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Section 3 Step-by-Step Instruction Most Daring Conduct SECTION SECTION “ Our situation was now truly critical—no possi- bility of retreating in case of defeat—and in full Review and Preview view of a town that had . . . six hundred men in Students have learned about the early it, troops, inhabitants and Indians. . . . We knew battles of the Revolution. Now they will that nothing but the most daring conduct would learn how the war expanded to affect the insure success.” lives of African Americans, women, and those living in the western frontier. —, describing the battle against British and Indians at Vincennes, 1779

ᮤ Clark led his army through western wilderness.

Section Focus Question

How did the effects of the war The War Widens widen? Before you begin the lesson for the day, Objectives Why It Matters Many early battles of the American Revo- write the Section Focus Question on the • Discover the role that African Americans lution were fought in the Northeast. But the struggle for played in the . independence was waged on many fronts and affected board. (Lesson focus: More people became Americans in all parts of the country. involved and battles were fought in the West • Find out how the war affected women and other civilians. Section Focus Question: How did the effects of the and at sea.) •Learn about the progress of the fighting on war widen? the western frontier and at sea. Prepare to Read African Americans in the War

Reading Skill African Americans fought on both sides of the American Build Background Revolution. For them, the war meant both danger and Analyze Word Roots Word roots can do opportunity. Knowledge L2 more than help you define unfamiliar words. They Remind students that the war affected all can help you expand your vocabulary. As you read Free and Slave From the beginning, free African Americans. Ask them to consider how Section 3, use word roots to determine meanings. Americans took part in the war. At least nine served as African Americans and women may have Then, list other words you know that come from at Lexington and Concord. Peter Salem fought contributed during the war. Use the Idea the same word roots. Think about how they share at Bunker Hill and Saratoga. Wave strategy (TE, p. T24) to elicit meanings with the text words—and how the Enslaved people served as well. After fleeing his master meanings differ. Notice the shades of meaning that in Rhode Island, Jehu Grant served in the American army responses. (Possible responses: They provided can derive from a single word root. support and supplies to soldiers. They fought in for nine months. He later recalled: the war themselves.) Key Terms and People “When I saw liberty poles and the people all enlist Bernardo de engaged for the support of freedom, I could not Set a Purpose L2 civilian Gálvez but like and be pleased with such thing. . . . The I Form students into pairs or groups of continental John Paul Jones songs of liberty . . . thrilled through my heart. George Rogers ” four. Distribute the Reading Readiness Clark —Jehu Grant, letter, December 1, 1836 Guide. Ask students to fill in the first two columns of the chart. The British offered freedom to enslaved people who deserted and joined the British. Many thousands did so. Teaching Resources, Unit 2, They served mainly in support roles as cooks, blacksmiths,

Reading Readiness Guide, p. 45 and teamsters. However, some people who had formerly I Use the Numbered Heads participation been enslaved fought for the British. 186 Chapter 6 The American Revolution strategy (TE, p. T24) to call on students to share one piece of information they already know and one piece they want Differentiated Instruction to know. The students will return to L3 L3 Advanced Readers Gifted and Talented these worksheets later. Write an Essay Have students write a how these contributions affected the future brief essay about the contributions of Afri- role of African Americans in American can Americans during the Revolution. Ask society. students to include their thoughts about

186 Chapter 6 On the American side, Washington at first refused to accept Analyze Word Roots African American soldiers. But the British offer of freedom to The word root port means Teach enslaved people made Washington change his policy. By the end of “to carry.” The prefix sub- means “under,” and sub- becomes the war, some 7,000 African Americans had served on the American sup- when used before the letter African Americans in side, including 2,000 in the navy. African Americans also served in p. Use these word parts to explain northern militias and state armies. Most southern states, however, the meaning of support. List three the War refused to accept African American soldiers. Slave owners feared other words that build on the root p. 186 port. armed slave revolts. Instruction L2 Freedom Beckons During the Revolution, a number of northern I Vocabulary Builder Before teaching states took steps to end slavery. For example, a Pennsylvania law of this section, preteach the High-Use 1780 provided for a gradual end to slavery. It allowed slaveholders Words confine and resource, using the to keep their existing slaves but barred them from getting more. strategy on TE p. T21. Why did some enslaved African Americans choose Key Terms Have students continue fill- to fight for the British? ing in the See It–Remember It chart for the Key Terms in this chapter. The War at Home I Read African Americans in the War Many men enlisted, or signed up for duty, in the military. After a with students using the ReQuest strat- set term, usually one year, they were free to leave. Thus, Washington egy (TE, p. T23). had to struggle constantly to keep the ranks of his army filled. I Civilians, or people not in the military, also faced hardships. Ask: When did free African Americans They were often subject to food shortages and military attack. first take part in the Revolution? (Free African Americans took part in the Revolu- tion from the very beginning. At least nine served as minutemen at Lexington and Con- cord.) I Ask: How did slavery change in many northern states during the Revolution? (A number of northern states took steps to 1951 American soldiers in Korea end slavery.) Independent Practice African American Soldiers Have students begin to fill in the Study 1777 Reversing his earlier policy, Washington Guide for this section. permits free African Americans to enlist in the . Interactive Reading and

1863 During the last half of the Civil War, African Notetaking Study Guide, Chapter 6, Americans were allowed to join the Union army. Section 3 (Adapted Version also available.) Black and white soldiers served in separate units. 1948 President Harry Truman ended racial separa- tion in the military. Two years later, black and white Monitor Progress troops served side by side in the Korean War. As students fill in the Notetaking Study Guide, circulate to make sure students understand the choices made by African The Military Today In today’s all-volunteer military, Americans during the Revolution. Provide African Americans make up 21 percent of all military personnel. assistance as needed.

For: U.S. military in the news Visit: PHSchool.com Web Code: mvc-2063 Section 3 The War Widens 187

Use the information below to teach students this section’s high-use words. Answer High-Use Word Definition and Sample Sentence Reading Skill Support means “to

confine, p. 188 v. to keep within certain limits carry from underneath.” Other words built Captives on slave ships were confined in small, crowded places. on the root port include import, export, and transport. resource, p. 188 n. supply of something to meet a particular need For New England shipbuilders, wood was a valuable resource. because the British offered

freedom to enslaved African Americans who fought against the colonists

Chapter 6 Section 3 187 The War at Home A Woman in Battle When her husband was p. 187 wounded at the , Mary Ludwig Hays Instruction L2 dropped her water bucket and I Have students read The War at Home. took up his cannon. Her heroic actions made her a legendary Remind students to look for details American hero, known as Molly to answer the reading Checkpoint Pitcher. Critical Thinking: question. Evaluate Information Why do you think Molly Pitcher has I Ask: What hardships did civilians face become a popular subject for during the Revolution? (Civilians were American artists? What image of women does she represent? often subject to food shortages and military attack.) I Have students compare and contrast the role of colonial women before and dur- ing the Revolution. (Before the Revolution, women’s roles were largely confined. During the Revolution, women had new opportuni- Women As men went to war, women took over many of their ties. For example, some women took over duties. On farms, women planted crops and cared for livestock. In their husbands’ businesses.) towns, women often ran their husbands’ businesses. I Display the transparency The War Some women accompanied their husbands to military camps. In Affects All Americans. Discuss the battles, they cared for the wounded. One woman, Deborah Sampson, impact of the Revolution on women and joined the army, disguised as a man. Wounded in battle, Sampson African Americans. tended her own wounds in order to keep her secret. Vocabulary Builder The added responsibilities of wartime gave many women a new Color Transparencies, The War Affects All confine (kuhn FìN) v. to keep confidence. At a time when women’s roles were largely confined, the within certain limits Americans war opened up new opportunities for many women. Independent Practice Vocabulary Builder Financial Burdens Paying for the war was a difficult task. resource (REE sors) n. supply of Congress had limited resources. With no power to tax, Congress had Have students complete the Study Guide something to meet a particular to plead with the states for money. However, the states had little need for this section. money themselves. Interactive Reading and To pay and supply troops, Congress printed continentals, or

Notetaking Study Guide, Chapter 6, paper money. But the more money Congress printed, the less the Section 3 (Adapted Version also available.) money was worth. By the end of the war, paper money had lost almost all its value. Monitor Progress What roles did women play in the Revolution?

As students fill in the Notetaking Study Fighting in the West Guide, circulate to make sure students Throughout most of the American Revolution, attention was understand how life changed in the United mainly focused on the 13 states along the Atlantic coast. However, States during the Revolution. If students skirmishes and battles occurred on the western frontier as well. do not seem to have a good understand- ing, have them reread the section. Provide Native Americans Take Sides Americans tried to keep the assistance as needed. Native Americans neutral. They offered payments to groups willing to remain at peace. Still, most Native American groups sided with Britain. They feared that an American victory would mean more settlers moving west or south onto Native American lands.

188 Chapter 6 The American Revolution

Differentiated Instruction

L1 L1 L1 English Language Learners Less Proficient Readers Special Needs Answers Evaluate Information Possible answers: Identifying Contributions Students may women during the Revolution. Have stu- Molly Pitcher symbolized the courage of have trouble keeping track of the contribu- dents list the contributions of each group. Americans. She represents strength and tions made by African Americans and patriotism.

Women tended farms, took over their husband’s businesses, and took care of the wounded.

188 Chapter 6 The turmoil of war hurt many Indian groups. Sometimes tribes Fighting in the West split into warring factions when they could not agree which side to join. Thousands of Indians were driven west by raids. Sometimes The War at Sea whole villages picked up and moved to avoid the fighting. Other pp. 188–190 Native Americans responded by attacking white settlements. A smallpox epidemic made matters even worse. The disease first Instruction L2 spread among American soldiers in Quebec in 1775, and then along I Have students read Fighting in the West the east coast of the colonies. By 1779, it had reached New Orleans. and The War at Sea. Remind students to Soon after, it spread to Native American groups all across North America. Smallpox deaths far outnumbered casualties during the look for the sequence of events. American Revolution. By 1782, more than 130,000 whites and Indians I Ask: Why did most Native American had died from smallpox. In contrast, about 8,000 soldiers had died in groups side with Britain? (The Native battle during the same period. Americans feared that an American victory Defending the Frontier Seeking to defend against attacks on would mean more settlers moving onto the frontier, Virginia sent George Rogers Clark and a militia force to Native American lands.) strike British forts beyond the Appalachian I Have students discuss the contributions Mountains in 1778. Clark’s forces easily of George Rogers Clark to the American captured two Mississippi River outposts, The Revolution in the West cause. (Clark’s military victories allowed Kaskaskia and Cahokia. n settlers to remain on the frontier and

a Ft. Detroit g

i ie Early in 1779, Clark and his men trudged h Er c . strengthened American claims in the Ohio i 85°W L 80°W across 200 miles, at times splashing through M .

L Valley.) icy floodwaters up to their chests. Their mid- N Ft. Miami Ft. Pitt I winter attack on the fort at Vincennes caught the 90°W Ask: Why did the Americans make hit- . R N E sh 40° and-run attacks against British ships? British by surprise. The British and their Native W ba on a ilt S W m N a I (The American navy was smaller than the American allies surrendered. H S A T Clark’s victories allowed settlers to remain N British navy and needed the advantage of U on the frontier. This strengthened the American O surprise.) Vincennes Oh M Cahokia io R. claim on the Ohio Valley area. N A rk I Independent Practice Kaskaskia Cla H M C is Help From the Spanish The Americans si A ss L Have students complete the Study Guide ip p A i P got unofficial help from Spain. At the time, R P . A for this section. Spain governed Louisiana, the land west of KEY Interactive Reading and the Mississippi stretching as far north as 0 km 200 American forces Notetaking Study Guide, Chapter 6, Canada. The Spanish were eager to get back 0 miles 200 35°N Florida, which they had lost to Britain at the Albers Conic Equal-Area Projection British forces Section 3 (Adapted Version also available.) end of the . American victories Forts Even before Spain declared war against Monitor Progress Britain in 1779, Louisiana governor Bernardo de

Gálvez began helping the Americans. He secretly Several important battles took place west of the I As students fill in the Notetaking Study provided money and munitions to George Appalachian Mountains, especially in the Ohio Guide, circulate to make sure students Rogers Clark and other Americans. He also gave Valley. understand the outcome of the fighting American ships safe refuge in New Orleans (a) Interpret Maps Describe the route taken by that took place on the western frontier. British troops to Vincennes. harbor. From 1779 to 1781, Gálvez played a key Provide assistance as needed. role in Spanish attacks that captured British forts (b) Understand Sequence on the Mississippi River and the Gulf of Mexico. Use the information on I Tell students to fill in the last column of the map to explain the For: Interactive map the Reading Readiness Guide. Ask them Financial help also came from the Spanish sequence of the three Visit: PHSchool.com colony of Cuba. battles shown here. Web Code: mvp-2063 to evaluate if what they learned was what they had expected to learn. What was the result of the fighting in the West? Teaching Resources, Unit 2,

Reading Readiness Guide, p. 45 Section 3 The War Widens 189

History Background Answers Women in the Revolution Many Ameri- April night in 1777 she mounted her horse, can women performed courageous deeds Star, to gallop through the countryside and (a) British troops came

during the American Revolution. One dar- call the militia to report. The British were southwest from Fort Detroit to Fort Miami, ing Patriot was Sybil Ludington. Luding- attacking, and there was no one to call the then along the Wabash River to Vincennes. ton was just 16 years old when on a chilly men to arms but Sybil. (b) Clark’s men overtook Kaskaskia, then Cahokia, and then moved on to Vincennes for a final victory.

Possible answer: American

settlers remained on the western frontier.

Chapter 6 Section 3 189 The War at Sea Assess and Reteach Congress had voted to create a as early as 1775.

But American shipyards were able to build only a few warships. With Assess Progress L2 only a small navy to go against the powerful British fleet, the Ameri- Have students complete Check Your cans became skilled at making hit-and-run attacks on British ship- Progress. Administer the Section Quiz. ping. Still, Britain dominated the seas. The British fleet blocked most ships from entering or leaving American ports. Teaching Resources, Section The most famous naval battle took place off the coast of England

Quiz, p. 56 in 1779. The American ship Bonhomme Richard (bon ohm ree CHARD), under the command of John Paul Jones, fought side by side with the To further assess student understanding, larger British warship Serapis. Cannon and musket fire ripped the use the Progress Monitoring Transparency. sails of both ships to shreds and blasted holes in their wooden sides. Though his ship was in tatters, Jones refused to give up. “I have not Progress Monitoring Transparencies, yet begun to fight,” he vowed. Finally, with dozens of dead on Chapter 6, Section 3 each side, the of the Serapis surrendered. The navy had help from some 800 that harassed British Reteach L1 shipping. Privateers were armed civilian ships that had their If students need more instruction, have government’s permission to attack enemy ships and keep their them read this section in the Interactive goods. Operating like pirate ships, privateers seized cargoes of rum Reading and Notetaking Study Guide and John Paul Jones from the West Indies, wool from England, and furs from Canada. complete the accompanying question. Such attacks forced Britain to spend valuable resources protecting merchant ships. Interactive Reading and

Notetaking Study Guide, Chapter 6, How did privateers help the American war effort? Section 3 (Adapted Version also available.) Looking Back and Ahead Despite important battles at Extend L3 sea and in the west, the main war effort was concentrated in the col- Have students create a short news report onies. In the next section, you will read about the final phase of covering the widening of the Revolution the war. into the West. Have each student present a portion of their news report for the class. For: Self-test with instant help Section 3 Check Your Progress Visit: PHSchool.com Web Code: mva-2063

Comprehension Reading Skill Key Terms Progress Monitoring Online and Critical Thinking 3. Analyze Word Roots The root 4. Draw a table with four rows and 1. (a) Recall How did Washington’s fid means “faith.” The prefix con- three columns. In the first column, Students may check their comprehen- policy toward African American means “with.” Use these word list the key terms from this sec- soldiers change? What was the parts to determine the meaning tion: enlist, civilian, continental, sion of this section by completing the reason for this change? of confidence in this sentence: privateer. In the next column, Progress Monitoring Online graphic (b) Identify Benefits How did The added responsibilities of war- write the definition of each word. organizer and self-quiz. African Americans expect to ben- time gave many women a new In the last column, make a small efit from serving in the military? confidence. illustration that shows the mean- ing of the word. 2. (a) Describe What challenges did the American navy face? Writing (b) Draw Conclusions Why do 5. Identify the problems facing the you think John Paul Jones is con- during the sidered a great American hero? Answer war. Then, brainstorm one or two They seized goods from possible solutions.

British merchant ships, which forced Brit- ain to spend resources protecting their ships. 190 Chapter 6 The American Revolution

Section 3 Check Your Progress ships. As a result, Americans used hit- 4. Enlist: to sign up for military duty. and-run tactics against the British and Civilian: a person not in the military.

1. (a) Washington eventually allowed relied on privateers, who operated like Continental: paper money. Privateer: an African Americans to fight for the pirates and seized cargoes from enemy armed civilian ship that had the govern- American side because he felt threat- ships. ment’s permission to attack enemy ened by Britain’s offer to free slaves who (b) Possible answer: Jones refused to ships and keep the cargo. fought with the British. give up during the battle between the 5. Possible problems: lack of money, not (b) They hoped to win rights. Bonhomme Richard and the Serapis. enough troops or supplies available, 2. (a) The Americans had a small navy 3. Possible answer: Women behaved with morale when colonial troops lost battles. while the British had a large fleet of faith in themselves and their fellow Students should offer possible solutions countrymen when called upon to do so. to the problems listed.

190 Chapter 6