APPENDIX – 5TH GRADE UNIT Patriotism
Table of Contents
Pictures of patriotism……………………………………………………………...................A-1
Samples of point of view charts……………………………………………………...……….A-4
Sample #1of graphic organizer showing cause and effect………………………………........A-5
Sample #2 of graphic organizer showing cause and effect……………………………….......A-6
Poem: “Boston Tea Party”…………………………………………………………………...A-7
Biography: James Forten, “Biographical Sketch of James Forten”………………………….A-9
Interview script: Peter Southall ………………………………………………………..…...A-11
Interview script: Robert Evans ………………………………………………..……………A-12
Poem: “The Statue of Liberty” ……………………………………………………………..A-13
Biography: John Randolf, “Excerpt from the Biography of John Randolf”……………..…A-14
Interview script: John Randolf…………………………………………………………...…A-15
Interview script: Betty Randolf………………………………………………………..……A-16
Poem: “Yankee Doodle Dandy” …………………………………………………………...A-17
Biography: Abigail Adams: A Formidable First Lady………………………………….…..A-18
Interview script: Peachy Purdie ……………………………………………………..…..…A-20
Interview script: Anne Christian …………………………………………………………...A-21
Poem: “The Star Spangled Banner” ………………………………………………….……A-22
CFA Week 6 …………………………………………………….........................................A-23
Poem: “Song of the American Eagle” …………………………………………………….A-24
Additional Resources and Extension Activities: reading sources, short stories, American Revolution
websites, biographies, primary source resources, vocabulary ideas…....................................A-26
Colonial three-cornered hat directions, template, and sample………………………………A-28
Pop-up Book
directions…………………………………………………………………………………….A-31
King’s Candy Lesson Plan………………………………………………………………..…A-33
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Sample Charts for Point of View
Point of view charts from “Liberty Kids” video
Sarah Phillips (daughter of retired English general)
“Loyal subjects of the king
should obey the laws of the
country.”
Loyalist/Tory
Point of view charts from biographies and interview scripts
Patriots/Rebels

“…and now we are to war with our
Mother Country.” –Betty Randolf
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Tories/Loyalists

“What madness this rising against
Great Britain” –John Randolf
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Sample #1of graphic organizer showing cause and effect
The Sugar Act was
unfair because
 “the British
government had
never demanded
the tax before”
despite an older
law that taxed
sugar products
Colonists did not like the
taxes
 “Colonists began
to complain that
they had to pay
taxes that they
had not voted to
raise.”
The Boston Tea
Party
The Quartering Act was
unfair because
 the law “was
only for
colonists”
The Tea Act unfair to
colonists because only
they had to pay taxes
 “the British East
India Company
did not have to
charge tax on its
tea, but that
American tea
merchants did”
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The First
Continental
Congress
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Sample #2 of graphic organizer showing cause and effect
James has a father that was
a free African. His father
had a job as a sail maker (p.
316).
James sees his father as a
productive citizen. His
boss encourages James to
go to school. James is
treated as an equal to learn
(p. 316).
James knows his father
bought his mother’s
freedom (p. 316).
James does not believe in
slavery. This shapes his
attitude to support freedom.
The Value of
Freedom
James is sent to a Quaker
school (p. 316).
James worries about being
kidnapped into slavery. He
sees slaves. He also sees
African men as solders
fighting for the War of
Independence (p. 318).
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James learns to read and
write. He realizes that fro
Africans to “take a
meaningful place in
colonies…” they needed an
education. He fights for
this idea (p. 316).
James signs up on a privateer
to fight against the British (p.
320).
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The Boston Tea Party
By Paul Perro
Sammy lived in Boston.
And he loved to drink tea.
But one day something happened
That made him angry.
A king in a faraway land said
"From now on every time
Someone drinks a cup of tea
They must give me a dime."
This did not seem fair to Sammy.
The king lived so far away
Why should he care what Sammy drank?
And why should Sammy pay?
Lots of people agreed with Sammy
There was a lot of frustration.
People made speeches with long clever words
Like “taxation” and “representation.”
So Sammy got some friends together
And the rebellion began.
They knew where the king kept his tea
And they came up with a plan.
Sammy was a little worried
That they’d be recognised.
So they dressed up as red Indians
And then went out disguised.
The tea was kept on three ships
Docked in the harbour
The ships were called “The Dartmouth”
“The Beaver” and “The Eleanor.”
They climbed aboard the Dartmouth first
And quickly found the tea.
They found hundreds of boxes
And threw them in the sea.
Next they boarded the Beaver
And found where the tea was stored.
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Just like they had done before,
They threw it overboard.
Then they moved to the Eleanor
And did the same thing there.
They spoiled all the king’s tea
Because he’d been unfair.
They hadn’t wanted to steal the tea
Because stealing things is wrong.
They’d wanted to teach the king a lesson
That was the plan all along.
The next day everyone was talking
About the tea that Sammy had sunk.
They called it the Boston Tea Party
Even though no tea had been drunk.
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Biographical Sketch of James Forten
by Ruth Gilbert
James Forten was born on September 2, 1766 to his free black parents, Thomas and
Margaret, in Philadelphia. Forten would eventually become a speaker, social activist, and great
thinker.
His formal education was cut short when he had to discontinue his studies at the
Friends' African School a few years after his father’s death. However, his love of reading and
learning continued throughout his life.
In order to help with the household bills, Forten found a job with a local grocer. The
possibility of making more money led Forten to join the Continental Navy when he was 14 or
15. In 1781, he set sail on a privateer, a privately owned ship, hunting British ships for their
cargo. Unfortunately, the privateer was captured by the British, and Forten was held as a
prisoner of war on a prison boat, the Jersey, in the New York harbor. He spent seven months
aboard the Jersey without being sold into slavery. The British captain was impressed with
young James. He offered to send Forten to England for an education, but Forten declined. He
refused to be a traitor to his country. Instead, the captain arranged for Forten to be traded for a
British prisoner, rather than to be sold into slavery.
James Forten returned to Philadelphia in 1786. He became an apprentice to a sailmaker named Robert Bridges. Forten learned quickly how ship sails were cut and sewn.
Before long he became the foreman. When Robert Bridges retired in 1798, Forten bought the
business. By 1810, it was one of the most successful sail businesses in Philadelphia. Believing
in equal rights, Forten continued to employ both black and white laborers. Forten's sail business
was a great success. Over the years, Forten became one of the wealthiest Philadelphians in the
city, black or white.
With his financial good fortune, James Forten worked towards the abolition of slavery.
He took this to be one of his most important responsibilities as a prominent free black man in
Philadelphia. In 1813, he wrote an anonymous pamphlet called Letters From A Man of Colour.
The pamphlet criticized a bill the Pennsylvania legislature tried to pass requiring all blacks in
Pennsylvania to be registered with the state. The bill was the result of many white
Pennsylvanians' complaints about the large number of blacks moving up from the south. Forten
saw the bill as a step backwards for black Pennsylvanians. In his pamphlet, he argued that the
bill would violate the rights of any free black people entering the state. In addition, the bill
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APPENDIX – 5TH GRADE UNIT Patriotism
enforced the general opinion that blacks were not equal to whites. Forten wanted the black
community to be recognized and valued in Philadelphia. In the end, the bill was not passed.
James Forten became known for his passionate pamphlet.
Years later, Forten met William Lloyd Garrison, who owned the abolitionist paper, The
Liberator. Forten financially supported the paper. In addition, he found subscribers and
circulated the paper in and around Philadelphia. He also wrote letters to the paper that Garrison
would publish under the name "A Colored Philadelphian." Forten's favorite topics were
prejudice, abolition, and the American Colonization Society, or ACS.
Forten worked against the ACS almost as soon as it had been formed. It was an
organization composed only of white members that sought to send black Americans to Liberia,
a colony in Africa where they might live better lives. Forten, like many other free blacks,
believed the ACS was trying to simply get rid of free black people by making it seem as though
they were helping them. Although the ACS advertised Liberia as a place of opportunity for free
blacks, the truth was that it struggled to survive. Many of the Liberian colonists were dying.
Forten and Garrison published as much as they could in The Liberator to expose the poor living
conditions in Liberia that the ACS never revealed. They wanted others to know that the ACS
was not necessarily working in the best interest of black Americans. Despite the work of Forten
and Garrison, free blacks continued to move to Liberia. Forten actively opposed the ACS his
entire life.
James Forten wrote letters to The Liberator, worked in his sail loft, met with his
abolitionist friends, and stayed active in the abolitionist movement until very late in his life. He
lived in Philadelphia with his wife and eight children until March 4, 1842, when he died at the
age of 75. Thousands of people, both black and white, attended his funeral.
Adapted from
Gilbert, R. (n.d.). James Forten. Retrieved at http://pabook.libraries.psu.edu/palitmap/bios/forten_james.html
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(Richard Josey interprets the character of Peter Southall for Colonial Williamsburg.)
"Lord, it's a long way to Norfolk, coming from Williamsburg. Peter be my name. Wish
Master Southall could see me now. Betcha he ain't never think I was gonna run off
again. Oh, yes, I done run off before. Run off down there to that North Carolina. Was
down there for four years. Awful fine it was.
But look at me now É making my way to Norfolk. I gots to thank the Governor himself,
he put this proclamation, declare marshal law, he did. Said any Negro, any of the
minions, any of us, if they got themselves a rebel master, they run off join the British,
they get their freedom, they will.
I gots to get my freedom. Freedom is too sweet. I reckon soon as I get to this here
Norfolk, I'll get myself a musket. Gowan, he say one thing before I leave. He question
me if I was willing to take a musket and fire at another one of God's creations.
Something about that just don't settle right with me.
What do settle right is that I get my freedom. Not just freedom for myself, but freedom
so I can go get my Sarah. Freedom for me and my family."
Colonial Williamsburg. (n.d.). Peter Southall. Retrieved at http://www.history.org/experience/thoughtsonwar/peter.cfm
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(Harvey Bakari interprets th character of Robert Evans for Colonial Williamsburg.)
"Good day to you. My name's Robert Evans. I'm a free black. I can tell you about the war. It's
been a few years since it come through here in Virginia. I was a free black before the war. I
owned property. I owned land, I had a wife and children. I even owned a slave, Nanny Trail.
And, I had to pay a tax on my wife back in those times before the war.
Once the war came, things kind of changed. Life was hard. And I felt like somebody caught
between two big rocks - the British on one side, and the Americans on the other. Well when the
war come about, the governor in Williamsburg, he decide that he was gonna issue a
proclamation. In his proclamation, he offered freedom to all Negroes that would join him in
fighting the patriots.
I don't think so.
But, time come where I had to make a decision. Well, I decided to fight with the Continental
Army. There wasn't much war to fight here in Virginia until about 1780. That's when the
British come back into the Chesapeake, burning up towns like Portsmouth, shooting cannons
into the towns, bringing fear to everybody. I had to protect my family, my children, my wife.
But many of the slaves they was running to the British. Some of 'em even jumped into the
water trying to get on those ships. Many of 'em didn't make it. Well, I can't tell you too much
more about the war, but I say this - even after we won the independence, I'm still half free, half
slave..."
Colonial Williamsburg. (n.d.). Robert Evans. Retrieved at http://www.history.org/experience/thoughtsonwar/rhodeisland.cfm
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The Statue of Liberty
by Paul Perro
The Statue of Liberty is
150 feet tall.
She stands in New York harbour and
She gives out hope to all.
She is the goddess Libertas.
She wears a long and flowing gown;
Her right hand holds a torch up high
And on her head, a crown.
The statue was given to us
By all the good people of France
To mark 100 years since we
Declared our independence.
She's over a hundred years old,
She's really a golden oldie,
Made from copper and steel by a
Sculptor named Bartholdi.
Bartholdi had drawn up his plans Copper sheets on a frame of steel.
The newspapers ran a campaign
To make his dreams turn real.
Building the huge skeletal frame
Turned out to be no mere trifle.
They needed help from the engineer
Alexandre Eiffel.
350 pieces
Were packed in hundreds of crates,
The statue was shipped all the way
To the United States.
She was built on Liberty Island
And she stands there still to this day.
She represents friendship, freedom,
And the American way.
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Excerpt from the Biography of John Randolph
Civic duties
Among Virginia's best-trained attorneys, John Randolph climbed the rungs of civic
responsibility toward authority and power. He had become a member of the city's common
council, then a burgess for the College of William & Mary. When his older brother Peyton
Randolph was elected speaker of the House of Burgesses, John succeeded him as the colony's
attorney general. However, he could not follow Peyton down the road to rebellion.
At odds with brother’s political views
John Randolph’s brother Peyton Randolph followed the call of duty to the chair of the
Continental Congress, but conscience summoned John Randolph "home" to England. As the
day approached when he would quit America and its Revolution, he wrote a farewell letter to
his cousin Thomas Jefferson. "We both seem to be steering opposite courses," he said, "the
success of either lies in the womb of Time."
Adapted from
Colonial Williamsburg. (n.d.). John Randolf, “the Tory.” Retrieved from
http://www.history.org/Almanack/people/bios/bioratjr.cfm?expand=y#article
JOHN RANDOLPH
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(Jack Flintom interprets the character of John Randolph for Colonial Williamsburg.)
"We mutually pledge to each other our Lives, our Fortunes and our sacred Honor."
So ends the Declaration of Rebels against authority. My cousin Tom Jefferson signed it, indeed
largely produced it, I'm told. My brother Peyton did not sign. He did not live long enough; he
had already spent himself in that cause. My son no doubt agrees with it, though not a signer
himself. He is, after all, a young man, and may never be an old one because of the present
troubles.
What trouble we know. Lives lost, fortunes ruined. Is there any sacred honor in this war? Oh, I
will admit that there were some reasons for complaint, but no justification for what we now
see-spilt blood, shattered bones, absolute ruin.
What madness this rising against Great Britain - Great Britain indeed, great as friend,
benefactor... parent! Great before, and greater now is Great Britain as enemy. Sacred! My
friends, my family, my former fellow subjects had best hope there is something of the sacred
here. God help anyone who would dare take up arms against this mighty empire!
Yes, God help indeed. If the Deity does not intercede for the Americans, then there is no help
for them. How melancholy this entire affair. Passionate men invite their own destruction in this
war, and worse... the reduction of generations yet unborn. I would that it were all over now.
The end is inevitable; if not tomorrow, or in a month, a year... defeat for the Americans... for
the Virginians... will be the conclusion of this most melancholy contest.”
Colonial Williamsburg. (n.d.). John Randolph. Retrieved at http://www.history.org/experience/thoughtsonwar/jrandolph.cfm
BETTY RANDOLPH - Widow of Peyton Randolph
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(Lucy Smith interprets the character of Betty Randolph for Colonial Williamsburg.)
"I think back 'twas not so very long ago that I was the wife of the best of men. Now I am his
widow. 'Twas not so long ago that we were Englishmen and women — and proud of it — and
now we are to war with our Mother Country.
I remember back to the summer before my dear husband passed on - a summer of many
changes. War had come to Virginia, My husband had been very ill. His brother John Randolph
had decided to leave Williamsburg, indeed leave Virginia — his home — and take his family to
England. And John's son, Edmund, my nephew did not agree with his father No, indeed; he left
Virginia and secured a place on General Washington's staff.
And at the end of August, my husband and I set off for Philadelphia to return to the Congress,
where he had been president, but now a delegate. My family — the rest of them — are much
engaged in this struggle for liberty. Indeed, this past summer my brother Benjamin Harrison
has put his name to this declaration of independency.
My brother Charles has now enlisted in the artillery. He has left twin babes — motherless twin
babes that are not even a year old — and gone into the army. But who knows how it shall all
end? We must simply gather our strength and see this through. There can be no turning back."
Colonial Williamsburg. (n.d.). Betty Randolph. Retrieved at http://www.history.org/experience/thoughtsonwar/betty.cfm
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Yankee Doodle
(Kids Version of Yankee Doodle)
Yankee Doodle went to town
A-riding on a pony
He stuck a feather in his hat
And called it macaroni
Chorus
Yankee Doodle, keep it up
Yankee Doodle dandy
Mind the music and the step
and with the girls be handy!
Father and I went down to camp
Along with Captain Gooding
And there we saw the men and boys
As thick as hasty pudding.
Chorus
Yankee Doodle, keep it up
Yankee Doodle dandy
Mind the music and the step
and with the girls be handy!
And there was Captain Washington
And gentle folks about him
They say he's grown so tarnal proud
He will not ride without them.
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Abigail Adams: A Formidable First Lady
By Candace A. Craven
The true tale of Abigail Adams is as dramatic as any Hollywood movie. By today’s standards,
Abigail Adams would be considered unusual. By the standards of her time, she was radically different
from other women of her day.
Abigail was born in Weymouth, Massachusetts in 1744. Abigail suffered from poor health
throughout her life. In the 18th century, education was not considered a necessity for females.
Therefore, Abigail was not educated beyond those skills that were considered essential for a young
woman. She was taught reading, basic math, and studied music. Abigail was not content with that
limited knowledge and read everything in her father’s library. As a result, she “home schooled” herself
in law, literature, and the French language. Over the years, she regretted her lack of opportunity to
attend school. She blamed these circumstances for her poor spelling and bad penmanship.
When she was 15, she met John Adams. Abigail’s family was not impressed with him.
However, she and John began to write love letters to each other. This habit of writing letters would last
for the rest of their lives. Many of these letters survived and allow us to peek into the everyday lives of
not only the Adams, but into the hearts of the leaders of the Revolutionary War.
When John and Abigail married in 1764, John Adams was already known as a rebel. Abigail
supported his political position. She spent the next twenty-five years running their farm and raising
their children while John traveled in the cause of the rebellion. Allegedly, Abigail took an active role
during the siege on Boston. The Continental Army was without weapons. When the army finally
received muskets, they discovered there was no ammunition. Abigail melted down her own silver and
steel to make bullets for the army.
Abigail was able to run the farm at a profit allowing John Adams to escape financial ruin unlike
many founding fathers. She stayed with the family home during the battles that raged in the nearby area.
She endured days filled with the sound of gunfire, and she tended to the wounded at night. She did not
sit by and expect others to do the difficult work. She rolled up her sleeves and worked as hard as the
next person.
Abigail tried to enlist John’s support for women’s rights. She wanted to have rights written
directly into the Constitution. In the letters back and forth, it appears that John Adams agreed with his
wife, but his focus was to create a government for a brand new nation. Therefore, women would wait
another 131 years before having the right to vote.
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Another issue that Abigail fought for was civil rights. She argued that all people should be free.
She was criticized for teaching an African-American to read and write. She was outspoken in a time
when women echoed their husband’s beliefs and most avoided controversial topics.
John defended the soldiers charged in the “Boston Massacre.” His belief that everyone deserved
legal representation overcame his reluctance to take the case. John expressed concern that, by taking the
case, others would not hire him. More than his concern for his financial health was his concern that
some mob might take vengeance on him. He was convinced he was throwing away his life for the sake
of duty. Abigail’s answer to him was that he had to follow duty wherever it might lead him.
Despite her poor health, Abigail traveled to France and England as John represented the new
country of the United States. In England, people were not kind to them. However, Abigail ignored the
insults in public. In private, she let those close to her know that she was quite distressed by the hostility
she and John experienced.
When John Adams was elected President in 1797, Abigail did not stay quiet about her political
views. She pushed her husband to sign the Alien and Sedition Act. This caused newspapers to call her
Mrs. President. Over time a few first ladies have been accused of influencing their Presidential spouses:
Hillary Clinton, Edith Wilson, Eleanor Roosevelt, and Nancy Reagan to name a few. Abigail Adams
was the first to be mocked in the press for her strong views.
Abigail did not allow the negative attention from the newspapers stop her from speaking her
mind. Her letters to John during his presidency are full of domestic issues and candid commentary on
the political scandals of the time. She did not always agree with John. For example, she felt he should
have taken a more aggressive stance with France. She even suggested he declare war at one point.
John, however, chose negotiation to find a peaceful solution.
John only served one term as President. When he ran for reelection, Thomas Jefferson defeated
him by a slim margin. Abigail and John returned to their farm and spent the next seventeen years
together until her death in 1818.
Abigail Adams lived during the uncertain times when America was born. Her letters to her
husband give us a look at what life was like in the early days of the country. Her intellect and spirit
speak to us across the centuries and remind us of the people who helped shape America.
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(Cindy Gunther interprets the character of Peachy Purdie for Colonial Williamsburg.)
"In this year of 1781, you wish to hear my opinion of the war against the British and how it has
affected my life. In April of 1779, I did lose my husband, Alexander Purdie, due to an injury he
suffered serving this new country.
Later on that same year, my first-born son decided to run off and join Colonel Gage's
Monongahela Militia Unit and serve, as his papa would have wanted! He were captured by the
British. Less than a year's time past, I lost my son. The British put him on board a prison ship,
off the coast of New York in Wallabout Bay. With hundreds of others, he sat there and starved
and died. To be thrown overboard when they were through with him. He had not yet reached
his 15th year.
My second son Hugh was to join him and fight for the country, as his papa would have wished
- knowing the cost his brother paid.
My youngest, little Alex, not understanding anything happening in his life and what were going
on about him. Our friends and family no longer around us... because the capital city, as we'd
always known it, no longer existed. It had been moved to Richmondtown.
Little Alex and I still try to pull the family together... what is left of us. And pray that things
will soon end, and a new life will begin for all of us.
Colonial Williamsburg. (n.d.). Peachie Purdy. Retrieved at http://www.history.org/experience/thoughtsonwar/peachy.cfm
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(Sharon Forsher interprets the character of Anne Christian for Colonial Williamsburg.
"You wish to know what I think of this war of independence... Well, speaking truthfully I can
tell you that it has been a subject of great debate in my family for many years. My brother Pat,
well, he has been — some would say — at the forefront of all of this beginning back in '65 with
the Stamp Act, and how he wrote some resolutions against the Stamp Act. Many were surprised
that the young burgess Patrick Henry would take so — shall we say — strong a stance on the
issue, given that it was his first year as a burgess. But as I say, I suppose that is what begun it
all. And now we are to war, and I worry, but I know that what our men are doing is for the
betterment of us all, and so yes, I do support them in this cause."
Colonial Williamsburg. (n.d.). Anne Christian. Retrieved at http://www.history.org/experience/thoughtsonwar/anne.cfm
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The Star Spangled Banner
by Francis Scott Key
O say, can you see, by the dawn's early light,
What so proudly we hailed at the twilight's last gleaming?
Whose broad stripes and bright stars, through the perilous fight,
O'er the ramparts we watched were so gallantly streaming;
And the rockets' red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there;
O say, does that Star-Spangled Banner yet wave
O'er the land of the free and the home of the brave?
On that shore dimly seen through the mists of the deep,
Where the foe's haughty host in dread silence reposes,
What is that which the breeze, o'er the towering steep,
As it fitfully blows, now conceals, now discloses?
Now it catches the gleam of the morning's first beam-In full glory reflected now shines in the stream;
'Tis the Star-Spangled Banner; O long may it wave
O'er the land of the free and the home of the brave!
And where are the foes who so vauntingly swore
That the havoc of war and the battle's confusion
A home and a country should leave us no more?
Their blood has washed out their foul footsteps' pollution.
No refuge could save the hireling and slave
From the terror of flight, or the gloom of the grave;
And the Star-Spangled Banner in triumph doth wave
O'er the land of the free and the home of the brave!
O thus be it ever, when freemen shall stand
Between their loved homes and the war desolation;
Blest with victory and peace, may the heav'n-rescued land
Praise the Power that hath made and preserved us a nation!
Then conquer we must, for our cause it is just,
And this be our motto, "In God is our trust";
And the Star-Spangled Banner in triumph shall wave
O'er the land of the free and the home of the brave!
Apples 4 the Teacher. (n.d.). The star spangled banner. Retrieved from http://www.apples4theteacher.com/holidays/fourth-of-july/kidspoems/the-star-spangled-banner.html
Week 6 CFA
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Read the excerpt from the following letter. Which side of the War of Independence do
you think this person would choose? How do you know? Write a paragraph to support
your opinion. You need to quote details from the text and when drawing inferences to
support your opinion.
“…I want to celebrate the wins in Boston and Charlestown, cities once again in the hands of
Americans. I am impatient to receive your letters, which I know will have the full details. We
are taking precautions to defend every place that is in danger: The Carolinas, Virginia, New
York and Canada.
I can think about nothing but making Boston Harbor safer. I want more cannons than are
available. I want one for Point Alderton, one upon Lovell’s island, one upon Georges Island,
and several upon Long Island.
I want to hear that half a dozen fire ships and two or three hundred fire rafts are prepared and
ready to go, I want to hear of row ships, floating batteries built, and barriers have been built
across the channel in the narrowest spot with the spikes ready to sink any passing ship.
No effort, no amount of money is too much to spend to make the harbor impossible to attack. I
hope everybody will work together until it is done….”
Retrieved from
http://www.masshist.org/digitaladams/aea/cfm/doc.cfm?id=L17760329ja&numrecs=1&archive=all&hi=on&mode=&query=I%20can%20think
%20of%20nothing%20but%20fortifying%20Boston%20Harbor&queryid=&rec=1&start=1&tag=text#firstmatch
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APPENDIX – 5TH GRADE UNIT Patriotism
Song of the American Eagle
by Author Unknown
I build my nest on the mountain's crest,
Where the wild winds rock my eaglets to rest,
Where the lightnings flash, and the thunders crash,
And the roaring torrents foam and dash;
For my spirit free henceforth shall be
A type of the sons of Liberty.
Aloft I fly from my aërie high,
Through the vaulted dome of the azure sky;
On a sunbeam bright take my airy flight,
And float in a flood of liquid light;
For I love to play in the noontide ray,
And bask in a blaze from the throne of day.
Away I spring with a tireless wing,
On a feathery cloud I poise and swing;
I dart down the steep where the lightnings leap,
And the clear blue canopy swiftly sweep;
For, dear to me is the revelry
Of a free and fearless Liberty.
I love the land where the mountains stand,
Like the watch-towers high of a Patriot band;
For I may not bide in my glory and pride,
Though the land be never so fair and wide,
Where Luxury reigns o'er voluptuous plains,
And fetters the free-born soul in chains.
Then give to me in my flights to see
The land of the pilgrims ever free!
And I never will rove from the haunts I love
But watch, from my sentinel-track above,
Your banner free, o'er land and sea,
And exult in your glorious Liberty.
O, guard ye well the land where I dwell,
Lest to future times the tale I tell,
When slow expires in smoldering fires
The goodly heritage of your sires,
How Freedom's light rose clear and bright
O'er fair Columbia's beacon-hight,
Till ye quenched the flame in a starless night.
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APPENDIX – 5TH GRADE UNIT Patriotism
Glossary
CREST, topmost height.
TOR' RENTS, rushing streams.
TYPE, symbol; token.
AE' RIE, (â' ry,) eagle's nest.
VAULT' ED, arched.
LIQ' UID, (lik' wid,) clear; flowing.
BASK, lie exposed to warmth.
CAN' O PY, covering.
REV' EL RY, noisy merriment.
BIDE, stay; continue.
VO LUP' TU OUS, devoted to pleasure.
HAUNTS, places of resort.
EX PIRES', dies; becomes extinct.
SMOL' DER ING, burning and smoking without vent.
HER' IT AGE, inheritance.
QUENCH' ED, extinguished.
PEN' NON, flag; banner.
WRENCH, wrest; twist off.
CRA' VEN, base; cowardly.
Apples 4 the Teacher. (n.d.). Song of the American eagle. Retrieved from http://www.apples4theteacher.com/holidays/flag-day/poemsrhymes/song-of-the-american-eagle.html
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APPENDIX – 5TH GRADE UNIT Patriotism
Additional Resources and Extension Activities
Additional Reading Sources in HMR
 HM Theme 3: Get Set to Read, “On the Brink of War” (student text pp. 260-261)
 HM Theme 3: Get Set to Read, “Who were the Tories?” (student text pp. 290-291)


HM Theme Paperback
o Theme 3: Phoebe the Spy by Judith Berry Griffin
o Theme 3: Guns for General Washington by Seymour Reit
o Theme 3: Daughters of Liberty by Robert Quackenbush
HM Reader’s Library
o Theme 3: Bunker's Cover by David Nuefield (additional leveled version are
available)
o Theme 3: The Drummer Boy by Philermon Sturges (additional leveled version
are available)
o Theme 3: Deborah Sampson: Soldier of the Revolution by Lee S. Justice
(additional leveled versions are available)
Additional Chapter Books

A Young Patriot (The American Revolution as Experienced by One Boy) by Jim Murphy (NonFiction)

Johnny Tremain by Ester Forbes

The Fighting Ground by Avi

Woods Runner by Gary Paulson
American Revolution Websites
 http://www.eyewitnesstohistory.com/18frm.htm
o provides different viewpoints of the Revolutionary time period
 www.newton.k12.ks.us/tech/ar.htm#Pictures
o provides information about Benjamin Franklin's Poor Richard's Almanac
Biographies
Additional resources of Abigail Adams

Provide additional biographical information
o http://www.biography.com/people/abigail-adams-9175670
o www.whitehouse.gov
o www.firstladies.org/curriculum
o http://americanrevolution.org/women/women52.html

Provide copies of Abigail Adams letters to John Adams
o http://www.masshist.org/publications/apde/portia.php?id=AFC01d244
o http://www.masshist.org/publications/apde/portia.php?id=AFC01d244
Additional resource of James Forten
 http://blackinventor.com/pages/james-forten.html
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APPENDIX – 5TH GRADE UNIT Patriotism
Other biography resources

Websites
o http://www.history.org/Almanack/people/index.cfm
o http://www.jeannerobinson.com/Herstories/Sybil%20Ludington.html
 Provides the story of Sybil Ludington’s ride

Trade books of biographies (from the school library) of historical figures connected to
the War of Independence
Primary Source Resources

Declaration of Independence (SS student text pp. R26-R31)
o Discuss
 What does the Declaration of Independence tell historians about the
reasons colonists wanted to end British rule?
 What might a historian learn from studying the Declaration of
Independence?

An anonymous letter about John Randolph in newspaper located in the middle of
biography. Retrieved at
http://www.history.org/Almanack/people/bios/bioratjr.cfm?expand=y#article
o Discuss the relationships between this letter and current uses of social-media
(Facebook).

Archives of primary sources of American: The Charters of Freedom. Retrieved at
http://www.archives.gov/exhibits/charters/declaration.html
Vocabulary Ideas
 Connect to Social Studies textbook
o Lesson 1: the suffixes, -tion makes a verb a noun
o Lesson 2: root words, militia has a Latin root, which means “soldier”.
o Lesson 3: root words, declaration has a Latin root, which means “declare”.

Proverbs collected from Benjamin Franklin
o A penny saved is a penny earned
o Genius without education is like silver in the mine
o Never confuse motion with action
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APPENDIX – 5TH GRADE UNIT Patriotism
Colonial Three-Cornered Hat
Objective
Students construct a three-cornered hat resembling those worn by men and boys in the eighteenth
century.
Materials
• Poster board or cardstock pattern for hat (see next page)
• black construction paper
• white construction paper (4” x 6”) for peruke (wig) (optional)
• scraps of bright construction paper for cockade
• gold seals
Directions
1. Have students trace patterns onto black construction paper. Each student will need to trace three
pieces.
2. Cut out the patterned construction paper.
3. Staple the three cut papers into a triangle-shaped hat.
4. Cut white paper into strips to represent hair. Attach it to back of hat with staples or glue. Curl
ends on a pencil.
5. Add gold seal and ribbon to front left side of hat.
© 2011 The
Colonial Williamsburg Foundation
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APPENDIX – 5TH GRADE UNIT Patriotism
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APPENDIX – 5TH GRADE UNIT Patriotism
Sample of Colonial Three-Cornered hat
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APPENDIX – 5TH GRADE UNIT Patriotism
Pop-up Book
Materials
 Eight pieces of 8 ½ x 11” construction paper (preferably white but yellow or a light color
will also work)
 Glue
 Crayons or colored pencils
 Scissors
Directions
1. Fold an 8 ½ x 11 inch sheet of paper in half.
2. On the seam, draw a dotted line to indicate where you will
cut. The lines should be no longer than an inch tall & an inch
apart.
3. Cut on the dotted line (see picture). The dotted line does not
have to be in the same place on each page.
4. Push the cut area through to the other side of the paper
(see picture).
5. 5. Crease the page so that the pop up portion stands up
easily.
6. Have students illustrate the top section of the page
according to the assigned task. Encourage students not to
leave any white spaces so that the illustration stands out.
7. Have students illustrate & cut out a figure that will pop up
for the page (see picture).
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APPENDIX – 5TH GRADE UNIT Patriotism
8. Have students attach lined paper to the bottom half of the
page to complete the written portion of the assigned task
(see picture).
9. Repeat the process as students are assigned pages as tasks.
10. When all seven pages are complete, have students glue the
pages together one at a time (see picture). It will be more
successful if they watch you glue a sample. Make sure
they have the pictures going in the right direction before
they glue. Also, make sure that glue is placed around the
cut out or the pop up section will get stuck together.
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APPENDIX – 5TH GRADE UNIT Patriotism
King’s Candy Lesson Plan
Objective: Students will be able to verbally and in writing demonstrate their understanding of
the relationship between the English government and the colonists after the French and Indian
War.
Transition: This scenario takes place after the French and Indian war. The king has suggested
and Parliament has approved the Proclamation of 1763. The some colonists agree some violate
the Proclamation. The king and Parliament begin to pass a series of laws and taxes for two
reasons: to control the colonists and to pay for the French and Indian war.
Materials: Each student brings in 10 – 15 individually wrapped pieces of candy; cards for each
student in class; premade role cards, three collection bins, Writ of Assistance, King Crown
*Teacher pre-makes cards for each role.
Terms to know and use: Parliament, economy, Proclamation of 1763, French and Indian War,
relationship, government, rebel, rebellion, representative government, subjects, citizen.
Intro: As students walk into the classroom the teacher will pass out a card to each student. The
card will either say, king, parliament, tax collector, governor, rebel or colonist.
Guided Group Practice: The teacher will quietly explain to each student what their role is
1 card marked King
King: You are king Charles, you are in England 3,000 miles across the ocean away
from your subjects the colonists in North America. Your job is to protect all your subjects in
England and North America and to create a prosperous economy for all your subjects. You
cannot impose your will. You must have Parliament’s “permission” to impose a law or tax.
5 cards marked Parliament
Parliament - House of Lords: You are 3,000 miles across the ocean away from the
kings subjects in North America. You are a wealthy professional appointed by the king. Your
job is to help the king make decisions and vote on his suggestions. You are loyal to the king
because you are wealthy because of the king. However you must find a balance between
keeping the king happy and keeping the subjects of England happy.
Parliament - House of Commons: You are 3,000 miles across the ocean away from
the king’s subjects in North America. You a successful working class representative of the
English subjects. You have been elected by the people to represent their interests. You would
probably by more loyal to the English subjects living in North America however you do serve
the king. You help the kings make decisions and vote on his suggestions.
2 marked tax collector
Tax collector: you are a local resident of your colony in North America. You are
employed by the English government to collect the taxes for the English government from your
friends and neighbors.
1 card marked Governor
Governor: You have been appointed by the king and Parliament to represent the king
and the power of the English government. You report directly to the king and Parliament.
Your job is to enforce the laws and taxes of the English government and to make the colonies
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APPENDIX – 5TH GRADE UNIT Patriotism
prosperous for the English government. You may enforce the laws however you see fit. You
live in North America 3,000 miles across the ocean from England
2-3 cards marked rebels
Rebel: You must not tell anyone you don’t trust who you are! You are a colonist, you
came to North America to make money for the government of England yes, but you also want
to enrich your life. You think the king’s policies and taxes are unfair to your fellow colonists.
You try to secretly encourage your fellow colonists to rebel against the king’s unfair taxes and
laws. You know if you are caught you will be charged with treason and executed so choose
your actions and your friends carefully. You must get the majority of the people in all the
colonies to rebel in some way against the king’s policies.
2-3 cards marked observer
Observer: you will silently observe the actions of Parliament, the king, and all
colonists. You will record what you see and hear. You are not to take sides or participate.
You are like a student in a classroom.
The rest of the cards are marked colonist
Colonist: you are an English citizen living in North America trying to make money for
yourself and your English government. You must decide for yourself what you believe about
the king and Parliament and the taxes and laws of the English government. You alone must
decide how you will behave in these trying times.
Teacher will make a scroll clearly marked WRIT OF ASSISTANCE and explain to the class
and to the English government that the king may allow the tax collectors to use this any time
they believe a colonist is hiding a taxable item.
1. Divide class in to colonies – some larger than others
2. Hand out cards and tell students to keep their cards secret
3. Pull Parliament and king away from colonists and set them up as far away from
colonists as possible
4. Explain the king and Parliament will be passing laws and taxes. They will be speaking
loudly and clearly so everyone in the room will hear how and why they made the
decisions.
5. Explain WRIT of ASSISTANCE and its use
6. Explain that anything and everything each student has in and on their desk, backpack,
person is taxable (including hair color, glasses, braces, shoes etc) Ex: for each shoe the
colonists must pay 1 piece of candy.
a. Have students empty their backpacks onto the tops of their desks.
EVERYTHING
b. Have girls take out any “personal “items and hide them in back pack.
c. Have students put all money into backpack
d. Have one student from each colony bring backpacks near to teacher for safe
keeping
7. The tax collector will count the items taxed, multiply by the number of candies and
collect that much from the colony. If someone doesn’t bring candy, oh well, the colony
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APPENDIX – 5TH GRADE UNIT Patriotism
must still come up with the total due. Other colonists will have to pay more. Tax
collectors will bring taxes to central collection box near Parliament. Parliament and
king are not taxed and can eat their candy throughout the activity.
8. Explain there are no real rules. Students should behave how they choose to. There will
not be any violence.
9. Colonists cannot speak directly to king and Parliament because they are 3,000 miles
away. Colonists must speak to the king through their representative: the governor.
10. Explain that periodically the English government will announce a new law or tax.
Teacher: your job is to encourage all students to get into their roles. Prompt, egg on, suggest.
Goal: to get the students who are colonists so angry they begin to rebel against the king. You
know you are successful when the students themselves organize and stop paying the taxes or
want to act out against the tax collector or governor. You may stop the class action at any time
to make it real. For example, if you have someone who is agitating just because they want to,
stop the process and explain what would really happen to a colonist who acted or spoke against
the king/governor and you can remove that person from the simulation for a bit.
Teacher: you want to encourage the king and parliament to get as much money as they can
without causing a rebellion. Tell them quietly that they will get a portion of all candy
collected. You want to secretly encourage the rebels to quietly get other colonies to organize
and stage a mass rebellion as soon as possible. You want to encourage colonists who are loyal
to the king to discourage rebellion.
Every 2-3 minutes have Parliament issue a new tax.
Now turn them loose and watch the behaviors.
You should see: cooperation with taxes, lying, stealing, hiding, anger, fear, rebellion, guilt,
power, abuse of power, secrecy, scapegoating
When you think the activity has gone on long enough or you get a rebellion stop the activity.
Parliament and the king then divide the collected candy between themselves however they see
fit but their discussion MUST be done loudly so everyone in class can hear their reasons for
dividing it so. The remaining candy from students can be collected by teacher and used later?
Follow school policy.
Independent Practice: Students will answer these questions:
Did everyone in the class bring candy? No? Why not?
How did your colony feel about supporting you if you didn’t bring candy?
Did your reason for not bringing candy change the way the colony felt about supporting you?
How did the colonists feel about the taxes?
Were some more fair than others? Which?
How did the king feel about working with Parliament? Parliament with the king?
How well do you think Parliament represented all classes of citizens?
How did tax collectors feel about collecting taxes from their friends?
Were there any students who felt loyal to the king and parliament and understood government’s
situation? Explain.
Were there any students who wanted to rebel? Explain.
Were any students approached by a rebel? What emotions/thoughts were experienced ?
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APPENDIX – 5TH GRADE UNIT Patriotism
Can anyone see any similarities between the taxes/actions in this simulation and what is going
on in today’s society/government?
Individual Differences: Students with IEPs and or accommodations will be pre-picked and
given specific cards prior to the lesson that accommodates their goals within their IEPs.
Students that need enrichment will be pre-chosen to act in roles that are more demanding
within the activity.
Revised December 2014