Expert Pack: Remember the Ladies: Women of the American Revolution

Home , Daughters of Liberty, John and Abigail Adams, The Corner

Submitted by: Jenny Gapp, Laurie Dougherty, Jeri Whitson, and Rebekah Hardy, Portland, OR Grade: 5-7 Date: September 2015

Topic/Subject Remember the Ladies: Women of the American Revolution

Texts/Resources Books 1. Mumbet's Declaration of Independence

2. Founding Mothers: Remembering the Ladies Articles 3. “Just Say No!--the Daughters of Liberty”

4. “Remembering the Ladies”

5. “Abigail Adams letter to John Adams ‘Remember the Ladies’"

“Revolutionary Women: In More Ways Than One”

Other Media 6. “History.com’s American Revolution”

Each expert pack contains a variety of selections grouped to create as coherent and gradual a learning process for students as possible, generally beginning with lower levels as measured by quantitative and qualitative measures, and moving to more complex levels in the latter selections. This gradated approach helps support students’ ability to read the next selection and to become ‘experts’ on the topic they are reading about.

Refer to annotated bibliography on the following pages for the suggested sequence of readings.

Rationale and suggested sequence for reading:

In the first resource, Mumbet's Declaration of Independence, students are introduced to the concept of basic freedom as it relates both to an individual woman and an entire country. The next resource, History.com’s brief film clip, draws in students with scenes of historical reenactors fighting in the American Revolution. If a teacher feels this clip isn’t appropriate, alternative film clips are provided by School House Rock listed in ‘Additional Resources.’ The next two articles, “Just Say No—The Daughters of Liberty” and “Remembering the Ladies,” expose students to a myriad of roles women played during the war. An extensive informational magazine on “Revolutionary Women” from Discover follows, providing profiles on a number of subtopics relating to women’s contributions. Many names are dropped at this point and students may wonder about more details of a particular woman’s story. The opportunity for this learning comes by selecting two biography profiles to read from Founding Mothers: Remembering the Ladies. A recommended film clip and comprehension activity lead to the most complex article in the set, a primary source document, Abigail Adams 1776 letter to John Adams dubbed, "Remember the Ladies.” The playful banter between husband and wife bring the Expert Pack full circle with the reminder that not all people in the colonies were considered “free and equal.” This provides a foreshadowing of future social revolutions in American history.

The Common Core Shifts for ELA/Literacy:

1. Regular practice with complex text and its academic language 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Building knowledge through content-rich nonfiction Though use of these expert packs will enhance student proficiency with most or all of the Common Core Standards, they focus primarily on Shift 3, and the highlighted portions of the standards below.

College and Career Readiness Anchor Standards for Reading Literary and/or Informational Texts (the darkened sections of the standards are the focus of the Expert Pack learning for students):

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 10. Read and comprehend complex literary and informational texts independently and proficiently

Annotated Bibliography and suggested sequence for reading

540L Mumbet's Declaration of Independence

Author: Gretchen Woelfle

Genre: Biography

Length: 32 pages

Synopsis: In 1781, Mumbet, a slave girl, sued for her own freedom in Massachusetts and won. Vibrant illustrations infuse hope, even in the story's upsetting moments. The author's note acknowledges many details of Mumbet's life that were lost to history. Enough evidence remained for this story to stand as a reminder that the freedoms gained from the outcome of the American Revolution left many behind.

Citation: Woelfle, G., & Delinois, A. (2014). Mumbet's Declaration of Independence . Minneapolis: Carolrhoda.

Cost/Access: $12.50 at powells.com, $0.00 with access via local public library such as multcolib.org, where this title is available as an ebook and in print.

Recommended Student Activities: Wonderings

N/A “History.com - American Revolution”

Author: History.com; A&E Television Networks

Genre: U. S. History, visual and audible information

Length: 3:20 minutes

Synopsis: The American Revolution was fought to gain freedom from British rule. The ideas for revolution began with those in business who demonstrated “intellectual bravery.” The Americans won because they believed in what they were fighting for (freedom), as opposed to fighting for a king. Note: Brian Williams uses the term “whoopass” and there is some mild war violence rated TV PG. As an alternative we recommend two School House Rock clips listed in “Additional Resources.”

Citation: American Revolution Video. (n.d.). A&E Television Networks. Retrieved June 28, 2015, from http://www.history.com/topics/american-revolution/american-revolution-history/videos/american-revolution

Cost/Access: $0.00

Recommended Student Activities: Pop Quiz

880L “Just Say No!--The Daughters of Liberty”

Author: Jennifer Barefoot

Genre: Nonfiction article, informational with optional DIY activity listed after main text

Length: 752 words

Synopsis: Women fought with their wallet and boycotted certain products that had an unfair British tax, such as the Stamp and Tea Acts. Since England didn’t collect taxes when colonists refused to purchase British goods there was less money for the crown to pay its soldiers.

Citation: Barefoot, J. (2005, December). Just say no!--the Daughters of Liberty. Appleseeds, 8(4), 18+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA142567732&v=2.1&u=s9280515&it=r&p=ITKE&sw=w&asid=328f d954688c240314b8bdc4b2becd1d

Cost/Access: $0.00 with access to Kids InfoBits, a database available through the Gale suite of products purchased by public and school library consortiums such as oslis.org. Audio version of this text also available when accessing the above link.

Recommended Student Activities: Quiz Maker

1090L “Remembering the Ladies”

Author: Dona M. McDermott

Genre: Informational

Length: 557 words

Synopsis: Women (and children) on both sides, colonists and loyalists, contributed to their respective armies by performing nursing duties, doing laundry, cooking, cleaning, gathering firewood, collecting the clothing of the dead and mending the clothing of living officers and men. Wives of the wealthy and business owners took charge of the business when the men went to war. In addition, they also joined the army to entertain and

comfort weary troops.

Citation: McDermott, D. M. (2013, October). Remembering the ladies. Cobblestone, 34(8), 26+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA347406110&v=2.1&u=s9280515&it=r&p=ITKE&sw=w&asid=05b ab5d9d4a2e51e2a2de7e8dd0a34e2

Recommended Student Activities: Google Image Search Activity, or alternative image search engine such as http://www.photosforclass.com/

1000L “Revolutionary Women: In More Ways Than One”

Author: Discover

Genre: Informational children’s magazine

Length: 20 pages

Synopsis: Women contributed to the war effort in many ways: They kept soldiers fed on the battlefield, lent their voices to political debates and generally kept the home fires burning. From patriots like Deborah Sampson, who actually dressed as a man and picked up a gun, to loyalists like Margaret Draper, who kept publishing the Boston Newsletter after her husband’s death. The magazine profiles how women influenced the war in big and small ways, laying the groundwork for the suffrage movement that followed much later.

Citation: Markum, L. (2008). Revolutionary women: In more ways than one. Kids Discover, 1-20.

Cost/Access: $39.90 for a pack of 10 or $4.99 for a single issue http://www.kidsdiscover.com/shop/issues/revolutionary-women/

Recommended Student Activities: A Picture of Knowledge

1120L Founding Mothers: Remembering the Ladies

Author: Cokie Roberts

Genre: Biographies

Length: 40 pages, students choose 2 of the included biographies, roughly 4 pages

Synopsis: While some of them, such as Martha Washington, Dolley Madison and Deborah Read Franklin, are famous because of their husbands, Roberts goes deeper into the historical record to find individuals who were quite accomplished in their own right. In addition, many lesser-known women aided the war effort, ran businesses, wrote, spoke and generally contributed a great deal to the development of the nation. The book begins with a timeline of women in history from 1765 to 1815, followed by double-page chapters that detail individual women, including First Ladies Washington, Madison and Abigail Adams, as well as others such as Sarah Livingston Jay and Catharine Littlefield Greene.

Citation: Roberts, C., & Goode, D. (2014). Founding mothers: Remembering the ladies. New York: Harper.

Cost/Access: $12.50-17.99 at powells.com or available through local school and public libraries

Recommended Student Activities: A Picture of Knowledge

1250L “Abigail Adams Letter to John Adams "Remember the Ladies””

Authors: Abigail and John Adams

Genre: Primary Source Document - Letters

Length: 496 words; Students only read an excerpt of the letters: Link to modified excerpt of original. (Google doc) http://bit.ly/1K0yF9e

Synopsis: Letter dated March 31, 1776, from Abigail Adams to John Adams referred to as the, "Remember the Ladies" letter. Includes excerpt from John Adams’ reply dated April 5, 1776. Includes link to scan of original document from the Massachusetts Historical Society http://history.hanover.edu/courses/excerpts/165adams-rtl.html

Citation: Adams, A., & Adams, J. (1776). Browsing: Adams Family Correspondence, Volume 1. Retrieved June 28, 2015, from http://www.masshist.org/publications/apde2/view?id=AFC01d244

Cost/Access: $0.00

Recommended Student Activities: Modern Language Paraphrase Activity

Additional Resources

• Remembering a Forgotten President. (n.d.). Retrieved June 29, 2015, from http://www.readworks.org/sites/default/files/passages/880_remembering_a_forgotten_president_0.pdf

• (1975). No More Kings [Television series episode]. In School House Rock. Season 4, episode 1. Retrieved June 28, 2015, from https://youtu.be/WvOZs3g3qIo

• (1976). The Shot Heard Around the World [Television series episode]. In School House Rock. Season 4, episode 3. Retrieved June 28, 2015, from https://youtu.be/D727LW8GENQ

• John Adams [Motion picture]. (2008). HBO Video. Clip Retrieved June 29, 2015, from https://youtu.be/WXQZIo6JN2Q “Women live politics”. From John Adams Part 2: Independence.

Supports for Struggling Students

By design, the gradation of complexity within each Expert Pack is a technique that provides struggling readers the opportunity to read more complex texts. Listed below are other measures of support that can be used when necessary.

● Provide a brief student-friendly glossary of some of the academic vocabulary (tier 2) and domain vocabulary (tier 3) essential to understanding the text

● Download the Wordsmyth widget to classroom computers/tablets for students to access student-friendly definitions for unknown words. http://www.wordsmyth.net/?mode=widget

● Provide brief student friendly explanations of necessary background knowledge

● Include pictures or videos related to the topic within and in addition to the set of resources in the pack

● Select a small number of texts to read aloud with some discussion about vocabulary work and background knowledge

● Provide audio recordings of the texts being read by a strong reader (teacher, parent, etc.)

● Chunk the text and provide brief questions for each chunk of text to be answered before students go on to the next chunk of text

● Pre-reading activities that focus on the structure and graphic elements of the text

● Provide volunteer helpers from the school community during independent reading time.

Text Complexity Guide

March 31, 1776 Letter and Reply between Abigail Adams and John Adams

1. Quantitative Measure Go to http://www.lexile.com/ and enter the title of the text in the Quick Book Search in the upper right of home page. Most texts will have a Lexile measure in this database. You can also copy and paste a selection of text using the Lexile analyzer.

1250 L 2-3 band 420 -820L ______4-5 band 740 -1010L 6-8 band 925 - 1185L 9-10 band 9 -10 band 1050 – 1335L 11 – CCR 1185 - 1385

2. Qualitative Features Consider the four dimensions of text complexity below. For each dimension*, note specific examples from the text that make it more or less complex.

The purpose of this primary source letter The structure is supportive in that it is clearly is straightforward. It is a petition by organized by first, presenting her argument Abigail Adams to her husband to consider and explaining the reasons. The response the rights and roles of women in the humorously refutes each of her arguments. In formation of a new government. It is addition, the date and place where the letter followed by his response. was written are included.

Meaning/Purpose Structure Language Knowledge Demands

The language structure, spelling and use of Knowledge demands will also be high. conventions will be challenging for students. Students will need some understanding of Spelling and capitalization are inconsistent traditional 18th century men's and women's with modern conventions. Vocabulary includes roles. However, the subject matter should be rare words and archaic terms such as vassals, familiar to students reading the Expert Pack. providence, and Supreem Being.

3. Reader and Task Considerations What will challenge students most in this text? What supports can be provided? • The most challenging aspect of this text is the antiquated language and complexity of syntax. The concept of women’s suffrage however, should be familiar in terms of “freedom” and “independence.” Students would not be expected to know the term “suffrage.” o Chunk it. We reduced the amount of the letter that needs to be read. Link to modified excerpt of original. o Glossary provided. o A film clip may be viewed prior to the reading to aid engagement and bring the characters to life. https://youtu.be/WXQZIo6JN2Q “Women Live Politics” - John Adams [Motion picture]. (2008). HBO Video. o An image of the original document is available for view to add to the authenticity and authority of this being a primary source. Prior to reading, teacher would define what a “primary source” is. o An additional article about John Adams provides context and may help prepare students to tackle the letter exchange between John and Abigail Adams. Lexile Level: 880L o Teacher reads the letter aloud to model fluency and expression. Prosody aids understanding.

Expert Pack: Remember the Ladies: Women of the American Revolution

Submitted by:Jenny Gapp, Laurie Dougherty, Jeri Whitson, and Rebekah Hardy, Portland, OR Grade: 5-7 Date: September 2015

Learning Worth Remembering Cumulative Activities – The following activities should be completed and updated after reading each resource in the set. The purpose of these activities is to capture knowledge building from one resource to the next, and to provide a holistic snapshot of central ideas of the content covered in the expert pack. It is recommended that students are required to complete one of the Cumulative Activities (Rolling Knowledge Journal or Rolling Vocabulary) for this Expert Pack.

1. Rolling Knowledge Journal 1. Read each selection in the set, one at a time. 2. After you read each resource, stop and think what the big learning was. What did you learn that was new and important about the topic from this resource? Write, draw, or list what you learned from the text about (topic). 3. Then write, draw, or list how this new resource added to what you learned from the last resource(s). Sample Student Response

Title Write, Draw, or List

New and important learning about the How does this resource add to what I topic learned already?

1. Mumbet's As Americans began to fight for freedom Declaration of from England, it became clear that not Independence all Americans were included in the definition of “free and equal.” One slave woman gained freedom by taking her case to court.

2. “History.com’s The American Revolution was fought to The Americans won because they were American gain freedom from England. The ideas fighting for freedom and a way of life they Revolution” for revolution began with those in believed in, instead of fighting for a king. business who were being taxed without representation in England.

3. “Just Say No!--The I learned that Patriot women made It shows how women fought with money Daughters of “liberty tea” with raspberry or mint instead of guns. When they said “no” to Liberty” leaves or other plants and flowers. British products it made it harder for the British government to pay their soldiers.

4. “Remembering the I learned that women often earned I didn’t know that women went to the Ladies” rations and money by doing laundry and battlefield along with the men to help the mending the clothing of officers and well-being of men and officers. men.

5. “Revolutionary List of new information: Women played many different and Women: In More important roles in the American Revolution. Ways than One” ● Wrote plays, articles, and poetry They did things that were far beyond what supporting the cause. was expected of women at the time and ● Women kept farms and businesses going while their husbands were at they often did them while they took care of war. their families. The contributions women ● Women served as spies and made during the war helped many realize saboteurs. how much more they could do than what ● Women’s groups collected lots of was traditionally expected. This gave them money to support the war. new confidence that laid the foundation for ● Some women were Patriots and some were loyalists. their later battle for equal rights. ● Native Americans and African

Americans were part of the war. They often sided with the British because they promised them freedom and better lands.

6. Founding Mothers: Deborah Read Franklin ran the postal Determined women could make a difference Remembering the service for years when her husband in the fight for freedom, even though they Ladies Benjamin Franklin was out of the were not allowed to go to college and were (Read about at least two country. She successfully defended her not expected to hold important jobs or women featured in this home against angry protesters who positions in the government. These two book. Note the pages of wanted to tear it down because Ben women were very successful and became the passages read) didn’t keep England from passing the highly respected despite these challenges. Stamp Act. (pp. 12-13)

Mercy Otis Warren wrote many plays, pamphlets, and newspaper articles that helped people understand how the colonies were being treated unfairly and argued for independence from Britain. (pp. 14-15)

7. “Abigail Adams Abigail Adams had the ear of her This letter shows that not all women of this letter to John husband and before the American time were reserved in stating their views Adams ‘Remember Revolution was over she was already and beliefs about politics. Abigail Adams the Ladies’" pushing her husband to consider the fair speaks very frankly and openly to John. and equal treatment of women and all Although he refutes her requests, he minorities. This letter warns of the acknowledges her opinions respectfully. coming revolutions in American history. There is an intelligent, playful banter between them I would not have expected during this time period.

2. Rolling Vocabulary: “Fabulous Five” ● Read each resource then determine the 5 words from each text that most exemplify the central idea of the text. ● Next use your 5 words to write about the most important idea of the text. You should have as many sentences as you do words. ● Continue this activity with EACH selection in the Expert Pack. ● After reading all the selections in the Expert Pack, go back and review your words. ● Now select the “Fabulous Five” words from ALL the word lists. ● Use the “Fabulous Five” words to summarize the most important learning from this Expert Pack. Title Five Vocabulary Words & Sentences

Mumbet's declare, freedom, rights, taxes, independent Declaration of Independence A slave woman declared that she had a right not to be owned by another person. Freedom means to make your own decisions, and not be a slave to government or another person. To have rights comes from the idea that all people are “free and equal.” Britain forced taxes on the Americans. A slave is not independent.

“History.com’s oppressor, prevail, commerce, persists, monarchy American Revolution”

King George was the oppressor of the American colonies. Eventually, the patriots prevailed over the redcoats. Commerce in the colonies was being negatively impacted by England's taxation.

The patriots persisted in the war even though they were out matched in every way. The American Revolution was a rebellion against the monarchy of King George.

“Just Say No!--The revolution, colony, government, license, politics Daughters of Liberty”

The colonists fought the British government during the American Revolution. America was a colony of England before it became independent. The colonists objected to the taxes imposed by the British government. The Stamp Act imposed a tax on all paper goods, even marriage licenses. Some women wrote letters, poems, and plays about politics.

“Remembering the chamber pots, wards, duty, campaign, exposed Ladies”

Women emptied chamber pots and made the beds in the morning. Women sprinkled the wards with vinegar and washed the sheets. Nursing was a typical duty for women during the war. Washington led a successful military campaign against the British. Women were exposed to disease and infection while caring for soldiers.

“Revolutionary militia, patriot, loyalist, saboteur, suspect Women: In More Ways than One”

Some women disguised themselves as men so they could fight with the militia. Patriots, both men and women, fought hard to defeat the British. Some slaves worked with the British and the Loyalists because they were promised freedom in exchange for their help. Catherine Schuyler was a saboteur who burned her family’s wheat fields so the British couldn’t use the crop. The British did not suspect women of being spies because that was so unusual for the time.

Founding Mothers: devoted, published, accomplished, prominent, occupied Remembering the devoted Ladies Patriotic women were as to the cause as men. Mercy Otis Warren’s patriotic political views were published in plays, pamphlets, and poems. Deborah Read Franklin was an accomplished business woman who took over running the postal service while her husband was out of the country. Mercy Otis Warren and Deborah Read Franklin were prominent women during the American Revolution. British troops burned churches when they occupied Boston.

“Abigail Adams letter bound, oblige, coarse, rebel, exert to John Adams ‘Remember the Ladies’”

Women do not wish to be bound to laws in which they have no say in creating. Their love and friendship obliged them to help each other. His coarse compliment of his wife would not have been acceptable in public. Many minorities, including women, threaten to rebel against their oppressors. John Adams could have exerted his influence to give a voice and representation to women.

Fabulous Five rights, Revolution, independence, devoted, persisted Summary: Americans declared that their rights were not being respected by King George. Colonists fought a Revolution to get their independence. Devoted women persisted throughout the war, performing many tasks.

Learning Worth Remembering Singular Activities – the following activities can be assigned for each resource in the set. The purpose of these activities is to check for understanding, capture knowledge gained, and provide variety of ways for students to interact with each individual resource. Students may complete some or none of the suggested singular activities for each text. Singular activities should be assigned at the discretion of the teacher.

1. A Picture of Knowledge (Recommended for: “Revolutionary Women: In More Ways than One” and Founding Mothers: Remembering the Ladies, by Cokie Roberts)

● Take a piece of paper and fold it two times: once across and once top to bottom so that it is divided into 4 quadrants.

● Draw these shapes in the corner of each quadrant. 1. Square 2. Triangle 3. Circle 4. Question Mark

● Write! Square: What one thing did you read that was interesting to you? Triangle: What one thing did you read that taught you something new? Circle: What did you read that made you want to learn more? Question Mark: What is still confusing to you? What do you still wonder about?

▪ Find at least one classmate who has read “Revolutionary Women: In More Ways than One” and Founding Mothers: Remembering the Ladies, by Cokie Roberts. Talk to each other about what you put in each quadrant.

2. Quiz Maker (Recommended for: “Just Say No!--the Daughters of Liberty." Appleseeds, Dec. 2005)

● Make a list of # questions that would make sure another student understood the information. ● Your classmates should be able to find the answer to the question from the resource. ● Include answers for each question. ● Include where you can find the answer in the resource.

Question Answer

3. Wonderings (Recommended for: Mumbet's Declaration of Independence, by Gretchen Woelfle) On the left, track things you don’t understand from the article as you read. On the right side, list some things you still wonder (or wonder now) about this topic.

I’m a little confused about: This made me wonder:

4. Pop Quiz (Recommended for: “History.com’s - American Revolution” Video)

Answer the following questions. Question Possible Answer

1. According to the film, name two ways the American In actual combat, and on an intellectual level. Revolutionaries could be considered brave? 2. What is one reason why the Americans won the The colonists fought using guerilla war tactics and did Revolution even though it appeared they were the not wear bright red coats. They may not have had the weaker side, or underdogs? best equipment (blankets for shoes in winter), but they had more heart, and persevered. The British Army fought for a king, the Americans fought for their lives.

5. Google Image Search Activity* Alternative image search activity also listed in Annotated Bibliography (Recommended for - “Remembering the Ladies,” Cobblestone Magazine) *Locate 3 images using Google Search that illustrate the information from the article. Write a caption for each.

Image Caption

6. Translate to Modern Language (Recommended for - “Abigail Adams letter to John Adams ‘Remember the Ladies’")

Select one paragraph from either Abigail Adams’ letter or John Adams’ response. Paraphrase that paragraph using modern language.

Expert Pack: Remember the Ladies: Women of the American Revolution

Submitted by:Jenny Gapp, Laurie Dougherty, Jeri Whitson, and Rebekah Hardy, Portland, OR Grade: 5-7 Date: September 2015

Expert Pack Glossary

Mumbet's Declaration of Independence

Word Student-Friendly Definition

Independence Freedom from the control of someone else. A person who can make their own decisions, earns payment for work, and is not “owned” by another person. Also applies to a country that decides its own laws and is not bossed around by the rules of another country.

Taxes Money paid to a government that goes toward providing services like roads, education and the military on a local or national scale. Sometimes citizens can vote on taxes and sometimes the decisions are made by people elected to the government.

Rights Privileges that come just from being human. The ability to earn payment (money) from a job is one example. The freedom not to be owned by another person is another example.

Freedom The privileges or “rights” that come with being human. Freedom doesn’t mean you can do whatever you want, but it does mean there are some basic things you deserve.

Declare To make an announcement. This announcement can be written or spoken and is stated with passion.

Colonel An officer in the U.S. Army, Air Force and Marines who ranks above Lieutenant Colonel and below General. Officers on both sides of the Revolution were often wealthy land or business owners. Knead To mix when baking by pressing, folding and pulling dough.

Fester To become infected. A wound that is not cared for properly may fester.

“History.com - American Revolution”

Word Student-Friendly Definition

"Intellectually Brave" An intellectual person is well-educated and interested in ideas. During the time of the Revolution, ideas required bravery because they were opposite the King of England’s ideas.

Commerce In business, the buying and selling of goods and services.

Revolution The overthrow of a political system or government by force and the setting up of a new government in its place.

Guerilla One of an unofficial or loosely organized group of soldiers who stage unconventional or surprise attacks against an enemy.

Tactically A decision made with strategy for a bigger plan.

Contestant Someone who competes in a contest.

Persevere To continue trying to do something in a very determined way in spite of difficulties.

Monarch A king or queen.

Prevail To be successful in the end of a fight or argument.

Oppressors A person or group that treats people unfairly or cruelly and prevents them from having the same rights that other people have in society.

Persists To continue to do something, although this is difficult, or other people oppose it.

Weary Tired or bored, especially because you have been doing something for a long time.

“Just Say No!—The Daughters of Liberty”

Word Student-Friendly Definition

Protest To speak out or against someone or something.

Found Past tense of find or discovered.

Support To agree with or aid (a cause, idea, person, or group).

Colony A place where a group of people come to settle which is under the control of their home country.

Politics How the government works. Also refers to the laws and beliefs of politicians and citizens of a country.

License A document showing official or legal permission. He had his driver’s license.

Government The group of people that make decisions about taxes, laws and rules in a country.

“Remembering the Ladies”

Word Student-Friendly Definition

Admit To agree or accept.

Chamber pot A bowl kept in a bedroom and used as a toilet, especially at night.

Ward A large room in a hospital with beds for several patients, or a section for one type of patient.

Typically Usually; normally.

Duty A particular task or function one is required to perform.

Demand To need or require. He demanded milk with his cookies.

Expose To put in danger by not protecting.

Campaign A military operation organized to achieve specific objectives.

Engaged Busy; employed; involved.

Boost To give support or help.

Morale Emotions, attitude and overall outlook.

Critical Very important.

Rations Food served to the military.

“Revolutionary Women: In More Ways than One”

Word Student-Friendly Definition

Banish To force to leave and not return. The teacher said she would banish Tim’s lizard from the classroom, if she found it in her desk again.

Disguise To change how someone looks to hide who he or she really is. She cut her hair short and wore soldier’s clothing to disguise herself.

Fare To do; to get along. How did you fare on your math test?

Emphasis Special importance that one attaches to something or wishes to communicate to others. My parents put emphasis on how important it is to get my homework done.

Loyalist American colonist who supported British rule. George Washington was the leader of the Loyalists.

Militia Group of citizens who are organized to fight as an army. The militia fought many battles.

Patriot American colonist who wanted to be free from British rule. Patriots believed that America should be its own country.

Remote Not near others; far out of the way. We stayed in a remote campground in the woods.

Revolt To rebel; to fight against those in charge. When broccoli was served for breakfast, I said I would revolt against it!

Saboteur Someone who damages property in secret in order to stop some activity. A saboteur broke the machine.

Siege Strong attack against a place held by the enemy. The enemies surrounded the city and help them in siege.

Suspect To believe to be so; to think something is likely to be true. I suspect that recess will be fun today.

Founding Mothers: Remembering the Ladies

Word Student-Friendly Definition

Founding Mothers Women who made important contributions during the American Revolution.

Devoted True or loyal. She is devoted to playing the piano well, so she practices often.

Treaty A formal agreement between two or more countries. Two countries can sign a treaty to end a war.

Adopt To accept in an official way, often by voting. We adopt a law when more people vote for it than against it.

Plantation A large farm. Tobacco was grown on large plantations.

Staunch Unwaveringly firm or loyal. My cousin is a staunch supporter of having dessert every night.

Ransacked To search through thoroughly, especially for items to steal. The thieves ransacked the house.

Cultivated Planted and helped grow. Apples were cultivated on the farm.

Accomplished Well trained; skilled; expert. He is an accomplished painter.

Enterprise A business organization. The video game store is a successful enterprise.

Content Happy; satisfied. When all of the presentations were finished, the class was content.

Furious Very angry or mad. She was furious when someone took her pen without asking.

Pamphlet A thin book that has a paper cover, written to give information on some topic. I see a list of fun things to do at the park and a map in this pamphlet.

Prominent Well known or important. The president of the country is a prominent person.

Occupied When one country's military comes into another country to take control and live there. England’s army occupied cities in the American Colonies.

Amiable Friendly. I was amiable to the new girl in class so she would feel welcome at our school.

Published Printed and sent out to the public. The author published a new book.

Diplomat A person whose job is to handle relations with the governments of other countries. The diplomat travelled to England to talk to their leaders about new laws.

Deprived Not allowed to have something. The kids felt deprived when they couldn’t have ice cream.

Admirers People who like or respect someone or something. Music stars have a lot of admirers.

Fidelity Loyalty or faithfulness to obligations, promises, or those to whom one has made a commitment. The new player practiced hard and showed fidelity to the team.

Artillery Large weapons used in land battles, such as cannons or rockets. Artillery is too heavy for a person to carry and is sometimes mounted on wheels.

Sentiments A way of thinking or feeling about something. The look on her face showed her sentiments clearly.

Appeal Try to get people’s interest and attention. That funny book has a lot of appeal to people who like to laugh.

Feisty Determined; spirited. Our feisty teacher really wants us to learn!

Laboratory A place used for scientific experiments. Scientists work in the laboratory to make new inventions.

Manufacture To make by machine in large quantities. Ford manufactures cars and trucks.

Patented Having a government grant that gives someone the right to make, use, or sell an invention. Because that toy is patented, only the inventor can make it or sell it.

Widow A woman whose husband has died.

Epidemic An outbreak of disease that spreads rapidly to many people. Wash your hands to prevent a flu epidemic.

Orphan A child whose parents have died.

Asylum A place for the care of those who are not able to care for themselves. During the Revolution, orphans were taken to an asylum if they had no other place to go.

Station The place where a person or thing is normally found. In colonial days, your station in life often depended upon how much money you had.

Resist To fight against or oppose. You should resist the urge to eat too much candy.

“Abigail Adams letter to John Adams ‘Remember the Ladies’”

Word Student-Friendly Definition

Tyrant Someone who has power over other people, and uses it cruelly or unfairly.

Dispute To say that something, such as a fact or idea, is not correct or true.

Vicious Very unkind in a way that is intended to hurt someone's feelings or hurt someone physically.

Indignity A situation that makes you feel very ashamed and not respected.

Impunity If someone does something bad with impunity, there is no risk that they will be punished for it.

Abhor To hate a kind of behavior or way of thinking, especially because you think it is morally wrong.

Vassals One who is subordinate or dependent, such as a servant or subject.

Turbulent A situation or period of time of unrest with many sudden changes, turmoil, or violence.

Discontented Unhappy or not satisfied with the situation you are in.

Repeal To overturn or end a law.

Obliged To do something someone has asked you to do because the situation or your duty to the person requires it.

Despotism The absolute ruling of a tyrant.

Oligarchy When a country or organization is run by a small group of people.

Ochlocracy Government by a lawless crowd of people; anarchy.