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Teach It Template for 5Th Grade Field Trip / Fairfield Public Schools DRAFT 5/2/2017

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Teach It Template for 5Th Grade Field Trip / Fairfield Public Schools DRAFT 5/2/2017 Teach It Template for 5th Grade Field Trip / Fairfield Public Schools DRAFT 5/2/2017 Activity Title: Fairfield in the American Revolution Field Trip to the Fairfield Museum paired with pre and post activities utilizing primary sources and multiple perspectives from the Fairfield Museum’s collections. Grade Level: GRADE 5 - Early United States History Students engage in the study of events early in United States history from indigenous peoples here prior to colonization through the American Revolution. Theme: GRADE 5/GRADE 8: The Struggle for Freedom, Equality, and Social Justice Gender Roles in Economic, Political, and Social Life The Role of Connecticut in U.S. History Economic Prosperity and Equity Historical Background (50 – 75 words – for teacher): Following the unpopular policies dictated by Great Britain and King George III in the late 1700s, the American colonies revolted. The Revolutionary War began on April 19, 1775 when the Battles of Lexington and Concord occurred between the British and the militia, soon to be called the Patriots. The General Assembly in Connecticut responded to the crisis by implementing laws which punished Tories (or Loyalists) who were loyal to Britain. The state was clearly supporting the cause of the Patriots. Fairfield was a nexus of activity leading up to and during the American Revolution. Many important leaders had roles in the government, were involved in politics and served the British in the military as officers or soldiers. Yet after the battles began, many of those who served the British switched sides to work and fight as a Patriot. What side would you choose? How would your family be affected? D1: Potential Compelling Questions Question 1: How did a perception of injustice fuel conflict during the colonial period in United States history? Question 2: How were the economic interests of “loyalists” different from the “rebels”? Question 3: How did laws and rules in the colonies both promote and hinder freedom and equality? Potential Supporting Questions Question 1: How did the American Revolution affect families in Fairfield and Connecticut? Question 2: How did people decide what “side” to take in the Revolutionary War? Question 3: Did Connecticut react to British rule in a just manner? 1 D2: Tool Kit of Resources Source 1: “Two Fairfield Families” [student hand-out] Source 2: Timeline Source 3: Read-aloud: “Spies on the Devil’s Belt” by Betsy Haynes or “Forgotten Flag” by Frances Evans. Source 4: Introduction to the Sun Tavern D3: The Inquiry Activity Pre-Activity: Students read the “Two Fairfield Families” hand-out. The class can be divided in half. Half the class reads about the Burr family and half reads about the Silliman family. Students answer the questions at the end. The teacher instructs the students to put the information in the own words to write the Burr or Silliman family. Teacher – introduce field trip: Our class will be visiting the Fairfield Museum for a field trip. We will investigate more about these two families in a gallery tour/scavenger hunt, Old Burying Ground orienteering, and a Sun Tavern tour and re- enactment of the Burning of Fairfield in 1779. We’ll discover more information about the people, places and events that were influential in Fairfield during the 1700s. Additional Pre-Activity: Teacher read-aloud of “Spies on the Devil’s Belt” Field Trip at the Fairfield Museum The class is divided into the 3 sections to rotate the following three activities: 1) Old Burying Ground Orienteering Adventure 2) Gallery & Walking Tour led by Museum Docents Students investigate the section of “Creating Community” which features objects, information and stories of the 1700s in Fairfield and the Revolution. The docent leads an inquiry-based discussion of the objects and items that the students notice, which sparks conversation and history. The focus will be: Militia items; cannon ball, musket, dueling pistols, powder horn Items of wealth; shoes, mirror, grandfather clock, fabric samples, silver tankards People; Spy Ring, Gold Selleck Silliman and Mary Silliman, Eunice Burr, slaves, tavern keepers, Reverend Andrew Eliot, soldiers … 3) Sun Tavern (see separate document, Source 4) D4: Communicating Conclusions Post-Activity in the Classroom: Writing Prompt or Create a Photo Story For students: a) In your own words, write a paragraph as a journal entry of what you would feel if you were in Fairfield during the Burning of Fairfield. b) Write a persuasive essay on what would you do if … (teacher may add additional perspectives) you were a Loyalist in Fairfield during the Burning of Fairfield you were a wealthy landowner with connections to the British you were a servant left behind on one of the houses in Fairfield center you were a spy for George Washington’s culper spy ring you were a tavern keeper with both loyalist and patriot guests 2 .
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