DOCSLIB.ORG

We the People

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
We the People We the People Kids come onto stage in criss-cross fashion while There She Stands plays, or something instrumental and patriotic. All are wearing blue jeans and solid red, white, or blue shirts OR our team shirts if we can get some!! Kids sign the Pledge of Allegiance https://www.youtube.com/watch?v=GXyUnqOEFJI Yankee Doodle * = clap/stomp ​ It all began, it seems to me With taxes set from London The worst was when they taxed the tea That’s when things came undone! We used to like the British tea, But then I never drank it And some folks said the best thing yet Was when the “Mohawks” * sank it. ​ ​ [Student] At the Boston Tea Party, a mob disguised as Mohawk Indians dumped British tea into the harbor so it couldn’t be taxed. Things got worse as time went by The British they insisted That we were subjects of the King And that’s why we resisted. Knowing that we’d have to fight We made our preparations The minutemen were ready to Be called out to their * stations. ​ ​ [Student] The militiamen, or part time soldiers, were called “minutemen” because they had to be armed and ready in a minute. They had no uniforms, but wore their everyday clothes instead. [Student] The American colonists wanted to prevent the British from seizing their arms and gunpowder in Concord. Paul Revere and two other spies discovered the British plans and made the famous midnight ride to warn the militia, “The Regulars are coming! The Regulars are coming!” He didn’t say, “The British are coming,” because at that time in America, everyone still considered themselves to be British! Redcoats were surprised to find Us Yankees set on winning At Lexington a shot rang out It was the war’s beginning! [Student] Early one April morning in 1775, seventy-seven American militia faced off against hundreds of British soldiers on Lexington Green just outside of Boston. The Patriots under Captain John Parker lost eight men in that brief battle, and the British lost none before marching off to Concord. [Student] The first bullet fired that day became known as “the shot heard ‘round the world,” because other countries could not believe the American colonists were taking on the greatest empire in the world! At Bunker Hill we really showed The stuff that we were made of We dug a fort and fought as if There’s nothing we were ‘fraid of. [Student] The Americans dug earthworks on Bunker Hill. They were able to dig them all overnight because they were used to hard work and were willing to work throughout the night, unlike the British. Another year went by before We had our Declaration Of Independence which became The creed of our whole nation. [Student] On the Fourth of July, 1776, the Americans declared independence. They now regarded their nation as a totally separate country from Great Britain. [Student] “We hold these truths to be self evident; that all men are created equal; that they are endowed by their creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness.” [Student] The war had now officially begun. After months of dramatic losses in New York, George Washington and his troops crossed the icy Delaware River to Trenton, New Jersey in the depths of winter. They surprised Britain’s Hessian allies asleep on Christmas night and won the battle! Times were hard, the winter cold, We really took a bruising. But General George Washington Was not too keen on losing. [Student] According to legend, around this time, Betsy Ross was asked to make the first American flag, using six pointed stars, but she said five-pointed stars would look better. Every army needs a flag To pledge unto forever, And now we had our stars and stripes, Red, white, and blue together. [Student] States had their own flags and individual regiments all had at least one flag of their own. But the new country needed a special banner. The first “stars and stripes” American flag had 13 stars to represent the 13 states. They were arranged in a circle to represent “a new constellation” in a blue sky. Their uniforms in tatters now They didn’t look so splendid. Saratoga turned the tide, The British there surrendered. [Student] At the battles of Saratoga, the Americans began using new techniques and a new kind of rifle, and they forced over 6,000 British soldiers to surrender to the tune of “Yankee Doodle.” [Student] The Marquis de Lafayette, a passionate and dedicated young Frenchman volunteering his service for free in Washington’s army, sailed back to France and convinced the king to become our ally in the war against England. [Student] France’s King Louis the 16th sent an abundance of guns, soldiers, and ships to the colonies, which would eventually give us an advantage we didn’t have before. We owe Lafayette a debt of gratitude for this and for so much more! Winter camp at Valley Forge, The cold was really killing, But we became an army when Von Steuben did the drilling. [Student] Washington’s troops went into winter camp at Valley Forge in Pennsylvania. They were ragged and starving at first, but conditions gradually improved. A Prussian officer named Baron von Steuben drilled the troops and turned them into a disciplined army. Our United States Army today still uses the techniques in the book Von Steuben wrote for the troops in the Revolutionary War! Yorktown was the last big battle British there surrendered. The French had helped us Yankees out And soon the war was ended. [Student] The French had entered the war on the side of the Americans. Together, American and French soldiers trapped the British and their Hessian allies at Yorktown, Virginia and forced them to surrender, which effectively ended the Revolutionary War. Yankee Doodle won his war He seemed to be in clover. But revolutions carried on Some things are never over! Yankee doodle keep it up Yankee doodle dandy. Mind the music and the step And with the girls be dandy! [Student] Yankee Doodle had become a dandy and his song was a victory celebration! We had won the war and were a free country. Now it was time to develop our own rules and laws, so delegates from 12 of the 13 states gathered in Philadelphia to write our Constitution. On September 17, 1787, the Constitution was signed, and in March of 1789, it went into effect! {CHEERS} Yankee Doodle won his war He seemed to be in clover. But revolutions carried on Some things are never over! Yankee doodle keep it up Yankee doodle dandy. Mind the music and the step And with the girls be dandy! with the girls be * dandy! ​ ​ with the girls be * dandy! ​ ​ with the girls be * dandy! ​ ​ with the girls be * dandy! ​ ​ Sing “The Preamble” ​ ​ (all) Hey, do you know about the USA? Do you know about the government? Can you tell me ‘bout the Constitution? Hey, learn about the USA. (boys) In 1787, I’m told, our Founding Fathers did agree to write a list of principles for keepin’ people free. (girls) The USA was just starting out a whole brand new country And so our people spelled it out; the things that we should be! (1 kid) And they put those principles down on paper and called it the Constitution and it’s been helping us run our country ever since then. (1 kid) The first part of the Constitution is called the preamble, and tells what those Founding Fathers set out to do. (all) We the people, in order to form a more perfect union establish justice, ensure domestic tranquility, provide for the common defense support the general welfare and secure the blessings of liberty to ourselves and our posterity (girls) do ordain, and establish this Constitution for the United States of America. (boys) In 1787, I’m told our Founding Fathers all sat down and wrote a list of principles that’s known the world around (girls) The USA was just starting out a whole brand new country and so our people spelled it out: they wanted a land of liberty! (1 kid) And the Preamble goes like this: (all) We the people, in order to form a more perfect union establish justice, ensure domestic tranquility, provide for the common defense suppose the general welfare and secure the blessings of liberty to ourselves and our posterity (girls) do ordain, and establish this Constitution for the United States of America. [Student] Our Founding Fathers and those who fought in the Revolutionary War sacrificed so much so that we could be a free country---the first one like it in the history of the world! We hope everyone remembers what they did for us, and that we all appreciate our freedoms now. {Hum God Bless America while we get the states cards passed out} Sing “50 Nifty” ​ ​ ​ Fifty nifty United States from thirteen original colonies; Fifty nifty stars on the flag that billows so beautifully in the breeze. Each individual state Contributes a quality that is great. Each individual state Deserves a bow, we salute them now. Fifty nifty United States from thirteen original colonies, Shout 'em, scout 'em, tell all about 'em, One by one till we've given a day to every state in the U.S.A. Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut; Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana; Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan; Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada; New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio; Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas; Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming! (FASTER) Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut; ​ Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana; Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan; Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada; New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio; Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas; Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming! North, south, east, west In our calm, objective opinion, [BIG PAUSE] INDIANA [BIG PAUSE] is the best of the..
Load more

Recommended publications
  • Revolutionary America Syllabus.Pages
    THE AGE OF HAMILTON SAM HOUSTON STATE UNIVERSITY Professor: Dr. Benjamin E. Park Office: ABIV, Room 403 HIST 4378 Phone: (936) 294-1490 REVOLUTIONARY AMERICA Office Hours: M & W, 9:30-11:00am SPRING 2018 Email: [email protected] MWF 12:00-12:50 Twitter: @BenjaminEPark CHSS 232 REVOLUTIONARY AMERICA SPRING 2018 Digging into Hamilton’s America Viewing the Formation of a Nation through the Eyes of an Immigrant In the last few years, the broadway play Hamilton: An American Musical, has taken the nation by storm. A racially diverse cast, catchy hip-hop tunes, and a culturally relevant message has made the production both critically acclaimed and immensely popular. Thanks to Lin-Manuel Miranda, Alexander “…these united Colonies Hamilton is, as the kids say, “hot.” But what about Hamilton’s world? A broadway are, and of Right ought musical is not meant to be a historical treatise, as to be Free and any production is destined to take literary license. Nor does the play seek to tell the entire story of Independent States…” revolutionary America. This course will put flesh on Miranda’s skeleton—and in some cases, attempt to By the end of this semester, students are expected to: perform drastic reconstructive surgery on our • Acquire a substantial knowledge of America’s complex cultural myths. My hope is that you’ll see the revolution by reading primary and secondary sources. nation’s founding like you never have before. • Demonstrate competence of the historian’s craft by We will be using two different—and somewhat outlining key themes and methods historians have competing—lenses for this class.
    [Show full text]
  • Continental Congress
    Acts What they did . Writs of Assistance allowed customs (British) officers to search any location for smuggled goods (especially ships) . Stamp Act taxed all printed material; newspapers, pamphlets, playing cards, and wills (Colonists rioted and boycotted British goods, smuggling) “ No taxation without Representation” British Acts Acts What they did Townshend Acts Tax on glass, tea, paper, lead (imported goods) Boycott of British Goods – Nonimportation Agreement Tea Act Law that let British East India Company bypass merchants to sell directly to colonists (Britain had excess tea that was not being purchased and they needed to get rid of it) Quartering Act Housing British troops http://images.metmuseum.org/CRDImages/dp/original/DP827936.jpg Boston Massacre • Redcoats set up camp in Boston to support the tax collectors who were being threatened by colonists • Redcoats acted rudely and violently • They were poor so they often stole from colonists • March 5, 1770 • Bostonians and Redcoats argue • Bostonians moved through the streets to the Customs House • British soldiers panic • A shot is fired • 5 Bostonians lay dead • Soldiers were arrested and tried for murder. • John Adams was the lawyer who defended them Boston Tea Party Because of the tea act, East India Company’s tea was cheaper than any other tea. The colonists again boycotted British goods to show their dislike of British tea control. Boston Tea Party Colonists in Boston and Philadelphia planned to stop the company’s ships from unloading. In all colonial ports except Boston, colonists forced the company’s ships to return to Britain. Boston Tea Party In Boston Harbor in December 1773, the royal governor ordered the tea unloaded.
    [Show full text]
  • The Second Amendment in Action
    Chicago-Kent Law Review Volume 76 Issue 1 Symposium on the Second Amendment: Article 4 Fresh Looks October 2000 The Second Amendment in Action Michael A. Bellesiles Follow this and additional works at: https://scholarship.kentlaw.iit.edu/cklawreview Part of the Law Commons Recommended Citation Michael A. Bellesiles, The Second Amendment in Action, 76 Chi.-Kent L. Rev. 61 (2000). Available at: https://scholarship.kentlaw.iit.edu/cklawreview/vol76/iss1/4 This Article is brought to you for free and open access by Scholarly Commons @ IIT Chicago-Kent College of Law. It has been accepted for inclusion in Chicago-Kent Law Review by an authorized editor of Scholarly Commons @ IIT Chicago-Kent College of Law. For more information, please contact [email protected], [email protected]. THE SECOND AMENDMENT IN ACTION MICHAEL A. BELLESILES* INTRODUCTION What follows may be entirely irrelevant. There are those who argue that historical inquiry offers nothing to our understanding of the Second Amendment. This postmodernist position is well represented by Charlton Heston, who has dismissed historical scholarship as not in the least bit relevant and called for historians to stop wasting their time in the archives.1 Akhil Amar recently stated that current understandings of the original meaning of the Second Amendment "might be false as a matter of historical fact but [are] nonetheless true as a matter of constitutional law."' 2 William Van Alstyne insists that historical research into the context of the Second Amendment "doesn't seem to me to make a very great deal of difference against the background of Bunker Hill, and the minutemen, and the imagery that this is the nature of things."3 Postmodernism denies the value and even the validity of historical context, emphasizing instead language and image; truth itself is a rhetorical social construct, it is the critic's representation of the past that matters.
    [Show full text]
  • FISHKILLISHKILL Mmilitaryilitary Ssupplyupply Hubhub Ooff Thethe Aamericanmerican Rrevolutionevolution
    Staples® Print Solutions HUNRES_1518351_BRO01 QA6 1234 CYANMAGENTAYELLOWBLACK 06/6/2016 This material is based upon work assisted by a grant from the Department of Interior, National Park Service. Any opinions, fi ndings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily refl ect the views of the Department of the Interior. FFISHKILLISHKILL MMilitaryilitary SSupplyupply HHubub ooff tthehe AAmericanmerican RRevolutionevolution 11776-1783776-1783 “...the principal depot of Washington’s army, where there are magazines, hospitals, workshops, etc., which form a town of themselves...” -Thomas Anburey 1778 Friends of the Fishkill Supply Depot A Historical Overview www.fi shkillsupplydepot.org Cover Image: Spencer Collection, New York Public Library. Designed and Written by Hunter Research, Inc., 2016 “View from Fishkill looking to West Point.” Funded by the American Battlefi eld Protection Program Th e New York Public Library Digital Collections. 1820. Staples® Print Solutions HUNRES_1518351_BRO01 QA6 5678 CYANMAGENTAYELLOWBLACK 06/6/2016 Fishkill Military Supply Hub of the American Revolution In 1777, the British hatched a scheme to capture not only Fishkill but the vital Fishkill Hudson Valley, which, if successful, would sever New England from the Mid- Atlantic and paralyze the American cause. The main invasion force, under Gen- eral John Burgoyne, would push south down the Lake Champlain corridor from Distribution Hub on the Hudson Canada while General Howe’s troops in New York advanced up the Hudson. In a series of missteps, Burgoyne overestimated the progress his army could make On July 9, 1776, New York’s Provincial Congress met at White Plains creating through the forests of northern New York, and Howe deliberately embarked the State of New York and accepting the Declaration of Independence.
    [Show full text]
  • Levi's Life After the Revolutionary
    This book is dedicated to Crystal Farish, Hauley Farish, Lane Farish, Brooke Barker, Heidi Thornton, Justin Thornton, Anthony Thornton, and Jasmine Parker, all of whom are the 5th-great-grandchildren of Levi Temple. THE AMAZING LIFE OF 1751–1821 ii TABLE OF CONTENTS LEVI TEMPLE’S DESCENdaNTS . iv THE LIFE OF LEVI TEMPLE . 1 LEVI’S LIFE BEFORE THE WAR . 3 THE BOSTON MASSacRE . 7 THE BOSTON TEA PARTY . 8 THE MINUTEMEN . 10 THE BattlE OF BUNKER HILL . 12 THE LIFE OF A PatRIOT SOLDIER . 14 LIFE at HOME DURING THE WAR . 18 THE DECLARatION OF INDEPENDENCE . 20 THE BRITISH SURRENDER at YORKTOWN . 22 THE TREatY OF PARIS . 24 LEVI’S LIFE AFTER THE REVOLUTIONARY WAR . 26 LEVI’S LEGacY . 28 ENDNOTES . 30 iii Thirteen stars represent the original colonies in this Revolutionary War flag. Richard S. Farish Crystal Lee 1940 ~ 1971 Farish Harwood Dean 1959 ~ Living Thornton Levi Georgia Flo 1918 ~ 1966 Temple Thornton Levi Phillip John Temple 1751 ~ 1821 1943 ~ 2006 Dawe Job 1788 ~ 1849 Bette Lee 1896 ~ 1970 Temple Dawe Rachel Solomon David 1811 ~ 1888 Nutting 1921 ~ 1984 Temple Lucy Georgia Annabelle 1856 ~ 1915 Brown 1752 ~ 1830 Temple Isabella abt. 1798 ~ 1852 1895 ~ 1955 Robertson Flora W. 1831 ~ 1880 Forbes 1862 ~ 1948 iviv The Life of Levi Temple our ancestor, Levi Temple, was one of many everything they owned, ruin their families, and risk YAmerican colonists who risked his life to win suffering the undignified death of a traitor. freedom from British rule. This brave decision helped Courage and determination allowed the Patriots make the United States of America a reality, but it also to overcome incredible odds.
    [Show full text]
  • Environment and Culture in the Northeastern Americas During the American Revolution Daniel S
    The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library Spring 5-11-2019 Navigating Wilderness and Borderland: Environment and Culture in the Northeastern Americas during the American Revolution Daniel S. Soucier University of Maine, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/etd Part of the Canadian History Commons, Environmental Studies Commons, Military History Commons, Nature and Society Relations Commons, Other History Commons, and the United States History Commons Recommended Citation Soucier, Daniel S., "Navigating Wilderness and Borderland: Environment and Culture in the Northeastern Americas during the American Revolution" (2019). Electronic Theses and Dissertations. 2992. https://digitalcommons.library.umaine.edu/etd/2992 This Open-Access Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. NAVIGATING WILDERNESS AND BORDERLAND: ENVIRONMENT AND CULTURE IN THE NORTHEASTERN AMERICAS DURING THE AMERICAN REVOLUTION By Daniel S. Soucier B.A. University of Maine, 2011 M.A. University of Maine, 2013 C.A.S. University of Maine, 2016 A THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in History) The Graduate School University of Maine May, 2019 Advisory Committee: Richard Judd, Professor Emeritus of History, Co-Adviser Liam Riordan, Professor of History, Co-Adviser Stephen Miller, Professor of History Jacques Ferland, Associate Professor of History Stephen Hornsby, Professor of Anthropology and Canadian Studies DISSERTATION ACCEPTANCE STATEMENT On behalf of the Graduate Committee for Daniel S.
    [Show full text]
  • Chapter 5 the Spirit of Independence
    Chapter 5 The Spirit of Independence Section 1: Taxation Without Representation Vocab. • Revenue • Resolution • Boycott • Repeal • Effigy • Prohibit • Violate Relations with Britain • Proclamation of 1763 – Prohibited colonists expansion west – Allowed Britain to control trade and commerce in the colonies • British Debt – King and Parliament tax colonists heavily – Strictly enforce tax laws Britain’s Trade Laws • George Grenville – Prime Minister in 1763 – Encouraged laws that allowed smugglers to be tried in vice-admiralty courts (without juries) • Writs of Assistance – 1767: Documents that allowed British officers to enter any location to search for smuggled goods The Sugar Act • Parliament Passes Sugar Act – 1764 – Lowered the tax on imported molasses to convince colonists to pay the tax – Gave officers ability to take smuggled good without going to court • Violated Rights of Colonists – New taxes and trade laws took away rights as English citizens New Taxes • Stamp Act – Passed by Parliament in 1765 – Placed a tax on almost all printed material • Newspapers, wills, playing cards, etc. • Sparked colonial resistance – Colonists opposed being taxed without their consent or approval Protesting the Stamp Act • Patrick Henry – Persuaded the Virginia House of Burgesses to pass a resolution – Declared that only the Virginia Assembly had the authority to tax its citizens • Samuel Adams – Helped start the Sons of Liberty – Protestors burnt effigies and destroyed houses belonging to royal officials Effigy • Rag doll figures that represented British tax collectors Protesting the Stamp Act (cont.) • Boycott – People in colonial cities refused to buy stamps – Refused to buy other European goods also • Nonimportation Agreements – Signed by colonial merchants – Promise not to buy imported goods from Britain The Townshend Acts • Colonists refused to pay internal taxes • Townshend Acts – New taxes only on imported goods from Britain • Glass, tea, paper, etc.
    [Show full text]
  • Battles of Saratoga Date: ______
    IS 228 Name: ________________________ Class: ____ .. American Revolution: The Battles of Saratoga Date: ___________________________________ During the summer of 1776, a powerful army under British General Sir William control of the entire river. Control of the Hudson could sever New England-the hot Howe invaded the New York City area. His professional troops defeated and bed of the rebellion-from the rest of the colonies. outmaneuvered General George Washington’s less trained forces. An ill advised The architect of the plan, General John Burgoyne, commanded the main thrust American invasion of Canada had come to an appalling end, its once confident through the Lake Champlain valley. Although the invasion had some initial success regiments reduced to a barely disciplined mob beset by smallpox and pursuing with the capture of Fort Ticonderoga, the realities of untamed terrain soon slowed British troops through the Lake the British triumphant advance into an Champlain Valley. agonizing crawl. Worse for the British, a major As 1776 ended, the cause for column en route to seek supplies in Vermont American Independence seemed all but was overrun, costing Burgoyne almost lost. It was true that Washington’s irreplaceable 1000 men. Hard on the heels of successful gamble at the battles of this disaster, Burgoyne’s contingent of Native Trenton and Princeton kept hopes alive, Americans decided to leave, word came from but the British were still holding the the west that the second British column was initiative. Royal Garrisons held New stalled by the American controlled Fort Stanwix York and its immediate environs, and that the main British army would not be Newport, Rhode Island and Canada.
    [Show full text]
  • American Revolution Vocabulary
    American Revolution Vocabulary 1. Revolt 9. Parliament 2.Heckling 10. Patriot 3. Militia 11. Enlisting 4.Patriots 12. Treaties 5.Loyalist 6.Enlisting 7.Continental Congress 8. Commander in chief Have your parents ever asked you to do something, and you REALLY didn’t want to do it? If this has happened to you before, then you have an idea of how Great Britain’s 13 American colonies felt in the 1700’s… Background Information The Argument Since 1607, people had been leaving the motherland *Parliament felt the to come to America for a variety of reasons which colonies should help pay included: the war debts. 1.Religious freedom However, the 2.Economic gain 3.A new life Americans resisted, While many of these colonists had their differences claiming that they with Britain, most still considered themselves loyal should not be taxed subjects of the crown. because they had no representation in The Fuel for the Fire Parliament. The Starting around 1763, after the French and Indian American colonist War, conflict increased between Britain and the wanted to have some colonies. Great Britain had fought the war to drive say in the government the French from the continent and had come away if they were going to victorious, but with HUGE war debts. pay taxes. War didn't happen right away. First there were protests and arguments. Then some small skirmishes between the colonists and the local British army. Things just got worse and worse over the course of years until the colonies and Great Britain were at war. A plan that failed… The British offered a plan to let the colonists elect representatives to Parliament, but the colonists rejected the plan.
    [Show full text]
  • Lesson Title: Hamilton's
    Lesson Title: Hamilton’s War Grade Levels : 9-12 Time Allotment: Three 45-minute class periods Overview: This high school lesson plan uses video clips from REDISCOVERING ALEXANDER HAMILTON and a website featuring interactive animations of Revolutionary War battles to explore Alexander Hamilton’s military career in three different engagements: The Battle for New York The Battle of Princeton, and the Siege of Yorktown. The Introductory Activity dispels the common misconception that the Revolution was primarily fought by “minutemen” militiamen using guerilla tactics against the British, and establishes the primary role of the Continental Army in the American war effort. The Learning Activities uses student organizers to focus students’ online exploration of the battles of New York, Princeton, and Yorktown, focusing on Alexander Hamilton’s role. The Culminating Activity challenges students to create their own organizer for a different Revolutionary War battle. This lesson is best used during a unit on the American Revolution, after the key causes for the conflict have been established. Subject Matter: History Learning Objectives: Students will be able to: • Distinguish between “irregular” and “regular” military forces in the 18 th century and outline their relative merits • Explain the context and consequences for the battles of New York, Princeton, and Yorktown • Describe the general course of events in each of these actions, noting key turning points • Discuss how historical fact can sometimes be distorted or embellished for effect • Outline
    [Show full text]
  • Chapter 6 the American Revolution
    MI OPEN BOOK PROJECT UnitedBeginnings through Revolution States History Marlene Bailey, Denise Gallemore, Whitney Holdwick Karyn Hutchinson, Denise Knapp, Sara Smith United States History - Beginnings through Revolution The text of this book is licensed under a Creative Commons NonCommercial-ShareAlike (CC-BY-NC-SA) license as part of Michigan’s participation in the national #GoOpen movement. Information on the latest version and updates are available on the project homepage: http://textbooks.wmisd.org/dashboard.html Attribution-NonCommercial-ShareAlike CC BY-NC-SA ii The Michigan Open Book About the Authors - US History - Beginnings through Revolution Project Marlene Bailey Elk Rapids Public Schools Lakeland Elementary School Marlene Bailey serves as an elementary social studies chair for the Elk Rapids school Project Manager: Dave Johnson, district Curriculum Committee. She holds a bachelor of science degree in Education from Wexford-Missaukee Intermediate School Michigan State University and a graduate degree in Curriculum and Instruction from Louis District National University. Bailey has more than 30 years of classroom experience with at least 20 years of teaching fifth grade social studies. Currently part of an International Baccalaureate 5th Grade Team Editor: Susan Laninga, Grand Valley State University 5th Grade United States History - Denise Gallemore Beginnings through Revolution Authors: Marysville Public Schools Gardens Elementary School Marlene Bailey, Elk Rapids Public Denise Gallemore has been teaching elementary school for 24 years. She earned her Schools Masters of Teaching Degree from Wayne State University & her undergraduate from Central Michigan University. Denise has taught at every grade level but most of her Denise Gallemore, Marysville Public career ( 15 years) has been spent in 5th grade.
    [Show full text]
  • Social Studies Quarter 4: Week 7 Monday Tuesday Wednesday Thursday Friday Specials Measurable Objective: I Can Explain Mercantilism
    Student weekly plan Apr 26-30, 2021 Teacher: White Grade Level: 8 Subject: Social Studies Quarter 4: Week 7 Monday Tuesday Wednesday Thursday Friday Specials Measurable Objective: I can explain mercantilism. I can compare The Sugar Act I can create a graphic I can create a graphic (Students will be able to…) and The Molasses Act. organizer about the organizer about the minutemen, Sons of Liberty minutemen, Sons of Liberty and Committees of and Committees of Correspondence. Correspondence-continued. Materials: Exploration, Revolution, & Exploration, Revolution, & Exploration, Revolution, & Exploration, Revolution, & Constitution pages: 83-86 Constitution pages: 87-89 Constitution pages: 90 Constitution pages: 90 Email [email protected] or call 602-285-3003 The students need to sign in to Infobase.com to access the atlas: Username: Riverbendprep Password: digital Instructions Please follow the written Please follow the written Please follow the written Please follow the written Use the atlas on the Infobase site directions to complete the directions to complete the directions to complete the directions to complete the or another atlas to complete the assignments assignments assignments assignments assignment. Do: Zoom 8:15-10:00 Zoom 8:15-10:00 Zoom 8:15-10:00 Zoom 8:15-10:00 Attend Zoom for https://us02web.zoom.us/j/71498 Meeting ID: 714 9830 4944 Meeting ID: 714 9830 4944 Meeting ID: 714 9830 4944 Meeting ID: 714 9830 4944 Specials at 11:00am 304944?pwd=NFAxc00vY1dHMEZ Meeting ID: 788 9909 mbENWSjdKdEhDZz09 4093 Meeting ID: 714 9830 4944 Organizer You can return the You can scan the completed You can take a picture of the Failure to turn in completed assignment to assignment and send them to completed assignment and completed work will the school me through email or Remind send them to me through result in failing grades email or Remind and retainment Assignments Assignment: Assignment: Assignment: Assignment: Please turn in assignments only.
    [Show full text]