____________________________________
7 Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
th
Class 52— John Paul Jones
November 10, 2014
Focus: Pretend you are wintering with George Washington and the Continental Army at Valley Forge. Write a letter
to a loved one informing them of the following:
a. at least 3 hardships you are dealing with
b. What you are doing to keep your spirits up
c. What training you have received and who is training you
d. How many soldiers die
--------------------------------------------------------------------------------Student Objectives:
1. I will recount the story behind the famous saying, “I have not yet begun to fight!”
Homework:
-Read and Outline Chapter 4, Section 4 pgs. 135-139 (due 11/11)
-Current Events Due 11/17
-Chapter 4.2, 4.3, and 4.4 Test Wednesday 11/12
Handouts:
None
I. John Paul
A. Early Career and mistakes
II. John Paul Jones
A. Naval Hero
B. Father of American Navy
Key terms/ideas/ people/places:
John Paul Jones
John
Betsy
Alfred
Providence
USS Bonhomme Richard
HMS Serapis
“I have not yet begun to fight!”
By the end of class today, I will be able to answer the following:
Who is considered the father of the American Navy?
What did John Paul do to cause him to flee to America?
Where is John Paul Jones buried?
Why did John Paul Jones state, “I have not yet begun to fight!”?
Ranger
Notes
Class 52— John Paul Jones
November 10, 2014
John Paul Jones-father of the American Navy
 Born in Scotland in 1747, and named John Paul.
 Joined the navy at age 12.
 At age 22, was given command of the ship John. John Paul had a sailor
flogged and Paul was charged with murder.
 He was later freed and at age 26 became captain of the ship Betsey, but his
crew mutinied and one member was killed. Paul was again accused of
murder.
 He fled to America to avoid arrest, and he added “Jones” to his name.
 He was commissioned a lieutenant in the Continental Navy and later a captain.
 He sailed such man-of-war ships as the Alfred, the Providence, and the Ranger.
It was the Ranger that first flew the American flag and was the first U.S. ship to receive a salute from a
foreign ship (from the French).
 Aboard the Ranger, he raided the British coast and even captured a sloop (small ship armed with 18-32 guns)
called the Drake.
6. What is the story behind the famous saying, “I have not yet begun to fight!”?
 In 1779 John Paul Jones takes command of the Bonhomme Richard, French for
Poor Richard, named in honor of Benjamin Franklin. It carried 40 cannons and had a crew of 380 from 11
different nations. He is now Commodore Jones
 He meets a large British convoy in the North Sea.
 He attacks the leading ship in the convoy, the Serapis.
 The Serapis was larger and better armed. It also had copper sheeting on the bottom which made it faster.
Jones decides to bring his vessel alongside.
 They were so close their rigging got tangled and their cannons touched each other.
 Cannon balls are ripping through the side of the Bonhomme Richard and some two of Jones’ 18 pounders blow
up killing many men and wrecking the battery.
 Captain Pearson of the Serapis calls: “Has your ship struck?”
 Jones replies defiantly, “I have not yet begun to fight!”
 Both sides try to board the other ship but to no avail. The two fight on into the night as British citizens watch
from the cliffs. All but 3 of Jones’ cannons are knocked out and he loads and fires one these cannons himself.
 Jones’ aims for the Serapis’ mast while the Serapis aims at Bonhomme Richard’s hull.
 The Bonhomme Richard begins to take on water and one of Jones officers cries, “For God’s sake strike!”
 Jones’ replied, “No, I will sink, I will never strike!”
 By this time ½ of Jones’ crew was killed.
 One of Jones’ gunners loses his nerve and runs to the flag to surrender shouting, “Quarters, for God’s sake!”
 Jones threw his pistol at the gunner and knocked him unconscious.
 Captain Pearson once again calls, “Sir, do you ask for quarters?”
 Jones replies, “I haven’t as yet thought of it. But I’m determined to make you strike!”
 One of Jones’ men is able to get aboard the Serapis and drops a grenade into its powder supply. This
destroyed most of the cannons on the Serapis and Pearson hauled down his flag signaling surrender.
 The mast of the Serapis falls as Jones men take over the Serapis.
 The Bonhomme Richard is badly damaged and sinks two days later.
 Jones then went on in the Serapis with is covered hull of copper
 The Americans had beaten a British frigate in a stand-up battle in England’s home waters.
____________________________________
7 Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
th
Class 53— The World Turned Upside Down
November 11, 2014
Focus: Explain the following quote from George Washington: If Historiographers should be hardy enough to fill the
pages of History with the advantages that have been gained with unequal numbers (on the part of America) in the
course of this contest, and attempt to relate the distressing circumstances under which they have been obtained, it is
more than probable that posterity will bestow on their labors the epithet and marks of fiction; for it will not be
believed that such a force as Great Britain has employed for eight years in this Country could be baffled…by numbers
infinitely less, composed of men oftentimes half starved, always in Rags, without pay, and experiencing, at times,
every species of distress which human nature is capable of undergoing.
--------------------------------------------------------------------------------Student Objectives:
1. I will describe the military tactics of the “Swamp Fox.”
2. I will determine the role of African Americans and women in the war effort.
3. I will describe the results of the Surrender at Yorktown and the Treaty of Paris.
Homework:
-Current Events Due 11/17
-Chapter 4.2, 4.3, and 4.4 Test Wednesday 11/12
Handouts:
None
I. Francis Marion
A. Tactics
II. Women
A. Roles
B. Molly Pitcher
III. African Americans
IV. Yorktown
Key terms/ideas/ people/places:
Francis Marion
Guerrilla tactics
General Cornwallis
Yorktown
petite guerre
Molly Pitcher
The World Turned Upside Down
By the end of class today, I will be able to answer the following:
Who surrendered at Yorktown?
What is the name of the Treaty that ended the war?
Why did the British play the song The World Turned Upside Down as they surrendered?
How did Washington respond when Cornwallis didn’t show up to surrender his sword?
Where is Yorktown?
George Washington
Treaty of Paris
Notes
Class 53— The World Turned Upside Down
November 11, 2014
Swamp Fox-Francis Marion
 quick and imaginative raids and success in battle.
 What were his imaginative tactics?
... Strike at night.
... Never stayed at the same camp more than once.
... Had scout perched in treetops to serve as lookouts and signal the
troops with shrill whistles.
... Placed blankets over bridges to muffle horses’ hooves as they crossed.
... His men were a small guerrilla force who provided their own food and horses
... Blacksmiths, who were members, made swords from saw blades.
... Bullets were made from melted pewter plates.
Molly Pitcher
 Real name was Mary Ludwig Hays McCauley.
 She joined her husband at Valley Forge, as did other wives, where she cooked,
washed clothes and did other work around the camp.
 At Battle of Monmouth, New Jersey, in June of 1778, she carried water from
a nearby spring to hot and thirsty soldiers. She also helped the wounded.
 Her husband suffered heat stroke while firing his cannon and she took over. During the battle a cannon ball
passed between her legs. (some say he was in recognition of her efforts, in 1822 the Pennsylvania legislature
awarded her a $40 annual pension. (She was a resident of Carlisle, PA.)
 Another Molly Pitcher was Margaret Corbin. She was shot three times and lost the use of her one arm.
 Other women enlisted in the army. Deborah Sampson enlisted as Robert Shurtleff. She was wounded and
honorably discharged and granted a pension.
African Americans-slaves used as substitutes. About 15% of the Continental army as African American. They are
vital to the war effort and do everything that women and other men do.
Surrender at Yorktown.
 The French navy anchored 29 warship in the Chesapeake Bay, blocking the entrance and preventing British
General Cornwallis from obtaining supplies. The blockade also prevented him from escaping by sea.
 7000 French troops assist Washington, hurriedly traveling from New York to Virginia.
 Lafayette leads additional forces to Yorktown.
 The Armies and the French Navy trap Cornwallis.
 British forces try to rescue Cornwallis but cannot penetrate the French blockade.
 Cornwallis asks for a cease-fire.
 Two days later he surrenders his army, on October 19, 1781.
Surrender ceremony at Yorktown
 Cornwallis doesn’t come. He delegates the job to General Charles O’Hara.
 Washington reacts by also appointing a substitute, General Benjamin Lincoln,who had been tragically defeated
at the battle of Charleston, SC.
 O’Hara attempts to give Washington his sword.
 Washington rejects the offer and defers to Lincoln.
 Lincoln accepts O’Hara’s sword.
 Lincoln directs the British to stack their weapons.
 The 7600 British troops comply, marching between the American and French
forces.

The British band plays the song The World Turned Upside Down
Treaty of Paris-Ends the War
____________________________________
7 Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
th
Class 54— Test
November 12, 2014
Homework:
-Current Events Due 11/17
-Read and outline Chapter 5, Section 1 pgs. 154-155 and Chapter 5, Section 2 pgs 158-162. (due 11/13)
-Read and outline Chapter 5, Section 3 pgs. 163-166 (due 11/14)
-Read and outline Chapter 5, Section 3 pgs. 167-168 (due 11/17)
-Read and outline Chapter 5, Section 4 pgs. 170-173 (due 11/18)
-Chapter 5 Test Wednesday 11/19
-Preamble Quiz Monday 11/24
____________________________________
7 Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
th
Class 55— Articles of Confederation
November 13, 2014
Focus: Explain the following quotes from Thomas Jefferson:
 “The spirit of resistance to government is so valuable on certain occasions, that I wish it to be always kept
alive…I like a little rebellion now and then. It is like a storm in the atmosphere.”
 The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants. It is its natural
manure.”
--------------------------------------------------------------------------------Student Objectives:
1. I will determine why the Articles of Confederation were an ineffective government.
Homework:
-Read and outline Chapter 5, Section 3 pgs. 163-166 (due 11/14)
-Read and outline Chapter 5, Section 3 pgs. 167-168 (due 11/17)
-Read and outline Chapter 5, Section 4 pgs. 170-173 (due 11/18)
-Chapter 5 Test Wednesday 11/19
-Current Events Due 11/17
Handouts:
Strengths, Weaknesses, and Problems Handout
I. Articles of Confederation
A. Strengths
B. Weaknesses
II. Ordinances
A. Land Ordinance of 1785
B. Northwest Ordinance
III. Shays’ Rebellion
Key terms/ideas/ people/places:
Articles of Confederation
Ordinance
Depression
Inflation
Daniel Shays
Land Ordinance of 1785
By the end of class today, I will be able to answer the following:
What could the Articles of Confederation not do? What could they do?
Why did people join Daniel Shay?
Northwest
Notes
Class 55— Articles of Confederation
November 13, 2014
Voting:
 male
 white
 21 or over
 Own propery/tax
Strengths:
 limited government
 Congress could settle conflicts
 Mint coins
 Borrow money
 Negotiate treaties
 Created
o Land Ordinance of 1785-system for surveying and dividing western lands
o Northwest Ordinance of 1787-system for allowing states to enter the Union, outlawed slavery in the
Northwest Territory, and required public education
Weaknesses:
 States could refuse requests from Congress
 No presidential or national court system
 No trade regulation-can’t regulate interstate commerce
 No tax laws
Issues:
 Britain not leaving forts along Great Lakes
 Britain closed ports and enforced tariffs on American merchants
 Spain closed lower Mississippi
 Inflation
 Depression
 Shay’s Rebellion (pgs.161-162)
____________________________________
7 Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
th
Class 56— Constitutional Convention
November 14, 2014
Focus: Read the following quote from John Jay. How does this quote relate to the objectives for today?
In short, my Dr. Sir, we are in a very unpleasant Situation. Changes are Necessary, but what they Ought to be, what
they will be, and how and when to be produced, are arduous questions.”
--------------------------------------------------------------------------------Student Objectives:
1. I will compare and contrast the Articles of Confederation and the Constitution.
2. I will identify these key individuals of the Constitutional Convention:
 James Madison
 Ben Franklin
 George Washington
3. I will identify the roles slavery and sectionalism played in creating the Constitution.
Homework:
-Read and outline Chapter 5, Section 3 pgs. 167-168 (due 11/17)
-Read and outline Chapter 5, Section 4 pgs. 170-173 (due 11/18)
-Chapter 5 Test Wednesday 11/19
-Current Events Due 11/17
Handouts:
Venn Diagram
I. Constitutional Convention
A. Virginia Plan
B. New Jersey Plan
C. Great Compromise
Key terms/ideas/ people/places:
Virginia Plan
New Jersey Plan
Great Compromise
George Washington
Ben Franklin
Philadelphia
By the end of class today, I will be able to answer the following:
Who is the father of the Constitution?
What did the delegates disagree upon?
Where did the Constitutional Convention take place?
What role did slavery play at the Constitutional Convention?
Why was George Washington chosen as President of the Convention?
James Madison
Slavery
3/5 Compromise
Notes
Class 56— Constitutional Convention
November 14, 2014
James Madison
 Father of the Constitution
 Best prepared delegate
 3 branches of government
Ben Franklin
 Oldest delegate
George Washington
 President of the Constitutional Convention
Virginia Plan
 3 branches of government
o Executive
o Judicial
o Legislative
 2 houses-both based on the population of the state
New Jersey Plan
 3 branches of government
o Executive
o Judicial
o Legislative
 1 house-equal number of votes
Great Compromise
 3 branches of government
o Executive
o Judicial
o Legislative
 2 houses
 Senate-every state gets 2 representatives=2 votes
 House of Representatives-based on the population of each state
The slave question
 Madison believed slavery was the central cause for the division at the Constitutional Convention
o “the States were divided into different interests not by their difference in size but principally from their
having or not having slaves….It did not lie between the large and small states: it lay between the
Northern and Southern.”
 Clear resolution on slavery would have made ratification nearly impossible
 VA leaders acknowledged slavery was evil but insisted there was nothing the federal government could do
about it
 The ultimate legacy the American Revolution on slavery was a calculated obviousness that it not be talked
about all
 In 1776, southern delegates insisted that slaves were like horses and sheep and therefore should not be counted
as “Inhabitants.” Why did they change their mind with the 3/5 Compromise than (representation = power in
the House and the House was based on population)? (Franklin responded to this comment as only Franklin
could, stating the last time he looked slaves did not behave like sheep-“Sheep will never make any
insurrections.”
3/5 Compromise
o Only 3/5 of the state’s slave population would count when determining representation