Full Day Field Trip Experience with Historic Philadelphia, Inc

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Hello!

Thanks for booking a Full Day Field Trip Experience with Historic Philadelphia, Inc. (HPI). To maximize the educational value of your Trip and create continuity with classroom instruction, HPI is happy to provide this Curriculum Booklet.

Inside you’ll find lesson materials inspired by the teachable moments created during your Full Day Field Trip Experience. There are lesson materials on a variety of topics with emphasis on understanding primary documents, guided discovery, and cross- curricular learning in English Language Arts.

If you have questions about the materials in this Booklet please don’t hesitate to ask. If your specific classroom needs require additional resources or materials please let us know that, too. We’ll do everything we can to create the most educationally rewarding experience for you and your students!

Thanks, again, for booking a Full Day Field Trip Experience with HPI!

-The Historic Philadelphia, Inc. Education Team 3

Contents (Classroom materials—worksheets, readings, etc.—are marked “CM”)

Betsy Ross House Basic Facts about Betsy Ross 5 The Betsy Ross Controversy 7 History of Betsy Ross (CM) 9 History of the Betsy Ross House (CM) 12 The Life of Betsy Ross Timeline Activity (CM) 15 Site Visitation Curriculum Planning 16

Once Upon A Nation Story Stroll How to Become a Storyteller Program (CM) 23 Create Your Own Political Cartoon (CM) 34 Lincoln and Kennedy: Two Presidential Speeches at Independence Hall (CM) 35 Fiery Grimke: Understanding Angelina Grimke’s Speech at Pennsylvania Hall (CM) 39

Liberty 360 The Great Seal of the United States (CM) 43 What Are They (CM) 44 Turkey vs. Eagle (CM) 45 Create a Symbol (CM) 47 Proclaim Liberty (CM) 48 Additional Liberty Bell Facts 50

Appendices A. Frequently Asked Questions 52 B. Curricular Standards 56 C. References 61 D. Other Historic Philadelphia, Inc. Programming 63 E. Education Team Contact Information 64 4

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.  Betsy and her Quaker family lived in a large home on 4th and Arch.  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. Benjamin Franklin and Benjamin Chew were among their customers.  John Ross served with the Pennsylvania militia, guarding guns and ammunition.  John Ross died at his home and was buried in Christ Church Cemetery on January 21, 1776.

Betsy and Joseph Ashburn

 Betsy and Joseph Ashburn, a sea captain, were married at Old Swede’s Church on June 15, 1777.  Betsy made musket cartridges for the Continental Army in 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 taken to Old Mill Prison. He was imprisoned with Joseph Ashburn.  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.

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 our courtyard in 1976. She was originally laid to rest with her third husband at a Quaker cemetery on Fifth and Locust Streets, then at Mount Moriah Cemetery in southwest Philadelphia, and finally, in our courtyard.

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 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

1 View the affidavits online http://www.ushistory.org/betsy/flagaffs.html 2 Miller, Marla, Betsy Ross and the Making of America, p. 174. 8

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 for over 50 years with the help of daughter Clarissa, many of which were government contracts. 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. 9

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 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 that, 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 war for independence. 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 frigate 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 Mill, his and Betsy’s first daughter, Zilla, died at only nine months old and their second daughter, Eliza was born. Joseph never learned of Zilla’s death nor had the opportunity to see his new daughter, because he died of an unknown illness before the British released the American prisoners in 1782.

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. Betsy learned that she was once again a widow at the age of 30.

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.

Betsy was finally able to enjoy a lengthy marriage to John Claypoole, 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 much of 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. How many brothers and sisters did Betsy Ross have? ______

2. Betsy Ross was trained as an ______, meaning she was taught how to make things like:

 ______

3. TRUE or FALSE: When John Ross died, Betsy continued to run their business by herself.

4. Who was Joseph Ashburn and what happened to him in 1780? ______

______

5. Who did Betsy Ross marry in 1783? ______

6. What did the Society of Free Quaker support that made them different from traditional Quakers?

______

7. How many years did Betsy Ross make flags? ______

8. How old was Betsy Ross when she died? ______

9. What was the most surprising thing you learned about Betsy Ross?

______

History of the Betsy Ross House

The building at 239 Arch Street, now known as the Betsy Ross House, was built over 250 years ago. The front portion was built around 1740, with the stair hall (or piazza) and the rear section added 10 to 20 years later.

The structure is a variation of a "bandbox" style house, with one room on each floor and a winding staircase stretching from the cellar to the upper levels.

The building's front façade, with a large window on the first floor to display merchandise, and its proximity to the Delaware River, made it an ideal location for a business. In fact, the house served as both a business and a residence for many different shopkeepers and artisans for more than 150 years. The first floor front room was used as the workshop and showroom. The business owner and his or her family lived in the rest of the house.

In the 18th century the house was occupied by a shoemaker, a shopkeeper, an apothecary and, of course, most famously, an upholsterer. It is believed that Betsy Ross lived here from 1776 to 1779. By the 19th century, a German immigrant family by the name of Mund moved into the building and ran various types of businesses from it, including a tailor's shop, a cigar store and a tavern.

By 1876 the building was generally recognized as the place where Betsy Ross lived when she made the first American Flag. Several of her surviving family members, including daughters, grandchildren and a niece said that this was the location of the legendary event.

The Mund family took advantage of the house's interesting history by posting a sign on the outside which read: "First Flag of the US Made in this House." An 1876 advertisement for the Munds' tavern read: "Original Flag House, Lager, Wine and Liquors. This is the house where the first United States flag was made by Mrs. John Ross."

By the late 19th century most of the other colonial-era buildings that once stood on this block of Arch Street had been torn down and replaced with large industrial buildings and warehouses. Many people feared that Betsy's home would meet the same fate.

In 1898, a group of concerned citizens established the American Flag House and Betsy Ross Memorial Association to raise money to purchase the house from the Munds, restore it, and open it as a public museum in honor of Betsy Ross and our first flag.

Charles Weisgerber was one of the founding members of the Memorial Association. In 1892 he painted Birth of Our Nation's Flag, a 9' x 12' painting that depicts Betsy Ross presenting the first American Flag to George Washington, Robert Morris and George Ross.

To raise the money to purchase the house, members of the American Flag House and Betsy Ross Memorial Association sold lifetime memberships to the organization for 10 cents. Each donor received a membership certificate imprinted with an image of Birth of Our Nation's Flag. Individuals were encouraged to form "clubs" of 30 13 members. The person who formed the club would receive a ten-color chromolithograph of the Weisgerber painting, suitable for framing, in addition to certificates for each club member.

Weisgerber moved his family into the home in 1898 and immediately opened two rooms to the public. The first floor front room was a souvenir shop and the room in the back of the house, where the meeting between Betsy and the Flag Committee was said to have occurred, was open for visitors to view.

By 1937, structural changes and general wear and tear on the house led to the dire need for restoration work. Philadelphia radio mogul, A. Atwater Kent offered to pay up to $25,000 for the restoration of the house. Historical architect, Richardson Brognard Okie was commissioned to do the work.

Under Okie, the house's original architectural elements were spared wherever possible. Where original components could not be reused, materials were obtained from demolished homes from the same period. A small structure containing a boiler room and a restroom was constructed in back of the original house with Revolutionary War era bricks.

In the historic house, three hidden fireplaces were uncovered, the front stairway and dormer were replaced and the door leading from the kitchen to the back of the house was restored. The most notable change, however, was to the front of the house. The doorway in the front of the building was moved from the western to the eastern corner and a new window was installed. Construction was completed and all eight rooms of the house were open to the public on Flag Day, June 14, 1937.

Atwater Kent then purchased the two adjacent properties to the west of the Betsy Ross House to develop a "civic garden." The entire property, including the historic house and courtyard, were given to the city of Philadelphia in 1941.

In 1965 an annex building was added to the property and in 1974 the courtyard was renovated and the fountain added. Two years later, the remains of Betsy Ross and her third husband, John Claypoole were moved from Mount Moriah cemetery in Yeadon, Pennsylvania, to the garden on the west side of the Betsy Ross House courtyard.

In 1995, a private nonprofit organization, Historic Philadelphia, Inc., began leasing the property from the City of Philadelphia and continues to manage the site.

Today, the Betsy Ross House is furnished in the period in which Betsy Ross' descendants said she lived here. Visitors can view seven period rooms, including bedrooms, the kitchen, the parlor and the only interpretation of an 18th century upholstery shop in the country. The rooms are furnished with period antiques, 18th-century reproductions and objects that belonged to Betsy Ross and her family. Highlights of the collection include Betsy Ross' walnut chest-on-chest, her Chippendale and Sheraton side chairs, her eyeglasses, her quilted petticoat and her Bible.

“History of the Betsy Ross House” Questions:

1. How long ago was the Betsy Ross House built? ______

2. When is it believed Betsy Ross lived in this house? ______to ______

3. TRUE or FALSE: By 1876, none of Betsy’s decedents (children and grandchildren) were still alive and able to confirm where she lived.

4. What organization was created in 1898 and who was one of its founding members? ______

______

5. How much did a lifetime membership cost in 1898? ______

6. Who paid for the restoration of the Betsy Ross House, in 1937, and how much was it?

______

7. Who was given the Betsy Ross House and courtyard in 1941? ______

8. What two individuals are buried in the courtyard at the Betsy Ross House? ______

______

9. Who has managed the Betsy Ross House since 1995? ______

10. What is the most unexpected thing you learned about the Betsy Ross House?

______

The Life of Betsy Ross Timeline Activity

Using the “History of Betsy Ross” information and everything you learned during your Field Trip, create a timeline showing what you think are the ten most important events in her life.

Born, January 1, 1752

Died, January 30, 1836

Site Visitation Curriculum Planning

(Note: The Discussion/Learning Topics that follow are based on the curricular standards developed by the National Council for the Social Studies—noted in parentheses following each topic. They’re intended to serve as a foundation for creating more specific lesson materials based on a site visitation to the Betsy Ross House.)

Discussion/Learning Topics and Questions for before, during, and after Your Visit to the Betsy Ross House:

(Note: The organization of this section is intended to provide a framework in which to place a site visitation to enhance continuity with classroom instruction. The questions and topics below provide concepts, themes, and issues that—when used BEFORE, DURING, and AFTER a site visitation—will increase the value of the visit in terms of student learning.

Each topic has a set of questions to provide framework for anticipatory activities prior to site visitation. That set is followed by questions for making a visitation comparable to an effective Directed Reading-Thinking Activity. The third set of questions provides the teacher with a basis for developing valuable assessments and to link pre-visit classroom activity with the on-site learning during the Betsy Ross House visit.

Again, these topics are starting points and are meant to give direction for building context for the on-site visitation.)

How did being Quaker affect Betsy’s life? (IV.E, IV.F, V.B, IX.F)

What is religion? How does religion affect your life? What role does religion play in your life? What are some different religions and what do they believe?

Write some notes on what you think religion is and how it impacts society, historical events, and people’s lives. What do you know about Quakers?

______

Who were the Quakers? What did they believe? Are there still Quakers? Why was Betsy a Quaker/Was Betsy always a Quaker? Who are other famous Quakers? Why is Philadelphia sometimes called “The Quaker City”?

______

What are the similarities/differences between your religion and Betsy’s? Do you think religion played a bigger/smaller part in people’s lives in Colonial America than it does now? How does religion shape individuals’ and groups’ world views? Political activity? Culture? Etc.

How did the American Revolution affect Betsy’s life? (IV.G, IX.F)

How can wars affect people’s lives? How long was the American Revolution? How old was Betsy when the American Revolution started/ended?

Write some notes on what you know about the ways the American Revolution affected individuals’ lives. How can wars affect people who aren’t directly involved?

______

What did Betsy do during the war? Did she know anyone who served in the war? Do we know if she supported the war and the American Revolution? How did the war affect people in Philadelphia?

______

How do wars affect people differently/similarly now as compared to in Betsy’s time? If you were alive during the America Revolution, how do you think you would have felt? How was America different during the American Revolution than during wars now?

Why is it important to save and visit historic sites? (IV.B, III.G)

Have you been to any historic sites before? Which ones? Are there any historic sites you know of in your neighborhood? What do you think we can learn from visiting historic sites? What do you think will be similar/different between Betsy’s House and where you live?

Write some notes on historical sites and your experiences with them. What do you think you can understand better by visiting a physical location rather than reading about it or looking at pictures?

______

How old is the House? Was it all built at the same time? Did Betsy own or rent the House and did she always live here? Where in the House did she make American flags? Was this what the House looked like when Betsy lived here? Have any famous people ever visited the House? Did Betsy have any children in this House? Where did Betsy eat? Sleep? Keep her food? Go to the bathroom? Get water? Etc. How/Why is the House still here?

______

What’s different/similar about where you live and where Betsy lived? Why do you think these things are different/similar? What does it mean to you to visit a house George Washington visited during the America Revolution? Do you think life in Colonial America was easier or harder for the average person? Would you be able to live in Betsy’s House? Why/Why not? What surprised you most about Betsy’s house? Why is it important to preserve Betsy’s House (and other historic sites)? 20

Retell the story of Betsy making the first flag. Do you think there are details missing in the story? Do you think there is more we need to know? Do you think she made the first American flag? (II.A, II.C., IV.H)

Who was Betsy Ross? What is she famous for doing? How do we know this? Where does history come from? How do we know history really happened?

______

Who wrote/told Betsy’s story? When did people find out about Betsy making the first American flag? Can we trust the story is true? Was Betsy famous during her lifetime? Did Betsy design the flag? Why was Betsy chosen to make the flag? Did she make any other flags? How did she make the five-pointed stars?

______

What was the whole flag-making story? What do you think is the best evidence that Betsy made the first flag? Do you think Betsy made the first flag? Why/Why not? Does it even matter if Betsy made the first American flag? Do you think we can trust that Betsy’s grandson told the truth?

Why is Betsy Ross’ story important in American history? (I.C, VII.E, IX.F)

Who was Betsy Ross? What do you think Betsy’s life was like outside of the flag story? How many women can you think of who have monuments, memorials, or museums? How many middle class/working class people do you read about in your textbook?

______

What was Betsy’s childhood like? What was life like for Betsy as she entered adulthood? How does Betsy’s story compare to those of other Colonial Americans? How does Betsy’s story relate to Philadelphia and American History? When did Betsy’s story become well-known?

______

What was the most interesting/surprising thing you learned about Betsy’s life? Describe Betsy’s life without mentioning the making of the first American flag. What do you know now about Colonial women in America that you didn’t know before? Do you think Betsy would want to be famous for making the first American flag?

Lesson Materials Inspired by the

Story Stroll 23

How to Become a Storyteller

(inspired by Historic Philadelphia, Inc.’s Once Upon a Nation Story Stroll and based on 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’s famous flag-making story was passed down through oral history before being recorded by 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! 24

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.

RESOLUTION

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: 27

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.

______

______28

______

______29

______

______30

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?

______

 Where 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?

______31

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 them 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

 ______

 ______32

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 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 your 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? 33

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?

______

Create Your Own Political Cartoon

On your Story Stroll you learned about Benjamin Franklin’s invention of the American political cartoon. Now you can try out your skills as a political cartoonist!

Think of an issue, topic, challenge, or problem. It can be something in daily life, something in the news, something at school…anything. Next, come up with a unique way to express your opinion about the issue, topic, or problem. Use a drawing and brief phrase to show how you feel this important issue. Then share your cartoon with a classmate to see if he or she can figure out what you’re trying to say. It’s your chance to be like Ben and find a clever way to express your ideas! 35

Lincoln and Kennedy Two Presidential Speeches at Independence Hall

Philadelphia, Pennsylvania February 22, 1861 (Washington ’s Birthday)

On Abraham Lincoln's inaugural journey to Washington, he stopped in Philadelphia at the site where the Declaration of Independence had been signed. One of the most famous statements in the speech was, "I have never had a feeling politically that did not spring from the sentiments embodied in the Declaration of Independence." This hall also was the place where Lincoln's body lay in state after his assassination in 1865, one of many stops his funeral train made before he was laid to rest in Springfield, Illinois.

I am filled with deep emotion at finding myself standing here, in this place, where were collected together the wisdom, the patriotism, the devotion to principle, from which sprang the institutions under which we live. You have kindly suggested to me that in my hands is the task of restoring peace to the present distracted condition of the country. I can say in return, Sir, that all the political sentiments I entertain have been drawn, so far as I have been able to draw them, from the sentiments which originated and were given to the world from this hall. I have never had a feeling politically that did not spring from the sentiments embodied in the Declaration of Independence. I have often pondered over the dangers which were incurred by the men who assembled here, and framed and adopted that Declaration of Independence. I have pondered over the toils that were endured by the officers and soldiers of the army who achieved that Independence. I have often inquired of myself, what great principle or idea it was that kept this Confederacy so long together. It was not the mere matter of the separation of the Colonies from the motherland; but that sentiment in the Declaration of Independence which gave liberty, not alone to the people of this country, but, I hope, to the world, for all future time. It was that which gave promise that in due time the weight would be lifted from the shoulders of all men. This is a sentiment embodied in the Declaration of Independence. Now, my friends, can this country be saved upon that basis? If it can, I will consider myself one of the happiest men in the world, if I can help to save it. If it cannot be saved upon that principle, it will be truly awful. But if this country cannot be saved without giving up that principle, I was about to say I would rather be assassinated on this spot than surrender it. 36

Now, in my view of the present aspect of affairs, there need be no bloodshed and war. There is no necessity for it. I am not in favor of such a course, and I may say, in advance, that there will be no bloodshed unless it be forced upon the Government, and then it will be compelled to act in self-defense.

My friends, this is wholly an unexpected speech, and I did not expect to be called upon to say a word when I came here. I supposed it was merely to do something toward raising the flag. I may, therefore, have said something indiscreet. (Cries of "No, no") I have said nothing but what I am willing to live by and, if it be the pleasure of Almighty God, die by.

Philadelphia, Pennsylvania July 4, 1962 (Independence Day)

In his speech President Kennedy praises the American democratic system which encourages differences and allows for dissent, discusses the enduring relevance of the Constitution and the Declaration of Independence, and addresses the role of the United States in relation to the emerging European Community.

It is a high honor for any citizen of our great Republic to speak at this Hall of Independence on this day of Independence. To speak as President of the United States to the Chief Executives of our 50 States is both an opportunity and an obligation. The necessity for comity between the National Government and the several States is an indelible lesson of our long history…

…Thus, in a very real sense, you and I are the executors of the testament handed down by those who gathered in this historic hall 186 years ago today. For they gathered to affix their names to a document which was, above all else, a document not of rhetoric but of bold decision. It was, it is true, a document of protest – but protests had been made before. It set forth their grievances with eloquence – but such eloquence had been heard before. But what distinguished this paper from all the others was the final irrevocable decision that it took – to assert the independence of free States in place of colonies, and to commit to that goal their lives, their fortunes, and their sacred honor.

Today, 186 years later, that Declaration whose yellowing parchment and fading, almost illegible lines I saw in the past week in the National Archives in Washington is still a revolutionary document. To read it today is to hear a trumpet call. For that Declaration unleashed not merely a revolution against the British, but a revolution in human affairs. Its authors were highly conscious of its worldwide implications. And George Washington declared that liberty and self-government everywhere were, in his words, "finally staked on the experiment entrusted to the hands of the American people…" 37

…As apt and applicable as the Declaration of Independence is today, we would do well to honor that other historic document drafted in this hall – the Constitution of the United States. For it stressed not independence but interdependence – not the individual liberty of one but the indivisible liberty of all…

…On Washington's birthday in 1861, standing right there, President-elect Abraham Lincoln spoke in this hall on his way to the Nation's Capital. And he paid a brief but eloquent tribute to the men who wrote, who fought for, and who died for the Declaration of Independence. Its essence, he said, was its promise not only of liberty "to the people of this country, but hope to the world . . . [hope] that in due time the weights should be lifted from the shoulders of all men, and that all should have an equal chance.

On this fourth day of July, 1962, we who are gathered at this same hall, entrusted with the fate and future of our States and Nation, declare now our vow to do our part to lift the weights from the shoulders of all, to join other men and nations in preserving both peace and freedom, and to regard any threat to the peace or freedom of one as a threat to the peace and freedom of all. "And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor."

“Lincoln and Kennedy” Questions:

1. Where did Lincoln say he got all of his political feelings?

______

2. What, according to Lincoln, “gave liberty”? ______

3. Besides people in this country, Lincoln said the Declaration of Independence gave liberty to ______, for ______.

4. If America could not be saved unless liberty was given up, what did Lincoln say he would rather have happen to him?

______

5. According to Kennedy, George Washington said liberty and self-government were part of an experiment entrusted to whom?

______

6. When Kennedy said, “For it stressed not independence but interdependence – not the individual liberty of one but the indivisible liberty of all,” he was saying that America is stronger when we work together. Who (that you learned about on your Field Trip) made a political cartoon with the same message?

______What was the name of that cartoon? ______

7. Whose speech does Kennedy reference at the end of his own speech?

______

8. Which speech did you think is more powerful, interesting, or meaningful and why?

______

Fiery Grimké Understanding Angelina Grimké’s Speech at Pennsylvania Hall

The text below is the speech Angelina Grimké gave at Pennsylvania Hall in 1838 (the speech you learned about during the Story Stroll on your Field Trip). It’s been shortened and edited slightly to make it a little bit easier to understand. But the big ideas are still here.

Directions: Working in pairs, read the section, or sections, of Angelina Grimke’s speech your teacher assigns to you. After you’ve read your section(s), fill out the graphic organizer at the bottom of the speech. You may need to read your section(s) a couple of times to fully understand what Angelina Grimke was trying to say. After you complete your notes, share the ideas and opinions you have with another group or the whole class.

1. Do you ask, "what has the North to do with slavery?" Hear it—hear it. Those voices [outside] tell us that the spirit of slavery is here…this opposition shows that slavery has done its deadliest work in the hearts of our citizens. Do you ask, then, "what has the North to do?" I answer, [get rid of] the spirit of slavery from your own hearts, and then lend your aid to convert the South.

2. Each one [of us] has a work to do, be his or her situation what it may, however limited their means, or insignificant their supposed influence. The great men of this country will not do this work; the church will never do it. A desire to please the world, to keep the favor of all parties and of all conditions, makes them [silent] on this and every other unpopular subject.

3. As a Southerner I feel that it is my duty to stand up here to-night and [testify] against slavery. I have seen it—I have seen it. I know it has horrors that can never be described. I was brought up under its wing: I witnessed for many years its demoralizing influences, and its destructiveness to human happiness.

4. It is admitted by some that the slave is not happy under the worst forms of slavery. But I have never seen a happy slave. I have seen him dance in his chains, it is true; but he was not happy. There is a wide difference between “happiness” and “mirth.” Man cannot [be happy] while his [humanity] is destroyed…The slaves, however, may be, and sometimes are, mirthful. When hope is extinguished, they say, "let us eat and drink, for tomorrow we die."

5. (Just then stones were thrown at the windows, a great noise [outside], and commotion [inside].) What is a mob? What would the breaking of every window be? What would the leveling of this Hall be? Any evidence that we are wrong, or that slavery is a good and wholesome institution? What if the mob should now burst in upon us, break up our meeting and commit violence upon our persons—would this be anything compared with what the slaves endure?

6. Many persons go to the South for a season, and are hospitably entertained in the parlor and at the table of the slave-holder. They never enter the huts of the slaves; they know nothing of the dark side of the picture, and they return home with praises [for] the generous character of those…whom they [visited]…much will have been done for the destruction of Southern slavery when we have so reformed the North that no one here will be willing to risk his reputation by [supporting] or even excusing the holding of men as property.

7. Many times have I wept in the land of my birth, over the system of slavery. I knew of none who [shared] my feelings—I was unaware that any efforts were made to [free] the oppressed…and my sympathy grew warmer, and my hatred of slavery more [intense], until at last I [left] my native land because I could no longer endure to hear the [cries] of the slave.

8. I fled to the land of Penn; for here, thought I, sympathy for the slave will surely be found. But I [did not find] it…The people were kind…but the slave had no place in their thoughts. Whenever questions were [asked] to me as to his condition, I felt that they were [out of]…curiosity, rather than by that deep feeling which would lead to effort for his rescue…I thought there was no hope; that the wicked would go on in his wickedness, until he had destroyed both himself and his country…But how different do I feel now! Animated with hope, nay, with an assurance of the triumph of liberty and good will to man, I will lift up my voice like a trumpet, and show this people…what they can do towards [changing the] Southern mind, and overthrowing Southern oppression.

9. We may talk of occupying neutral ground, but on this subject…there is no such thing as neutral ground. He that is not for us is against us…If you are on what you suppose to be neutral ground, the South look[s] upon you as on the side of the [slavery].

10. There is nothing to be feared from those who would stop our mouths, but they themselves should fear and tremble. The current is even now setting fast against them.

11. We often hear the question asked, “What shall we do?" Here is an opportunity for doing something now. Every man and every woman present may do something by showing that we fear not a mob, and, in the midst of threatening…by opening our mouths for [those who can’t speak] and pleading the cause of those who are ready to [die].

12. To work as we should in this cause, we must know what Slavery is. Let me urge you then to buy the books which have been written on this subject and read them, and then lend them to your neighbors…the South has…commanded us to be silent; and what greater evidence of the truth of our [books] could be desired?

13. Women of Philadelphia! allow me as a Southern woman, with much [love of] the land of my birth, to [beg] you to come up to this work. Especially let me urge you to petition. Men may settle this and other questions at the ballot-box, but you have no such right; it is only through petitions that you can reach the Legislature. It is therefore [especially] your duty to petition. Do you say, "It does no good?" The South already turns pale at the number sent…This fact has called the attention of the South to the subject…The fact that the South look[s] with jealousy upon our [efforts] shows that they are effectual. There is, therefore, no cause for doubting or despair, but rather for rejoicing.

14. Let the history of the past answer. When the women of these States send up to Congress such a petition, our legislators will arise…and say, "When all the [women] of the land are knocking at our doors we must legislate." Let the [obsession] and love, the faith and works of our…sisters quicken ours—that while the slaves continue to suffer, and when they shout [freedom], we may feel the satisfaction of having done what we could.

MEANING: QUESTIONS: What did your section(s) of the speech mean? (Write a Do you have any questions about your section(s)? summary of the section(s) in your own words.) ______IDEAS: FEELINGS: What ideas came to mind when you read your How did this make you feel? What opinions do you section(s)? What did your section(s) of the speech have of the speech, slavery, Angelina Grimke, or the make you think about? What can you compare the mob that attacked Pennsylvania Hall? What is your speech to? Does it remind you of anything else you personal reaction to what you read? know or you’ve learned in class? ______42

Lesson Materials Inspired by

The Great Seal of the United States After seeing Liberty 360, try to identify the meanings of the symbols on the Great Seal of the United States

What Are They? After learning about the meanings behind the American symbols in Liberty 360, try to match each symbol with its description.

A strong symbol for “broken” promises of liberty The Founders’ “workshop” for creating a new nation One was added to represent each new state A symbol to remind us to be ever watchful

An ancient

symbol of love and order and beauty Presents our strength and courage in the “international “…because language” only the federal government can declare

war.” Represents the friendship between the United States Unchanging and France part of the flag…because our future is in our past.

Turkey vs. Eagle In Liberty 360, you learned Benjamin Franklin thought the turkey should be our national bird. Using the information below, which bird (the turkey or the eagle) do you think is better to represent America today? Explain your choice in a few sentences.

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

Turkey vs. Eagle

I think the ______is better for representing the United States because:

______

Create a Symbol

During Liberty 360 you learned about the symbols of American liberty. Now it’s your turn to create a symbol!

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

______

______48

“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 of 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 felt 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, ______

Franklin publishes “Join, publishes Franklin “Join, Die” or ______1753, ______

Ross Betsy 1752. is born;

Penn founds Penn

______1751,

William William

81, 81,

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

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

______

______1846,

The Liberty Bell is Bell Liberty The , ,

1876 Centennial the by replaced Bell

Late 1800’s, ______1800’s, Late ______

1915, ______1915, ______

visited You 2013, 50

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.

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 53

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 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. 54

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 55 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. 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 at least the following 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 C. Give Examples of how government does or does not provide for needs and wants of people, establish order and security, and manage conflict. 57

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.

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). 59

Common Core State Standards for 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.

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.

Appendix C

References

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

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.

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.

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.

“The Literary Apprentice." The College of DuPage. http://www.cod.edu/people/faculty/fitchf/readlit/ symbol1.htm. 2000.

Lloyd, Sandra Mackenzie, Ed. Patriots, Pirates, Heroes & Spies: Stories from Historic Philadelphia. New York: Grosset & Dunlap, 2008.

Marzano, Robert J. with Jana S. Marzano and Debra Pickering. Classroom Management that Works: Research-Based Strategies for Every Teacher. Alexandria, Virginia: Association for Supervision and Curriculum Development, 2003.

National Council of Teachers of English. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. http://www.corestandards.org/assets/CCSSI_ ELA%20Standards.pdf. 2010.

Nieto, Sonia. Affirming Diversity: The Sociopolitical Context of Multicultural Education. Boston: Pearson A & B, 2004.

Spring, Joel. American Education. Boston: McGraw-Hill Higher Education, 2010.

Task Force of the National Council for the Social Studies. Expectations of Excellence: Curriculum Standards for Social Studies. 1994.

Topping, Donna and Roberta McManus. Real Reading, Real Writing: Content-Area Strategies. Portsmouth, New Hampshire: Heinemann, 2002.

Weigley, Russell F. Philadelphia: A 300-Year History. New York: W. W. Norton & Company, 1982.

Woolfolk, Anita. Educational Psychology. Boston: Pearson A & B, 2007.

Appendix D

Other Educational Programming

Cobwebs and Cobblestones Story Stroll Ghosts, Bloodletting, Hunchbacks and Broomsticks! These are the macabre subjects of the true and strange stories we tell at historic sites such as the Free Quaker Meeting House, Christ Church Burial Ground, Arch Street Meeting House, and the Betsy Ross House. Walk with us as we stroll Philadelphia to uncover...what’s under the cobblestones. End your tour at historic Christ Church where a figure from the past steps out of the shadows and tells you why Philadelphia was a dangerous place to be in 1793.

The Historic Philadelphia Scavenger Hunt: A Guided Learning Field Trip Perfect for upper middle level and high school level learners, this is not your average scavenger hunt. Rather than send students to just locate and look at buildings and objects, this is a scavenger that brings your textbook to life and rescues important stories from the margins. Your students will visit the Betsy Ross House, Christ Church, the Second Bank of the United States, Old City Hall, and dozens of other sites on a guided learning experience through Historic Philadelphia. On the way they’ll learn about people, places, and events in themes ranging from Race and Ethnicity to Women in History to The Role of Government and more. It’s a scavenger hunt where the prizes are real learning and deep understanding— where every stop is a teachable moment.

For more information, visit: http://historicphiladelphia.org/historic-philadelphia-group-information/

Find us on Facebook at www.Facebook.com/HPIEducation to learn about new programming, get lesson ideas and classroom materials, and find out about up-coming educator-only events and offers!

Appendix E

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 just want us to help you write a few lesson plans or have questions related to the things you did and saw on your trip, we can do that, too!

You can contact Historic Philadelphia, Inc.’s Education Team the following ways:

By phone:

Mike Adams at 215-629-5801 x240

Alison English at 215-629-5801 x209

By e-mail:

Mike Adams at [email protected]

Alison English at [email protected]

Thanks, again!