The American Revolution 1754 - 1783:
How Powerful Ideas Reverberate
Through History
Beth Dichter
Northampton High School
Tricorn Hat
Picture from Pocumtuck Valley Memorial
Association
http://www.americancenturies.mass.edu/collec
tion/itempage.jsp?itemid=6064
Soapstone Bullet Mold
Picture from Pocumtuck Valley Memorial Association
http://www.americancenturies.mass.edu/collection/itempa
ge.jsp?itemid=6071
Introduction
The United States is a land of immigrants, settled by people of many
nations. The American Revolution, fought in the 1770s and 1780s, became
a global war. It was a war that “liberated” us from England, yet many nations
came to the aid of this newly formed republic. There are many stories from
this time period. In this unit we will learn about key events that took place,
research documents that played critical roles in the decision to go to war,
and begin to see how this war that created our nation as we know it today,
continues to reverberate. Emerson wrote the Concord Hymn. The opening
stanza is:
By the rude bridge that arched the flood,
Their flag to April's breeze unfurled;
Here once the embattled farmers stood;
And fired the shot heard 'round the world.
Revolutionary Flag
Remnant
Think about why Emerson would have referred to the Battle at Concord as
“the shot heard ‘round the world” and let’s begin our adventure!
Picture from Pocumtuck Valley Memorial Association
http://www.americancenturies.mass.edu/collection/itempag
e.jsp?itemid=6053
Task
The United States went through a birthing process during
the 1700s. Many men and women no older than you
played critical roles in the founding of our country.
Essential questions that you may consider include:
• What can we learn from the stories of the past that will
teach us about our future?
• Has the definition of freedom changed over the past two
hundred years?
• Do citizens have the right to choose not to follow the
rules of their government?
• What defines a revolution?
• How can change lead to violent conflict?
• What is propaganda?
Task continued
You will explore these questions as you work through
this WebQuest. Using as many primary resources as
possible you will explore key events that took place
during this time.
Throughout this WebQuest you will:
• Research websites in your area of focus, exploring
primary documents.
• Synthesize the information, choosing the most
important material to share with the class.
• Formulate your answers to the questions raised
above.
Your final project will be an interactive presentation by
your group to the class about the events you studied.
Process – Part 1
• You will be assigned to a team of ~four students.
• Each team will explore two of the following topics.
• Your team will present the key ideas about this topic to the
class.
• There are many ways you may choose to present the
information that you learn.
• You may choose to use one of the ideas below or you may
come up with your own idea.
• If you come up with your own idea be sure to clear it with
me first.
• Each topic has at least three websites listed that may be
helpful.
• Be sure to explore additional websites that you find on your
own.
• And remember…Wikipedia may not be used as your primary
resource for this project.
Process – Part 2
• Re-enact the situation (such as the trial
following the Boston Massacre)
• Be an embedded journalist – present a radio
show, write a blog, create a podcast, write a
newspaper article, an as-it-happens news show
• Create a rap song about the issue/event
• Hold a town meeting
• Interview a character that took part in the
event you are studying using Xtranormal
Process – Part 3
• Present grievances to Parliament
• Create a political cartoon
• Create a rap song about the issue/event
• Be an embedded journalist – present a radio show,
write a blog, create a podcast, write a newspaper
article, an as-it-happens news show
• Create a mind map uploading pictures and text to
explain a specific event of concept (SpiderScribe)
• Hold a town meeting
• Interview a character that took part in the event you
are studying
• Create a Fakebook using a number of people who
took participated in an event
A – The Impact of the Colonies
on the French & Indian War
The impact of the colonies on the French and
Indian War, specifically exploring the British
imperial policy from 1763 to 1775 and how the
policy impacted the colonies.
http://memory.loc.gov/ammem/today/jun04.html#necessity
http://www.ushistory.org/declaration/related/frin.htm/
http://www.let.rug.nl/usa//E/7yearswar/fiwxx.htm
The Taking of Quebec
http://lcweb2.loc.gov/cgibin/query/r?pp/PPALL:@field(NUMBER+@band(cph+
3a04047)):
The influence and ideas of the Declaration of
Independence and the political philosophy of
Thomas Jefferson.
http://www.ushistory.org/declaration/
http://www.archives.gov/national-archivesexperience/charters/declaration.html
http://www.wsu.edu/~dee/AMERICA/DECLAR.HTM
You may also want to check out the book
American Scriptures: Making the
Declaration of Independence by Pauline
Maier. Appendix C has “The Declaration of
Independence: The Jefferson Draft with
Congress’s Editorial Changes.”
http://www.loc.gov/exhibits/treasures/trt001.html
B – Thomas Jefferson and the
Declaration of Independence
“Original Rough Draught of the
Declaration of Independence”
C – The Resistance of American
to British Policies
http://www.loc.gov/exhibits/british/images/34uc.jpg
The resistance of Americans to British policies before 1775.
Look at the:
Stamp Act
Intolerable Acts
Quartering Act,
Sugar Act
Tea Tax, etc.
http://ahp.gatech.edu/hisdocs.html
http://www.historywiz.com/intolerable.htm
http://www.loc.gov/exhibits/british/brit-2.html
Proof Sheet of 1d Stamp Duties for
Newspaper, 1765
D – The Boston Massacre
The role of Massachusetts in the revolution:
the Boston Massacre What happened on
March 5, 1770? How was it portrayed in the
media? How critical was this incident in the
American Revolution?
http://memory.loc.gov/ammem/today/mar05.html
http://www.bostonmassacre.net/index.html
http://www.digitalhistory.uh.edu/learning_history/r
evolution/revolution_art.cfm
http://www.law.umkc.edu/faculty/projects/ftrials/bo
stonmassacre/bostonmassacre.html
"The Bloody Massacre perpetrated
on King Street, Boston on
March 5th, 1770"
Pocumtuck Valley Memorial Association CREDIT: Revere, Paul, engraver. "The BLOODY MASSACRE perpetrated in King Street
BOSTON on March 5th 1770 by a party of the 29th REGT." 1770.
http://www.americancenturies.mass.edu/collection/itempage.jsp?itemid=12398
E – The Boston Tea Party
Why did the Boston Tea Party happen? Create an innovative way
to share this information with the class.
http://www.eyewitnesstohistory.com/teaparty.htm
http://www.pbs.org/ktca/liberty/chronicle_boston1774.html
http://odur.let.rug.nl/~usa/H/1990/ch2_p8.htm
Pocumtuck Valley Memorial Association
http://www.americancenturies.mass.edu/collection/itempage.jsp?itemid=5846
F – The Battles of Lexington and
Concord and Bunker Hill
What was the importance of these
battles? Why might Emerson have
written the stanza below?
By the rude bridge that arched the flood
Their flag to April's breeze unfurled
Here once the embattled farmers stood
and fired the shot heard round the world.
Ralph Waldo Emerson, "Concord Hymn"
http://www.nps.gov/mima/historyculture/index.htm
http://memory.loc.gov/ammem/today/apr19.html
http://www.teachingamericanhistory.org/library/index.asp?subcategory=74
http://memory.loc.gov/cgibin/query/i?ammem/detr:@field%28NUMBER+@band%28det+4a31669%29%29:displayType=1:m856sd=det:m856sf=4a31669
Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection
F – Key People: Sam Adams
Samuel Adams – politician,
Founding Father, writer
and more. What role did he
play in the American
Revolution?
http://www.ushistory.org/declaration/signers/adams_s.htm
http://history.hanover.edu/texts/adamss.htm
http://www.lucidcafe.com/library/95sep/adams.html#related
Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection
http://memory.loc.gov/cgibin/query/D?detr:8:./temp/~ammem_1zg7::@@@mdb=mcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,varstg,suffr
g,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbcards,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,
qlt,coolbib,fpnas,aasm,scsm,denn,relpet,amss,aaeo,mffbib,afc911bib,mjm,mnwp,rbcmillerbib,molden,ww2map,mfdipbib,afcnyebib,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lh
bprbib,ftvbib,afcreed,aipn,cwband,flwpabib,wpapos,cmns,psbib,pin,coplandbib,cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,cwnyhs,svybib,mmorse,afcwwgbib,my
mhiwebib,uncall,afcwip,mtaft,manz,llstbib,fawbib,berl,fmuever,cdn,upboverbib,mussm,cic,afcpearl,awh,awhbib,sgp,wright,lhbtnbib,afcesnbib,hurstonbib,mreynoldsbib,spaldingbi
b,sgproto
G – Key People: John Adams
John Adams – Founding
Father, diplomat, author. What
role did he play in the
American Revolution?
http://www.masshist.org/digitaladams/aea/index.html
http://www.millercenter.virginia.edu/academic/americanpresident/adams
http://www.nps.gov/adam/john-adams-biography.htm
Library of Congress, Prints and Photographs Division
http://memory.loc.gov/cgi-bin/query/D?presp:2:./temp/~ammem_6qkW::
I – Key People: John Hancock
“Just put your John Hancock here”
is something that you may have been
asked to do many times. What role
did John Hancock play in the
American Revolution? What were his
contributions to the formation of the
United States?
http://www.ushistory.org/declaration/signers/hancock.htm
http://www.johnhancock.org/
http://www.masshist.org/cabinet/november2002/hancocklarge.htm
http://colonialhall.com/hancock/hancock.php
Pocumtuck Valley Memorial Association
http://www.americancenturies.mass.edu/collection/itempage.jsp?itemid=17651
J – The Battle of Saratoga
Think about why the Battle of
Saratoga is referred to as the
“turning point” of the Revolution.
If Burgyone had not surrendered
what would the potential impact
have been?
http://memory.loc.gov/ammem/today/sep19.html
http://www.saratoga.org/battle1777/
http://www.wpi.edu/Academics/Depts/MilSci/Res
ources/saratoga.html
Plan of Carillon ou [sic] Ticonderoga
Library of Congress, Geography and Map Division
http://www.pbs.org/ktca/liberty/chronicle_saratog
a1777.html
http://memory.loc.gov/cgibin/query/D?gmd:2:./temp/~ammem_BR8m::@@@mdb=mcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbi
b,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,pa
pr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbcards,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,ql
t,coolbib,fpnas,aasm,scsm,denn,relpet,amss,aaeo,mffbib,afc911bib,mjm,mnwp,rbcmillerbib,molden,ww2map,mfdipbib,
afcnyebib,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbib,ftvbib,afcreed,aipn,cwband,flwpabib,wpapos,cmns,psbib
,pin,coplandbib,cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,cwnyhs,svybib,mmorse,afcwwgbib,mymhiwe
bib,uncall,afcwip,mtaft,manz,llstbib,fawbib,berl,fmuever,cdn,upboverbib,mussm,cic,afcpearl,awh,awhbib,sgp,wright,lhbt
nbib,afcesnbib,hurstonbib,mreynoldsbib,spaldingbib,sgproto
K – The Battle of the Carolinas
The Battle of the Carolinas (the Southern Campaign. Think about
why England chose to fight in the South. Did they fight the wrong
campaign in the South? Why or why not?
http://www.army.mil/cmh-pg/books/AMH/AMH-04.htm
http://www.cr.nps.gov/seac/socamp.htm
http://www.pbs.org/ktca/liberty/chronicle_yorktown1781.html (Yorktown)
Library of Congress, Prints and Photographs Division, Detroit Publishing
Company Collection.
http://memory.loc.gov/cgibin/query/D?detr:36:./temp/~ammem_ODr7::@@@mdb=mcc,gottscho,detr
,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,g
md,pan,vv,presp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,mus
dibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbcard
s,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aa
sm,scsm,denn,relpet,amss,aaeo,mffbib,afc911bib,mjm,mnwp,rbcmillerbib,
molden,ww2map,mfdipbib,afcnyebib,hawp,omhbib,rbaapcbib,mal,ncpsbib,
ncpm,lhbprbib,ftvbib,afcreed,aipn,cwband,flwpabib,wpapos,cmns,psbib,pin,
coplandbib,cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,cwny
hs,svybib,mmorse,afcwwgbib,mymhiwebib,uncall,afcwip,mtaft,manz,llstbib,
fawbib,berl,fmuever,cdn,upboverbib,mussm,cic,afcpearl,awh,awhbib,sgp,w
right,lhbtnbib,afcesnbib,hurstonbib,mreynoldsbib,spaldingbib,sgproto
Surrender of Lord Cornwallis
Conclusion
• Over two hundred years have passed
since the American Revolution and we
continue to look to the past as we deal
with the future. Immigrants who came
to this land chose to fight for freedom.
A Declaration of Independence was
written. The Continental Congresses
created many documents that we refer
to hundreds of years later.
Conclusion Continued
• What has learning about this revolution taught you
about conflict and change, about the role of
propaganda in the media?
• Do citizens today have the right to choose not to
follow the rules of our government?
• Can you see a situation where you would choose
not to follow the rules?
• What price would you be willing to pay?
• Do you believe that citizens in the United States
today have freedom?
• Many questions were looked at through the lenses
of today peering into the past. How do you think
future generations will perceive the events going
on today compared to the events in the mid-tolate 1700s?
American Revolution Sites on
the Web
•
USHistory.org
http://www.ushistory.org/
The Independence Hall Association hosts a “Congress of Web sites”
about Colonial America and the American Revolution.
•
LIBERTY! The American Revolution
http://www.pbs.org/ktca/liberty/index.html
This is the companion site to the PBS documentary on the American
Revolution.
•
Africans in America: Revolution, 1750 – 1805
http://www.pbs.org/wgbh/aia/part2/title.html
•
In Motion: The African American Migration Experience
http://www.inmotionaame.org/home.cfm
This website looks at the African American Migration Experience
beginning with the Transatlantic Slave Trade through modern times. A
small part covers the American Revolution.
American Revolution Sites on
the Web continued
• Archiving Early America: Primary Source
Material from 18th Century America
http://www.earlyamerica.com/
• Religion and the Founding of the American
Republic
http://www.loc.gov/exhibits/religion/rel03.html
This site explores the role that religion played in
the founding of the American colonies. There are
seven sections including America As Refuge:
The 17th Century and Religion and the Congress
of the Confederation as well as the one on
Religion and the American Revolution.
American Revolution Sites on
the Web continued
The Massachusetts Historical Society
http://www.masshist.org/
“For more than two centuries the MHS has been collecting and
preserving materials relating to the history of our commonwealth
and our nation. The holdings of the MHS encompass millions of
rare and unique documents and artifacts vital to the study of
American history.”
The American Revolution
http://www.theamericanrevolution.org/
Provides a wide variety of resources.
Suggested Books
Fight for Freedom: the American Revolutionary War – by
Benson Bobrick. Published 2004 by Atheneum Books for Young
Readers
Although geared for Grades 4 – 8 may be of use in upper grades.
Illustrations are primarily reproductions of period prints or later
paintings of the events that are being discusses.
Flocabulary: The Hip-Hop Approach to US History – by Blake
Harrison and Alexander Rappaport. Published 2006 by Cider Mill
Press Book Publishers
This book uses original rap songs to introduce US History. If
students are interested in creating a rap song this book/CD set
may provide them with ideas. Chapters 3 – 5 cover events of this
time period. http://www.flocabulary.com/hiphopushistory.html
Suggested Books Continued
The American Revolution – by Steve Sheinkin. Published 2005 by
Summer Street Press.
Written for 4th – 8th graders this book this book uses true stories,
quotes and humor to bring the American Revolution alive. Many
primary resources and written in a way that quickly engages all ages.
Massachusetts Common Core Reading Standards for
Literacy in History/Social Studies
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific
details to an understanding of the text as a whole.
2. Determine the central ideas or information of a primary or
secondary source; provide an accurate summary that makes clear
the relationships among the key details and ideas.
3. Evaluate various explanations for actions or events and determine
which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.
Massachusetts Common Core Reading Standards for
Literacy in History/Social Studies
Craft and Structure
4. Determine the meaning of words and phrases as they are used
in a text, including analyzing how an author uses and refines
the meaning of a key term over the course of a text (e.g., how
Madison defines faction in Federalist No. 10).
5. Analyze in detail how a complex primary source is structured,
including how key sentences, paragraphs, and larger portions
of the text contribute to the whole.
6. Evaluate authors’ differing points of view on the same historical
event or issue by assessing the authors’ claims, reasoning, and
evidence.
Massachusetts Common Core Reading Standards for
Literacy in History/Social Studies
Integration of Knowledge and Ideas
7. Integrate and evaluate multiple sources of information presented
in diverse formats and media (e.g., visually, quantitatively, as well
as in words) in order to address a question or solve a problem.
8. Evaluate an author’s premises, claims, and evidence by
corroborating or challenging them with other information.
9. Integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event,
noting discrepancies among sources.
Range of Reading and Level of Text Complexity
10. By the end of grade 12, read and comprehend history/social
studies texts in the grades 11–CCR text complexity band
independently and proficiently.
Massachusetts Common Core Writing Standards for
Literacy in History/Social Studies, Science, and
Technical Subjects (Grade 11-12)
Text Types and Purposes
2. Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and
information so that each new element builds on that which precedes it to
create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension
.
b. Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
c. Use varied transitions and sentence structures to link the major sections
of the text, create cohesion, and clarify the relationships among complex
ideas and concepts.
Massachusetts Common Core Writing Standards for
Literacy in History/Social Studies, Science, and
Technical Subjects (Grade 11-12)
Text Types and Purposes continued
d. Use precise language, domain-specific vocabulary and techniques
such as metaphor, simile, and analogy to manage the complexity
of the topic; convey a knowledgeable stance in a style that
responds to the discipline and context as well as to the expertise of
likely readers.
e. Provide a concluding statement or section that follows from and
supports the information or explanation provided (e.g., articulating
implications or the significance of the topic).
Production and Distribution of Writing
6. Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
Massachusetts Common Core Writing Standards for
Literacy in History/Social Studies, Science, and
Technical Subjects (Grade 11-12)
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under
investigation.
8. Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and
research.
Massachusetts Common Core Writing Standards for
Literacy in History/Social Studies, Science, and
Technical Subjects (Grade 11-12)
Range of Writing
10. Write routinely over extended time frames (time for reflection
and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and
audiences.
Credits
Thanks to Pocumtuck Valley Memorial Association and their
Teaching American History Program (funded through the federal
Department of Education) for lighting the flame that brought forth this
WebQuest. You can find wonderful resources at their website:
http://www.americancenturies.mass.edu/home.html
And thanks to all the wonderful teachers who have been a part of the
program.