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Starving Soldiers: Joseph Plumb Martin
1 Revolutionary War Unit Starving Soldiers: Joseph Plumb Martin TIME AND GRADE LEVEL One 45 or 50 minute class period in a Grade 4-8. PURPOSE AND CRITICAL ENGAGEMENT QUESTIONS History is the chronicle of choices made by actors/agents/protagonists who, in very specific contexts, unearth opportunities and inevitably encounter impediments. During the Revolutionary War people of every stripe navigated turbulent waters. As individuals and groups struggled for their own survival, they also shaped the course of the nation. Whether a general or a private, male or female, free or enslaved, each became a player in a sweeping drama. The instructive sessions outlined here are tailored for upper elementary and middle school students, who encounter history most readily through the lives of individual historical players. Here, students actually become those players, confronted with tough and often heart-wrenching choices that have significant consequences. History in all its complexity comes alive. It is a convoluted, thorny business, far more so than streamlined timelines suggest, yet still accessible on a personal level to students at this level. In this simulation, elementary or middle school students become privates in the Continental Army who are not receiving adequate rations. It is spring of 1780, and they have just survived the coldest winter in recorded history on the mid-Atlantic East Coast, with no food for days on end— but food is still scant, even after the weather has warmed. They want to register their complaint, but how forcibly should they do so? Should they resort to extreme measures, like mutiny or desertion? What might they do short of that? Students placed in this situation will be able to internalize hardships faced by common soldiers in the Revolutionary War. -
Danbury Raid and the Forgotten General
Danbury Raid and the Forgotten General “I am dying, but with a strong hope and persuasion that my country will gain her independence.” General David Wooster’s dying words after being mortally wounded by the British at the Battle of Ridgefield on the Danbury Raid, 1777 Start/Finish: Compo Beach / Cedar Point, Westport, Connecticut Distance: 61.5 miles Terrain: In town cycling, country roads and some busier sections Difficulty: Hilly with some steep grades Connecticut supplied more food and cannons to the Continental Army during the American Revolution than any other state, which explains why it was eventually known as the “provision state.” Soldiers cannot survive for long if they must rely on the local population for food, clean water, clothing, tents, blankets and other basics, especially in an environment where more colonists were Loyalists or neutral than most contemporary Americans realize. The Rebels simply had to have an organized, well-protected supply line. Danbury, located just 25 miles from Long Island Sound and between New York and Boston, was ideally situated for a major depot. After American victories at Trenton and Princeton in 1776 and 1777, the British felt an urgent need to go on the offensive. They took advantage of their control of the waterways and moved 26 ships off of Compo Beach in Fairfield as a staging area for an attack on Danbury. Today there’s a fantastic Cannon Revolutionary War Memorial at the spot in Westport where the Redcoats came ashore on April 25, 1777 under the leadership of British New York Governor Tryon. Nearly 2000 British troops moved quickly in a forced march through the farm- covered landscape. -
Stepping out of Her Place: a New Look at Women's Roles During Selected Wars in U.S. History
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2004 Stepping out of her place: a new look at women's roles during selected wars in U.S. history Nicole Lynn Bowen Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Education Commons Recommended Citation Bowen, Nicole Lynn, "Stepping out of her place: a new look at women's roles during selected wars in U.S. history" (2004). LSU Master's Theses. 526. https://digitalcommons.lsu.edu/gradschool_theses/526 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. STEPPING OUT OF HER PLACE: A NEW LOOK AT WOMEN’S ROLES DURING SELECTED WARS IN U.S. HISTORY A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in The Department of Curriculum and Instruction by Nicole Lynn Bowen B.A., Birmingham-Southern College, 2002 May 2004 I dedicate this work to my loving husband, Christopher, and my parents James and Rose Jordan. Thank you Chris for being by my side every step of the way, being my partner and my friend, encouraging me, and never letting me lose faith. Thank you Mom and Dad for always believing in me, being a constant and steady source of support throughout my education, and making me believe that I can do anything I put my mind to. -
Rappin' History
Rappin’ History Composing Historical Raps in the Classroom with Lessons Integrating Historical Raps from the Broadway Show Hamilton Rappin’ in the Classroom Hamilton! Lessons Using the Broadway Show Hamilton Traveling Exhibit Activities Lois MacMillan – 2018 Jane Ortner Education Award Submission South Middle School – Grants Pass, OR Outline of Rappin’ History Introduction: Impact of the Broadway show Hamilton & Historical Rap Lesson Experiences (pages 1-2) “Composing Historical Raps” Five Day Lesson Plan (pages 3-21) o Joseph Plumb Martin Worksheet PDF o Joseph Plumb Martin Adventures, Sufferings, and Dangers PDF o Joseph Plumb Martin Bio PDF o Article “Of Rocks, Trees, Rifles, and Militia” PDF o Rap Facts Worksheets PDF “World Turned Upside Down” The Battle of Yorktown Lesson Plan (pages 22-26) o “World Turned Upside Down Worksheet” PDF “Constitution Needed!” Events Around the Constitution Lesson Plan (pages 27-37) o “Events Around the Constitution” PDF o “Events Around the Constitution Worksheet” PDF o PowerPoint “Plain, Honest Men” “The Dinner Deal” Choosing the Nation’s Capital Lesson Plan (pages 38-44) o “The Dinner Deal Worksheet” PDF o “In Room Where It Happens” PDF “Election of 1800” Crisis in the Electoral College Lesson Plan (pages 45-49) o “Election of 1800” PDF “Code Duello and the Hamilton-Burr Duel” Two Day Lesson Plan (pages 50-57) o “Code Duello” PDF o PowerPoint “Five Duel Experiences” o “Your Obedient Servant” PDF Introduction: In 2004, Ron Chernow published Hamilton, earning him Gilder Lehrman’s George Washington Book -
Teaching the American Revolution
THE SOCIETY of the CINCINNATI Teaching the American Revolution Cheney, Lynne. When Washington Crossed the Delaware: A Wintertime Story for Young Patriots. New York: Simon and Schuster, 2004. Published in paperback 2012. Recommended for ages 6 and up Lynne Cheney, former chairman of the National Endowment for the Humanities, retells the story of the Continental Army’s crossing of the ice-choked Delaware on Christmas in 1776 and the subsequent American victory at the Battle of Trenton in this book for young readers. This is a story of heroism, persistence, and patriotism overcoming enormous obstacles, well told and handsomely illustrated. This is an ideal book for reading aloud to first through third grade classes. Hardcover: ISBN-10: 0689870434 ISBN-13: 978-0689870439 Paperback: ISBN-10: 1442444231 ISBN-13: 978-1442444232 Forbes, Esther. Johnny Tremain. New York: Dell, 1987. First published 1943 by Houghton Mifflin. Recommended for ages 10 and up Johnny Tremain should need no introduction. For nearly seventy years it has been the best work of historical fiction for young people on the American Revolution—and is properly regarded as a classic. It won the Newbery Award in 1944 and remains a great book to assign to students in the fifth or sixth grades. Johnny Tremain tells the story of a young man caught up in the American Revolution. As it opens, Johnny is a gifted apprentice silversmith in pre-Revolutionary Boston. He injures his hand in an accident in the shop and the hand is crippled for life. No longer able to work as a silversmith, he finds work in a printer’s shop, where he comes in contact with patriot leaders and is drawn into the Revolutionary movement. -
SONS of the AMERICAN REVOLUTION Richard Wallace, Quartermaster in Lochrey's Expedition, \Vestmoreland County, Orpnized April 30, 1889 Penna., Under Col
so OFFICIAL BULLET! • grandson of Abraham Knowlto11, Second Lieutenant Third Essex County Regt. Mass. Militia. OFFICIAL BULLETIN CONVERSE DETTMER WEST, Montclair, N. J. (28365). Great".grandson of 01' William Hamli,., private Fifth Regt. Conn. Line; great2-grand•on of Robert Culbertso1r, Colonel Penna. Militia; great!tgrandson of Ebene::er Parsons, pri THE NATIONAL SOCIETY vate Conn. Militia. 01' THI!: ROBERT HOLLAND WHEELER, Towson, Md. (27864). Great2-grandson of Ignatius Wheeler, Colonel Harford County Maryland Militia. ORLO CAHILL WHITAKER, Norfolk, Va. (Ill. 28294). Great"-grand,on of SONS _OF THE AMERICAN REVOLUTION Richard Wallace, Quartermaster in Lochrey's Expedition, \Vestmoreland County, Orpnized April 30, 1889 Penna., under Col. George Rogers Clark, prisoner. President General £lmer M. Wentworth, Des Moines, Iowa. Incorporated by Act of Congreaa June 9, 1906 MORTIMER WHITEHEAD, Washington, D. C. (2118). Supplemental. Great•• grandson of Robert Dunn, Quartermaster Sergeant, Capt. John Walton's Com pany New Jersey Light Dragoons, Captain of Express Riders. Volume XI OCTOBER. 1916 Number 2 JAMES AUSTIN WILDER, Honolulu, Hawaii (28527). Great"-grandson of Sanutel Williams, Lieutenant Sixth Regt. Conn. Continentals. Published at the office of the Secretary General (A. Howard Clark, Smithsonian Insti tutlon), Washington, D. C., in June, October, December, and March. EARLE BOLLINGER WILLIAMS, Olympia, Wash. (28562). Great'-grandson of John Guild, patriot preacher in New Jersey. Entered as second-class matter, May 7, 1908, at the post-office at Washmgton, )). C., under the Act of July r6, 1894. FREDERICK HENRY WILLIAMSON, Brooklyn, N. Y. (2826o). Great2-grand son of Mathias Milspaugh, Sergeant, Colonel Janson's New York Regt. and other service. -
The Ludington Regiment, Sybil Ludington and the 1777 British Invasion of Connecticut
THE LUDINGTON REGIMENT, SYBIL LUDINGTON AND THE 1777 BRITISH INVASION OF CONNECTICUT One of the most enduring stories that arose out of the British invasion of Connecticut is the midnight ride by sixteen-year old Sibel1 Ludington, daughter of Colonel Henry Ludington. Her ride was initiated to recruit members of her father’s regiment located in Dutchess County, New York, to help repel the British invaders. This story, as told by recent writers, involves a sixteen year old girl living with her father and eleven brothers and sisters, a horse of varied descriptions, a dark and stormy night, a route that covered forty miles on narrow, rutted and muddy roads, a ride that lasted from 9:00pm until dawn, Sibel knocking on doors along the route, use of a stick by Sibel to spur her horse and to fend off at least one attacker and a successful ride that recruited 400 men who were in her father’s regiment.2 The Sibel Ludington story, as this book is written, is acknowledged to have been first mentioned in a Memoir of Colonel Ludington published by the Ludington family in 1907 and in an article in Connecticut Magazine that same year written by a descendant of the Henry Ludington family, Louis Patrick.3 Even though these two simultaneously publications did not appear until 130 years after the event, the Sibel Ludington story has continued to gather momentum and is now an accepted part of Revolutionary history. Not only does the current day story go beyond the original from 1907, it has acquired a plethora of new details added by each new storyteller. -
Blood, Smoke, and Freedom
NARRATIVE NONFICTION reads like fiction but it’s all true Blood, Smoke, and A TrueF Storyre of theedom American Revolution Join Lauren for a special virtual field trip to the Museum of the American Revolution in Philadelphia. GaryHanna Details online. 4 SCHOLASTIC SCOPE • MARCH 2018 Nonfiction Blood, Smoke, and A TrueF Storyre of theedom American Revolution Joseph Plumb Martin was still a boy when he became an American soldier. Could he survive his first battle? By Lauren Tarshis As You Read What was it like to be a soldier in the American Revolution? oom! Boom! Boom! Thundering cannon explosions shook the ground and thick smoke filled the air as 15-year-old Joseph Plumb Martin lay in the dirt, struggling to stay alive. It was August 27, 1776, in Brooklyn, New York, and America and England were fighting the first major battle of the Revolutionary War. Only three months earlier, Joseph had begged his family to let him join the BAmerican army. Being a soldier would be a thrilling adventure, he was sure. Of course America would win! But now Joseph realized that the Americans were doomed. A terrible cacophony of cries and moans from wounded soldiers rose up into the summer sky; hundreds of soldiers were dead. It seemed Joseph had two choices: Surrender—or die. SCOPE.SCHOLASTIC.COM • MARCH 2018 5 A New World arrived, hundreds of thousands “Seeds of Courage” Joseph was born in 1760, when of Native American people were At first, the thought of fighting the United States was not yet a dying. They died of diseases terrified Joseph. -
The Midnight Ride of Sybil Ludington
The Midnight Ride of SybilSybil LudingtonLudington Marlene Pérez Illustrated by James Watling and Joe Lemonnier Photo Credits: 23 ©North Wind Picture Archives Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be submitted through our Permissions website at https://customercare.hmhco.com/contactus/Permissions.html or mailed to Houghton Mifflin Harcourt Publishing Company, Attn: Intellectual Property Licensing, 9400 Southpark Center Loop, Orlando, Florida 32819-8647. Printed in the U.S.A. ISBN 978-1-328-54109-3 1 2 3 4 5 6 7 8 9 10 XXXX 27 26 25 24 23 22 21 20 19 18 4500000000 A B C D E F G If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. The Midnight Ride of SySybibill LuLudidingngtotonn Marlene Pérez Illustrated by James Watling and Joe Lemonnier Contents All About Sybil ............... 2 Sybil’s Father................. 6 Fire in Danbury! ............. 10 Sybil’s Ride ................ -
Segment 2- 1.Pub
Please note: Each segment in this Webisode has its own Teaching Guide The Declaration of Independence created a sense of national and historical purpose, elevating the revolutionary struggle to a profound world event and further unifying colonial sentiment. A government derives its “just powers from the consent of the governed,” and its purpose is to secure the “inalienable rights” of “life, liberty, and the pursuit of happiness.” The revolution opened a door for debate about the rights not only of colonists but also of women and African Americans. As Abigail Adams and others pressed for greater legal rights, women manned the home front, aided the war effort, and even shouldered arms in some instances. African Americans, though initially scorned for service, enlisted and served alongside their white counterparts, and their distinguished service further undermined the injustice of slavery. The declaration forced many colonists to recognize the inconsistency of slaveholders demanding the rights they denied to others, and some colonial leaders denounced slavery and the slave trade. The revolution became not only a war for the people but a war of the people, drawing from the strengths of young and old, black and white, men, women, and children. Teacher Directions 1. Students, in small teams, discuss the following questions. • Why was the American Revolution a “people’s war”? • Why might African Americans have fought for a nation that allowed enslavement of their race? 2. Make sure students understand the following points in discussing the questions. Ordinary people fought the American Revolution for the rights of ordinary people. The first soldiers—the minutemen—were farmers, craftsmen, and others who took up arms in defense of their rights. -
Battle of Ridgefield - Wikipedia
Battle of Ridgefield - Wikipedia https://en.wikipedia.org/wiki/Battle_of_Ridgefield Coordinates: 41°18′19″N 73°30′5″W The Battle of Ridgefield was a battle and a series of Battle of Ridgefield skirmishes between American and British forces during the American Revolutionary War. The main battle was fought in Part of the American Revolutionary War the village of Ridgefield, Connecticut, on April 27, 1777. More skirmishing occurred the next day between Ridgefield and the coastline near Westport, Connecticut. On April 25, 1777, a British force landed between Fairfield and Norwalk (now Westport) under the command of New York's Royal Governor Major General William Tryon. They marched to Danbury, where they destroyed Continental Army supplies after chasing off a small garrison of troops. Word spread concerning the British troop movements, and Connecticut militia leaders sprang into action. Major General David Wooster, Brigadier General Gold Selleck Silliman, and Brigadier General Benedict Arnold raised a combined force of roughly 700 Continental Army regular and irregular local militia forces to oppose the raiders, but they could not reach Danbury in time to prevent the destruction of the supplies. Instead, they set out to harass the British on their return to the coast. The company led by General Wooster twice attacked Tryon's Monument to David Wooster in Danbury, rear guard during their march south on April 27. Wooster was Connecticut mortally wounded in the second encounter, and he died five days later. The main encounter then took place at Ridgefield, Date April 27, 1777 where several hundred militia under Arnold's command Location Ridgefield, Connecticut and confronted the British; they were driven away in a running present-day Westport battle down the town's main street, but not before inflicting casualties on the British. -
Grade 4: Module 3B: Unit 1: Lesson 6 Mid-Unit Assessment: Reading and Answering Questions About the Revolutionary War
Grade 4: Module 3B: Unit 1: Lesson 6 Mid-Unit Assessment: Reading and Answering Questions about the Revolutionary War This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license. GRADE 4: MODULE 3: UNIT 1: LESSON 6 Mid-Unit Assessment: Reading and Answering Questions about the Revolutionary War Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can explain what a text says using specific details from the text. (RI.4.1) I can make inferences using specific details from the text. (RI.4.1) I can summarize informational. (RI.4.2) Supporting Learning Targets Ongoing Assessment • I can explain what happens in a text about the Revolutionary War using details from the text. • Mid-Unit 1 Assessment: Reading and Answering Questions about the Revolutionary War • I can summarize an informational text about the Revolutionary War. Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M3B:U1:L6 • June 2014 • 1 GRADE 4: MODULE 3: UNIT 1: LESSON 6 Mid-Unit Assessment: Reading and Answering Questions about the Revolutionary War Agenda Teaching Notes 1. Opening • In this lesson, students complete the Mid-Unit 1 Assessment: Reading and Answering Questions about A. Engage the Reader: QuickWrite (10 minutes) the Revolutionary War. Students have prepared for this assessment by reading and rereading texts, paying careful attention to vocabulary, determining the gist of texts, and writing summary paragraphs.