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Home , Betsy Ross, Betsy Ross (character), Betsy Ross (solitaire), Betsy Ross flag, Betsy Ross House, Vision (Timely Comics)

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Thanks for booking Historic Philadelphia, Inc.’s Full Day Field Trip Experience. Historic Philadelphia, Inc. (HPI) is a non-profit dedicated to making American history relevant and real through interpretation, interaction, and education. This curriculum booklet is part of that effort.

This book has lesson materials that supplement the Full Day Field Trip Experience. Materials are available for the Betsy Ross House, Once Upon A Nation Story Stroll, and Liberty 360. They can be used before or after the trip to enhance the educational value of the experience. Most of the materials are readings, writing prompts, and worksheets that can be used on their own with little or no prep work. A longer unit, How to Become a Storyteller, is included in the Story Stroll section of the book.

When combined with the on-site learning during the Full Day Field Trip Experience, this booklet meets Common Core and other national standards for English Language Arts, Math, and the Social Studies. Our goal is to make American history as meaningful for you and your students as possible. If something in this book needs explanation or if something else would be helpful please let the HPI education staff know. We will be happy to offer assistance!

Thanks, again, for booking the Full Day Field Trip Experience with HPI! We are looking forward to your visit!

Regards,

JennaTshudy Education Coordinator Historic Philadelphia, Inc.

Acknowledgements

In 2012, Historic Philadelphia, Inc. (HPI)—a non-profit dedicated to making American history relevant and real through interaction, interpretation, and education—launched its Full Day Field Trip Experience to meet the needs of teachers and their students. Since then, the program has provided exciting, engaging learning opportunities for over 9,000 students from more than 120 schools throughout the mid-Atlantic region and beyond. This booklet was created to enhance the educational value of the on-site learning in the field trip program.

We would like to thank the many individuals who contributed their time, effort, and expertise in the fields of history and education during the creation of the field trip program and throughout the process of revising this third edition of the Full Day Field Trip Experience Curriculum Booklet. Sincere thanks are offered to Sandy Lloyd, Lorna Howley, Jeff Miller, Kim Staub, Art Ryan, Alison English, Logan Ackerley, and the many Storytellers, Field Trip Facilitators, and Visitor Experience Team members who have made this program a success.

With great appreciation,

Jenna Tshudy Education Coordinator Historic Philadelphia, Inc.

Contents

Betsy Ross House Materials 5 Basic Facts about Betsy Ross 6 Betsy Ross Timeline Activity 8 The Betsy Ross Controversy 9 “History of Betsy Ross” (reading and questions) 11 “American Flags in the 1700s” (reading and questions) 14 “Charles Henry Weisgerber” (reading and questions) 16 “How and Why the Betsy Ross Was Saved” (reading and questions) 18 Betsy Ross Math* 21 *Multiplication and Division, Prime and Composite Numbers, Writing and Ordering Fractions, Multiplying and Dividing Fractions

Once Upon A Nation Story Stroll Materials 27 “How to Become a Storyteller” Unit 28 William Penn and Religious Tolerance (writing prompt) 39 Francis Daymon and Changing History (writing prompt) 40 The Second Bank and Authority Figures (writing prompt) 41 The Grimké Sisters and Speaking Out for Others (writing prompt) 42

Liberty 360 Materials 43 What Are They (matching worksheet) 44 Turkey vs. Eagle (reading/writing activity) 45 Create a Symbol 47 Star Spangled Banner (primary document/writing prompt) 48 “Proclaim Liberty” (Liberty Bell information) 49 Liberty 360 Math 52 *Unit Conversion, Fractions and Decimals, Powers of Ten

Additional Materials 55 A. Frequently Asked Questions 56 B. Curricular Standards (national standards and Common Core) 60 C. References 70 D. Education Department Contact Information 72

Lesson Materials Inspired by the

Basic Facts about Betsy Ross

Betsy Griscom—Childhood

 Born Elizabeth Griscom in New Jersey on January 1, 1752, the 8th of 17 children.  When she was about three years old, Betsy and her Quaker family moved to a large home on 4th and Arch Streets in Philadelphia.  As a teen, she apprenticed at John Webster’s upholstery shop near 2nd and Chestnut.

Betsy and John Ross

 John Ross was also an apprentice to Webster.  John Ross was the son of Aeneas Ross, the assistant rector of Christ Church.  Betsy and John eloped in November of 1773.  Betsy’s family and the Quakers did not approve of Betsy marrying outside of her faith. She was disowned by her family and read out of meeting (which meant she could no longer be a member of her Quaker meeting).  She attended church services with her husband at Christ Church.  Betsy and John ran an upholstery shop together on Chestnut Street. Benjamin Franklin and Benjamin Chew were among their customers.  John Ross served with the Pennsylvania militia, guarding guns and ammunition.  John Ross died at home and was buried at Christ Church on January 21, 1776.

Betsy and Joseph Ashburn

 Betsy and Joseph Ashburn married at Old Swede’s Church on June 15, 1777.  Betsy made musket cartridges for the Continental Army in the winter of 1777/78.  Betsy and Joseph had two daughters together, Zillah and Eliza. Zillah died as an infant.  Captain Joseph Ashburn and his crew were captured by the British and taken to Old Mill Prison in England.  Joseph died from an unknown illness while at Old Mill Prison.

Betsy and John Claypoole

 John was captured by the British and imprisoned with Ashburn in Old Mill Prison  Claypoole was released from prison on June 22, 1782.  Upon his return, Claypoole visited Betsy to tell her the news of her husband’s death.  John and Betsy were married on May 8, 1783 at Christ Church.  In 1784, John and Betsy joined the Free or “Fighting” Quakers and worshipped at the Meetinghouse that is still standing on 5th and Arch.  Betsy taught the upholstery trade to John and they continued the business together.  The Claypooles did upholstery work for the state government in Independence Hall.  Betsy and John had five daughters: Clarissa Sidney, Susanna, Rachel, Jane, and Harriet. Harriet died as a child. 7

Betsy Ross—Flag maker

 Betsy’s story was first told publicly by her grandson, William Canby, at the Historical Society of Pennsylvania in 1870.  Canby, as well as Betsy’s daughters, granddaughters, and a niece, signed sworn affidavits stating that they heard the story of the making of the first flag from Betsy’s own mouth.  In 1776, three men—George Washington, Robert Morris, and George Ross, visited Betsy Ross in her upholstery shop. These three men made up the “Flag Committee.”  Washington showed Betsy a sketch of a flag with thirteen red and white stripes and thirteen six pointed stars.  George Washington asked if Betsy could make a flag. Betsy responded: “I do not know, but I will try.” This line was used in the sworn statements of many of Betsy’s family members, suggesting that it is a direct quote from Betsy.  Betsy suggested changing the stars to five points rather than six because it would be faster to sew. She showed them how to do it with just one snip of her scissors. They agreed to change the design to have stars with five points.  George Ross was the uncle of Betsy’s late husband, John.  The first flag was probably used in battle and did not survive.  On May 29th, 1777, Betsy Ross was paid a large sum of money from the State Navy Board for making flags.  On June 14th, 1777, Congress adopted the Stars and Stripes as our official national flag.  Betsy continued to make flags. From 1817-1828, Betsy and her daughter Clarissa were in the upholstery and flag-making business together. Together, they made hundreds of flags for the government.

Betsy Ross House and Courtyard

 The front of the house was built around 1740 and the later addition on the back was built sometime before 1760.  Betsy Ross lived in the house from about 1776-1779.  The offices were built in 1937, the gift shop in 1965.  The fountain was installed in the courtyard in 1974. The sculptor, Henry Mitchell, was famed for his ability to sculpt small animals. The cats have no real significance to Betsy Ross or the House.  The 19th century owners of the home added a large storefront window, removed the front staircase, removed fireplaces, and made other 19th century renovations.  The house was restored in 1937 with a $25,000 contribution from A. Atwater Kent and the architectural design of Richardson Brognard Okie.  Okie saved all of the old boards, nails, and architectural elements wherever possible. Where these elements could not be salvaged, he replaced them with pieces from demolished Colonial homes.  Betsy and John Claypoole were buried in the courtyard in 1976. They were originally laid to rest in a Quaker cemetery on Fifth and Locust Streets, then at Mount Moriah Cemetery in southwest Philadelphia, and finally, in the courtyard. 8

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The Betsy Ross Controversy

Betsy’s story came out in 1870 when her grandson, William Canby, made a speech to the Historical Society of Pennsylvania. How can we trust him?

 William Canby, along with Sophia B. Hildebrandt (Betsy’s granddaughter), Rachel Fletcher (Betsy’s daughter), and Margaret Donaldson Boggs (Betsy’s niece), all gave affidavits stating that Betsy Ross had told them the story of General Washington and the Flag Committee visiting her upholstery shop. The affidavits are virtually identical in their recollection Betsy’s story.1

 This type of history is called “oral history.” Many cultures, including American Indians, rely on oral history to pass important stories of their culture’s history from grandparents to grandchildren, generation after generation. More and more historians are seeing the value of oral histories as unique perspectives on the past.

How can we trust that Betsy Ross was telling the truth when she told her family the story?

 According to her family, Betsy Ross received a visit from the Flag Committee in late May 1776. Though General Washington was away commanding the army at the time, he made a special trip to Philadelphia from May 23 – June 5, 1776 to pick up military supplies.2 Betsy got the date right.

If Betsy Ross made the first flag, why was she not famous during her lifetime?

 At the time, flags were not revered like they are today. The flag was not a symbol of liberty or patriotism; it was simply a military supply like a tent or a uniform. Betsy Ross told her children and grandchildren the legendary story not because she had made the first flag, which was probably somewhat insignificant in her mind, but because she had met General George Washington, a great man who would later become the first President of the United States.

Why did Washington choose Betsy Ross for the special honor of making the Nation’s first flag?

 Washington didn’t choose Betsy for the special honor of making the Nation’s first flag because there was no special honor. The flag was just another military supply. He could just have easily asked her to make tents for the army, and asked a different upholsterer to make the flag.

 Deciding to conduct business with Betsy Ross would have been an easy one. George Ross, a member of Washington’s Flag Committee who was actively involved in defending the Delaware River from British invasion, was her uncle by marriage. George Ross knew that

1 View the affidavits online http://www.ushistory.org/betsy/flagaffs.html 2 Miller, Marla, Betsy Ross and the Making of America, p. 174. 10

Betsy had been recently widowed, and may have suggested helping the struggling young upholsterer.

Is there any hard evidence to support the claim that Betsy Ross made the first flag?

 Yes. Aside from strong circumstantial evidence,, there are also the minutes from the Navy Board from May 1777 that clearly state that Betsy Ross was paid for making a flag: “An order on William Webb to Elizabeth [Betsy] Ross, for fourteen pounds, twelve shillings, two pence for making ship’s colours [flag], &c, put into Richards store.”3 This is the earliest receipt for a flag on record.

 Fourteen pounds was an enormous sum of money for the time. This means that either Betsy made one very large flag, or that she made many small ones. The receipt from the Navy Board is not specific.

 About one month after Betsy Ross was paid, Congress passed the flag resolution on June 14, 1777: “Resolved, That the flag of the United States be thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new constellation.”4

Did Betsy make any other flags?

 Yes. Betsy made flags, many of which were government contracts, for over 50 years with the help of daughter Clarissa. For example, in 1811, Betsy made over 50 garrison flags for the U.S. Arsenal on the Schuylkill River.5

3Navy Board minutes, May 1777, Pennsylvania State Archives, Harrisburg 4 Journals of the Continental Congress, Marine Committee, 14 June 1777, Library of Congress, Washington DC 5 “List of Camp Equipage & Tools Required in the Southern District,” 28 January 1811, Tench Coxe Papers, Historical Society of Pennsylvania. 11

History of Betsy Ross

On January 1, 1752, Elizabeth Griscom, familiarly called Betsy, was the eighth of 17 children born into the Quaker family of Samuel and Rebecca Griscom.

Samuel, a successful carpenter, moved his large family from their farmhouse in New Jersey to the growing city of Philadelphia when Betsy was about three years old. They eventually settled into a large home on 4th and Arch streets.

Although Betsy is often referred to as a seamstress, she was actually a trained upholsterer. After completing her formal education at a school for Quaker children, Betsy went on to apprentice to John Webster, a talented and popular Philadelphia upholsterer. She spent several years under Webster, learning to make and repair curtains, bedcovers, tablecloths, rugs, umbrellas and Venetian blinds, as well as working on other projects that involved sewing.

While apprenticing to Webster, Betsy met and fell in love with a fellow apprentice named John Ross, an Anglican and son of the Assistant Rector of Christ Church. Being devout Quakers, Betsy’s family did not approve of her relationship with John. Marrying outside of the faith was an offense worthy of expulsion from the Quaker community. Nevertheless, on November 4, 1773, Betsy and John fled across the Delaware River to Hugg’s Tavern in Gloucester, New Jersey where they married without the blessing of her family and fellow Quakers.

Despite the loss of family connection, the newlyweds prospered, soon opening their own upholstery business in a rented house on Philadelphia’s Chestnut Street, in the heart of a bustling section of Philadelphia now known as Old City.

They were married for just over two years when their union was tragically cut short by the American Revolution. John Ross, a member of the local militia, passed away, leaving Betsy a childless widow at the age of 24. Betsy continued to run her upholstery business, making extra income by mending uniforms and making tents, blankets, cartridges, and, of course, flags for the Continental army. On June 15, 1777, Betsy married her second husband, Joseph Ashburn. Joseph was a mariner and was often at sea, leaving Betsy, a new mother, alone in Philadelphia. The sea was a dangerous place during the Revolution; in 1780 a British war ship captured Joseph’s ship. The crew was charged with treason and taken to Old Mill Prison in Plymouth, England. While Ashburn was imprisoned at Old 12

Mill, his and Betsy’s first daughter, Zillah, died at only nine months old and their second daughter, Eliza was born.

Later, in 1782, still grieving from the death of her first child, Betsy was visited by an old acquaintance named John Claypoole. He was a fellow prisoner and close friend of Joseph Ashburn. John was there to bring Betsy the news of her second husband’s death. At the age of 30, Betsy was once again a widow.

John Claypoole and Betsy rekindled their old friendship and were married on May 8, 1783. A year later, Betsy returned to her Quaker roots when she and her husband joined the Society of Free Quakers—a sect, unlike the pacifist traditional Quakers, that supported America’s fight for freedom from British rule.

With John Claypoole, Betsy was finally able to enjoy a lengthy marriage. But, this 34-year relationship was not without its struggles. The couple had five more daughters together, but only four of them lived to maturity. In 1793, Betsy’s mother, father, and sister died within days of each other from the yellow fever, leaving Betsy to raise her niece. In 1812, Betsy and John’s young, widowed daughter Clarissa moved into their home with her five young children and a sixth on the way. Once again, Betsy had a full house of children to care for. But the children were not the only members of the household who needed Betsy’s attention. For nearly 20 years, John Claypoole was disabled as a result of his earlier war injuries. He died from a lengthy illness in 1817.

Betsy continued her upholstery and flag-making business with the help of her daughter Clarissa. After over fifty years in her trade, she retired at the age of 76 and left the city to live on her daughter Susanna’s farm in the remote suburb of Abington. According to her descendants, although her vision was failing rapidly, Betsy continued to take the long carriage ride to the Free Quaker Meetinghouse in the city every week

By 1833 Betsy was completely blind. She spent the last three years of her life living with her daughter Jane’s family on Cherry Street in Philadelphia. With family present, Betsy Ross died peacefully in her sleep on January 30, 1836. She was 84 years old.

“History of Betsy Ross” Questions

1. Betsy Ross was a trained upholsterer, meaning she made what kinds of things? A. Dresses, shirts, hats, and gloves B. Curtain, bedcovers, tablecloths, and rugs C. Plates, cups, bowls, and platters D. Tools, horseshoes, nails, and swords

2. What things did Betsy make for the Continental Army to increase her income? A. Cartridges B. Blankets C. Tents D. All of the above

3. Betsy Ross joined the Free Quakers. What made Free Quakers different from traditional Quakers? A. Free Quakers could support American’s fight for freedom from Great Britain B. Free Quakers could vote in presidential elections C. Free Quakers could not serve as members of the Continental Congress D. Free Quakers could not be put in prison

4. Overall, do you think Betsy Ross had an easy life or a difficult life? Provide three examples to support your opinion.

American Flags in the 1700s

Today, we think of the flag of the United States of America as a symbol of our county and patriotic spirit. It is more than red, white, and blue cloth sewn together; it represents our nation, our history, and what we stand for. We treat the flag with respect and have special rules and procedures for hanging and displaying it. In the late 1700s—when Betsy Ross started making flags for our new nation—the American flag did not carry these symbolic meanings.

Flags served useful military purposes—they helped military leaders identify troops or ships as friend or foe from far away. Flags could also help direct armies and navies during smoke-filled battles on land or at sea—much like the way traffic lights today tell drivers when to stop or go. If major intersections would be dangerous without traffic lights imagine how much more dangerous a battlefield would be if there was no way to tell armies where to go. Without flags, commanders could lose track of their armies during battle and lives (and wars) could be lost. Flags, like the ones Betsy Ross sewed for the Continental Army, played a big part in the outcomes of battles during the American Revolution.

At the beginning of the American Revolution, each of the 13 states used their own versions of flags to represent themselves. Some flags had pine trees on them, others had snakes, and some even used parts of the British flag in their own designs. There was no such thing as an American flag that represented all the states. This could make it confusing for American commanders who needed to know where their soldiers were on the battlefield.

As the war went on, the Second Continental Congress—who represented the citizens of the 13 states—decided they needed a single design for a flag. On June 14, 1777, Congress passed the “Flag Resolution” that stated:

“Resolved, That the flag of the United States be thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new Constellation.”

This was the official birth of the American flag. But it still took many years for the flag to serve as a symbol, around the world, of everything America has done and all that America stands for. This is quite a change from the days when Betsy Ross made flags as tools for the military.

“American Flags in the 1700s” Questions

1. What was the main use of American flags in the 1700s? A. Showing patriotism B. For displays on homes and storefronts C. Identifying our armies and navies D. Representing America’s history

2. What does foe mean in the second paragraph? A. Ally B. Enemy C. Supporter D. Partner

3. What filled battlefields in the 1700s that could make it hard for military commanders to find their soldiers? A. Smoke B. Mud C. Fire D. Fog

4. What is the symbolic meaning of “new Constellation” in the “Flag Resolution”? A. Americans’ love of astronomy B. Creation of a new shape C. Union with Great Britain D. The new nation (America)

5. How important were flags as military supplies in the 1700s?

6. How important were flag makers, like Betsy Ross, to America’s ability to win Independence from Great Britain?

Charles Henry Weisgerber (1856-1932)

Charles Henry Weisgerber, the founder of the Betsy Ross House museum, was born June 15, 1856, in New York City. His parents were Carl and Augusta Weisgerber, who had recently moved to the United States from Germany. He and his family moved to Philadelphia in the 1860s.

When he grew up, Weisgerber wanted to be an artist. In 1888, he traveled to France to study at the Paris Conservatory of Art. When he returned to Philadelphia, he learned of a competition to paint an historic scene from Pennsylvania history. While walking through the city looking for inspiration he came across Mund’s Tavern on Arch Street in Philadelphia. In the window was a sign that read “First Flag of the US Made in this House.” Weisgerber went inside to inquire about the sign and learned the story of Betsy Ross and the American flag; he found the inspiration for his painting.

Weisgerber began work on a large (9 feet by 12 feet) painting called Birth of Our Nation’s Flag. It won the contest, and was displayed in the Pennsylvania Room of the 1893 Columbian Exposition in Chicago. While at the Exposition—a giant fair—Weisgerber’s painting was seen by millions of people.

Charles H. Weisgerber married his wife Sarah, in 1893. Their first child, Augusta, was born in 1895.

In 1898, Weisgerber moved with his family into the Betsy Ross House. The first floor of the house was open to visitors and the Weisgerber family lived in the upper two floors with his family. The house had been purchased by the “American Flag House and Betsy Ross Memorial Association.” This organization ran the Betsy Ross House in its early years as a museum. Weisgerber was the organization’s Executive Secretary.

In 1902, the Weisgerbers had a son, Charles Vexil Domus. “Vexil Domus” means Flag House in Latin.

Weisgerber was baptized, as an adult, at Christ Church on April 3, 1915. Charles Weisgerber lived at the Betsy Ross House and served as Executive Secretary of the American Flag House and Betsy Ross Memorial Association until his death, on March 13, 1932. Weisgerber was such a respected citizen that the Mayor of Philadelphia, J. Hampton Moore, and the former Mayor, Harry Mackey, attended his funeral. The millions who have visited the Betsy Ross House and learned the story of the first American flag and the woman who sewed it owe great thanks to Charles Weisgerber.

“Charles Henry Weisgerber (1856-1932)” Questions

1. Charles Weisgerber was the founder of what museum? A. Philadelphia Museum of Art B. Independence Hall C. Powel House D. Betsy Ross House

2. What does inquire mean in the second paragraph? A. Argue B. Complain C. Ask D. Make insults

3. What was the name of the painting by Charles Weisgerber that won a competition in 1893? A. Betsy Ross and the Flag B. Birth of Our Nation’s Flag C. Thirteen Stars and Stripes D. Columbian Exposition

4. What is the main point of the biography? A. Charles Weisgerber was an excellent artist B. Charles Weisgerber dedicated much of his life to the Betsy Ross House C. Vexil Domus is Latin for Flag House D. Charles Weisgerber did not have a large family

5. Describe a time when you looked for and found inspiration for a project.

How and Why the Betsy Ross House Was Saved

The house at 239 Arch Street in Philadelphia, known at the Betsy Ross House, was built sometime around 1740. A rear addition to the house was added around 1760. During the time Betsy Ross lived there and began making flags, the property was owned by Widow Hannah Lithgow. Betsy probably only rented two rooms—a shop and bedroom—for her use from 1776 to 1779. When Betsy Ross left the house in 1779, no one realized its significance. America was still at war with England and no one knew about the flag made within the house’s walls.

The structure was both a place of business and a residence for numerous shopkeepers and artisans for over 150 years. The front room on the first floor served as the workshop and showroom, while the business owner and his or her family lived in the rest of the house. By the late 1850s, the house was home to a tailor shop, and in the 1870s the Mund Family transformed the home into a Tavern and cigar store.

When Betsy Ross’ story first became public in the 1870s, the house took on historical significance. By 1876, the building was generally recognized as the place where Betsy Ross lived when she made the first American flag. Several of Betsy Ross’ surviving family members (daughters, grandchildren, and a niece) said this was the location of the legendary event. The Mund family took advantage of the house’s history by posting a sign which read: “First Flag of the US Made in this House.” An 1876 advertisement for the Mund’s tavern read: “Original Flag House…this is the house where the first United States flag was made by Mrs. John (Betsy) Ross.”

By the late 19th Century most of the other colonial-era buildings that once stood on Arch Street had been torn down and replaced with large industrial buildings and warehouses. People feared that Betsy Ross’ home might also be torn down. If the building was lost, an important piece of history would be lost, too. In 1898, a group of concerned citizens established the American Flag House and Betsy Ross Memorial Association to raise the funds to purchase the house from the Munds, restore it, and reopen it as a public museum in honor of Betsy Ross and our first flag.

To raise the money to purchase the house, Charles Weisgerber and other members of the American Flag House and Betsy Ross Memorial Association sold lifetime memberships to the organization for 10 cents each. Donors received membership certificates imprinted with images of Birth of Our Nation’s Flag and the Betsy Ross House and Betsy Ross’ grave. Individuals were encouraged to form “clubs” of thirty members to support the effort.

The 10-cent subscriptions worked. By 1898, nearly two million dimes were collected—mostly from school children—and the American Flag House and Betsy Ross Memorial Association and enough money to purchase the house and open the museum. It was through the efforts of people like Charles Weisgerber, the American Flag House and Betsy Ross Memorial Association, and millions of school children that the Betsy Ross House was saved for future generations to learn the story of the birth of the American flag.

“How and Why the Betsy Ross House Was Saved” Questions

1. Which of the following about the Betsy Ross House is true? A. Betsy Ross lived there her entire life B. It was as a place of business and a residence for more than 150 years C. It has always had historical significance D. Charles Weisgerber was the first person to live there

2. What does numerous mean in the second paragraph? A. Unskilled B. Few C. Wealthy D. Many

3. What is the legendary event referred to in the third paragraph? A. The signing of the Declaration of Independence B. George Washington crossing the Delaware River C. The making of the first American flag D. The Boston Tea Party

4. In your own words, describe why the Betsy Ross House was saved.

5. In your own words, describe how the Betsy Ross House was saved.

Betsy Ross Math: Multiplication and Division

Directions: Betsy Ross used her skills as an upholsterer to make many contributions to the American cause during and after the Revolution. Complete the multiplication and division problems below to get an idea of how much work Betsy had to do.

1. Even though it looks like there are 13 stars on the flags that Betsy Ross made, she actually had to sew stars on both the front and back of each flag for a total of 26 stars per flag. If Betsy had an order to make 102 flags with 26 stars each, how many stars would Betsy have to sew onto flags?

2. The American Revolution lasted for about 440 weeks. If Betsy Ross worked 72 hours every week, how many hours did Betsy Ross work during the American Revolution?

3. If, over the course of her flag making career, Betsy Ross made 172 flags for the U.S. Navy and had to sew 978 stitches per flag, how many stitches did Betsy Ross make when sewing flags for the Navy?

4. If Betsy Ross was completing an order of musket cartridges for the Continental Army and she had to put 1,440 completed cartridges into boxes of 40 cartridges each, how many boxes would Betsy Ross have filled?

5. Some upholsterers also made tents for soldiers in the Continental Army. If Betsy Ross sewed a total of 9,316 stitches making 17 tents, and every tent has the same number of stitches, how many stitches did Betsy Ross sew for each tent?

6. Betsy Ross had to cut fabric to make the necessary number of stripes to complete an order for flags. If she needed 13 stripes per flags and cut her fabric into 1,547 stripes, how many flags had probably been ordered?

Betsy Ross Math: Prime and Composite Numbers

Directions: Read the facts below about Betsy Ross and the American flag. Identify whether the number in each fact is prime or composite by circling either P (for prime) or C (for composite). Explain how you know.

1. P or C Over the course of her life, Betsy Ross was married 3 times.

How do you know?

2. P or C The stars Betsy Ross made had 5 points each.

How do you know?

3. P or C The original design of the American flag had 6-pointed stars.

How do you know?

4. P or C The first American flag had 13 stars.

How do you know?

5. P or C Betsy Ross grew up in a family with 17 children.

How do you know?

6. P or C Betsy married John Ross when she was 21 years old.

How do you know?

7. P or C Betsy Ross was 24 years old when she made the first American flag.

How do you know?

8. P or C Betsy was 25 years old when she married Joseph Ashburn.

How do you know?

9. P or C Betsy was 31 years old when she married John Claypoole.

How do you know?

10. P or C Betsy Ross made flags for over 50 years.

How do you know?

Bonus: P or C Betsy Ross’ mother and father died from Yellow Fever in the year 1793.

How do you know? 24

Betsy Ross Math: Writing and Ordering Fractions

Directions: Write a fraction for each Betsy Ross fact below using the numbers provided. Then, order the fractions as directed.

7 On the American flag, 7 of the 13 stripes are red 13

Betsy Ross made 5-pointed stars, but the original design for the flag had 6-pointed stars

2 of Betsy Ross’ 3 husbands died during the American Revolution

Order the three fractions above from lowest value to highest value:

Only 5 of Betsy Ross’ 7 daughters survived to adulthood.

On the American flag, 6 of the 13 stripes are white

Growing up, Betsy Ross was 1 of 17 children.

Betsy Ross made flags for about 50 years. She lived for 84 years.

Order the four fractions above from lowest value to highest value:

Betsy Ross Math: Multiplying and Dividing Fractions

In Betsy Ross’ time dinner often included a meat dish such as stew, roasted chicken, or baked ham. But there were also side dishes as part of the meal. This often included bread, biscuits, or muffins such as Apple Cheddar Muffins. Below is a recipe for Apple Cheddar Muffins. This is not an exact Colonial recipe; but, it can be thought of as an updated version of a Colonial recipe with flavors and ingredients that someone like Betsy Ross would have known.

Directions: By multiplying and dividing fractions, halve and triple the recipe for Apple Cheddar Muffins below. Use the blank “recipe cards” on the next page to record your answers.

Apple Cheddar Muffins Preparation time: 15 minutes Cooking time: 20-25 minutes Servings: 12 muffins Ingredients 1 cups all-purpose flour 1 2 1 cup cornmeal 2 1 teaspoons baking powder 1 2 1 teaspoon baking soda 2 1 teaspoon salt 1 cup coarsely grated cheddar cheese 1 cup butter 2 2 cup granulated sugar 3 2 large eggs 3 apples (peeled, cored, and diced or grated) Method 1. Preheat oven to 350°F. Grease muffin tin or line it with 12 cupcake papers. In a large mixing bowl, combine the first five (5) ingredients. Add the grated cheddar to 2. the dry mixture and stir. In a separate bowl, beat the butter and sugar with an electric mixer. Continue beating as 3. you add the eggs, one at a time. 4. Stir the diced or grated apples into the wet mixture. Add the wet mixture to the dry mixture all at once and stir until the dry ingredients are 5. moistened. 2 Fill the muffin cups about full and bake 20 minutes. Do a toothpick test to be sure 6. 3 the muffins are done. 26

1 Apple Cheddar Muffins—Half (2 ) Recipe cups all-purpose flour cup cornmeal teaspoons baking powder teaspoon baking soda teaspoon salt cup coarsely grated cheddar cheese cup butter cup granulated sugar large eggs

apples (peeled, cored, and diced or grated)

Apple Cheddar Muffins—Triple (3x) Recipe cups all-purpose flour cup cornmeal teaspoons baking powder teaspoon baking soda teaspoon salt cup coarsely grated cheddar cheese cup butter cup granulated sugar large eggs

apples (peeled, cored, and diced or grated) 27

Lesson Materials Inspired by the

Story Stroll

How to Become a Storyteller

(inspired by Historic Philadelphia, Inc.’s Once Upon a Nation Story Stroll and adapted from Patriots, Pirates, Heroes, & Spies: Stories from Historic Philadelphia, Sandy Mackenzie Lloyd, Ed.)

How to Become a Storyteller

Long before stories were written down, they were passed through generations orally—by word of mouth. Even though the past is generally recorded with the written word, oral history remains an important tool in understanding people and cultures in specific times and places. American Indian culture places great value on oral history. The narratives of African American slaves were largely preserved through oral history projects in the 1930s. Even Betsy Ross’ famous flag-making story was passed down through oral history before being recorded by her grandson in the 1870s. Now it’s your turn to pass history along through storytelling.

Using the following pages you will brainstorm, research, write, and present a story about something you find interesting, exciting, funny, or powerful in history. Before you visit historic Philadelphia, you will develop your topic, some ideas, and a rough draft of your story. When you visit historic Philadelphia you will see expert Storytellers in action and learn some tricks of the trade. Finally, when you get back to the classroom you will fine- tune, polish, and enhance your story so when you present it to your class it is interesting, engaging, and meaningful. In short, you will learn How to Become a Storyteller!

What Makes a Story Great?

A great story contains:  An attention-getting beginning (exposition and conflict), an interesting middle (rising action), and a powerful ending (climax and resolution).  A main character or characters to which people can relate, learn from, or have an emotional reaction to (protagonist—hero; antagonist—villain).  A central purpose, around which the story revolves (theme, message, or moral).

A great story also:  Engages our senses and imagination. It encourages us to “see” or “smell” or “feel” even if we are just listening or reading (setting, situation, and climate).  Engages our emotions. A story can make us sad or happy or even laugh out loud.  Often makes us think and ask questions. What would I have done in that situation? What would it be like to live back then? How is my life similar or different?  Can pass down history or important information. For thousands of years people didn’t write their history; they told their history from one generation to the next.  Has a moral or message. Does this story offer an important lesson?

Think about a person or event in history that you find interesting. What makes this person or event meaningful to you? What else do you want to know about this topic? Why would you want to write a story about this specific topic? If you like this topic, chances are someone else will like it too; and, that can be a great story to start with if you want to be a great storyteller.

If there is something personal or unique to you, that can make a great story as well. Maybe a story about something from your life (your personal history) or something from an adult you know and respect. Is there a story that’s been passed down through your family or community that has an important message and interesting characters? This story can also be a great starting point! 29

Brainstorm some topics (people, inventions, events, etc.) that you find interesting in history. Maybe it’s something you learned a little bit about in class but want to know more. Maybe it’s someone or something you saw in the margins of your textbook that made you want to know the whole story. Maybe it’s an event from your life or the life of someone you know.

______

Which of these topics is the most interesting to you and the one you would most enjoy researching and sharing?

______

Do Some Research to Uncover Your Story

A great story needs a central character or characters. A great story needs drama, passion, or humor. A great story needs a moral or a message. It’s up to you to find out the Who, What, Where, Why, and When about your topic so your story can be crafted and developed.

 Who is/are the main character/characters in your story? What do we know about this person or these people? Who is the protagonist (hero)? Who is the antagonist (villain)?

______

 What is the main topic, event, or conflict in your story? What is the rising action (what happens)? What is the climax (major event when the conflict is dealt with)? What is the falling action (events that lead to the resolution)?

Conflict: ______

______

Rising Action: ______

______

Climax: ______

______

Falling Action: ______

______

Resolution: ______

______

 Where does your story take place (setting, situation, and climate)?

______

 Why did what happened happen? Why is this story important? Why do you need to tell it and why do other people need to hear it? (theme, message, moral)

______

 When does your story take place (setting, situation, and climate)?

______

Create an Outline and Rough Draft of Your Story

Great stories always begin as an outline or map—a basic framework that helps the writer (you) organize his or her thoughts, descriptions, dialogue, and other storytelling elements.

Use the framework below to create a basic “map” of your story.

ION

RESOLUT

FALLINGACTION

Event/Detail #2: Event/Detail

Title: Author: #1: Event/Detail

vs. ______vs.

vs. Protagonist Antagonist ______

Conflict:

CLIMAX

MORAL: OR THEME,MESSAGE,

RISINGACTION

#3: Event/Detail

#2: Event/Detail

XPOSITION

Event/Detail #1: Event/Detail

E Setting: Situation/Climate: Characters: 32

Using the “map” you created, write a ROUGH DRAFT of your story. Try turning the short points and pieces of information into an engaging, exciting story. Don’t forget to start off with an exciting “hook” to get your listeners’ attention. Add dialogue to bring your character(s) to life. Add details and imagery to help your listeners “see” the world in which the story takes place. Organize the main events and ideas of your story into a logical order to hold your listeners’ attention and build their interest. Add drama to the climax and make sure it sets up your story to tell a strong moral or send a strong message. Find a way to tell your listener how the story resolves—how it ends. Is it a happy ending? A sad ending? A more complex ending? How can you convey this to your listeners? Use the space below to write your rough draft. Remember: It doesn’t have to be perfect. This is just a starting point.

______

______33

______

______34

______

______35

Editing and Improving Your Story

Read your story and think about the following:

 How does the story start? Will this get your audience’s attention?

______

 What events move the plot forward? Are these the most important events?

______

 What is the climax of the story? Is this the single most important moment in the story?

______

 How does your story end? What is the resolution?

______

 Were there things in your story that didn’t contribute to the plot in a meaningful way?

______

 Are there any characters that need more description or emphasis? How will you do this?

______

 Are there any characters that need less description or emphasis?

______

 What elements of your story are the most powerful? Why?

______

 What is the message of your story? What do you want your audience to think and feel?

______36

Once you’ve made the necessary edits and revisions it’s time to move from being a story writer to being a storyteller.

Think back to your Historic Philadelphia Field Trip and Story Stroll you went on—about the performances given by your Storytellers—not the stories themselves.

What three things did you see (or hear) the Storytellers do that you really liked? What parts of the way they told the stories did you think helped to make the stories more interesting, exciting, engaging, and meaningful?

 ______

What two things did you see (or hear) the Storytellers do that didn’t quite work? What did they do that you think you can do even better? Was anything confusing about the way they told the stories? What will you do instead?

 ______

Now go back through your story. This time you’re not really looking for things to change. You’re looking for things that make for dramatic moments, funny parts, and major elements of where you’ll have a chance to use the Storytelling skills you listed above. You might find a part where a certain movement or facial expression or tone of voice will have a big impact—elements in your story that will make for great acting and engaging storytelling. Use this space to list the major elements of the story you identified and write brief descriptions of the movements, actions, facial expressions, tones of voice, accents, or other acting tools that will work well for each element.

Story Element What I’ll Do

 ______

 ______37

Practice Storytelling

Using all the notes you just took about how to tell a good story, it’s time to take the next steps towards becoming a Storyteller. Find a place where you can practice telling your story by yourself with all the great “What I’ll Do” ideas you came up with in the last section. As you tell your story, think to yourself, “Is this a story I would like to hear? Is this how I would like someone to tell the story to me?” If you like the way the story sounds, you’re on the right track. If something doesn’t seem quite right, now’s the time to go back and make changes.

Once you like the way your story sounds and you are comfortable with the way you want to tell it:

 Find a partner to practice telling your story in front of someone.  Ask your partner what things were unclear, interesting, boring, etc. How can you improve?  Swap places and let your partner tell their story. Give them constructive criticism, too.  Go back and make any changes to your story or your storytelling.

What adjustments, if any, do you still need to make?

______

Then, when you think the story is the best it can be…

Perform the Story

It’s time to take the stage. Close your book. Hide your notes. Tell your story!

You have become a Storyteller!

Remember: A good Storyteller is never afraid to go back and make changes to his or her acting, the actual story, or anything else that will make the story and the storytelling better.

When you are finished telling your story ask yourself:

 Was my story interesting?  What did I like?  Was there anything I didn’t make clear enough?  What would make the story better and more fun to listen to?

Then look back at the original story.

 Did you forget anything important?

______

 What changes would make the story better?

______

 What changes would make the presentation—the storytelling—better?

______

 Overall, how do you think you did as a Storyteller? What were your favorite and not-so-favorite parts this process?

______

William Penn and Religious Tolerance

On the Story Stroll you learned that, as a teenager, William Penn was kicked out school and his family home because he held religious views that were different from his father’s and from what was commonly accepted in England in the 1600s. Penn even went to jail—four times—for speaking out publicly about what he believed. During one of this prison sentences he wrote that, “My prison shall be my grave before I will budge a jot; for I owe my conscience to no mortal man,” meaning that he would rather die in prison that give up his religious beliefs because someone else told him to. These experiences are part of what led Penn to establish Pennsylvania as a place of religious tolerance—the ability to follow the religion you choose and to worship how your conscience tells you to.

Why is religious tolerance important?

What is another thing people can be tolerant of? Why is this form of tolerance important, too?

Francis Daymon and Changing History

On the Story Stroll you learned that Francis Daymon used his ability to speak French to translate a meeting that helped gain support from the French government for the American cause at the beginning of the Revolutionary War. Daymon was a librarian—not an elected official, military commander, inventor, or explorer. In other words, he was not the kind of person we usually think of when talking about people who, “change history,” or, “make a difference in the world.”

What skills, knowledge, or experiences do you have (or think you might have in the future) that will prepare you to be able to change history? How can you make the world better by doing what you do well?

The Second Bank and Authority Figures

On the Story Stroll you learned about President Andrew Jackson and his “war” with the Second Bank of the United States and the bank’s president, Nicholas Biddle. Specifically, you learned that Andrew Jackson asked his friend, Roger Taney (“TAW-nee”), to take the government’s money out of the bank, causing the Second Bank to run short on money and close. This was a major cause of the instability of the American economy that lasted more than 100 years.

If a friend asked you to do something and you were not sure if that thing was right, would you still do it? Why or why not?

If an authority figure—someone with more power than you—asked you to do something and you were not sure if that thing was right, would you still do it? Why or why not?

You also learned that, when Roger Taney agreed to take the government’s money out of the Second Bank, Andrew Jackson made Taney the Secretary of the Treasury—a powerful position in the U.S. government. Do you think it is right for a president to ask his or her friends to do favors in exchange for a position in the government? Why or why not?

The Grimké Sisters and Speaking Out for Others

On the Story Stroll you learned about Sarah and Angelina Grimké and their efforts to fight slavery. In the story you heard, Angelina Grimké continued to give an anti-slavery speech at Pennsylvania Hall while an angry mob attacked the building. She continued to speak out for what she believed in even when her own safety was at risk. Perhaps more importantly, she was speaking out for other peoples’ freedom when she, herself, did not stand to gain anything.

Would you be willing to speak out for a group of people or a cause even if your safety were at risk? Why or why not?

Does your answer change based on whether or not you would personally gain something from speaking out? In other words, is your willingness to speak out for a group of people or causes based on whether or not you would be personally affected? Why or why not?

Lesson Materials Inspired by

What Are They?

After learning about the meanings behind the American symbols in Liberty 360, draw lines connecting each symbol with its meaning.

An ancient symbol of love, order, and beauty

Part of the flag that changes each time we A symbol of add a new state “broken” promises of A symbol to liberty and remind us to be freedom ever watchful

Presents our strength and courage in the Unchanging part “international of the flag that language” represents the original 13 states.

A gift to show the friendship between the A symbol for the United States federal and France government, with images for war and peace

Turkey vs. Eagle

In Liberty 360, you learned that Benjamin Franklin thought the turkey should be our national bird. Based on the information below, which bird (the turkey or the eagle) do you think is better to represent America today? Defend your choice using at least three of the facts provided.

 The wild turkey is the only type of poultry  The bald eagle is the only eagle unique to native to North North America. America  An eagle's average  A turkey’s eyes weight is ten to are located on fourteen pounds. opposite sides of its Northern birds are head, allowing the significantly larger animal to see two than their southern objects at once with limited depth relatives. perception.  A bald eagle's lifting power is about 4  Turkeys have a strong sense of hearing and pounds. They do not generally feed on can pinpoint sounds as far as a mile away. chickens or other domestic livestock, but  Turkeys range is sizes from 5-10 pounds to they will make use of available food larger turkeys weighing over 40 pounds sources. Bald eagles will eat dead and  Turkeys can fly short distances at speeds up decaying flesh. to 55 miles per hour. They can also reach  An eagle's eye is almost as large as a speeds of 25 miles per hour on the ground. human's, but its sharpness is at least four  Turkeys’ heads change colors when they times that of a person with perfect vision. become excited.  It's possible for bald eagles in the wild to  All species of turkeys are omnivorous (eating live longer than thirty years, but the average plants and meat). They forage on the lifespan is fifteen to twenty years. ground, or climb small trees to feed.  During level flight, they can achieve speeds  Turkeys are also known to occasionally of about 30 to 35 mph. consume small animals like snakes, frogs,  Both male and female adult bald eagles lizards, and salamanders have a blackish-brown back and breast; a  Three out of four turkeys don’t survive white head, neck, and tail; and yellow feet beyond the first weeks of life. Turkeys and beak. typically live one or two years. Turkeys  The bald eagle's scientific name signifies a have been known to live 10 years or sea eagle with a white head. At one time, longer, but those were rare exceptions. the word "bald" meant "white," not hairless. 46

The is a better bird to represent the United States today because:

Use the space below to draw your own version of the Great Seal of the United States using the bird you chose.

Create a Symbol

In Liberty 360, you learned the meaning of American symbols. Now, it’s your turn to create a symbol!

Use the space below to draw your own unique symbol of what America means to you. Then, write a brief explanation of why you chose the symbol you did and what your symbol represents.

The Star Spangled Banner

In Liberty 360, you learned that our national anthem, “The Star Spangled Banner,” was originally written as a poem by Francis Scott Key. He wrote the poem while trapped on a British warship in Baltimore Harbor when the British navy launched rockets and bombs at Fort McHenry during the War of 1812. On the right is a copy of the first stanza of Key’s original, hand- written poem, followed by an easier-to-read copy of the text.

O say can you see by the dawn's early light, What so proudly we hailed at the twilight's last gleaming, Whose broad stripes and bright stars through the perilous fight, O'er the ramparts we watched, were so gallantly streaming? And the rockets' red glare, the bombs bursting in air, Gave proof through the night that our flag was still there; O say does that star-spangled banner yet wave, O'er the land of the free and the home of the brave?

For Francis Scott Key, seeing the flag flying over Fort McHenry the morning after the British bombardment meant the Americans had not surrendered. It symbolized that his country was still there. He saw the flag as representing the “land of the free and the home of the brave.”

What does the American flag represent to you? What do you think the flag symbolizes? Using the style of Key’s poem as a model, write an 8-line poem about what the American flag means to you. What do you think of, and how do you feel, when you see an American flag?

“Proclaim Liberty…”

During Liberty 360 you heard that the Liberty Bell is a symbol for “broken promises” of freedom, liberty, and rights. Using the information below, complete the “timeline” of the history of the Liberty Bell on the next page.

The Bell's Message (Source: The National Park Service)

The Liberty Bell's inscription conveys a message of liberty which goes beyond the words themselves. Since the bell was made, the words in the inscription have meant different things to different people. When William Penn created Pennsylvania's government he allowed citizens to take part in making laws and gave them the right to choose the religion they wanted. The colonists were proud of the freedom that Penn gave them. In 1751, the Speaker of the Pennsylvania Assembly ordered a new bell for the State House. He asked that a Bible verse to be placed on the bell—"Proclaim LIBERTY throughout all the Land unto all the inhabitants thereof" (Leviticus 25:10). The new bell arrived two years later. However, it cracked soon after it arrived in Philadelphia. Local craftsmen John Pass and John Stow cast a new bell in 1753, using metal from the English bell. Their names appear on the front of the bell, along with the city and the date. As the official bell of the Pennsylvania State House (today called Independence Hall) it rang many times for public announcements. The old State House bell was first called the "Liberty Bell" by a group trying to outlaw slavery. These abolitionists remembered the words on the bell and, in the 1830s, adopted it as a symbol of their cause. By 1846 a thin crack began to affect the sound of the bell. The bell was repaired in 1846 and rang for a George Washington birthday celebration, but the bell cracked again and has not been rung since. No one knows why the bell cracked either time. Beginning in the late 1800s, the Liberty Bell traveled around the country to expositions and fairs to help heal the divisions of the Civil War. It reminded Americans of their earlier days when they fought and worked together for independence. In 1915, the bell made its last trip and came home to Philadelphia, where it now silently reminds us of the power of liberty. For more than 200 years people from around the world have be inspired by the bell's message. No one can see liberty, but people have used the Liberty Bell to represent this important idea.

______Pennsylvania

1830’s, ______1830’s, ______

1753, ______1753, ______

Ross Betsy 1752. is born

Penn founds Penn

______1751,

William William

1681, 1681,

1833, Andrew Jackson Jackson Andrew 1833, the with “war” to goes U.S. of Bank Second

1838, 1838, Angelina Grimké her delivers at speech Pennsylvania Hall

______

______1846,

The Liberty Bell is Bell Liberty The , ,

1876 Centennial the by replaced Bell

______1800’s, ate

L ______

1915, ______1915, ______

visited You 20__, 51

Additional Liberty Bell Facts (Source: The National Park Service)

The Liberty Bell's inscription

Proclaim LIBERTY throughout all the Land unto all the Inhabitants thereof Lev. XXV X By Order of the ASSEMBLY of the Province of PENSYLVANIA [sic] for the State House in Philada

Pass and Stow Philada MDCCLIII (1753)

Bell Facts:

 The bell weighs about 2000 pounds.  It is made of 70% copper, 25% tin, and small amounts of lead, zinc, arsenic, gold, and silver.  It hangs from what is believed to be its original yoke, made from American elm, also known as slippery elm.

Liberty 360 Math: Unit Conversion

The Statue of Liberty is approximately 150 feet tall from her toe to the tip of her torch. Use this measurement to complete to following activities.

1. How tall is the Statue of Liberty in yards?

2. How tall is the Statue of Liberty in inches?

3. How tall is the Statue of Liberty in centimeters? (1 inch = 2.54 centimeters)

4. The average 5th grade girl is 54 inches tall. How many average 5th grade girls would it take to equal the height of the Statue of Liberty?

5. The average 5th grade boy is 55 inches tall. How many average 5th grade boys would it take to equal the height of the Statue of Liberty?

Liberty 360 Math: Fractions and Decimals

When the U.S. Constitution went into effect, in 1789, very few Americans had the right to vote. Only White males over the age of 21 who owned land and/or met certain income requirements were allowed to vote in all the states. It was not until the 15th, 19th, and 26th Amendments were added to the Constitution that more Americans gained the right to vote.

Use the following timeline to complete the table below.

1789, U.S. Constitution goes 1920, 19th Amendment grants 20___, into effect suffrage for women Today

th th 1870, 15 Amendment grants suffrage 1971, 26 Amendment lowers to people of color (males only) the voting age from 21 to 18

15th Amendment 19th Amendment 26th Amendment (People of Color) (Women) (18-Year-Olds) Number of years between the Constitution going into effect and each Amendment: Fraction of American history (from 1789 to today) each group could not vote: Fraction converted to a decimal, rounded to the nearest hundredth: (You may need a calculator.) Number of years each Amendment has been part of the Constitution: Fraction of American history (from 1789 to today) each group could vote: Fraction converted to a decimal, rounded to the nearest hundredth: (You may need a calculator.)

Liberty 360 Math: Powers of Ten

The population of the United States has grown significantly since the American Revolution. Below are data from U.S. Census Reports (the way the government measures population growth) that will help give you an idea of how quickly the population grew.

Convert the following populations to their power of ten equivalents and find the difference between each Census and the one before it. Examples have been provided.

How much did the U.S. Write the U.S. population U.S. Population population grow between using Power of Ten notation. Census Reports?

The U.S. population in 1776 is estimated to have been 6 approximately 2,500,000. 2.5 x 10 When the U.S. Census was taken for the first time, in 1790, the population of the 6 United States was 1.5 x 10 approximately 4,000,000. In 1820, the year when Harriet Tubman and Susan B. Anthony were born, the U.S. population was approximately 10,000,000. When Abraham Lincoln was elected President, in 1860, the U.S. population was approximately 31,000,000. By 1890, only 100 years after the first Census, the U.S. population reached approximately 63,000,000. The year John F. Kennedy was elected president, 1960, the U.S. population was approximately 180,000,000. The last time the Census was taken, in 2010, the population of the United States was approximately 310,000,000. 55

Additional Materials

Appendix A Frequently Asked Questions

What do the colors on the flag represent? When the Continental Congress adopted the Stars and Stripes as the nation’s flag in 1777, it did not specify reasons for the colors of the flag. However, when Congress approved the design of the national Seal, Charles Thomson, Secretary of the Continental Congress, did report:

"The colors of the [the vertical stripes] are those used in the flag of the United States of America; White signifies purity and innocence, Red, hardiness & valour, and Blue, the color of the [the broad band above the stripes] signifies vigilance, perseverance & justice."

SHORT ANSWER: White: Purity; Red: Valor; Blue: Perseverance and Justice

How long did it take Betsy to make the flag? Based on the research and work done by the staff and first-person interpreters at the Betsy Ross House, it has been determined that given the conditions, tools, and materials under and with which Betsy worked, a typical flag would take approximately two weeks to make. SHORT ANSWER: About two weeks.

What happened to Betsy’s family? Of the seventeen Griscom children (Betsy and her sixteen siblings), only nine survived into maturity. Of these not much is known as very little was documented. We do know three of Betsy’s siblings were nearly read out of Quaker Meeting (essentially, kicked out of the church) but by publicly and formally apologizing were able to remain within the faith. One of Betsy’s brothers was a silversmith—an indicator of the Quaker and Griscom family traditions of involvement in the skilled trades. One of Betsy’s sisters was an upholsterer (like Betsy) who, at the time of her death, in 1826, owned so many clothes that they made up 20% of her entire estate. These clothes, according to the will, were divided between Betsy and another surviving sister. Betsy’s parents and one of her sisters died within weeks of each other during the Yellow Fever outbreak of 1793. Betsy, now in her early 40’s, took responsibility for her niece while raising her own daughters. Betsy passed the upholstery and flag-making trades onto her daughters and granddaughters who worked in those fields well into the late-19th Century.

Why did Andrew Jackson hate banks? There are numerous reasons historians give for Jackson’s dislike of the Second Bank of the United States (2BUS) as well as banks in general:  As a young man Jackson was both irresponsible and uneducated in financial matters. On more than one occasion Jackson over-spent and made bad investments, finding himself indebted to banks whose terms, conditions, interest rates, and policies he (like most Americans today) simply did not understand. In this way, Jackson had a personal distrust of banks—not unlike the root of Thomas Jefferson’s aversion to the First Bank of the United States during the Washington Administration.  Although thoroughly educated through his own efforts, Jackson received no formal schooling. It also is not an exaggeration to say that he grew up amidst a very rough, backwoods, rugged culture between the Waxhaw settlement on the Carolina border region and in rural Tennessee. American sociopolitical culture of the early-19th Century was defined primarily as a battle between rural, agricultural individualism and urban, industrial collectivism. For Jackson, banks—and the 2BUS specifically—represented the epitome of urban-industrial philosophy and, so, he had cultural reasons to distrust the 2BUS.  In 21st Century terms, Jackson viewed the 2BUS as representing the 1% while he and his Democratic Party represented the 99%. Jackson, not unlike many of the Founding Generation, was opposed to concentration of power in any form—political, religious, and economic. He opposed the 2BUS because he felt the concentration of wealth limited the financial freedoms of agricultural society (both small farmers 57

and the constantly-indebted, land-rich, cash-poor plantation class of which he was a part). To Jackson, tying the federal government’s finances in a public-private venture was to allow a handful of individuals to exercise control over the people’s money. Jackson, essentially, had political reasons for disliking the 2BUS. It’s worth noting that Jackson’s detractors from the period viewed his use of the veto (he vetoed more legislation than his six predecessors combined) as a flagrant abuse of Executive authority and a violation of (through their elected legislators) the will of the people whom he claimed to represent.  In his veto message, Jackson also noted that a majority of the shares of the 2BUS were held by foreign investors and foreign governments (the U.S. government treasury made up only 1/5 of the Bank’s deposits and the U.S. government appointed only 1/5 of the members of the Bank’s governing board). The nation whose investors controlled the larger share of the Bank’s stock was Great Britain. Jackson was an Anglophobe of the highest order, a consequence of his and his family’s experiences during the American Revolution (Jackson, himself, had a long, deep scar across his face from the sword of British officer who slashed the then adolescent Jackson’s face when the latter refuse to polish the former’s boots). In addition to his personal hatred of all things British, Jackson also loathed the idea of foreign investors having any say in the finances of the still-young United States. Here we see both personal and philosophical reasons for Jackson’s hatred of banks.  Jackson also notes in his veto message that, like Jefferson in the 1790’s version of the same battle, he held the Bank of the United States, in any form, to be entirely unconstitutional. The First BUS and the 2BUS were both chartered under the “necessary and proper” clause of the Constitution (Article I; Section 8). Jackson, like Jefferson, felt the “necessary and proper” clause was not intended to grant broad, sweeping powers to U.S. Congress. Jackson here expressed Constitutional reasons for not liking the Bank.  Finally, Jackson noted that a large amount of political favoritism was played by the governing board of the Bank as well as its president, Nicholas Biddle. The Bank primarily supported politicians and campaigns that supported its own best interests—mostly members of the Whig party. Jackson saw the use of public funds in support of political causes to be a massive abuse of public funds and a corruption of the political process. It’s worth noting here that Jackson had a habit of hiring personal friends for high level government positions and frequently removed from office qualified civil servants if they did not belong to his political party. He also, as noted in the next item, distributed the funds he removed from the 2BUS to banks and bankers with histories of supporting his political ambitions. SHORT ANSWER: Jackson didn’t trust banks, in general, because he didn’t fully understand how they operated. He also thought the Bank was abusing its power by supporting politicians and giving too few people control over the nation’s economy. Finally, he had a personal dislike of anything that moved too much power away from individuals—big governments, organized religions, and especially banks.

What happened to the money Andrew Jackson took out of the bank? The Treasury Department, under the leadership of Roger Taney, distributed the money to 23 state banks, often called “Pet Banks.” They were called “Pet Banks” because they were managed by political supporters of Andrew Jackson. Essentially, the term “Pet Bank” was used to accuse Jackson’s administration of using government money for political purposes just as much as Jackson had accused Nicholas Biddle of doing at the Second Bank of the United States. Within a period of about four years nearly all the money taken from the Second Bank of United States and distributed to Pet Banks was gone. Without funds in the bank, U.S. currency (paper money) lost almost all of its value. To curb this inflation and restore government funds, Jackson issued his “Specie Circular,” which required all government land sales to be done in gold or silver. The results were a restricted money supply and land speculation by wealthy individuals leading to over-investment and risky lending by smaller banks. This, in turn, brought on greater inflation and, by 1837, a panic (or financial depression) that lasted in some areas of the country until, arguably, the Civil War. SHORT ANSWER: Roger Taney distributed the money to banks around the United States that were run by political allies of Andrew Jackson. Within four years the money was gone and Jackson’s attempts to reverse the problem actually made things worse and caused a generation-long financial downturn.

Why did Benjamin Franklin want the turkey to be the national bird? Franklin felt the turkey was a strong symbol for the new United States because it is native to North America; it is an excellent source of nutrition—a staple food for Native American peoples and the first European colonists; and, had never been used as a symbol by any European (or Old World) empires or nations.

Why is the rose the national flower? The rose wasn’t always the national flower of the United States. It became the national flower in 1986, when a Resolution (which passed the Senate in 1985) was passed by the House of Representatives and declared to the public by President Ronald Reagan. According to Reagan’s declaration, the rose has been a symbol for love, peace, war, beauty, and order for centuries and the flower has been in existence in North America for millions of years. The flower has also been used a symbol throughout American history, in poems, paintings, songs, plays, and other forms of expression. Reagan also noted that the rose has been used as symbol of love between individuals, love of country, and love in general. The rose also grows in all fifty states. SHORT ANSWER: Very simply, the rose is the national flower because a joint resolution of Congress made it so in 1986.

Why is Betsy Ross buried next to her house? Originally, Betsy Ross was buried in a Quaker cemetery at 5th and Locust Streets, just a few blocks from the Betsy Ross House. NOTE: Even though Betsy was read out of meeting (kicked out of the Quaker faith) when she married John Ross, she later joined a new sect of the Quaker faith with her third husband, John Claypoole. This sect, called the Free, or “Fighting,” Quakers, formed during the Revolution to allow Quakers to freely express their consciences by supporting, or even fighting in, the War for Independence. In the 19th Century, the City of Philadelphia re-zoned the land for development and the gravesites were excavated and remains moved. Betsy was moved, with John Claypoole, to Mount Moriah Cemetery in what is now Southwest Philadelphia. By the middle of the 20th Century, much of the cemetery had fallen into disrepair. Betsy’s grave had been especially neglected and was located in an area prone to flooding and vandalism. So, in 1975—just in time for the bicentennial—Betsy and John’s remains were moved to their current location in the courtyard of the Betsy Ross House. SHORT ANSWER: Betsy Ross was not originally buried at her home. Her first grave site was used for development, so her remains were moved in the 1800’s. Her second fell into disrepair; so, her remains were moved to the Betsy Ross House courtyard in the 1970’s so they would be protected and her gravesite could be seen by visitors to the House.

How did Robert Morris lose his money? Following the American Revolution, Morris invested heavily in numerous projects: multiple canal companies, a massive (and never completed) mansion, greenhouses, hot-air balloons, and—most importantly— more than six million acres of land in the South, particularly around the area that would become Washington, D.C. Morris had hoped to sell this land at a huge profit once the new capital was constructed and in use as the home of the U.S. government. Unfortunately, for Morris, the organization he usually sold land to—the Holland Land Company—was unable and unwilling to make large purchases when Holland declared war on France in the late 1790’s. The land essentially had no value and Morris was without any actual money (cash). When his creditors came to collect the money he owed them, his financial situation became clear. His former partner in land-speculating (John Nicholson) sued him for monies owed. Nicholson at the time was already in debtors’ prison and was known to be remarkably fraudulent. But, once on trial, Morris’s financial difficulties could not be solved or hidden any longer. He was placed into prison from 1798 to 1801. His release, in 1801, was the result of the Federal Bankruptcy Act of 1800 which allowed Morris to declare a legally recognized, somewhat-structured bankruptcy and spend the remainder of his life (he died in 1806) out of prison but living an incredibly modest existence. 59

SHORT ANSWER: Morris purchased millions of acres of land thinking he could resell them for a profit. Due to national and international complications, Morris was unable to find any buyers for his land. He ended up land-rich and cash-poor. His property was broken up to pay back his creditors and Morris spent three years in prison. He was released in 1801 and spent the last five years of his life living in a very modest style.

Why was there a Second Bank? When the twenty-year charter for the First Bank of the United States (FBUS)—passed by the U.S. Congress and signed into law by President Washington in 1791—expired in 1811, the nation’s finances had no central organization or regulation. This didn’t have a significant impact on the U.S. economy in the short term due largely to increased government spending during the War of 1812, which began the following year. The rampant inflation during the war was generally attributed to the conflict rather than the expiration of the FBUS. Following the War of 1812 there was a brief period of economic growth and patriotic fervor that distracted from larger abusive lending practices and over-speculation in land and commodities. By 1816 it became clear that the government could not efficiently regulate the value of currency and businesses were dismayed by their inability to rely on a return on their investments in government bonds. To solve all of these issues a political coalition formed, consisting of Eastern industrialists and bankers (looking for easy credit to establish business and trade) and Western and Southern nationalists (eager to purchase land on credit and increase its value by developing those regions through investment and internal improvements). This coalition, led by Henry Clay, John C. Calhoun, and Daniel Webster, successfully guided the charter of the Second Bank of the United States through both houses of Congress. President Madison signed the twenty-year charter into law in the spring of 1816. The bank was established primarily to reduce the spread of private bank issuance of paper currency (to prevent the inevitable financial collapse which would have resulted from unregulated credit), to aid the federal government in facilitating land sales in the Western Territories, and to encourage industrial expansion through an easing of credit to Eastern entrepreneurs. SHORT ANSWER: Before there was a Second Bank there was, obviously, a First Bank. When the First Bank of the United States’ charter expired—on schedule—in 1811, the federal government was left with no efficient way to manage its finances, protect the value of money, or encourage economic growth. Political leaders from the three distinct geographic regions of the U.S. organized a twenty-year charter for the Second BUS which was signed into law by President Madison in 1816 (set to expire on 1836). The purpose of the bank was to secure the value of paper money, encourage industrial growth, and make it easier for the federal government to manage the sale of Western lands.

What happened to the First Bank? The First Bank of the United States (FBUS) was chartered for twenty years. The original charter was signed into law by President Washington in 1791. In 1811, when the FBUS’ charter expired Congress had the option to either re-charter the BUS or sell off its shares to private investors and make an immediate profit. Most of the shares of the FBUS were purchased by French-born, naturalized American banker Stephen Girard. The FBUS was reopened as a private bank named Girard Bank. During the War of 1812, Girard—through his bank— was personally responsible for saving the government of the United States from complete financial collapse. It was this reliance on a private bank that helped make the federal government aware of the need to have a government-led (or at least government-involved) financial regulatory body in the aftermath of the war. For his part, Girard became the wealthiest individual in America and one of the wealthiest Americans to date. He was also one of the largest investors in the Second BUS when that institution received its charter. SHORT ANSWER: The FBUS simply transferred from being a public-private institution to an entirely private institution (owned by Stephen Girard) when the Bank’s charter expired in 1811.

Appendix B

The Full Day Field Trip Experience, coupled with the materials in this packet, meets the following national curricular standards.

National Council for the Social Studies

Theme I: Culture A. Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns. C. Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior or people living in a particular culture.

Theme II: Time, Continuity, & Change A. Demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views. B. Demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships. C. Compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past.

Theme III: People, Places, & Environments A. Describe how people create places that reflect ideas, personality, culture, and wants and needs as they design homes, playgrounds, classrooms, and the like.

Theme IV: Individual Development & Identity B. Describe personal connections to place—especially place as associated with immediate surroundings. E. Identify and describe the ways family, groups, and community influence the individual’s daily life and personal choices. F. Explore factors that contribute to one’s personal identity such as interests, capabilities, and perceptions. G. Analyze a particular event to identify reasons individuals might respond to it in different ways.

Theme V: Individuals, Groups, & Institutions B. Give examples of and explain group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture.

Theme VI: Power, Authority, & Governance A. Examine the rights and responsibilities of the individual in relation to his or her social group, such as family, peer group, and school class. B. Explain the purpose of government 61

C. Give Examples of how government does or does not provide for needs and wants of people, establish order and security, and manage conflict. F. Identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations.

Theme VII: Production, Distribution, & Consumption E. Describe how we depend upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services.

Theme VIII: Science, Technology, and Society A. Identify and describe examples in which science and technology have changed the lives of people, such as in homemaking, childcare, work, transportation, and communication.

Theme IX: Global Connections A. Explore ways that language, art, music, belief systems, and other cultural elements may facilitate global understanding or lead to misunderstanding. B. Give examples of conflict, cooperation, and interdependence among individuals, groups, and nations. C. Examine the effects of changing technology on the global community. F. Investigate concerns, issues, standards, and conflicts related to universal human rights, such as the treatment of children, religious groups, and effects of war.

Theme X: Civic Ideals and Practices A. Identify key ideals of the United States’ democratic republican form of government, such as individual dignity, liberty, justice, equality, and the rule of law, and discuss their application in specific situations. B. Identify examples of rights and responsibilities of citizens. C. Locate, access, organize, and apply information about an issue of public concern from multiple points of view. D. Identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic. E. Explain actions citizens can take to influence public policy decisions. F. Recognize that a variety of formal and informal actors influence and shape public policy. G. Examine the influence of public opinion on personal decision-making and government policy on public issues. H. Explain how public policies and citizen behaviors may or may not reflect the stated ideals of a democratic republican form of government. I. Describe how public policies are used to address issues of public concern J. Recognize and interpret how the “common good” can be strengthened through various forms of citizen action.

National Council of Teachers of English Anchor Standards

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 63

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 65

Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Common Core Standards

Below is a list of the individual lesson materials in this booklet with the Common Core standards each activity meets.

Betsy Ross House

History of Betsy Ross R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text. R5.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text.

Betsy Ross Timeline R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text. R5.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text.

American Flags in the 1700s R5.A.1.1.2: Identify and/or interpret a synonym or antonym of a word used in text. R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text. R5.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. 1.5.5.A: Write with a clear focus, identifying topic, task, and audience. 1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and between paragraphs. Include an identifiable introduction, body, and conclusion.

How and Why the Betsy Ross House Was Saved R5.A.1.1.2: Identify and/or interpret a synonym or antonym of a word used in text. R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text. R5.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. 1.5.5.A: Write with a clear focus, identifying topic, task, and audience. 1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and between paragraphs. Include an identifiable introduction, body, and conclusion.

Charles Henry Weisgerber R5.A.1.1.2: Identify and/or interpret a synonym or antonym of a word used in text. R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text. R5.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. 1.5.5.A: Write with a clear focus, identifying topic, task, and audience. 1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and between paragraphs. Include an identifiable introduction, body, and conclusion.

Prime and Composite Numbers M5.A.1.6.1: Define/list/identify prime and composite numbers less than or equal to 100.

Multiplication and Division M5.D.2.1.1: Solve for a missing number (blank, question mark, variable) in an equation involving a single operation whole numbers only. 2.2.5.B: Multiply and divide single- and double-digit numbers; add and subtract fractions and mixed numbers; add, subtract, multiply, and divide decimals. M5.B.1: Demonstrate an understanding of measurable attributes of objects and figures, and the units systems and processes of measurement. M5.A.3.2.1: Use addition, subtraction, multiplication and division to compute accurately without a calculator.

Writing and Ordering Fractions 5. 2.1.5.A: Apply number patterns to count and compare values of whole numbers, fractions, and decimals. M5.A.1.3.3: Compare proper fractions through 16ths with like and unlike denominators. M6.A.1.3.2: Find the Least Common Multiple (LCM) of two numbers (through 50) and/or use the LCM to find the common denominator of two fractions.

Multiplying and Dividing Fractions M6.A.3.2.1: Solve problems involving operations (+, -, x, ÷) with whole numbers, decimals (through thousandths) and fractions (avoid complicated LCDs) - straight computation or word problems.

Once Upon A Nation Story Stroll

How to Become a Storyteller 1.4.5.A: Write poems, multi-paragraph stories, and plays. Include detailed descriptions of people. places, and things. Include literary elements and devices. 1.4.5.B: Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports, instructions). Use relevant graphics (maps, charts, graphs, tables, illustrations, photographs). 1.5.5.A: Write with a clear focus, identifying topic, task, and audience. 1.5.5.B: Develop content appropriate for the topic. Gather, organize, and select the most effective information appropriate for the topic, task, and audience. Write paragraphs that have a topic sentence and supporting details 1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and between paragraphs. Include an identifiable introduction, body, and conclusion. 1.5.5.D: Write with an understanding of style, using a variety of sentence structures and descriptive word choices (e.g., adjectives, nouns, adverbs, verbs) to create voice. Include specific details that convey meaning and set a tone. 1.5.5.E: Revise writing to improve organization and word choice: check the logic, order of ideas, and precision of vocabulary. 68

1.5.5.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use correct grammar and sentence formation. 1.7.5.A: Identify differences in formal and informal language used in speech, writing, and literature.

William Penn and Religious Tolerance, Francis Daymon and Changing History, The Second Bank and Authority Figures, The Grimké sisters and Speaking Out for Others

R5.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. R5.A.1.6.1: Identify the author’s intended purpose of text. R5.B.3.1.1: Identify, explain, and/or interpret statements of fact and opinion in nonfictional text. R5.A.2.5.1: Summarize the major points, processes, and/or events of a nonfictional text. 8.2.5.A: Compare and contrast common characteristics of the social, political, cultural, and economic groups from Pennsylvania. 8.2.5.B: Illustrate concepts and knowledge of historical documents, artifacts, and places critical to Pennsylvania history. 8.2.5.C: Differentiate how continuity and change in Pennsylvania history are formed and operate. 8.3.5.A: Compare and contrast common characteristics of the social, political, cultural and economic groups in United States history. 8.3.5.B: Illustrate concepts and knowledge of historical documents, artifacts, and places critical to United States history. 8.3.5.C: Differentiate how continuity and change in U.S. history are formed and operate. 8.3.5.D: Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States.

Liberty 360

What Are They R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text.

The Great Seal of the United States R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text.

Turkey vs. Eagle R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text. R5.A.1.3.2: Cite evidence from text to support generalizations. R5.A.2.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. R5.B.3.1.1: Identify, explain, and/or interpret statements of fact and opinion in nonfictional text. 5.1.4.5.C: Write persuasive pieces. Include a clearly stated position or opinion. Include supporting details, citing sources when needed. 69

5.1.5.5.D: Write with an understanding of style, using a variety of sentence structures and descriptive word choices (e.g., adjectives, nouns, adverbs, verbs) to create voice. Include specific details that convey meaning and set a tone. 5.1.5.5.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use correct grammar and sentence formation. 1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and between paragraphs. Include an identifiable introduction, body, and conclusion.

Create a Symbol

Proclaim Liberty R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text. R5.A.1.3.2: Cite evidence from text to support generalizations. R5.A.2.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. R5.B.3.1.1: Identify, explain, and/or interpret statements of fact and opinion in nonfictional text. 1.5.5.C: Organize writing in a logical order. Use appropriate transitions within sentences and between paragraphs. Include an identifiable introduction, body, and conclusion.

Unit Conversion 2.2.5.B: Multiply and divide single- and double-digit numbers; add and subtract fractions and mixed numbers; add, subtract, multiply, and divide decimals. M5.B.1: Demonstrate an understanding of measurable attributes of objects and figures, and the units systems and processes of measurement. M5.B.1.2: Solve problems using simple conversions and/or add and subtract measurements. M5.B.1.2.1: Convert using linear measurements, capacity, and weight (mass) within the same system to the unit immediately above or below the given unit. M5.D.2.1.1: Solve for a missing number (blank, question mark, variable) in an equation involving a single operation whole numbers only. M5.A.3.2.1: Use addition, subtraction, multiplication and division to compute accurately without a calculator

Fractions and Decimals 5. 2.1.5.A: Apply number patterns to count and compare values of whole numbers, fractions, and decimals. M5.D.2.1.1: Solve for a missing number (blank, question mark, variable) in an equation involving a single operation whole numbers only.

Powers of Ten M5.A.1.1.1: Use expanded notation to represent whole numbers or decimals (whole numbers less than 10,000,000 and decimals through hundredths). M5.D.2.1.1: Solve for a missing number (blank, question mark, variable) in an equation involving a single operation whole numbers only. 70

Appendix C

References

Allen, Janet. Tools for Teaching Content Literacy. Stenhouse Publishers, 2004.

Berk, Laura E. Development through the Lifespan. Boston: Pearson A&B, 2007.

Blythe, Tina and Associates. The Teaching for Understanding Guide. San Francisco: Jossey- Bass, 1998.

Center for Civic Education. We the People: The Citizen & the Constitution. 2007.

Davidson, James West and Michael B. Stoff. The American Nation. Englewood Cliffs, New Jersey: Prentice Hall, 1995.

Davis, Allen F. and Mark H. Haller. The Peoples of Philadelphia: A History of Ethnic Groups and Lower-Class Life, 1790-1940. Philadelphia: University of Pennsylvania Press, 1973.

Fawcett, Susan. Evergreen: A Guide to Writing with Readings. Wadsworth Cengage Learning, 2011.

Fisher, Douglas and Nancy Frey. Improving Adolescent Literacy: Content Area Strategies at Work. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall, 2008.

Furr, R. Michael and Werne R. Bacharach. Psychometrics: An Introduction. Los Angeles: SAGE Publications, 2008.

Johnson, Emilie Wright. Study Guide for Educational Psychology. Boston: Pearson A&B, 2007.

Kauchak, Donald P. and Paul D. Eggen. Learning and Teaching: Research-Based Methods. Boston: Pearson A&B, 2007.

Linn, Robert L. and M. David Miller. Measurement and Assessment in Teaching. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall, 2005.

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Appendix D

Thank you, again, for booking Historic Philadelphia’s Full Day Field Trip Experience! We hope the program was exciting, memorable, and—of course—educational.

If you need any additional information regarding the materials in this booklet or for help using, altering, expanding, or developing these or any other curricular materials, please let us know. If you want us to help you write a few lesson plans or if you have questions related to the things you did and saw on your trip, let us know. We can help with that, too!

E-mail:

Mike Adams, Education Coordinator, at [email protected]

Phone:

215-629-5801 x240

Mail:

150 South Independence Mall West, Suite 550, Philadelphia, PA 19106

Fax:

215-629-5814

Thanks for experiencing American history with Historic Philadelphia, Inc. See you next year!