APPENDIX 5TH GRADE UNIT Patriotism

APPENDIX – 5TH GRADE UNIT Patriotism

Table of Contents

Pictures of patriotism……………………………………………………………...... A-1

Samples of point of view charts……………………………………………………... ……….A-4

Sample #1of graphic organizer showing cause and effect………………………………...... A-5

Sample #2 of graphic organizer showing cause and effect………………………………...... A-6

Poem: “Boston Tea Party”…………………………………………………………………...A-7

Biography: James Forten, “Biographical Sketch of James Forten”………………………….A-9

Interview script: Peter Southall ……………………………………………………….. …...A-11

Interview script: Robert Evans ………………………………………………..……………A- 12

Poem: “The Statue of Liberty” ……………………………………………………………..A- 13

Biography: John Randolf, “Excerpt from the Biography of John Randolf”…………….. …A-14

Interview script: John Randolf…………………………………………………………...…A- 15

Interview script: Betty Randolf………………………………………………………..……A- 16

Poem: “Yankee Doodle Dandy” …………………………………………………………...A- 17

Biography: Abigail Adams: A Formidable First Lady…………………………………. …..A-18

Interview script: Peachy Purdie ……………………………………………………..…..…A- 20

Interview script: Anne Christian …………………………………………………………...A- 21 Revised December 2014 APPENDIX – 5TH GRADE UNIT Patriotism

Poem: “The Star Spangled Banner” ………………………………………………….…… A-22

CFA Week 6 ……………………………………………………...... A- 23

Poem: “Song of the American Eagle” …………………………………………………….A- 24

Additional Resources and Extension Activities: reading sources, short stories, American Revolution websites, biographies, primary source resources, vocabulary ideas…...... A-26

Colonial three-cornered hat directions, template, and sample………………………………A-28

Pop-up Book directions…………………………………………………………………………………….A- 31

King’s Candy Lesson Plan………………………………………………………………..…A-33

Revised December 2014 APPENDIX – 5TH GRADE UNIT Patriotism

Sample Charts for Point of View

Point of view charts from “Liberty Kids” video

Point of view charts from biographies and interview scripts

Sample #1of graphic organizer showing cause and effect

Sample #2 of graphic organizer showing cause and effect

The Boston Tea Party By Paul Perro

Sammy lived in Boston. And he loved to drink tea. But one day something happened That made him angry.

A king in a faraway land said "From now on every time Someone drinks a cup of tea They must give me a dime."

This did not seem fair to Sammy. The king lived so far away Why should he care what Sammy drank? And why should Sammy pay?

Lots of people agreed with Sammy There was a lot of frustration. People made speeches with long clever words

Like “taxation” and “representation.”

So Sammy got some friends together And the rebellion began. They knew where the king kept his tea And they came up with a plan.

Sammy was a little worried That they’d be recognised. So they dressed up as red Indians And then went out disguised.

The tea was kept on three ships Docked in the harbour The ships were called “The Dartmouth” “The Beaver” and “The Eleanor.”

They climbed aboard the Dartmouth first And quickly found the tea. They found hundreds of boxes And threw them in the sea.

Next they boarded the Beaver And found where the tea was stored. Just like they had done before, They threw it overboard.

Then they moved to the Eleanor And did the same thing there. They spoiled all the king’s tea Because he’d been unfair.

They hadn’t wanted to steal the tea Because stealing things is wrong. They’d wanted to teach the king a lesson That was the plan all along.

The next day everyone was talking About the tea that Sammy had sunk. They called it the Boston Tea Party Even though no tea had been drunk.

Biographical Sketch of James Forten by Ruth Gilbert

James Forten was born on September 2, 1766 to his free black parents, Thomas and Margaret, in Philadelphia. Forten would eventually become a speaker, social activist, and great thinker.

His formal education was cut short when he had to discontinue his studies at the Friends' African School a few years after his father’s death. However, his love of reading and learning continued throughout his life.

In order to help with the household bills, Forten found a job with a local grocer. The possibility of making more money led Forten to join the Continental Navy when he was 14 or 15. In 1781, he set sail on a privateer, a privately owned ship, hunting British ships for their cargo. Unfortunately, the privateer was captured by the British, and Forten was held as a prisoner of war on a prison boat, the Jersey, in the New York harbor. He spent seven months aboard the Jersey without being sold into slavery. The British captain was impressed with young James. He offered to send Forten to England for an education, but Forten declined. He refused to be a traitor to his country. Instead, the captain arranged for Forten to be traded for a British prisoner, rather than to be sold into slavery.

James Forten returned to Philadelphia in 1786. He became an apprentice to a sail-maker named Robert Bridges. Forten learned quickly how ship sails were cut and sewn. Before long he became the foreman. When Robert Bridges retired in 1798, Forten bought the business. By 1810, it was one of the most successful sail businesses in Philadelphia. Believing in equal rights, Forten continued to employ both black and white laborers. Forten's sail business was a great success. Over the years, Forten became one of the wealthiest Philadelphians in the city, black or white.

With his financial good fortune, James Forten worked towards the abolition of slavery. He took this to be one of his most important responsibilities as a prominent free black man in Philadelphia. In 1813, he wrote an anonymous pamphlet called Letters From A Man of Colour. The pamphlet criticized a bill the Pennsylvania legislature tried to pass requiring all blacks in Pennsylvania to be registered with the state. The bill was the result of many white Pennsylvanians' complaints about the large number of blacks moving up from the south. Forten saw the bill as a step backwards for black Pennsylvanians. In his pamphlet, he argued that the bill would violate the rights of any free black people entering the state. In addition, the bill enforced the general opinion that blacks were not equal to whites. Forten wanted the black community to be recognized and valued in Philadelphia. In the end, the bill was not passed. James Forten became known for his passionate pamphlet.

Years later, Forten met William Lloyd Garrison, who owned the abolitionist paper, The Liberator. Forten financially supported the paper. In addition, he found subscribers and circulated the paper in and around Philadelphia. He also wrote letters to the paper that Garrison would publish under the name "A Colored Philadelphian." Forten's favorite topics were prejudice, abolition, and the American Colonization Society, or ACS.

Forten worked against the ACS almost as soon as it had been formed. It was an organization composed only of white members that sought to send black Americans to Liberia, a colony in Africa where they might live better lives. Forten, like many other free blacks, believed the ACS was trying to simply get rid of free black people by making it seem as though they were helping them. Although the ACS advertised Liberia as a place of opportunity for free blacks, the truth was that it struggled to survive. Many of the Liberian colonists were dying. Forten and Garrison published as much as they could in The Liberator to expose the poor living conditions in Liberia that the ACS never revealed. They wanted others to know that the ACS was not necessarily working in the best interest of black Americans. Despite the work of Forten and Garrison, free blacks continued to move to Liberia. Forten actively opposed the ACS his entire life.

James Forten wrote letters to The Liberator, worked in his sail loft, met with his abolitionist friends, and stayed active in the abolitionist movement until very late in his life. He lived in Philadelphia with his wife and eight children until March 4, 1842, when he died at the age of 75. Thousands of people, both black and white, attended his funeral.

Adapted from Gilbert, R. (n.d.). James Forten. Retrieved at http://pabook.libraries.psu.edu/palitmap/bios/forten_james.html

(Richard Josey interprets the character of Peter Southall for Colonial Williamsburg.)

"Lord, it's a long way to Norfolk, coming from Williamsburg. Peter be my name. Wish Master Southall could see me now. Betcha he ain't never think I was gonna run off again. Oh, yes, I done run off before. Run off down there to that North Carolina. Was down there for four years. Awful fine it was.

But look at me now É making my way to Norfolk. I gots to thank the Governor himself, he put this proclamation, declare marshal law, he did. Said any Negro, any of the minions, any of us, if they got themselves a rebel master, they run off join the British, they get their freedom, they will.

I gots to get my freedom. Freedom is too sweet. I reckon soon as I get to this here Norfolk, I'll get myself a musket. Gowan, he say one thing before I leave. He question me if I was willing to take a musket and fire at another one of God's creations. Something about that just don't settle right with me.

What do settle right is that I get my freedom. Not just freedom for myself, but freedom so I can go get my Sarah. Freedom for me and my family."

Colonial Williamsburg. (n.d.). Peter Southall. Retrieved at http://www.history.org/experience/thoughtsonwar/peter.cfm

(Harvey Bakari interprets th character of Robert Evans for Colonial Williamsburg.)

"Good day to you. My name's Robert Evans. I'm a free black. I can tell you about the war. It's been a few years since it come through here in Virginia. I was a free black before the war. I owned property. I owned land, I had a wife and children. I even owned a slave, Nanny Trail. And, I had to pay a tax on my wife back in those times before the war.

Once the war came, things kind of changed. Life was hard. And I felt like somebody caught between two big rocks - the British on one side, and the Americans on the other. Well when the war come about, the governor in Williamsburg, he decide that he was gonna issue a proclamation. In his proclamation, he offered freedom to all Negroes that would join him in fighting the patriots.

I don't think so.

But, time come where I had to make a decision. Well, I decided to fight with the Continental Army. There wasn't much war to fight here in Virginia until about 1780. That's when the British come back into the Chesapeake, burning up towns like Portsmouth, shooting cannons into the towns, bringing fear to everybody. I had to protect my family, my children, my wife.

But many of the slaves they was running to the British. Some of 'em even jumped into the water trying to get on those ships. Many of 'em didn't make it. Well, I can't tell you too much more about the war, but I say this - even after we won the independence, I'm still half free, half slave..."

Colonial Williamsburg. (n.d.). Robert Evans. Retrieved at http://www.history.org/experience/thoughtsonwar/rhodeisland.cfm

The Statue of Liberty by Paul Perro

The Statue of Liberty is 150 feet tall. She stands in New York harbour and She gives out hope to all.

She is the goddess Libertas. She wears a long and flowing gown; Her right hand holds a torch up high And on her head, a crown.

The statue was given to us By all the good people of France To mark 100 years since we Declared our independence.

She's over a hundred years old, She's really a golden oldie, Made from copper and steel by a Sculptor named Bartholdi.

Bartholdi had drawn up his plans - Copper sheets on a frame of steel. The newspapers ran a campaign To make his dreams turn real.

Building the huge skeletal frame Turned out to be no mere trifle. They needed help from the engineer Alexandre Eiffel.

350 pieces Were packed in hundreds of crates, The statue was shipped all the way To the United States.

She was built on Liberty Island And she stands there still to this day. She represents friendship, freedom, And the American way.

Excerpt from the Biography of John Randolph

Civic duties Among Virginia's best-trained attorneys, John Randolph climbed the rungs of civic responsibility toward authority and power. He had become a member of the city's common council, then a burgess for the College of William & Mary. When his older brother Peyton Randolph was elected speaker of the House of Burgesses, John succeeded him as the colony's attorney general. However, he could not follow Peyton down the road to rebellion.

At odds with brother’s political views John Randolph’s brother Peyton Randolph followed the call of duty to the chair of the Continental Congress, but conscience summoned John Randolph "home" to England. As the day approached when he would quit America and its Revolution, he wrote a farewell letter to his cousin Thomas Jefferson. "We both seem to be steering opposite courses," he said, "the success of either lies in the womb of Time."

Adapted from Colonial Williamsburg. (n.d.). John Randolf, “the Tory.” Retrieved from http://www.history.org/Almanack/people/bios/bioratjr.cfm? expand=y#article

JOHN RANDOLPH

(Jack Flintom interprets the character of John Randolph for Colonial Williamsburg.)

"We mutually pledge to each other our Lives, our Fortunes and our sacred Honor."

So ends the Declaration of Rebels against authority. My cousin Tom Jefferson signed it, indeed largely produced it, I'm told. My brother Peyton did not sign. He did not live long enough; he had already spent himself in that cause. My son no doubt agrees with it, though not a signer himself. He is, after all, a young man, and may never be an old one because of the present troubles.

What trouble we know. Lives lost, fortunes ruined. Is there any sacred honor in this war? Oh, I will admit that there were some reasons for complaint, but no justification for what we now see-spilt blood, shattered bones, absolute ruin.

What madness this rising against Great Britain - Great Britain indeed, great as friend, benefactor... parent! Great before, and greater now is Great Britain as enemy. Sacred! My friends, my family, my former fellow subjects had best hope there is something of the sacred here. God help anyone who would dare take up arms against this mighty empire!

Yes, God help indeed. If the Deity does not intercede for the Americans, then there is no help for them. How melancholy this entire affair. Passionate men invite their own destruction in this war, and worse... the reduction of generations yet unborn. I would that it were all over now. The end is inevitable; if not tomorrow, or in a month, a year... Revised December 2014 APPENDIX – 5TH GRADE UNIT Patriotism defeat for the Americans... for the Virginians... will be the conclusion of this most melancholy contest.”

Colonial Williamsburg. (n.d.). John Randolph. Retrieved at http://www.history.org/experience/thoughtsonwar/jrandolph.cfm

BETTY RANDOLPH - Widow of Peyton Randolph

(Lucy Smith interprets the character of Betty Randolph for Colonial Williamsburg.)

"I think back 'twas not so very long ago that I was the wife of the best of men. Now I am his widow. 'Twas not so long ago that we were Englishmen and women — and proud of it — and now we are to war with our Mother Country.

I remember back to the summer before my dear husband passed on - a summer of many changes. War had come to Virginia, My husband had been very ill. His brother John Randolph had decided to leave Williamsburg, indeed leave Virginia — his home — and take his family to England. And John's son, Edmund, my nephew did not agree with his father No, indeed; he left Virginia and secured a place on General Washington's staff.

And at the end of August, my husband and I set off for Philadelphia to return to the Congress, where he had been president, but now a delegate. My family — the rest of them — are much engaged in this struggle for liberty. Indeed, this past summer my brother Benjamin Harrison has put his name to this declaration of independency.

My brother Charles has now enlisted in the artillery. He has left twin babes — motherless twin babes that are not even a year old — and gone into the army. But who knows how it shall all end? We must simply gather our strength and see this through. There can be no turning back." Revised December 2014 APPENDIX – 5TH GRADE UNIT Patriotism

Colonial Williamsburg. (n.d.). Betty Randolph. Retrieved at http://www.history.org/experience/thoughtsonwar/betty.cfm

Yankee Doodle (Kids Version of Yankee Doodle)

Yankee Doodle went to town A-riding on a pony He stuck a feather in his hat And called it macaroni

Chorus Yankee Doodle, keep it up Yankee Doodle dandy Mind the music and the step and with the girls be handy!

Father and I went down to camp Along with Captain Gooding And there we saw the men and boys As thick as hasty pudding.

Chorus Yankee Doodle, keep it up Yankee Doodle dandy Mind the music and the step and with the girls be handy!

And there was Captain Washington And gentle folks about him They say he's grown so tarnal proud He will not ride without them.

Abigail Adams: A Formidable First Lady

By Candace A. Craven

The true tale of Abigail Adams is as dramatic as any Hollywood movie. By today’s standards, Abigail Adams would be considered unusual. By the standards of her time, she was radically different from other women of her day. Abigail was born in Weymouth, Massachusetts in 1744. Abigail suffered from poor health throughout her life. In the 18th century, education was not considered a necessity for females. Therefore, Abigail was not educated beyond those skills that were considered essential for a young woman. She was taught reading, basic math, and studied music. Abigail was not content with that limited knowledge and read everything in her father’s library. As a result, she “home schooled” herself in law, literature, and the French language. Over the years, she regretted her lack of opportunity to attend school. She blamed these circumstances for her poor spelling and bad penmanship. When she was 15, she met John Adams. Abigail’s family was not impressed with him. However, she and John began to write love letters to each other. This habit of writing letters would last for the rest of their lives. Many of these letters survived and allow us to peek into the everyday lives of not only the Adams, but into the hearts of the leaders of the Revolutionary War. When John and Abigail married in 1764, John Adams was already known as a rebel. Abigail supported his political position. She spent the next twenty-five years running their farm and raising their children while John traveled in the cause of the rebellion. Allegedly, Abigail Revised December 2014 APPENDIX – 5TH GRADE UNIT Patriotism took an active role during the siege on Boston. The Continental Army was without weapons. When the army finally received muskets, they discovered there was no ammunition. Abigail melted down her own silver and steel to make bullets for the army. Abigail was able to run the farm at a profit allowing John Adams to escape financial ruin unlike many founding fathers. She stayed with the family home during the battles that raged in the nearby area. She endured days filled with the sound of gunfire, and she tended to the wounded at night. She did not sit by and expect others to do the difficult work. She rolled up her sleeves and worked as hard as the next person. Abigail tried to enlist John’s support for women’s rights. She wanted to have rights written directly into the Constitution. In the letters back and forth, it appears that John Adams agreed with his wife, but his focus was to create a government for a brand new nation. Therefore, women would wait another 131 years before having the right to vote. Another issue that Abigail fought for was civil rights. She argued that all people should be free. She was criticized for teaching an African-American to read and write. She was outspoken in a time when women echoed their husband’s beliefs and most avoided controversial topics. John defended the soldiers charged in the “Boston Massacre.” His belief that everyone deserved legal representation overcame his reluctance to take the case. John expressed concern that, by taking the case, others would not hire him. More than his concern for his financial health was his concern that some mob might take vengeance on him. He was convinced he was throwing away his life for the sake of duty. Abigail’s answer to him was that he had to follow duty wherever it might lead him. Despite her poor health, Abigail traveled to France and England as John represented the new country of the United States. In England, people were not kind to them. However, Abigail ignored the insults in public. In private, she let those close to her know that she was quite distressed by the hostility she and John experienced. When John Adams was elected President in 1797, Abigail did not stay quiet about her political views. She pushed her husband to sign the Alien and Sedition Act. This caused newspapers to call her Mrs. President. Over time a few first ladies have been accused of influencing their Presidential spouses: Hillary Clinton, Edith Wilson, Eleanor Roosevelt, and Nancy Reagan to name a few. Abigail Adams was the first to be mocked in the press for her strong views. Abigail did not allow the negative attention from the newspapers stop her from speaking her mind. Her letters to John during his presidency are full of domestic issues and candid commentary on the political scandals of the time. She did not always agree with John. For example, she felt he should have taken a more aggressive stance with France. She even Revised December 2014 APPENDIX – 5TH GRADE UNIT Patriotism suggested he declare war at one point. John, however, chose negotiation to find a peaceful solution. John only served one term as President. When he ran for reelection, Thomas Jefferson defeated him by a slim margin. Abigail and John returned to their farm and spent the next seventeen years together until her death in 1818. Abigail Adams lived during the uncertain times when America was born. Her letters to her husband give us a look at what life was like in the early days of the country. Her intellect and spirit speak to us across the centuries and remind us of the people who helped shape America.

(Cindy Gunther interprets the character of Peachy Purdie for Colonial Williamsburg.)

"In this year of 1781, you wish to hear my opinion of the war against the British and how it has affected my life. In April of 1779, I did lose my husband, Alexander Purdie, due to an injury he suffered serving this new country.

Later on that same year, my first-born son decided to run off and join Colonel Gage's Monongahela Militia Unit and serve, as his papa would have wanted! He were captured by the British. Less than a year's time past, I lost my son. The British put him on board a prison ship, off the coast of New York in Wallabout Bay. With hundreds of others, he sat there and starved and died. To be thrown overboard when they were through with him. He had not yet reached his 15th year.

My second son Hugh was to join him and fight for the country, as his papa would have wished - knowing the cost his brother paid. Revised December 2014 APPENDIX – 5TH GRADE UNIT Patriotism

My youngest, little Alex, not understanding anything happening in his life and what were going on about him. Our friends and family no longer around us... because the capital city, as we'd always known it, no longer existed. It had been moved to Richmondtown.

Little Alex and I still try to pull the family together... what is left of us. And pray that things will soon end, and a new life will begin for all of us.

Colonial Williamsburg. (n.d.). Peachie Purdy. Retrieved at http://www.history.org/experience/thoughtsonwar/peachy.cfm

(Sharon Forsher interprets the character of Anne Christian for Colonial Williamsburg.

"You wish to know what I think of this war of independence... Well, speaking truthfully I can tell you that it has been a subject of great debate in my family for many years. My brother Pat, well, he has been — some would say — at the forefront of all of this beginning back in '65 with the Stamp Act, and how he wrote some resolutions against the Stamp Act. Many were surprised that the young burgess Patrick Henry would take so — shall we say — strong a stance on the issue, given that it was his first year as a burgess. But as I say, I suppose that is what begun it all. And now we are to war, and I worry, but I know that what our men are doing is for the betterment of us all, and so yes, I do support them in this cause."

Colonial Williamsburg. (n.d.). Anne Christian. Retrieved at http://www.history.org/experience/thoughtsonwar/anne.cfm

The Star Spangled Banner by Francis Scott Key

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? On that shore dimly seen through the mists of the deep, Where the foe's haughty host in dread silence reposes, What is that which the breeze, o'er the towering steep, As it fitfully blows, now conceals, now discloses? Now it catches the gleam of the morning's first beam-- In full glory reflected now shines in the stream; 'Tis the Star-Spangled Banner; O long may it wave O'er the land of the free and the home of the brave! And where are the foes who so vauntingly swore That the havoc of war and the battle's confusion A home and a country should leave us no more? Their blood has washed out their foul footsteps' pollution. No refuge could save the hireling and slave From the terror of flight, or the gloom of the grave; And the Star-Spangled Banner in triumph doth wave O'er the land of the free and the home of the brave! O thus be it ever, when freemen shall stand Between their loved homes and the war desolation; Blest with victory and peace, may the heav'n-rescued land Praise the Power that hath made and preserved us a nation!

Then conquer we must, for our cause it is just, And this be our motto, "In God is our trust"; And the Star-Spangled Banner in triumph shall wave O'er the land of the free and the home of the brave!

Apples 4 the Teacher. (n.d.). The star spangled banner. Retrieved from http://www.apples4theteacher.com/holidays/fourth-of- july/kids-poems/the-star-spangled-banner.html

Week 6 CFA

Read the excerpt from the following letter. Which side of the War of Independence do you think this person would choose? How do you know? Write a paragraph to support your opinion. You need to quote details from the text and when drawing inferences to support your opinion.

“…I want to celebrate the wins in Boston and Charlestown, cities once again in the hands of Americans. I am impatient to receive your letters, which I know will have the full details. We are taking precautions to defend every place that is in danger: The Carolinas, Virginia, New York and Canada.

I can think about nothing but making Boston Harbor safer. I want more cannons than are available. I want one for Point Alderton, one upon Lovell’s island, one upon Georges Island, and several upon Long Island.

I want to hear that half a dozen fire ships and two or three hundred fire rafts are prepared and ready to go, I want to hear of row ships, floating batteries built, and barriers have been built across the channel in the narrowest spot with the spikes ready to sink any passing ship.

No effort, no amount of money is too much to spend to make the harbor impossible to attack. I hope everybody will work together until it is done….”

Retrieved from http://www.masshist.org/digitaladams/aea/cfm/doc.cfm? id=L17760329ja&numrecs=1&archive=all&hi=on&mode=&query=I%20can%20think%20of%20nothing%20but%20fortifying %20Boston%20Harbor&queryid=&rec=1&start=1&tag=text#firstmatch

Song of the American Eagle by Author Unknown

I build my nest on the mountain's crest, Where the wild winds rock my eaglets to rest, Where the lightnings flash, and the thunders crash, And the roaring torrents foam and dash; For my spirit free henceforth shall be A type of the sons of Liberty. Aloft I fly from my aërie high, Through the vaulted dome of the azure sky; On a sunbeam bright take my airy flight, And float in a flood of liquid light; For I love to play in the noontide ray, And bask in a blaze from the throne of day. Away I spring with a tireless wing, On a feathery cloud I poise and swing; I dart down the steep where the lightnings leap, And the clear blue canopy swiftly sweep; For, dear to me is the revelry Of a free and fearless Liberty. I love the land where the mountains stand, Like the watch-towers high of a Patriot band; For I may not bide in my glory and pride, Though the land be never so fair and wide, Where Luxury reigns o'er voluptuous plains, And fetters the free-born soul in chains. Then give to me in my flights to see The land of the pilgrims ever free!

And I never will rove from the haunts I love But watch, from my sentinel-track above, Your banner free, o'er land and sea, And exult in your glorious Liberty. O, guard ye well the land where I dwell, Lest to future times the tale I tell, When slow expires in smoldering fires The goodly heritage of your sires, How Freedom's light rose clear and bright O'er fair Columbia's beacon-hight, Till ye quenched the flame in a starless night.

Glossary CREST, topmost height. TOR' RENTS, rushing streams. TYPE, symbol; token. AE' RIE, (â' ry,) eagle's nest. VAULT' ED, arched. LIQ' UID, (lik' wid,) clear; flowing. BASK, lie exposed to warmth. CAN' O PY, covering. REV' EL RY, noisy merriment. BIDE, stay; continue. VO LUP' TU OUS, devoted to pleasure. HAUNTS, places of resort. EX PIRES', dies; becomes extinct. SMOL' DER ING, burning and smoking without vent. HER' IT AGE, inheritance. QUENCH' ED, extinguished. PEN' NON, flag; banner. WRENCH, wrest; twist off. CRA' VEN, base; cowardly.

Apples 4 the Teacher. (n.d.). Song of the American eagle. Retrieved from http://www.apples4theteacher.com/holidays/flag- day/poems-rhymes/song-of-the-american-eagle.html

Additional Resources and Extension Activities

Additional Reading Sources in HMR  HM Theme 3: Get Set to Read, “On the Brink of War” (student text pp. 260-261)  HM Theme 3: Get Set to Read, “Who were the Tories?” (student text pp. 290-291)  HM Theme Paperback o Theme 3: Phoebe the Spy by Judith Berry Griffin o Theme 3: Guns for General Washington by Seymour Reit o Theme 3: Daughters of Liberty by Robert Quackenbush  HM Reader’s Library o Theme 3: Bunker's Cover by David Nuefield (additional leveled version are available) o Theme 3: The Drummer Boy by Philermon Sturges (additional leveled version are available) o Theme 3: Deborah Sampson: Soldier of the Revolution by Lee S. Justice (additional leveled versions are available)

Additional Chapter Books  A Young Patriot (The American Revolution as Experienced by One Boy) by Jim Murphy (Non-Fiction)  Johnny Tremain by Ester Forbes  The Fighting Ground by Avi  Woods Runner by Gary Paulson

American Revolution Websites  http://www.eyewitnesstohistory.com/18frm.htm o provides different viewpoints of the Revolutionary time period  www.newton.k12.ks.us/tech/ar.htm#Pictures o provides information about Benjamin Franklin's Poor Richard's Almanac

Biographies

Additional resources of Abigail Adams  Provide additional biographical information o http://www.biography.com/people/abigail-adams-9175670 o www.whitehouse.gov o www.firstladies.org/curriculum o http://americanrevolution.org/women/women52.html  Provide copies of Abigail Adams letters to John Adams o http://www.masshist.org/publications/apde/portia.php?id=AFC01d244 o http://www.masshist.org/publications/apde/portia.php?id=AFC01d244

Additional resource of James Forten  http://blackinventor.com/pages/james-forten.html Revised December 2014 APPENDIX – 5TH GRADE UNIT Patriotism

Other biography resources  Websites o http://www.history.org/Almanack/people/index.cfm o http://www.jeannerobinson.com/Herstories/Sybil%20Ludington.html . Provides the story of Sybil Ludington’s ride  Trade books of biographies (from the school library) of historical figures connected to the War of Independence

Primary Source Resources  Declaration of Independence (SS student text pp. R26-R31) o Discuss . What does the Declaration of Independence tell historians about the reasons colonists wanted to end British rule? . What might a historian learn from studying the Declaration of Independence?  An anonymous letter about John Randolph in newspaper located in the middle of biography. Retrieved at http://www.history.org/Almanack/people/bios/bioratjr.cfm?expand=y#article o Discuss the relationships between this letter and current uses of social- media (Facebook).  Archives of primary sources of American: The Charters of Freedom. Retrieved at http://www.archives.gov/exhibits/charters/declaration.html

Vocabulary Ideas  Connect to Social Studies textbook o Lesson 1: the suffixes, -tion makes a verb a noun o Lesson 2: root words, militia has a Latin root, which means “soldier”. o Lesson 3: root words, declaration has a Latin root, which means “declare”.  Proverbs collected from Benjamin Franklin o A penny saved is a penny earned o Genius without education is like silver in the mine o Never confuse motion with action

Colonial Three-Cornered Hat

Objective Students construct a three-cornered hat resembling those worn by men and boys in the eighteenth century.

Materials • Poster board or cardstock pattern for hat (see next page) • black construction paper • white construction paper (4” x 6”) for peruke (wig) (optional) • scraps of bright construction paper for cockade • gold seals

Directions 1. Have students trace patterns onto black construction paper. Each student will need to trace three pieces. 2. Cut out the patterned construction paper. 3. Staple the three cut papers into a triangle-shaped hat. 4. Cut white paper into strips to represent hair. Attach it to back of hat with staples or glue. Curl ends on a pencil. 5. Add gold seal and ribbon to front left side of hat.

Sample of Colonial Three-Cornered hat

Pop-up Book

Materials  Eight pieces of 8 ½ x 11” construction paper (preferably white but yellow or a light color will also work)

 Glue

 Crayons or colored pencils

 Scissors

Directions 1. Fold an 8 ½ x 11 inch sheet of paper in half. 2. On the seam, draw a dotted line to indicate where you will cut. The lines should be no longer than an inch tall & an inch apart. 3. Cut on the dotted line (see picture). The dotted line does not have to be in the same place on each page.

4. Push the cut area through to the other side of the paper (see picture). 5. 5. Crease the page so that the pop up portion stands up easily.

6. Have students illustrate the top section of the page according to the assigned task. Encourage students not to leave any white spaces so that the illustration stands out.

7. Have students illustrate & cut out a figure that will pop up for the page (see picture).

8. Have students attach lined paper to the bottom half of the page to complete the written portion of the assigned task (see picture).

9. Repeat the process as students are assigned pages as tasks. 10.When all seven pages are complete, have students glue the pages together one at a time (see picture). It will be more successful if they watch you glue a sample. Make sure they have the pictures going in the right direction before they glue. Also, make sure that glue is placed around the cut out or the pop up section will get stuck together.

King’s Candy Lesson Plan

Objective: Students will be able to verbally and in writing demonstrate their understanding of the relationship between the English government and the colonists after the French and Indian War.

Transition: This scenario takes place after the French and Indian war. The king has suggested and Parliament has approved the Proclamation of 1763. The some colonists agree some violate the Proclamation. The king and Parliament begin to pass a series of laws and taxes for two reasons: to control the colonists and to pay for the French and Indian war.

Materials : Each student brings in 10 – 15 individually wrapped pieces of candy; cards for each student in class; premade role cards, three collection bins, Writ of Assistance, King Crown *Teacher pre-makes cards for each role.

Terms to know and use : Parliament, economy, Proclamation of 1763, French and Indian War, relationship, government, rebel, rebellion, representative government, subjects, citizen.

Intro: As students walk into the classroom the teacher will pass out a card to each student. The card will either say, king, parliament, tax collector, governor, rebel or colonist.

Guided Group Practice: The teacher will quietly explain to each student what their role is 1 card marked King King: You are king Charles, you are in England 3,000 miles across the ocean away from your subjects the colonists in North America. Your job is to protect all your subjects in England and North America and to create a prosperous economy for all your subjects. You cannot impose your will. You must have Parliament’s “permission” to impose a law or tax.

5 cards marked Parliament Parliament - House of Lords: You are 3,000 miles across the ocean away from the kings subjects in North America. You are a wealthy professional appointed by the king. Your job is to help the king make decisions and vote on his suggestions. You are loyal to the king because you are wealthy because of the king. However you

Revised December 2014 APPENDIX – 5TH GRADE UNIT Patriotism must find a balance between keeping the king happy and keeping the subjects of England happy. Parliament - House of Commons: You are 3,000 miles across the ocean away from the king’s subjects in North America. You a successful working class representative of the English subjects. You have been elected by the people to represent their interests. You would probably by more loyal to the English subjects living in North America however you do serve the king. You help the kings make decisions and vote on his suggestions.

2 marked tax collector Tax collector: you are a local resident of your colony in North America. You are employed by the English government to collect the taxes for the English government from your friends and neighbors.

1 card marked Governor Governor: You have been appointed by the king and Parliament to represent the king and the power of the English government. You report directly to the king and Parliament. Your job is to enforce the laws and taxes of the English government and to make the colonies prosperous for the English government. You may enforce the laws however you see fit. You live in North America 3,000 miles across the ocean from England

2-3 cards marked rebels Rebel: You must not tell anyone you don’t trust who you are! You are a colonist, you came to North America to make money for the government of England yes, but you also want to enrich your life. You think the king’s policies and taxes are unfair to your fellow colonists. You try to secretly encourage your fellow colonists to rebel against the king’s unfair taxes and laws. You know if you are caught you will be charged with treason and executed so choose your actions and your friends carefully. You must get the majority of the people in all the colonies to rebel in some way against the king’s policies.

2-3 cards marked observer Observer: you will silently observe the actions of Parliament, the king, and all colonists. You will record what you see and hear. You are not to take sides or participate. You are like a student in a classroom.

The rest of the cards are marked colonist Colonist: you are an English citizen living in North America trying to make money for yourself and your English government. You must decide for yourself what you believe about the king and Parliament and the taxes and laws of the English government. You alone must decide how you will behave in these trying times.

Teacher will make a scroll clearly marked WRIT OF ASSISTANCE and explain to the class and to the English government that the king may allow the tax collectors to use this any time they believe a colonist is hiding a taxable item.

1. Divide class in to colonies – some larger than others

2. Hand out cards and tell students to keep their cards secret

3. Pull Parliament and king away from colonists and set them up as far away from colonists as possible

4. Explain the king and Parliament will be passing laws and taxes. They will be speaking loudly and clearly so everyone in the room will hear how and why they made the decisions.

5. Explain WRIT of ASSISTANCE and its use

6. Explain that anything and everything each student has in and on their desk, backpack, person is taxable (including hair color, glasses, braces, shoes etc) Ex: for each shoe the colonists must pay 1 piece of candy.

a. Have students empty their backpacks onto the tops of their desks. EVERYTHING

b. Have girls take out any “personal “items and hide them in back pack.

c. Have students put all money into backpack

d. Have one student from each colony bring backpacks near to teacher for safe keeping

7. The tax collector will count the items taxed, multiply by the number of candies and collect that much from the colony. If someone doesn’t bring candy, oh well, the colony must still come up with the total due. Other colonists will have to pay more. Tax collectors will bring taxes to central collection box near Parliament. Parliament and king are not taxed and can eat their candy throughout the activity.

8. Explain there are no real rules. Students should behave how they choose to. There will not be any violence.

9. Colonists cannot speak directly to king and Parliament because they are 3,000 miles away. Colonists must speak to the king through their representative: the governor.

10.Explain that periodically the English government will announce a new law or tax.

Teacher: your job is to encourage all students to get into their roles. Prompt, egg on, suggest.

Goal: to get the students who are colonists so angry they begin to rebel against the king. You know you are successful when the students themselves organize and stop paying the taxes or want to act out against the tax collector or governor. You may stop

Revised December 2014 APPENDIX – 5TH GRADE UNIT Patriotism the class action at any time to make it real. For example, if you have someone who is agitating just because they want to, stop the process and explain what would really happen to a colonist who acted or spoke against the king/governor and you can remove that person from the simulation for a bit.

Teacher: you want to encourage the king and parliament to get as much money as they can without causing a rebellion. Tell them quietly that they will get a portion of all candy collected. You want to secretly encourage the rebels to quietly get other colonies to organize and stage a mass rebellion as soon as possible. You want to encourage colonists who are loyal to the king to discourage rebellion.

Every 2-3 minutes have Parliament issue a new tax. Now turn them loose and watch the behaviors. You should see: cooperation with taxes, lying, stealing, hiding, anger, fear, rebellion, guilt, power, abuse of power, secrecy, scapegoating

When you think the activity has gone on long enough or you get a rebellion stop the activity. Parliament and the king then divide the collected candy between themselves however they see fit but their discussion MUST be done loudly so everyone in class can hear their reasons for dividing it so. The remaining candy from students can be collected by teacher and used later? Follow school policy.

Independent Practice : Students will answer these questions: Did everyone in the class bring candy? No? Why not? How did your colony feel about supporting you if you didn’t bring candy? Did your reason for not bringing candy change the way the colony felt about supporting you? How did the colonists feel about the taxes? Were some more fair than others? Which? How did the king feel about working with Parliament? Parliament with the king? How well do you think Parliament represented all classes of citizens? How did tax collectors feel about collecting taxes from their friends? Were there any students who felt loyal to the king and parliament and understood government’s situation? Explain. Were there any students who wanted to rebel? Explain. Were any students approached by a rebel? What emotions/thoughts were experienced ? Can anyone see any similarities between the taxes/actions in this simulation and what is going on in today’s society/government?

Individual Differences: Students with IEPs and or accommodations will be pre-picked and given specific cards prior to the lesson that accommodates their goals within their IEPs. Students that need enrichment will be pre-chosen to act in roles that are more demanding within the activity.

Revised December 2014