaze? But it seemed unlikely.

Whoever they were they must be told. She turned Star off the road, headed him in the direction of the bonfire, and left it to him to thread his way between the rocks and undergrowth.

She could see six men or thereabouts. And horses. And, yes, firearms were propped beside the seated men as they warmed themselves at the blaze.

But no man with farming to do would be awake and camped out in the open at this time of night, and the British could scarcely have reached here as yet. It was relief to see that the men wore no colored uniform. Which made it likely they were militia.

She was near enough now to shout. And was just about to, when a stone turned under Star's hoof and went rattling down a short slope. A man sprang up from the fireside and grabbed his musket.

Sybil jerked tight the rein. The appetizing odor of roast mutton had reached her. And there, slowly turning on a greenwood spit beside the fire, was the best part of a stolen sheep.

Not British, not militia, these men. They were thieves and robbers, cowboys or skinners.

Desperately she turned the yearling; and, eyes blinded by the firelight, headed him back into the darkness.

A chorus of shouts. The cutthroats were after her.

There was no knowing what these outlaws would do if they caught her. And if they captured her, who would spread the alarm? Her safety, Star's safety, was nothing beside the safety of the whole countryside.

She had a hundred paces' start. Add a few moments while the cutthroats were catching and saddling their horses. If only she could gallop, gallop, lose herself in the darkness.

But here under the thick trees there was no chance even of picking her direction. And at every panic attempt to make for the road, boulders, a streambed, giant tree trunks, headed her off. Star stumbled and slipped at a scrambling walk. She was lost, but in a moment she was glad of it.

For from eastward in the probable direction of the road came the wrathful shout of voices. "Headed south, I cal' late."

"No north. Or I'd have seen him. You might ha' let him past."

So they had taken her for a man? That was somehow encouraging.

But how lucky that she hadn't got down to the road and been caught between the two lots of skinners. When it served their turn these outlaws murdered as freely as they robbed, and they wouldn't think twice of putting a musket ball into an unlucky witness who had caught them roasting that stolen sheep.

She pulled up Star and waited a moment, listening. No sound but the creak of the saddle to Star's wearied breathing: and he, the darling, was listening too, head up, ears pricked. Then she caught a sound, a man's footfall; faint though it was, she was sure of it. Not that she could hear each step. But a stone rolled,-a sodden twig snapped. It came no nearer, seemed to retreat.

In the tenseness of her waiting, moments seemed hours; as long as she was silent she was safe. But someone must carry the call to arms; she couldn't wait here till daylight, when the skinners would have moved off. And which way were they going? North or south? If only she knew.

Twice the yearling nearly fell and all but pitched her off in his efforts to recover balance. She dismounted and tried to lead him; that might be easier for Star, but it was harder, a heap harder, for Sybil. Slipping and sliding over wet leaves, wedging a foot between rocks, blundering into tree trunks, she could have cried with sheer fatigue and vexation. And every moment of delay might be bringing the enemy closer, closer; while militiamen, badly needed, slumbered in their homes.

Frightened she was now, and she would admit as much after that meeting with the skinners. It called for all the courage she could lay hand on to ride in off the road and rouse the next farm. At Ben Hasbrouck's, at the turn of the road, they set her on her new direction, and surprised her by telling her it was no later than midnight, when she had thought the dawn itself must be close. But more than half her ride was over; Star, who had gone lame for a while, had only caught a stone in his hoof, and once she had that out, he was striding out as gallantly as before. Never, as long as she lived, would she forget how brave, how helpful he was. If ever there was a good patriot, it was Star this night. Heavens, how tired she was! Every muscle ached, and legs and even arms were bruised from floundering around among those rocks. But strangely enough she had never been happier in her life, though she didn't know it herself till she found herself singing.

A mile of so later and with a good hour's ride still ahead of her, her troubles were already over; someone riding from the opposite direction had already spread the alarm. First there were lighted houses; then there were armed men, in twos and threes, striding on grimly to muster for defense, to fight for freedom. They gave her a shout and some gave her a cheer as Star, spurred on by excitement, galloped past. Soon she was traveling among a little group of horsemen, men who had come from farther west.

The procession grew till there must have been a score or more, pounding the road like a troop of cavalry. Inspired by the other horses, excited perhaps by the two or three lanterns, Star threw up his head proudly and stretched his pace.

Into the Ludington lane, down past the mill, which had been flung open to shelter those who couldn't squeeze into either house or barn. Constant scurrying to and fro, the

rumble of men's voices, the sharp bark of orders from officers: Sybil had seen and heard it all before, but this time she was a part of it. She had received her orders and carried them out like a soldier.

At the gate someone took Star and offered to stable him. Reluctantly she surrendered him. 'Twas like giving up part of herself. "Best rub him down," said Sybil. "He's done a long ride." The gathering at the house door made way for her.

"Here she is, Colonel. Here's your aide, sir." And Father himself threw down his quill and, in full regimentals, rose from the table to greet her and hear her report, just as he would for a soldier. This surely was the proudest moment of her life.

NARRATIVE INPUT CHART – for Houghton Mifflin Theme 3, gr 5

Paul Revere's RideBY Henry Wadsworth Longfellow 1. Listen my children and you shall hearOf the midnight ride of Paul Revere,On the 18th of April, in Seventy-five;Hardly a man is now aliveWho remembers that famous day and year. He said to his friend, "If the British marchBy land or sea from the town to-night,Hang a lantern aloft in the belfry archOf the North Church tower as a signal light,One if by land, and two if by sea;And I on the opposite shore will be,Ready to ride and spread the alarmThrough every Middlesex village and farm,For the country folk to be up and to arm." Then he said "Good-night!" & with muffled oarSilently rowed to the Charlestown shore,Just as the moon rose over the bay,Where swinging wide at her moorings layThe Somerset, British man-of-war; A phantom ship, with each mast and sparAcross the moon like a prison bar,And a huge black hulk, that was magnifiedBy its own reflection in the tide. 2. Meanwhile, his friend through alley and streetWanders and watches, with eager ears,Till in the silence around him he hearsThe muster of men at the barrack door,The sound of arms, and the tramp of feet,And the measured tread of the grenadiers,Marching down to their boats on the shore. Then he climbed the tower of the Old North Church,By the wooden stairs, with stealthy tread,To the belfry chamber overhead,And startled the pigeons from their perchOn the sombre rafters, that round him madeMasses and moving shapes of shade,--By the trembling ladder, steep and tall,To the highest window in the wall,Where he paused to listen and look downA moment on the roofs of the townAnd the moonlight flowing over all.

Beneath, in the churchyard, lay the dead,In their night encampment on the hill,Wrapped in silence so deep and stillThat he could hear, like a sentinel's tread,The watchful night-wind, as it wentCreeping along from tent to tent,And seeming to whisper, "All is well!"A moment only he feels the spellOf the place and the hour, and the secret dreadOf the lonely belfry and the dead;For suddenly all his thoughts are bentOn a shadowy something far away,Where the river widens to meet the bay,--A line of black that bends and floatsOn the rising tide like a bridge of boats. 3. Meanwhile, impatient to mount and ride,Booted and spurred, with a heavy strideOn the opposite shore walked Paul Revere.Now he patted his horse's side,Now he gazed at the landscape far and near,Then, impetuous, stamped the earth,And turned and tightened his saddle girth;But mostly he watched with eager searchThe belfry tower of the Old North Church,As it rose above the graves on the hill,Lonely and spectral and sombre and still.And lo! as he looks, on the belfry's heightA glimmer, and then a gleam of light!He springs to the saddle, the bridle he turns,But lingers and gazes, till full on his sightA second lamp in the belfry burns. 4. A hurry of hoofs in a village street,A shape in the moonlight, a bulk in the dark,And beneath, from the pebbles, in passing, a sparkStruck out by a steed flying fearless and fleet;That was all! And yet, through the gloom and the light,The fate of a nation was riding that night;And the spark struck out by that steed, in his flight,Kindled the land into flame with its heat.He has left the village and mounted the steep,And beneath him, tranquil and broad and deep,Is the Mystic, meeting the ocean tides;And under the alders that skirt its edge,Now soft on the sand, now loud on the ledge,Is heard the tramp of his steed as he rides.

5. It was twelve by the village clockWhen he crossed the bridge into Medford town.He heard the crowing of the cock,And the barking of the farmer's dog,And felt the damp of the river fog,That rises after the sun goes down. 6. It was one by the village clock,When he galloped into Lexington.He saw the gilded weathercockSwim in the moonlight as he passed,And the meeting-house windows, black and bare,Gaze at him with a spectral glare,As if they already stood aghastAt the bloody work they would look upon. 7. It was two by the village clock,When he came to the bridge in Concord town.He heard the bleating of the flock,And the twitter of birds among the trees,And felt the breath of the morning breezeBlowing over the meadow brown.And one was safe and asleep in his bedWho at the bridge would be first to fall,Who that day would be lying dead,Pierced by a British musket ball. 8. You know the rest. In the books you have readHow the British Regulars fired and fled,---How the farmers gave them ball for ball,>From behind each fence and farmyard wall,Chasing the redcoats down the lane,Then crossing the fields to emerge againUnder the trees at the turn of the road,And only pausing to fire and load. So through the night rode Paul Revere;And so through the night went his cry of alarmTo every Middlesex village and farm,---A cry of defiance, and not of fear,A voice in the darkness, a knock at the door,And a word that shall echo for evermore!For, borne on the night-wind of the Past,Through all our history, to the last,In the hour of darkness and peril and need,The people will waken and listen to hearThe hurrying hoof-beats of that steed,And the midnight message of Paul Revere.

LISTEN AND SKETCH – A Pound Cake for a General, by Theresa Thomas (for Houghton Mifflin, gr 5, Theme 3

1. From the Morgans’ house, Charlotte could see across Boston to the harbor where the British ships were anchored. Charlotte was a Patriot, but she worked for the Morgans, who were Tories. Now the threat of a battle between the British soldiers and General Washington’s continental Army had made the Morgans decide to return to England. Everyone in the house was busy making preparations for leaving. The decision to leave had been sudden.

Charlotte hurried across the yard to the root cellar. Tomorrow she would be on her way to live with her Aunt Abigail in Great Barrington.

Mrs. Morgan had sent her for the remaining apples. Gathering them in her apron, Charlotte started back to the house. Just then, she heard running footsteps. The dark figure of a man came through the doorway and brushed roughly against her. Before she could scream he clapped a gloved hand over her mouth. She could hear shouts of British soldiers close by.

2. “Be ye a Patriot?” he whispered. Charlotte bobbed her bead up and down. He hesitated a moment, and then slowly let her go. “Listen,” he said. “They’re going to catch me. If ye’re Patriot, ye’ll want to help your county. I’ve got a message here.” He pressed a little packet into her hand. “It’s for General Washington. Find someone ye can trust to deliver it to his headquarters in Cambridge. The redcoats mustn’t see it. Can ye do it?”

“I’ll try.”

“Good girl. Now scream,” he commanded. “They mustn’t suspect ye.” The fright of what had happened made it easy for Charlotte to scream. Within minutes, British soldiers rushed into the cellar, pulled the man away, and dragged him outside. Charlotte’s hand trembled as she tucked the packet in her apron deep under the apples.

Mrs. Morgan came running from the house, rushing to Charlotte with concern. A British officer questioned the man. The officer was Captain Kingsley, a frequent visitor at the Morgans’.

“Good day, ma’am,” he said to Mrs. Morgan. “I regret having startled you, but we caught this man hiding in your cellar. He may be a spy for the rebels. My men are searching to be sure he hasn’t been hiding something.”

“How dreadful!” Mrs. Morgan gasped. The soldiers came out of the cellar. “Nothing there, sir.” The Captain’s eyes shifted from the man to Charlotte, and then to the root cellar. Mrs. Morgan took Charlotte’s arm. As they turned to walk away, Captain Kingsley called, “One moment, please. I’d like to speak to your hired girl.”

3. “Captain,” Mrs. Morgan said indignantly. “Surely you don’t think this girl had anything to do with that spy?”

“She’s a Patriot!”

“May I remind you, sir, this girl is only twelve, hardly a fitting age for a spy. She has worked here a long time. I will vouch for her.”

Captain Kingsley wasn’t convinced. “What’s wrapped up in your apron?” he asked Charlotte politely. “Apples, sir.” Mrs. Morgan nodded in agreement. The British officer stepped back quickly and bowed. As Mrs. Morgan pulled Charlotte toward the house, she could feel the officer’s staring eyes. What was she going to do with the packet? Inside the house, when Mrs. Morgan wasn’t looking, she tucked it in her ruffled cap.

The last preparation for the Morgans’ trip was packing food into hampers. The only thing not packed was the poundcake Mrs. Morgan had given to Charlotte.

4. That evening she bolted the door to her room before examining the little packet. She couldn’t think whom to trust with it. Why not take it to Cambridge herself? She was going there in the morning to meet her Aunt Abigail. Surely no one could suspect her.

In the morning the Morgans’ trunks were sent to the ship for England. Charlotte had not thought of a better hiding place than her cap. A loud rap sounded at the door. Charlotte knew it would be Captain Kingsley. She straightened her cap and opened the door. “Good morning, sir.”

He ignored her and strode past her, looking around in surprise at the bare rooms. “Are the Morgans moving?”

“They’re returning to England. I am going to my Aunt Abigail in Great Barrington.”

“When was this decided?”

“Weeks ago. My aunt is meeting me in Cambridge this afternoon.” She was relieved when Mrs. Morgan entered. “How kind of you to come to say goodbye, Captain.”

He bowed and kissed her hand. “When I spoke with you yesterday, I didn’t realize you were returning to England.”

“Ah, yes. Mr. Morgan thought it best. War is so nasty.”

“This war is,” he agreed. “One is never sure who the enemy is.” He seemed to be watching for Charlotte’s reaction. Outwardly she was calm.

5. “You will excuse us, Captain,” Mrs. Morgan apologized. “My husband is waiting for me on board ship.” Captain Kingsley bowed. “Certainly, madam. And how,” he added, “is this little lady traveling to Cambridge?”

“I have made arrangements with a man from the docks. Surely,” she added, “the British Army is not forbidding women and children to leave Boston? I have permission from General Howe himself.”

“No,” Captain Kingsley replied hastily. “I only thought I could escort the young lady.” Charlotte froze. This is what he’d been waiting for. “Isn’t that kind of the Captain, Charlotte? Hurry, dear, and get your things.”

6. Charlotte hurried to the kitchen for the poundcake and her bag. What was she to do now? If he should have her searched, he would surely find the packet in her cap. As she began wrapping the poundcake, a plan came to her. Making sure the Captain was busy with Mrs. Morgan, Charlotte found a discarded spoon and

concealed the packet in her poundcake. Quickly she wrapped it in brown paper and brushed the crumbs away. Captain Kingsley came into the kitchen as she put on her cape, looking at the package.

“Would you mind carrying this, sir?” Charlotte asked, handing him the cake. “It is a poundcake for my Aunt Abigail from Mrs. Morgan. I don’t want it to get crushed.”

“Certainly,” he said stiffly.

Mrs. Morgan hugged Charlotte before getting into her carriage. She turned to the Captain. “I know that I can trust Charlotte to your care,” she said. “Never fear, Mrs. Morgan. The girl is in good hands.”

7. Charlotte cringed at the thought of being in the hands of a British officer. Sadly, she waved goodbye, and then Captain Kingsley helped her into his carriage.

“You’re not fooling me,” he said, after they had gone only a short way.

“I beg your pardon.”

Come, come now, let us not play games. The spy we caught yesterday could only have given the message he carried to you. Hand it over!”

“I have nothing to hand over,” she gulped. And sure enough she didn’t, for the Captain still held the poundcake in his own lap. “You are welcome to search my bag if you wish,” she said. He handed her the poundcake while he opened the bag. His face was grim when he found nothing.

As they neared the last post where travelers were allowed to pass out of Boston, she almost gave a start when he said, “Remove you cap, please.”

“Yes, sir.”

He watched as she took it off, turning it inside out for him. “All right,” he grumbled.

The carriage reached the post and the Captain helped her down. “Perhaps I was wrong this time, but I always do my duty as I see fit.” “I understand, and thank you,” Charlotte said.

“You’ll find transportation into Cambridge ahead at the next post,” he said pointing up the road. Charlotte knew that the American Army must be only a short distance away and her heart sang with relief.

8. After hearing her story, soldiers took her to General Washington’s headquarters in Cambridge. She left the poundcake containing the message and went to meet her aunt.

Not long afterwards, Charlotte was surprised to receive a letter from General Washington’s headquarters. With trembling fingers she opened the letter. “It is my pleasure to inform you that the British have evacuated Boston on this day of March 17, in the year 1776. I am confident that with the help of brave Patriots like you, this war will be won.”

Charlotte didn’t know what the packet had contained, but somehow she felt sure it had something to do with the British leaving Boston.

Poetry Booklet

“Varied Voices of the Revolution”

Name: ________________

Room: _______

PATRIOTS HERE AND THERE

Patriots here, patriots there,Patriots, patriots everywhere!

Famished patriots starving,Loud patriots inciting crowds,

Angry patriots protesting,And educated patriots writing pamphlets.

Patriots aboard ships in the Boston Tea Party,Patriots in petticoats,

Patriots deep in the hold of a privateer,And patriots on horseback sounding the alarm.

Patriots here, patriots there,Patriots, patriots everywhere!

PATRIOTS, PATRIOTS, PATRIOTS!!

Adapted from Marcia BrechtelBy Sally Fox, 2005

VOICES OF THE REVOLUTION “YES MA’AM!”

Is this colonial America? Yes, Ma’am!Is this colonial America? Yes, Ma’am!Well, how do you know? Thirteen colonies.Yeah, how do you know? Controlled by England.

What’s it like now? It’s the United States.

Is this Paul Revere? Yes, Ma’am!Is this Paul Revere? Yes, Ma’am!

How can you tell? Silversmith in Boston.How can you tell? In the Sons of Liberty.

What did he do? Sounded the alarm!

Is this a Tory family? Yes, Ma’am!Is this a Tory family? Yes, Ma’am!

Well, how do you know? Loyal to the King.Yeah, how do you know? Went back to England.

Is this James Forten? Yes, Ma’am!Is this James Forten? Yes, Ma’am!

How can you tell? Free African in Philly.How can you tell? He went to sea.

What did he do? Helped capture a ship.

By Sally Fox, 2005

Patriots around the Liberty Tree,Patriots at the Continental Congress,Patriots in Valley Forge,And patriots throughout the colonies.

Patriots here, patriots there,Patriots, patriots everywhere.

PATRIOTS! PATRIOTS! PATRIOTS!

M. Brechtel '02

PATRIOTS HERE and THERE

Patriots here, patriots there Patriots, patriots, everywhere.

Famished patriots starving,Loud patriots inciting crowds,Poverty-stricken patriots freezing,And dedicated patriots writing pamphlets.

STRONG PATRIOT

I know a strong patriot,An extremely, strong patriot, An extremely, strong patriot,

Who struggled in many ways.

Writing letters for the cause,Making food from very little,Marching strongly beside the soldiers, And caring, nursing, teaching.

She was very seldom praised for intelligence or braveryBut, she spied and wrote and shot and nurturedMany much more famous than she wasWho, then, was the hero?Who, then, made the difference?

I know a strong patriot,An extremely, strong patriot, An extremely, strong patriot,

Who struggled in many ways.

M. Brechtel '02

- - - - - -- -

Revolutionary "Yes, Ma'am"

Is this Thomas Jefferson? Is this Thomas Jefferson?How do you know?How do you know?What did he do?What did he do?

Yes, Ma' am. Yes, Ma' am.He lived at Monticello..He was our 3rd president.Wrote the Declaration of Independence. Started the University of Virginia.

Is this Mercy Otis Warren? Is this Mercy Otis Warren?How do you know?How do you know?What did she do?What did she do?

Yes, Ma' am. Yes, Ma' am.She was a fierce patriot.Friends with John and Abigail Adams. Wrote plays for independence.Wrote a history of the revolution.

Is this Abigail Adams? Is this Abigail Adams?How do you know?How do you know?What did she do?What did she do?

Yes, Ma'am. Yes, Ma' am.She was wife to John Adams.She was mother to John Quincy Adams. Sent her husband military information. Wrote for women and slaves' rights.

M. Brechtel '02

INDEPENDENCE BUGALOO!

I'm a historian and I’m here to say,I study the American Revolution every day. Sometimes I read a paper, sometimes I write a book, And many times, in museums, I take a look.

Patriots, firebrands, loyalists too, Doing the Independence bugaloo.

People with integrity thought England was not right,To charge taxes, quarter troops, and stop local might,Others with integrity chose to hold to their belief,But, holding tight to England would cost them lots of grief.


People believing in the king, loyalists, they say,Had to go to Canada, when patriots won the day.People believing in independence, kept that ideal in sight,Suffered poverty, sickness, death, but fought with all their might.


In the end, the patriots won, sticking tight to freedom's cause.The right to vote, to speech, and to write up their own laws.Independence is a powerful idea, as everyone can see. .

What happened then, that idea spread, and is now for you and me.


Marcia Brechtel '02

SOUND OFF

I just know 'cause I've been told,Integrity is worth its weight in gold.Men and women who knew wrong from right, And stuck to it, through all the fight.

Sound off - IntegritySound off - Persistence1, 2, 3, 4 - They Won!

Taxing sugar, foreign goods, and tea,Telling colonists to vote with George "the three", Canceling the local town meetings, too,Made colonists angry, it's so true.

Sound off – IntegritySound off – Persistence1, 2, 3, 4 - Angry!

Sam Adams ranted, Patrick Henry raved,Mercy Warren wrote, independence she craved, Committees of correspondence could spread news,Draw colonies together, share strength to use.

Sound off - Firebrands TalkSound off - They Wrote1,2,3,4 - All Heard!

Freedom was not for all, those days,Slaves, Indians and women had no say,The Declaration was powerful, all could see, Now freedom is for you and me.

Sound off - No VoteSound off - New Idea1, 2, 3, 4 - We Vote!

Marcia Brechtel '02

CAUSES OF THE REVOLUTION

The Stamp Act happened in '65. Oh no, oh no.The Stamp Act happened in '65. Oh no, oh no.The first direct tax on the colonies, England wanted it to pay for the soldiers' feesAnd along with that came the Quartering Tax. Oh no.

The colonists didn't like that, you know. Oh no, oh no.The colonists didn't like that, you know. Oh no, oh no.Patrick Henry said if this be treason, make the most of it in any season,And the Sons of Liberty marched down to the Tree. Oh no.

In '67 the Townshend Acts. Oh no, oh no.In '67 the Townshend Acts. Oh no, oh no.Sam Adams argued and men agreed, a boycott was needed so they'd be freed,The nonimportation agreements were found. Oh no.

The Tea Act was passed in '73. Oh no, oh no.The Tea Act was passed in '73. Oh no, oh no.So the Boston men tossed the British tea, off the boats, and into the sea,Cause they didn't want to be taxed without being asked. Oh no.

In '74 came the Intolerable Acts. In '74 came the Intolerable Acts.In strong response to this mess, the leaders called the

Continental CongressAnd they all agreed, a militia they'd need.

Oh no, oh no.Oh no, oh no.

Oh no.

The British tried to steal our weapons. Oh no.The British tried to steal our weapons. Oh no.But, Paul Revere made his midnight ride, and Lexington and Concord were the Colonists prideAnd the British didn't win, although they tried. Oh no.

M. Brechtel '02

AN IDEA, ONLY THAT!

What was the making of this nation?An idea, powerful and compelling! An idea, "Heard Round the World"

. An idea of freedom, inalienable rightsThe right to free speech, to help govern, to pray the way you wantAn idea so new, never heard before - presented for the "common man"But, not for everyone, not yet

.

.

.

"We hold these truths to be self-evident, that all men are created equal"


. An idea brought forward by the tyranny of the "Rights of Kings"An idea brought forward by unjust taxes set by the English Parliament:

sugar, stamps, and teaAn idea brought forward by requirements that the colonist quarter

British soldiers in their homesAn idea brought forward by colonists who had created their homes from

the wilderness and knew they were equal to any

.

.

.

"If this be treason, make the most of it!"


. An idea spread by people writing: women, men, and committees ofcorrespondence

An idea spread by thoughtful writings: Common Sense and the DeclarationOf Independence

An idea spread by impassioned patriotic speeches: Sam Adams and PatrickHenry

An idea spread from farm to farm, family to family protesting taxes andwanting a vote

.

.

.

"I know not what others may choose, but as for me, Give me liberty or give me death"

What was the making of this nation?An idea, powerful and compelling!An idea, "Hear Round the World"

. An idea fought for over ten long years, many defeats, little food, oldclothing, and many wounds and diseases

An idea fought for by women, slaves, and Indians, who received no right tovote

An idea fought for by untrained soldiers called militia: farmers led byGeneral Washington

An idea fought for wen many wished to give up: there were severalmutinies

.

.

.

"These are the times that try men’s souls. Tyranny… is not easily conquered. The summer soldier and the sunshine patriot will, in this crisis, shrink from

the service of his country"

What was the making of this nation?An idea, powerful and compelling!An idea, "Heard Round the World"

.An idea they struggled for at Breed's and Bunker HillAn idea they suffered for at Valley ForgeAn idea that brought French, Prussian, and Polish officers to lend their

swordsAn idea they struggled for at Lexington and Concord, where the war started

.

.

.

“Here once embattled farmers stood and fired the shot heard round the world.”


.

.

.

.

“… They are endowed by their creator with certain inalienable rights, that among these are life, liberty, and the pursuit of happiness.”

An idea articulated by men with vision of a new kind of government:Thomas Jefferson, Benjamin Franklin, John Adams, Thomas Paine

An idea not yet presented for all, Abigail Adams spoke for women to beincluded

An idea not yet presented for all, Jefferson spoke for slaves, but thosewords were removed from the Declaration of Independence

An idea so powerful, that it set the stage for a country, the first in history,where freedom, in fact, became possible for all

M. Brechtel ‘02

The Declaration of Independence

When in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume, among the Powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. That, to ensure these rights, Governments are instituted among Men, deriving their just Powers from the consent of the governed. That, whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such Principles, and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.

Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and, accordingly all experience hath shown, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But, when a long train of abuses and usurpations, pursuing invariably the same Object, evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.

Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States.Found Poetry from: A New Nation McGraw-Hill

Date: __________________

AMERICAN REVOLUTION UNIT

HOME/SCHOOL CONNECTION #1

Tell your parents two things about the American Revolution (or War for Independence). Ask them if there have been any revolutions (or war for independence) in any other countries that they remember.

Parent: ______________________________ Student: _______________________

Date: ______________



Tell your parents why George Washington was so important for American history. Have them tell you about another hero they remember from history. It can be from any country. Sketch and write what they tell you.

Parent: ______________________________ Student: _______________________

Date: ____________



Retell the story of Sybil Ludington's Midnight Ride for freedom. Had they ever

heard of her? Sketch and write what your parents' think of her story.

Parent: ___________________________ Student: __________________________

Date: ___________________

AMERICAN REVOLUTION UNITHOME/SCHOOL CONNECTION #4

Tell your parents about why the Declaration of Independence was important in the fight for independence. Recite two parts of the Declaration of Independence to them. Sketch and write their response to your words.

Parent: _____________________________ Student: _____________________________

Fecha: ___________

Proyecto Glad Unidad de la Revolucion Americana

Conexion entre Escuela y Hogar #1

Cuentale a tus padres dos cosas acerca de la Revolucion Americana ( o la

Guerra de Independencia). Preguntale si han habido otras revoluciones (o guerras de independencia) en otros paises que ellos recuerdan.

Padres: ________________________ Estudiante: ________________________

Fecha: _______________

Proyecto GLADUnidad de la Revolución Americana

Conexión entre la escuela y el hogar #2

Cuéntale a tus padres por que George Washington fue tan importante en la historia americana. Pide que te cuenten acerca de otro héroe que ellos recuerdan de la historia. Puede ser de cualquier país. Haz un bosquejo y escribe lo que te cuentan.

Padres: _________________________ Estudiante: ________________________

Fecha: ___________



Cuéntale a tus padres de nuevo la historia sobre la Carrera por caballo de Pablo Revere. ¿Lo han oido mencionar? Haz un bosquejo y escribe lo que tus padres piensan de la historia.

Padres: ________________________ Estudiante: _____________________

Fecha: _______________



Cuéntale a tus padres por qué la Declaración de Independencia fue tan importante en la lucha para la independencia. Recítale dos partes de la Declaración de Independencia. Haz un bosquejo y escribe su respuesta en tus palabras.

Padres: __________________________ Estudiante: __________________________

Ngay: ___________

Ke Hoach GLAD

BAI HOC VE CUOC CACH MANG CUA NGUOI MY

SU LIEN LAC GIUA NH A / TRUONG #1

Noi voi cha me cua em hai van de ve Cuoc Cach Mang cua Nguoi My (hoac

Cuoc Chien cho Doc Lap). Hoi xem ho co nho bat cu cuoc cach mang

(hoac Cuoc Chien cho Doc Lap) nao o nhung quoc gia khac khong.

Chu ky phu huynh _______________________ Chu ky hoc sinh ________________________

Ngay: ________________

Ke Hoach GLAD

BAI HOC VE CU OC CACH MANG CUA NGUOI MY

SU LIEN LAC GIUO NHA / TRUONG #2

Noi voi cha me cua em tai sao Ong George Washington rat la quan trong

trong lich su cua nguoi My. Hoi cha me em ke cho em nghe mot nguoi anh

hung khac trong lich su ma ho con nho Nguoi anh hung nay co the tu bat

cu quoc gia nao. Ve va viet xuong nhung gi cha me em ke lai.

Chu ky phu huynh ____________________________ Chu ky hoc sinh ________________________

Ngay: ________________

Ke Hoach GLAD


SU LIEN LAC GIUA NHA / TRUONG #3

Ke lai cau chuyen cua Paul Revere's Midnight Ride (Chuyen Di luc Nua

Dem) cho tu do. Cha me em co nghe ve nguoi nay khong? Ve va viet

nhung gi cha me em nghi ve cau chuyen cu' a co ay.

Chu ky phu huynh _____________________ Chu ky hoc sinh __________________________

Chu ky phu huynh _____________________ Chu ky hoc sinh _______________________

Ngay: _____________

Ke Hoach GLAD


SLJ LIEN LAC GIUA NHA / TRUONG #4

Noi voi cha me cua em tai sao Ban Tuyen Ngon Doc Lap da rat quan trong trong cuoc chien danh doc lap. Doc lai hai phan cua Ban Tuyen Ngon Doc Lap cho cha me cua em nghe. Ve va viet xuong su tra loi cua ho ve nhung loi not cua em.

EXPERT GROUP #1Paul Revere’s Ride

By Henry Wadsworth Longfellow

“Listen my children and you shall hear of the midnight ride of Paul Revere.” These are the opening words of one of the most famous poems in early American literature. This poem is so famous it is known as a classic. It tells the story of the night before the Battle of Lexington and Concord in the old Massachusetts Bay Colony in 1775. Its author is the poet Henry Wadsworth Longfellow. His poetry is as familiar to many Americans as nursery rhymes, the rhythm and rhyme of it stay in our minds like lifelong friends.

This poem is about Paul Revere who was a silversmith in Boston. He was a member of a secret club, the Sons of Liberty. The Sons of Liberty were very unhappy and dissatisfied with the way their colony was being treated by the King of England, George III, and parliament. They felt England was being unfair to the English colonists who had come to America and had spent generations building farms, businesses, towns, and cities. For a long time England let them do what they wanted. England didn’t do much to help them, either. Then, under King George III, England started to realize that the American colonies could be sources of a lot of money and resources. Starting in the 1760s, they began to tax the colonies and make strict rules that the colonists didn’t like. British troops in Boston were unwelcome and uncomfortable. On March 5, 1770, antagonism between citizens and British soldiers turned violent. What began as a harmless snowballing of British soldiers turned into a mob attack. Someone gave the order to fire. When the smoke cleared, three Bostonians lay dead in the snow. Called the "Boston Massacre," the incident was seen as proof of British heartlessness and tyranny. The British soldiers, called redcoats because they wore red uniforms, had made many more colonists angry at their mother country. This anger would cause the event told in the poem “Paul Revere’s Ride”.

The Sons of Liberty protested rules, attitudes, and taxes that led to events like the Boston Massacre. Nevertheless, things kept getting worse and worse until by 1775 the English decided to use the full force of their army and navy to control the colonists. The important event recounted in the poem is known as the Battle of Lexington and Concord. The British planned to destroy an ammunition stockpile the colonists had accumulated near Concord, Massachusetts. The Sons of Liberty found out, and Paul Revere helped warn the American countryside between Boston and Concord by riding his horse and shouting out the alarm, “the redcoats are coming!” The people got up out of bed, got their guns, and fought back in the Battle of Lexington and Concord. The result of this battle is that the unofficial war for independence had begun. Later it would be official with the Declaration of Independence in July of the next year.

Project G.L.A.D. 8/05Revised by S. Fox , June 2005, Varied Voices of the Revolution - Grade 5

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EXPERT GROUP #2And Then What Happened, Paul Revere?

By Jean Fritz

This biographical story, And Then What Happened, Paul Revere? tells about the life of Paul Revere before and after his famous midnight ride before the Battle of Lexington and Concord. The author, Jean Fritz, loves American history. She researches the past as if she were a journalist and makes her stories as true as she can. She says she approaches writing biographies and histories like “a reporter, trying for a scoop, looking for clues, connecting facts, digging under the surface." She is especially interested in the quirky things about famous people, the little details that seem so normal. In her story about Paul Revere, she starts with the story of Paul’s early life and family, beginning on the day he was born, New Year’s Day in 1735.

Paul’s father was a silversmith, so Paul learned to make beautiful teapots, platters, tongs, and other pieces of fine silverware, too. Young Paul was bright and energetic, always busy doing something. When he was 21 years old, he went off to fight with the British against the French and Indians in what was called the French and Indian wars. He spent the whole summer defending Fort William Henry on Lake George, but the French and Indians never came! Then he went home to Boston, got married, had a lot of children, and kept himself busy as a silversmith. He also became a dentist and learned to make false teeth out of hippopotamus tusks.

After many generations of letting the Colonies make their own decisions, King George and parliament wanted more control. They decided, among other things, to tax sugar, force people to buy special stamps to put on playing cards and newspapers and pay a customs duty on certain imports. These laws and taxes caused people to resent the “Mother Country” and they started to protest. As the King of England and Parliament passed more and more laws that made people angry, Paul joined a secret club called the Sons of Liberty. One important event caused by the Sons of Liberty’s reaction to these new taxes and rules is called the Boston Tea Party. It was meant to show the King how angry the colonists were. A few years after the Boston Massacre, the British put a new tax on tea in 1773. The Sons of Liberty were so incensed by this new tax they decided to take drastic action. They dressed up as Mohawk Indians so no one could recognize them, they went on board three British merchant ships in the Boston harbor, and they threw 10,000 pounds of tea off the ships into the harbor. They said they had turned Boston harbor into a teapot so people called the event a tea party. This resulted in making King George furious so he ordered a blockade of Boston and wouldn’t allow anyone or anything in or out until the colonists apologized. They didn’t apologize but they did learn how to outrun the blockade and sneak their ships in and out of the area so they would be able to fight later when war was declared!


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EXPERT GROUP #3 Katie’s TrunkBy Ann Turner

Katie’s Trunk is a story of historical fiction, a realistic story based on some facts, but with a lot of imagination, too. In this case, the author, Ann Turner, has taken a family story she heard from her aunt and turned it into a children’s book that explores the possible feelings of a young girl in a Tory family during the American Revolution. Americans often think of the War for Independence as a revolution, but in some important ways it was more like a civil war. American Loyalists, or "Tories”, opposed the Revolution, and either left the country or fought with the English. Some historians think there may have been 500,000 Tories in America during the war-- possibly 20 percent of the white population of the colonies.

Why did some people stay loyal to the King? Most educated Americans, whether Tory or Revolutionary, agreed with philosopher John Locke's theory of natural rights and limited government. Many Tories criticized British actions such as the Stamp Act and the Coercive Acts along with the Sons of Liberty. Many Tories wanted to pursue peaceful means of protest because they feared that violence would lead to mob rule or tyranny. They also feared that independence would mean the loss of economic benefits from being part of the British Empire. Some were loyal to King George simply because he was, like them, of German origin. Wealthy merchants tended to remain loyal, as did Anglican ministers, especially in Puritan New England. The Tories also included some Africans (to whom the British promised freedom), Indians, rural farmers, and indentured servants.

About 100,000 Tories left the country during and after the war, which was over in 1783, including William Franklin, son of Benjamin Franklin. In the decades after the Revolution, Americans preferred to forget about the Tories. They basically became invisible persons in American history.

In Ann Turner’s story, although many aspects of the setting and plot are based on historical fact, the details of the plot and the conversations between characters are imaginary. The author put herself in her ancestor’s place to imagine the feelings of fear and anger she must have felt being a young child in the midst of a terrible social conflict. The event recounted in this story probably took place sometime between 1775 and 1777. It involved revolutionary soldiers coming into Katie’s house and breaking and stealing her parents’ belongings. This kind of event was likely caused by anger at the Tories for having opinions in favor of and loyal to the King of England. In this story’s case, Katie’s father warned the family that the soldiers were coming and took them to hide in the nearby woods. This made young Katie furious, and she ran back inside the house and hid in her mother’s trunk full of wedding dresses and special clothes. What happens next is for each reader to decide but similar events all around the 13 colonies resulted in thousands of Tories getting scared and either moving back to England or fleeing to Canada.


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EXPERT GROUP #4James Forten

By Walter Dean Myers

Walter Dean Myers grew up in New York drawing pictures and writing stories and poems every chance he got. When he was in his twenties, he won a contest for a picture book writers. He has said of his work, “I'm interested in history, so I write about historical characters in nonfiction….Ultimately, what I want to do with my writing is to make connections, to touch the lives of my characters and, through them, those of my readers." In this short biography of James Forten, Walter Myers informs us of the existence of successful free Africans living in Pennsylvania during the Revolutionary War. He helps us make connections between the centuries and the people from 1781 reach out to us and inspire us.

James Forten was born into a free African family in Philadelphia. In the time before the Revolutionary War there were hundreds of free Africans there. The first blacks were brought to America in Virginia in 1619, just 12 years after the founding of Jamestown. At first they were considered indentured servants and could earn their freedom after a number of years. By the 1660s, Africans brought to America in chains and shackles were doomed to a lifetime of slavery. Philadelphia in the 1760s was different, though. There were lots of job opportunities and the white people there didn’t believe in slavery—they were abolitionists.

James’s father, Thomas, was a free African who worked in a sail-making shop. He made enough money that he was able to buy the freedom of James’s mother, who had been a slave. Thomas insisted that his son learn to read and write, so James went to a special Quaker school for African children. After Thomas died from an accident at work, James was only able to stay in school another two years before he had to get a job to help his mother survive. When the Revolutionary War started, James was just ten years old. He saw black soldiers fighting for American independence and that made him proud and caused him to want to join the revolution. He knew that sometimes free blacks were kidnapped and sent South into slavery, and that black soldiers were often sent to the West Indies into slavery when they were taken prisoner. Nevertheless, he wanted to serve on a ship and go to sea. At age 14, James did something that would change his life; he joined a privateer vessel, the Royal Louis, and set sail. His job was to haul gun powder from the hold to the cannons. After capturing an English ship, an important event in the story is that James’s ship was captured in 1782. This resulted in James becoming a prisoner of war and spending several months in an English prison ship. What happens after the end of the war is fascinating. You’ll want to read it to find out!


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Mind Map


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PROCESS GRID FOR EXPERT GROUPS for Houghton Mifflin, gr 5, theme 3

Story and Author

Event Caused by Results People

InvolvedWhat they did

Dates

Paul Revere’s Ride by Henry Wadsworth Longfellow

And Then What Happened, Paul Revere? By Jean Fritz

Katie’s Trunk by Ann Turner

James Forten by Walter Dean Myers


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Project GLAD

ABC Book

of The

American Revolution

Word selected and illustrations by: ___________________


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Aa Bb


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Cc Dd


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Ee Ff


81

Gg Hh


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Ii Jj


83

Kk Ll


84

Mm Nn


85

Oo Pp


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Qq Rr


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Ss Tt


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Uu Vv


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Ww Xx


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Yy Zz


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PORTFOLIO

Name ______________________ Room ___

PORTFOLIO


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