The American Revolution
The following is an overview of two units of instruction that will take a look at
the American Revolution. The first unit has been developed for the fifth grade to study
the lives of people who played key roles in the American Revolution. The second unit is
for an eleventh grade United States history class which will explore the American
Revolution and discover a deeper understanding of the attitudes and motives of the
people who played key roles in it.
Biographies of the American Revolution (5th Grade)
Student Audience:
This elementary school is located is a suburb of a large metropolitan area in the
state of Indiana. It is the county seat with a population of approximately 30,000. The
town is a mixture of old restored historical buildings and Victorian streets and a new
growing economy that is evident in new construction in both the business sector and the
residential areas. This K-5th grade building is located in an older area of the town that
serves five hundred students that come from a variety of economic and social
backgrounds. The administrators and teachers of this school strive for success for all
students, and they do this by working together as a team to meet the school and state
academic goals.
This unit will be taught in a regular classroom of twenty eight students. Some,
but not all, of the students have had a basic introduction to inquiry research skills at lower
grade levels. There are a variety of learning levels in the classroom so it will be important
to provide resources for all levels of learners. Most students in the class are enthusiastic
about learning. These students will be easily motivated by an interesting, fun project.
However, there are a few students who are not very motivated to learn. For these
students the talk show format of the final project will get them interested in working. In
addition, closer supervision by the teacher and media specialist by way of one-on-one
conferencing with these students as they progress through the unit will help them.
Connection to the “real world” will occur in several places throughout this
project. As students research their person they will look for information that can be
related to the students’ lives in the present. In the evaluation process they will be asked
to think about things that are happening in today’s world that might relate to events
during the revolution. The final project the students will produce will be an interview
talk show as seen on television today, in which they will present their information.
Information Inquiry Role and Unit Overview:
The American Revolution is part of the curriculum for the 5th grade at this school.
This unit will introduce the students to important figures from this time period, their roles
in key events of this time period, and provide an opportunity for the students to use
critical thinking skills as they as they research and present their information. The social
studies teacher, language arts teacher, and media specialist will collaborate together on
this unit that will include research skills, reading and writing skills, and technology skills.
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Project Overview: As part of the study of the American Revolution students will do a
unit on biographies of individuals who played key roles in the American
Revolution. Each student will choose a person to research and by using a variety of
resources they will gain an understanding of the life of this person and what his or
her role was during this period in history. Students will get an insight to what life
was like at this time, the different viewpoints of the individuals about the war, and
the effect of the war on their lives. They will present this information in both
written and oral formats. Students will write a one to two page paper on their
person. They will create a PowerPoint presentation from the information gathered.
As a final project they will be put in groups of four and produce a television
interview talk show, “Dateline 1776”, where each student will have the opportunity
to do an interview, be the interviewee, run the camera for taping, and be the
director.
Unit Objectives:
Social Studies – Students will develop an understanding of the British and American
leaders of the American Revolution and describe their role in key events. They will
identify and evaluate the contribution of women during the American Revolution,
and they will also identify individuals from other countries who assisted in the
Revolution. Students will also lean to identify and interpret primary and secondary
source material.
Language Arts - Students will read and analyze information related to individuals
during the American Revolution. They will construct their own meaning of the
lives of these individuals and their part in the American Revolution. This
information will be reflected in the student’s written and oral presentation of the
material.
Media/Technology – Students will learn strategies for using a variety of research
tools, both in print and on computers. They will lean effective note taking and
citation skills. Students will use a variety of technology tools to produce creative
written and oral presentations.
Collaborative Roles:
Social Studies teacher – Introduce the American Revolution and the people the
students will be researching. Assist students with research and presentations.
Language Arts teacher – Read aloud of fiction book about the American Revolution
and teach the reading, writing and spelling skill necessary for presentations. Assist
students with research and presentations.
Media Specialist – Teach note taking and citation skills. Instruct students on
research strategies and resources, and technology skills needed for use of
PowerPoint and video taping. Assist students with research and presentations.
Time Frame: Teachers and media specialist will schedule four meetings over two weeks
to set up the plan for the unit. The unit will take four weeks to complete plus one
day for student evaluation. Teachers and media specialists will plan an additional
meeting at the completion of the unit for evaluation.
Week one – Students will choose the person they will research. The first two days
will be introduction of the unit and the media specialist will teach note taking one
day and citation skills the next day. She will introduce the research strategies and
resources the second day. The next three days will be research.
Week two - Three days of research and two days of writing paper.
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Week three – Two days to complete writing paper. Technology instruction on the
third day and students will begin putting together their PowerPoint presentations.
Week four – Students will be divided into groups of four and put together their
plans for their final presentation “Dateline 1776” which will be presented on the last
day of the week.
The day after the presentations, the students will be asked to fill out an evaluation
of the unit.
Activities:
Social Studies – research and class discussion. Create chart for wall to post names
of people the students are doing biographies on and what side of the war they were
on, Patriots or Loyalists. Provide sheet with questions for students to guide them in
their research.
Language Arts – Read Aloud My Brother Sam is Dead and develop vocabulary unit
to go with it. Have students create a journal (folder) for notes and citations as they
do research. Write a one to two page paper on individual they are researching.
Media Specialist – Instruct students on note taking and citation skills, research
strategies and the resources available for them to use. She will introduce or review
the use of PowerPoint. Media specialist will also instruct students on use of video
equipment and assist with their final presentations.
Common Piece of Literature: The piece of literature that was chosen for this unit is
the book My Brother Sam is Dead by James and Christopher Collier. This
historical fiction novel gives authentic information about the American Revolution
while it tells the story of a family that is torn apart by conflicting loyalties caused
by the war. It brings in many of the historical figures and their part in the war, and
relates them to the lives of the characters in the book. This book offers the
opportunity for students to use critical thinking skills as they hear the different
points of view that are offered by the characters in the book. They can relate these
points of view to the individuals they are researching, and get a better
understanding of the kind of personal conflicts the people of that time were going
through. This is an excellent book for students this age and can give the students a
chance to feel what it was like living in this time period.
Work Sheet: The following page of questions is designed to guide the students in their
research. It is not the only information a student can use, but it is developed to pose
challenging questions that will make the students use higher order thinking skills.
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Biographies of the American Revolution
1. Name of person
2. When was he/she born and when did he/she die?
3. Was he/she a loyalist or Patriot?
4. Where did he/she live?
5. What was his/her occupation before, during and after the
Revolutionary War?
6. In what ways was his/her life remarkable?
7. What human qualities were most influential in shaping the way this
person lived and influenced his or her time?
8. What are the two or three most important lessons you might learn
from the way this person lived?
9. Many people act out of a “code” or set of beliefs which dictate
choices. It may be religion or politics or a personal philosophy. To
what extent did your person act by a code? Were there times when
the code was challenged and impossible to follow?
10.Give three other interesting facts about the person you are
researching?
Come up with two interesting questions of your own.
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Names of the American Revolution
John Adams
Abigail Adams
Samuel Adams
Benedict Arnold
Crispus Attucks
Ann Baily
John Burgoyne
Margaret Cochran Corbin
Charles Cornwallis
Elizabeth Drinker
Benjamin Franklin
Elizabeth Freeman
Thomas Gage
Grace Galloway
George III
Nathan Hale
Nancy Hart
Alexander Hamilton
Mary Ludwig Hayes
John Hancock
Benjamin Harrison
Patrick Henry
Stephen Hopkins
Thomas Jefferson
Miss Jenny
John Paul Jones
Thaddeus Kosciusko
Richard Lee
James Madison
Francis Marion
James Otis
Thomas Paine
John Penn
Molly Pitcher
William Pitt
Lydia Mintern Post
Paul Revere
Betsy Ross
Suzanne Howell Rowsen
Edward Rutledge
Deborah Samson
Roger Sherman
Fredrick von Steuben
Charles Townshend
Mercy Otis Warren
George Washington
Martha Washington
Anthony Wayne
Phillis Wheatley
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Student Resources:
Online Databases: Databases with access through School Website
World Book Online
Biography Resource Center through Inspire
Websites:
Liberty: The American Revolution http://www.pbs.org/ktca/liberty/
Spy Letters of the American Revolution http://www.si.umich.edu/spies/
Archiving Early America http://earlyamerica.com/series.html
Amazing Women in War and Peace
http://userpages.aug.com/captbarb/femvets.html
Yahooligans Revolutionary War
http://yahooligans.yahoo.com/around_the_world/countries/united_sta
tes/history/colonial_life__1585_1783_/american_revolutionary_war/
Kids Click
http://sunsite.berkeley.edu/cgibin/searchkids.pl?keywords=Revolutionary+War&searchtype=all
Benjamin Franklin http://www.english.udel.edu/lemay/franklin/
Who Served Here? Baron von Steuben
http://www.ushistory.org/valleyforge/served/steuben.html
Colonial Hall http://www.colonialhall.com/index.php
Betsy Ross Homepage http://www.ushistory.org/betsy/
Revolutionary War Biographies http://eduscapes.com/42explore/revolt3.htm
Selected Portraits from the Collections of the Library of Congress
http://www.loc.gov/rr/print/list/235_poc.html
America’s Story From America’s Library
http://www.americaslibrary.gov/cgi-bin/page.cgi
American Revolution.org http://www.americanrevolution.org/home.html
Books:
Listed here are just a few titles. Check the media center catalog and public library for
additional titles.
Heroines of the American Revolution: America’s Founding Mothers
By Diane Silcox-Garrett
American Revolution Biographies v. 1 & 2
By Linda & Rosteck Schmittroth
Those Remarkable Women of the American Revolution
By Karen Zeinart
The Secret Soldier
By Ann McGovern
Revolutionary War Leaders (Series)
By various authors
Journal of a Revolutionary War Woman
By Judith Greenley
Betsy Ross: Patriot of Philadelphia
By Judith St. George
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Assessment:
Student assessment will be completed by the individual teachers and media specialist.
 Social studies teacher will assess students with rubric that was designed by this
teacher to grade information and participation of student in social studies area.
 Language arts teacher will access students with rubric that was designed by this
teacher to grade writing and participation of students in language arts area.
 Media specialist will access students with rubric that was designed by him/her to
grade note taking and citation skills. The rubric will contain criteria such as
accuracy, neatness and number of resources (see example below). All three
together will grade the final presentations based on a rubric that was designed by all
three instructors. This rubric will contain criteria such as how well students worked
together in a group and helped each other out. It will also grade presentation on
appropriateness of the information presented, creativity of the presentation and
participation of group members. This will be done at the completion of the final
projects.
Student Name:
________________________________________
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3
2
Sources
All sources are
accurately
documented in the
desired format.
All sources are
accurately
documented, but a few
are not in the desired
format.
All sources are
Some sources are not
accurately
accurately
documented, but many documented.
are not in the desired
format.
Notes
Notes are recorded
and organized in an
extremely neat and
orderly fashion.
Notes are recorded
legibly and are
somewhat organized.
Notes are recorded.
Notes are recorded
only with peer/teacher
assistance and
reminders.
Number of
sources
Four or more sources
were used.
Three sources were
used.
Two sources were
used.
One source was used.
CATEGORY
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1
State Academic Standards are listed with correlating Information
Literacy Standard numbers. (ILS listed below)
SOCIAL STUDIES
The American Revolution: 1763 to 1783
5.1.12 Identify major British and American leaders and describe their roles in key events,
such as the First and Second Continental Congresses, drafting and approval of the
Declaration of Independence (1776), publication of Common Sense, and major battles of
the Revolutionary War. ILS 1 2 3
5.1.13 Assess the influence of other countries, such as France, Spain, Russia, Germany,
Poland, and the Netherlands, in the American Revolution; identify individuals from other
countries who assisted the American cause. ILS 1 2 3
5.1.14 Identify and evaluate contributions of women during the American Revolution,
including Abigail Adams, Martha Washington, Mercy Otis Warren, and Molly Pitcher.
ILS 1 2 3 5 6 7
Chronological Thinking and Comprehension
5.1.20 Read historical fiction and nonfiction about an event of the American Revolution
and reconstruct the literal meaning of passages by identifying who was involved, what
happened, where it happened, what events led to these developments, and what
consequences or outcomes followed. ILS 1 2 3 5 6
Research Capabilities
5.1.22 Identify and interpret primary source and secondary source materials that pertain
to a problem confronting people during the founding period of the United States. ILS 1
2 3 5 6
ENGLISH
Structural Features of Informational and Technical Materials
5.2.2 Analyze text that is organized in sequential or chronological order. ILS 1 2 3 6 8
Comprehension and Analysis of Grade-Level-Appropriate Text
5.2.3 Recognize main ideas presented in texts, identifying and assessing evidence that
supports those ideas. ILS 1 2 3 5 6
5.2.4 Draw inferences, conclusions, or generalizations about text and support them with
textual evidence and prior knowledge. ILS 1 2 3 6
Expository (Informational) Critique
5.2.5 Distinguish among facts, supported inferences, and opinions in text. ILS 1 2 3 6
Organization and Focus
5.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic
organizers to plan writing. ILS 1 2 3 6 8 9
5.4.3 Write informational pieces with multiple paragraphs that



present important ideas or events in sequence or in chronological order.
provide details and transitions to link paragraphs.
offer a concluding paragraph that summarizes important ideas and details
IILS 3 6 8 9R
Research and Technology
5.4.4 Use organizational features of printed text, such as citations, endnotes, and
bibliographic references, to locate relevant information. ILS 1
8
5.4.5 Use note-taking skills. ILS 3 6
5.4.6 Create simple documents using a computer and employing organizational features,
such as passwords, entry and pull-down menus, word searches, the thesaurus, and spell
checks. ILS 4 6 8
Evaluation and Revision
5.4.8 Review, evaluate, and revise writing for meaning and clarity. ILS 3 5 6
5.4.10 Edit and revise writing to improve meaning and focus through adding, deleting,
combining, clarifying, and rearranging words and sentences. ILS 3 4 5 6 8
WRITING: Applications (Different Types of Writing and Their Characteristics)
5.5.3 Write research reports about important ideas, issues, or events by using the
following guidelines: " Frame questions that direct the investigation. " Establish a main
idea or topic. " Develop the topic with simple facts, details, examples, and explanations. "
Use a variety of information sources, including firsthand interviews, reference materials,
and electronic resources, to locate information for the report. ILS 1 2 3 4 5 6 7 8 9
5.5.5 Use varied word choices to make writing interesting. ILS 3 4 5 6 7 8 9
Grammar
5.6.3 Identify and correctly use appropriate tense (present, past, present participle, past
participle) for verbs that are often misused (lie/lay, sit/set, rise/raise). ILS 0
5.6.4 Identify and correctly use modifiers (words or phrases that describe, limit, or
qualify another word) and pronouns (he/his, she/her, they/their, it/its). " Correct: On the
walls there are many pictures of people who have visited the restaurant. " Incorrect:
There are many pictures of people who have visited the restaurant on the walls. " Correct:
Jenny and Kate finished their game. " Incorrect: Jenny and Kate finished her game.
ILS 0
Punctuation
5.6.5 Use a colon to separate hours and minutes (12:20 a.m., 3:40 p.m.) and to introduce
a list (Do the project in this order: cut, paste, fold.); use quotation marks around the exact
words of a speaker and titles of articles, poems, songs, short stories, and chapters in
books; use semi-colons and commas for transitions (Time is short; however; we will still
get the job done.). ILS 0
Capitalization
5.6.6 Use correct capitalization. ILS 0
Spelling
5.6.7 Spell roots or bases of words, prefixes (understood/misunderstood,
excused/unexcused), suffixes (final/finally, mean/meanness), contractions (will not/won't,
it is/it's, they would/they'd), and syllable constructions (in-for-ma-tion, mol-e-cule)
correctly. ILS 0
LISTENING AND SPEAKING: Skills, Strategies, and Applications
Comprehension
5.7.1 Ask questions that seek information not already discussed. ILS 1 2 3 6
5.7.2 Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.
ILS 2 3 6
5.7.3 Make inferences or draw conclusions based on an oral report. ILS 1 2 3 6
Organization and Delivery of Oral Communication
5.7.4 Select a focus, organizational structure, and point of view for an oral presentation.
ILS 2 3 4 5 6 9
5.7.5 Clarify and support spoken ideas with evidence and examples. 2 3 4 5 6 9
5.7.6 Use volume, phrasing, timing, and gestures appropriately to enhance meaning.
9
ILS 0
Speaking Applications
5.7.10 Deliver informative presentations about an important idea, issue, or event by the
following means: " frame questions to direct the investigation. " establish a controlling
idea or topic. " develop the topic with simple facts, details, examples, and explanations.
ILS 1 2 3 4 5 6 7 9 2
Information Literacy Standards Met by this unit:
Standard 1: The student who is information literate accesses information efficiently and
effectively.
Standard 2: The student who is information literate evaluates information critically and
competently.
Standard 3: The student who is information literate uses information accurately and
creatively.
Standard 4: The student who is an independent learner is information literate and pursues
information related to personal interests.
Standard 5: The student who is an independent learner is information literate and
appreciates literature and other creative expressions of information.
Standard 6: The student who is an independent learner is information literate and strives
for excellence in information seeking and knowledge generation.
Standard 7: The student who contributes positively to the learning community and to
society is information literate and recognizes the importance of information to a
democratic society.
Standard 8: The student who contributes positively to the learning community and to
society is information literate and practices ethical behavior in regard to information and
information technology.
Standard 9: The student who contributes positively to the learning community and to
society is information literate and participates effectively in groups to pursue and
generate information. (ALA 8-9)
Information Inquiry Model and Lesson Plan:
The Big6™ research model developed by Mike Eisenberg and Bob Berkowitz
will be used as the students progress through their research. The Big6™ model acts as a
guide to problem solving for the students. It helps students find, evaluate and use
information effectively. It gives them structure that will help them in the information
gathering process. It also offers students flexibility so that as they come up to roadblocks
it allows them to go back and rework through any problems they encounter. The
following are the six steps used in this research model.
1. Task definition: In this step the student is to identify the information problem and
identify the information he will need to solve the problem. The student will use
this step to identify who they want to study for their biography and identify the
information they will need to find out about their person. For this project the
students will be given a list of questions by the teacher to guide them in their
research.
2. Information Seeking Strategies: In this step the student will determine the range
of resources that are available to use and select the best resources to for their
search. In this project students will use print and non-print resources. The
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3.
4.
5.
6.
teacher has supplied a list of resources for the student to choose from as a guide,
but the student my find additional sources also.
Location and Access: In this step students will find out how to get these
resources and actually access them. They should keep records of the resources so
they can come back to them. Students will want to make a list of keywords that
will help them find information as they access these resources. For this project
keywords would include words such as the persons name and events he/she was
involved in during the Revolution.
Use of Information: In this step students will read, listen or view the information
they have gathered and select the relevant information from these sources by
taking notes. One of the lessons the students will have with this unit is a study
skills lesson on note taking taught by the media specialist. They will use the skills
they learn from this lesson to extract and record information from their resources.
Synthesis: Students will organize their information from all the resources they are
using and present the information in a final product. For this project students will
be presenting their information in three ways. They will take the information and
write a one to two page paper on their person. From this they will put together a
PowerPoint to share the information with the class. Then as a final step they will
work in groups to present their information in interview format for a TV show
“Dateline 1776”.
Evaluation: As a final step the students will be asked to evaluate their product
and their information process. They will be asked to compare their products – the
paper, PowerPoint and interview – to the requirements for the assignment that the
teachers gave them. They will also look at the problem-solving process and ask
themselves questions such as what they leaned, what worked well for them and
what would they do differently next time. In this project students will also be
asked to reflect back on what they leaned about the person they studied and did
they find any characteristics or events in the life of that person that could be
relevant today. (Jansen)
Media Specialist Lesson Plan Within Unit
Note-taking
This lesson, taught by the media specialist, will instruct students on using notetaking to extract needed information from their sources. They will learn how to take
concise and pertinent notes that they will then use to develop and present in their final
project. This lesson will focus on step 4 of The Big6™ inquiry model. This is the step
where the students read, listen to, or view their sources and take out the relevant
information using note-taking skills and citing sources. This step is similar to the
“Exploring Information” step of Kuhlthau’s Information Search Process (ISP). In the
ISP, students investigate information to locate relevant information and lists facts and
bibliographic citations. Students will use this step to find focus in their project (Callison
29).
This lesson incorporates the state standards in English:
5.2.2 Analyze text that is organized in sequential or chronological order.
5.2.3 Recognize main ideas presented in texts, identifying and assessing evidence
that supports those ideas
11
5.4.4 Use organizational features of printed text, such as citations, endnotes, and
bibliographic references, to locate relevant information. ILS 1
5.4.5 Use note-taking skills. ILS 3 62
It incorporates the following information literacy skills:
1. The student who is information literate accesses information efficiently and
effectively.
2. The student who is information literate evaluates information critically and
competently.
3. The student who is information literate uses information accurately and
creatively.
6. The student who is an independent learner is information literate and strives
for excellence in information seeking and knowledge generation. (ALA 8-9)
The media specialist, with the help of the teacher, will teach the students a
research skills lesson on note-taking. In this lesson she will be helping students how to
extract relevant information from their sources and take concise, pertinent notes. The
students will learn how to use a graphic organizer to assist them with organizing their
notes and resources.
1. The lesson will start with an enthusiastic role-playing exercise by the media
specialist and the English teacher. They play the parts of a teenager who has
to take a message for her parents from their friend who is on a pay phone at
the mall. The script for the role-playing can be found at:
http://www.big6.com/showarticle.php?id=41 . This exercise is a fun way
to get the students attention. They will get an understanding of taking notes
using keywords and related words. They are able to understand the lesson and
connect it to the real world. This will take about 10 – 15 minutes.
2. The media specialist will then lead the students through a note-taking
exercise using a short biography of Amelia Earhart. (see page 15). The media
specialist will use a KWL chart written on the board or with an overhead
projector (see page 14). The students will brainstorm what they know about
Amelia Earhart and what they would like to find out about her. From this they
will come up with a variety of questions to find the answer to.
3. The students will be divided up into pairs and each pair will receive a copy of
the graphic organizer for note-taking (see page 16). The media specialist will
explain how they are to fill these out. For this exercise only one resource will
be used.
4. The teacher will pass out the brief biography of Amelia Earhart to each
student. The students will be given time to read the biographies and work in
their groups of two and take notes from the biography. The media specialist
and teacher will circulate through the room to answer any questions the
students might have. The process of note-taking could also be done on
computers to add an element of technology if the media specialist would like.
5. After thirty minutes the class will come back together, and as a group, they
will go over the notes the students extracted from the biography and complete
the KWL chart.
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6. Assessment for this lesson will be based on the completion of the graphic
organizer. Students will be given full credit or partial credit depending on the
number of questions from step two they were able to answer with their notes.
(Sample of completed note-taking worksheet can be seen on page 17)
Materials required:
Chalk board or overhead projector
KWL chart (either on chalk board or transparency)
Biography of Amelia Earhart (28)
Graphic organizer for note-taking (16 print copies – additional copies will be
available for students)
Or graphic organizer could be put on computers for student to use.
Will need 16 computers for students to work in pairs.
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14
Amelia Earhart
Amelia Earhart was born in Atchison, Kansas, on July 24, 1897. She was the first child
born to Edwin and Amy Earhart. Three years later, Amelia's sister Muriel was born. The
girls’ childhood was not always easy.
Their father’s drinking caused him to lose a good paying job with the railroad. Soon after
that, the family split up. The girls and their mother moved to Chicago.
In 1917, Amelia went to Canada to visit her sister at school. There she met some World
War I soldiers who had been hurt in battle. That chance meeting led Amelia to change her
mind about going to college. Instead, she took up nursing. She worked as a nurse in a
soldiers’ hospital.
By 1920, Amelia’s parents had gotten back together and moved to California. Amelia
moved to California to be with them. It was there one day that Amelia paid $1, put on a
helmet and goggles, and took a 10-minute plane ride over Los Angeles. Amelia later said,
“As soon as we left the ground, I knew I myself had to fly!”
Amelia worked several jobs to earn the money she needed to take flying lessons with a
woman pilot, Anita Snooks. Soon, Amelia would buy her own plane.
In 1927, Amelia got a phone call that changed her life. Captain Hilton Railey called and
made an offer Amelia could not turn down. In 1928, Amelia became the first woman to
fly across the Atlantic Ocean. Even though Amelia was not the pilot, the newspapers
pretty much ignored the two men who piloted the plane; Amelia received most of the
attention.
Four years later, Amelia flew across the Atlantic on her own in record time -- 13 hours,
30 minutes. By that time, she was famous throughout Europe and the United States. A
few years later, she became the first woman to fly from Hawaii to California.
In 1929, Amelia participated in a cross-country air race for women pilots. She also
founded an organization of women pilots called the "Ninety-Nines" -- named for its first
99 members.
In June 1937, Amelia set out to fly around the world. She and her navigator, Fred
Noonan, flew from Miami, Florida, to South America, and then across the Atlantic Ocean
to Africa. They continued over the Sahara desert and on to Thailand and Australia. After
taking off from New Guinea, the U.S. Coast Guard lost contact with the plane. No trace
of the plane or its passengers was ever found.
© 2003 by Education World®. Education World grants educators permission to reproduce this
page for classroom use.
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your notes
16
A Sample of a note-taking organizer filled out during group discussion
Additional pages would be available for more research questions.
My Research Notes About _Amelia Earhart______________________
Name:
Sarah Smith and
Lucy Davis
Research
Question 1
Why did she take up
nursing?
Research
Question 2
What event made her
take up flying
Research
Question 3
What record did she set
in 1931?
Research
Source 1
Amelia Earhart
Biography
Click here to type in
your notes
1917
Canada
Sister
World War I soldiers
Click here to type in
your notes
1920
LosAngeles,California
$1
Parents together
Click here to type in
your notes
Across Atlantic
Alone
13 hr 30 min
Research
Source 2
Click here to type in
your notes
Click here to type in
your notes
Click here to type in
your notes
Research
Source 3
Click here to type in
your notes
Click here to type in
your notes
Click here to type in
your notes
Date:
Dec. 3, 2005
17
Unit Evaluation:
Students will be asked for an informal evaluation of this project in a class
discussion. This will give them a chance to reflect back on the project and think about
what they learned about their topic and the research skills they developed. They will be
asked questions such as:
What was the most interesting part of the project for them?
Was there a particular source they discovered in the research process that was
new to them?
What did they feel they did well in this project?
What can they do differently next time?
Did they learn any new skills while working on this project?
Is there anything they learned while working on this project that they can relate to
their lives today?
Project evaluation will be completed by both teachers and media specialist
together at a meeting within two weeks after the conclusion of the project. The following
evaluation questions will be used as guides in the evaluation.
Total time required:
Number of students involved:
What worked will in this unit?
What could be improved?
How effective were the collaborative activities?
In what ways did the collaborative activities enhance the unit?
How could the collaborative activities be improved?
To what extent were the academic standards and information literacy standards
met?
What were the overall results of the student assessments?
What was the overall student response to the unit?
From the evidence collected during this evaluation, plans can be made that would include
improvements and possible extensions of this project for future use.
Resources and References:
There were several resources used in compiling this unit. Lesson Locator is a
database of more then 1000 lessons developed by Indiana teachers and aligned to the
Indianan State Standards. These lesson plans were selected by Indiana teachers under the
direction of the Indiana Department of Education. This site offered ideas for lesson
requirement, time frames, and resources.
. Indiana’s Academic Standards lists the Academic Standards established by the
state of Indiana to outline what students should know and be able to do at each grade
level. By using the Social Studies and English standards the focus of the lesson was
established. In addition the Information Literacy Standards were included to indicate the
process in which these standards are used to help develop critical thinking skills and
information-literate students.
“American Revolution Webquest” is a webquest created by Laura A. Frondorf.
This source offered ideas for planning a project on the American Revolution. Although
this plan covered a broader area of the war then just biographies, it offered ideas for
activities, resources, evaluations and general ideas for a project on the American
Revolution.
18
Children’s Literature in the Elementary School is a comprehensive source about
children’s literature and how to use literature in the classroom. It contains teaching
features that show how literature can be used in the classroom, guidelines for evaluating
books, extensive lists of children’s literature and much more. This book was used to help
in the selection of a piece of literature to share with the class that would relate to the
Revolutionary War and the people of that time period.
Collaborating to Meet Standards: Teacher/Librarian Partnerships for K-6 is
a guide to assist librarians and teachers meet the mandate, set forth by Information
Power: Building Partnerships for Learning, of collaboration through planning and
teaching to promote information literacy in students. It contains information on what it
takes to have successful collaboration projects, overcoming roadblocks, and the benefits
to students, administrators, teachers and the media specialist. There are several samples
of collaboration units that correlate to Standards and link to Information Power Literacy
Standards. They offer cooperative teaching plans, resources, activity ideas and evaluation
tools. This source offered excellent examples of how the media specialist fits into a
collaboration project.
Carol Simpson’s article on The Big6™ website “Note-Taking (Grades 4-6)” is a
great source for a fun activity that will engage the students right away. This attention
getting activity will capture their attention and teach them about the importance of
accurate note-taking in an entertaining way.
Education World is a search engine for educational websites that includes lesson
plans, practical information for educators, information on integrating technology into the
classroom, articles written by education experts and much more. I used information from
this site in putting together the lesson on note-taking. The KWL chart and the graphic
organizer for note-taking are from this site. This site is a valuable tool for both teachers
and administrators.
19
Voices of the American Revolution (11th Grade)
Student Audience:
This high school is located in the same town as that of the elementary school. It
is a suburb of a large metropolitan area in the state of Indiana. It is the county seat with a
population of approximately 30,000. The town is a mixture of old restored historical
buildings and Victorian streets and a new growing economy that is evident in new
construction in both the business sector and the residential areas. This building is ten
years old and offers students many opportunities for use of technology along with a large
well developed print collection in the media center. The school has 2,200 students in
grades nine through twelve, and they come from a variety of economic and social
backgrounds. The high school is on a block schedule so classes meet for ninety minute
periods alternating two and three times a week. Students also have opportunities for
research in the media center during study hall and before and after school. The
administrators and teachers of this school strive for success for all students, with a
curriculum developed to meet the school and state academic goals.
This unit will be taught in a regular classroom of eleventh grade United States
history, with thirty students. There are a variety of learning levels in the classroom. All
students will have had some background in research in the ninth and tenth grade, but it
will be important to provide resources for all levels of learners. There will be a brief
review of research skills and a lesson on the use of primary resources that will be taught
by the media specialist. One of the motivations for these students in this unit will be to
achieve a good grade. However, that does not always apply to all students so in addition
the unit must have something interesting for the students to work on. In this unit there
will be opportunities for group work and discussion that will make the assignment more
interesting for the students. Students will be able to select their own topic in the area and
this should help motivate them. By allowing the students to choose their own topics for
the research and final debate, they will be motivated by their own personal interest in
their research. This process is illustrated in the I-Search research model described by
Joyce and Tallman (Callison 45).
Students will be making connections to the “real world” throughout this project.
By using primary resources they will get a look at the real world documents that helped
form the nation they now live in. They can see that in the days of the birth of the nation,
just as in the world today, there are a variety of ideas and opinions that often clash. As
they research and prepare their debate, they will learn skills that will enable them to
prepare for debates and expressing their own opinions on topics that will come up in their
lives in today’s world.
Information Inquiry Role and Unit Overview:
The American Revolution is a key part of the eleventh grade curriculum.
Students will learn the major themes of United States history at this time period, and
develop an understanding of the ideas of the government and rights that were part of the
documents written at this time. Part of this curriculum is to find and understand both
primary and secondary documents and the variety of perspectives that they represented.
In this unit students will be looking beyond just the facts and use their critical thinking
skills to gain a full understanding of the people and events of this time. The history
teacher and the media specialist will work together to assist students with their research,
20
reading, writing and technology skills, as they research their topics and prepare their final
products.
Project Overview: In this unit students will look at the variety of opinions about the
legitimacy of resistance and rebellion leading up to the Declaration of Independence
on July 4, 1776. Students will study the diverse perspectives and motivations of the
colonists and understanding how their positions changed over the decade preceding
the rebellion. In this lesson, students will be taught how to make informed analyses
of primary documents illustrating the diversity of religious, political, social, and
economic motives behind competing perspectives on questions of independence and
rebellion. Using of a variety of primary texts will help students to "hear" some of the
colonial voices that contributed to the American Revolution. Students will be
introduced to a variety of individuals and viewpoints based on primary documents.
They will choose the topic they are interested in and prepare for an in-class debate.
They will also write an essay based on the research for their topic.
Unit Objectives:
United States History - Students will learn the major themes of United States history
during the colonial and founding periods, and develop an understanding of the ideas
of the government and rights that were part of the documents written at this time.
They will also locate and analyze both primary and secondary documents and the
variety of perspectives that they represented. In addition, they will receive instruction
on preparing for the classroom debate.
Media/Technology – Students will use a variety of research tools, both in print and on
computers, to research their topics. They will receive instruction on interpreting
primary documents to assist them in their research. They will also be assisted in
using a variety of resources available to them beyond the high school media building,
such as archival collections, museums, and historic sites.
Collaborative Roles:
History Teacher – Introduce the American Revolution and present the individuals and
viewpoints that are to be studied. Offer a variety of the primary documents that
will be used by the students to prepare for their debates. Assist students with research
and present them with instructions for the preparation for class debates.
Media Specialist – Teach lesson on interpreting primary documents. Assist students
with research in media center with both print and online sources. Assist students with
finding sources that are available to them beyond the media center setting.
Time Frame:
The history and media specialist will meet one or two times before the unit starts to
set up the plan for the unit. They will meet one more time at the completion of the
unit for an evaluation of the project.
Week one – Students will receive the introduction of the unit and pick their topic.
They will have the lesson on the interpretation and analysis of primary documents in
the media center. They will begin their research.
Week two – Students will continue to research their topics, begin writing their essays
and prepare for their debates.
Week three – Class will hold their debates and essays will be due.
21
Student Resources:
Selected Websites from EDSITEment
Africans in America from PBS
[http://www.pbs.org/wgbh/aia/part2/title.html]

"Runaways"
[http://www.pbs.org/wgbh/aia/part2/2p17.html]

"Free black Patriots"
[http://www.pbs.org/wgbh/aia/part2/2p53.html]

"Of the Natural Rights of Colonists"
[http://www.pbs.org/wgbh/aia/part2/2h18.html]

"Felix's Petition"
[http://www.pbs.org/wgbh/aia/part2/2h22.html]
American Memory Collection
[http://memory.loc.gov/]

Documents from the Continental Congress and
Constitutional Convention 1774-1789
[http://memory.loc.gov/ammem/bdsds/bdsdhome.html]

Time Line, America During the Age of Revolution, 1764-1775
[http://memory.loc.gov/ammem/bdsds/timeline.html]
Avalon Project of the Yale Law School
[http://www.yale.edu/lawweb/avalon/avalon.htm]

Patrick Henry speech "Give me Liberty or Give Me Death"
[http://www.yale.edu/lawweb/avalon/patrick.htm]

Richard Henry Lee's resolution concerning independence
[http://www.yale.edu/lawweb/avalon/lee.htm]

Virginia Declaration of Rights
[http://www.yale.edu/lawweb/avalon/virginia.htm]

The Constitution of Virginia
[http://www.yale.edu/lawweb/avalon/states/va05.htm]

The Articles of Association; October 20, 1774
[http://www.yale.edu/lawweb/avalon/contcong/10-20-74.htm]

Declaration of Independence
[http://www.yale.edu/lawweb/avalon/declare.htm]

The American Crisis by Thomas Paine
[http://www.yale.edu/lawweb/avalon/paine/p1.htm]
Digital Classroom
[http://www.archives.gov/digital_classroom/index.html]

Declaration of Independence
[http://www.archives.gov/exhibit_hall/charters_of_freedom/
declaration/declaration.html]

Written Document Analysis Worksheet
[http://www.archives.gov/digital_classroom/
lessons/analysis_worksheets/document.htm]
Internet Public Library
[http://www.ipl.org/]
22

From Revolution to Reconstruction
[http://odur.let.rug.nl/~usa/I/pages.htm]

Charles Inglis, The True Interest of America Impartially Stated
[http://odur.let.rug.nl/~usa/D/1776-1800/libertydebate/inglis.htm]

Declaration of the Causes and Necessity of taking up Arms, July 6, 1775
[http://odur.let.rug.nl/~usa/D/1751-1775/war/causes.htm]

Loyalist, British Songs & Poetry of the American Revolution Written,
Designed & Maintained by M. Christopher New Writer/Historian
[http://users.erols.com/candidus/music.htm]

Constitutional documents provided by the Law and Liberty Foundation
[http://www.lawandliberty.org/mission.htm]

Jonathan Mayhew - resistance to a tyrant was a Christian duty
[http://www.lawandliberty.org/mayhew.htm]

Archiving Early America
[http://www.earlyamerica.com/] Plain Truth by James Chalmers
[http://earlyamerica.com/review/fall96/loyalists.html]

Famous Trials, Boston Massacre Trial provided by
the University of Missouri at Kansas City
[http://www.law.umkc.edu/faculty/projects/ftrials/bostonmassacre/
bostonmassacre.html]

Deposition of Captain Thomas Preston and witnesses for the King
[http://www.law.umkc.edu/faculty/projects/ftrials/bostonmassacre/
prestontrialexcerpts.html]
The Papers of George Washington at the University of Virginia
[http://gwpapers.virginia.edu/index.html]

"George Washington letter to George Mason on April 5, 1769"
[http://www.virginia.edu/gwpapers/revolution/letters/mason.html]

"George Washington letter George William Fairfax May 31 1775"
[http://www.virginia.edu/gwpapers/revolution/letters/gwfairfax2.html]
TeacherServe: From the National Humanities Center.
[http://www.nhc.rtp.nc.us:8080/tserve/tserve.htm]

Religion and the American Revolution
[http://www.nhc.rtp.nc.us:8080/tserve/eighteen/ekeyinfo/erelrev.htm]

Religion and the Founding of the American Republic.
[http://lcweb.loc.gov/exhibits/religion/rel03.html]

Jonathan Mayhew, "Discourse Concerning Unlimited Submission
and Non-Resistance to Higher Powers"
[http://www.lawandliberty.org/mayhew.htm]

Joseph Galloway, "Historical and Political Reflections on the Rise
and Progress of the American Rebellion"
[http://lcweb.loc.gov/exhibits/religion/vc006771.jpg]

Needlework: Allegory of the American Revolution
[http://lcweb.loc.gov/exhibits/religion/rel03.html
23
Books:
Listed here are a few titles from the media center that contain primary documents and
other information helpful for students’ research. Check media center catalog and the
public library for additional titles.
The American Revolution
By Charles W. Carey, ed.
The Long Fuse: How England Lost the American Colonies, 1760- 1785
By Don Cook
Founding the Republic, a Documentary History
By John J. Patrick, ed.
The Declaration of Independence
By Kelly Barth, ed.
Vindicating the Founders: Race, Sex, Class and Justice in the Origin of America
By Thomas G. West
The Founding of American
By Leora Maltz, ed.
The American Revolution: An Eyewitness History
By David F. Burg
Primary Sources
By David M. Haugen, ed.
The Spirit of “seventy-six”
By Henry Steele Commager & Richard B. Morris, eds.
The Revolutionary Era: Primary Documents on Events From 1776-1800
By Carol Sue Humphrey
24
Assessment:
There will be three steps of assessment in this unit. The first step will be during the
lesson on Analyzing Primary Documents that will be taught by the media specialist.
This will be a general assessment of participation by students in group and class
discussion. This assessment will be based on the completion of worksheets and
observation by media specialist and teacher (see lesson description page 8).
Assessment for the debate will be based on the Point/Counterpoint Rubric.
Assessment for the essay will be based on the Essay Rubric.
Both of these rubrics will be handed out to the students at the beginning of the unit.
These rubrics will guide the students through the project and help them understand
what level of work is expected of them.
State Academic Standards met by this unit for United States History
USH.1.1 Explain major ideas about government and key rights rooted in the
colonial and founding periods, which are embedded in key
documents. (Civics and Government)
USH.1.2 Explain major themes in the early national history of the United
States.
USH.1.3 Review and summarize key events and developments in the
following periods of United States history: Founding the Republic
(1775–1801), Expansion and Reform (1801–1861), Civil War and
Reconstruction (1850–1877).
USH.9.1 Locate and analyze primary and secondary sources presenting
differing perspectives on events and issues of the past.
USH.9.2 Locate and use sources found at local and state libraries, archival
collections, museums, historic sites and electronic sites.1
Information Literacy Standards met by this unit
Standard 1: The student who is information literate accesses information efficiently and
effectively.
Standard 2: The student who is information literate evaluates information critically and
competently.
Standard 3: The student who is information literate uses information accurately and
creatively.
Standard 4: The student who is an independent learner is information literate and pursues
information related to personal interests.
Standard 6: The student who is an independent learner is information literate and strives
for excellence in information seeking and knowledge generation.
Standard 7: The student who contributes positively to the learning community and to
society is information literate and recognizes the importance of information to a
democratic society.
Standard 8: The student who contributes positively to the learning community and to
society is information literate and practices ethical behavior in regard to information
and information technology.
25
Standard 9: The student who contributes positively to the learning community and to
society is information literate and participates effectively in groups to pursue and
generate information. (ALA 8-9)
Information Inquiry Model and Lesson Plan:
As Callison describes in Key Words, Concepts and Methods of Information Age
Instruction, all information inquiry models are constructed of five basic components:
questioning, exploration, assimilation, inference and reflection (25). In this project, as in
the fifth grade “Biographies of the American Revolution” a variety of models could be
used. Kuhlthaua’s Information Search Process contains steps similar to The Big6™. It
starts with selection of a topic followed by investigating information and selecting the
relevant information for the project. Information is synthesized and put together in a
final product and assessment of both the product and the process occurs (Callison 28-29).
Unlike Eisenburg’s Big6™, Kuhlthaua also includes in her model the thoughts and
feelings the students are going through at each step. This can be a very helpful tool for
the teacher and media specialist to know, so they can understand the difficulties the
student might be having at certain stages of research and be more able to assist them.
The I-Search model could also be used for these projects. It takes the same basic
components and puts them into four main steps. The first step in the I-Search model is
for students to choose a topic that interests them. In each of these units the general topic
of the American Revolution has been chosen by the teachers, but the students still have
the option of selecting the person or area of interest to them within that main topic. In the
I-Search model, the students would proceed to the next three steps: finding the
information, using the information by taking notes and analyzing the materials, and then
develop the final product (Lamb). Each of these models shows slight differences, but all
contain the five basic components described by Callison.
The high school and the elementary school described in these projects are part of
a school district which encourages the use of The Big6™ as a research model for their
students. This model can effectively guide students through the research process. It
gives the students a structure that will help them through the information gathering
process, analysis of the information, and putting together their information in the final
products.
1. Task definition: In this step the students will identify the viewpoint or
person they want to research and represent in their essay and debate.
These choices will be based on primary documents they select to work
with.
2. Information Seeking Strategies: Students will look at both print and nonprint sources on their topic. Some of these sources have been supplied to
them by the teacher and media specialist. They will also be expected to
search for additional resources.
3. Location and Access: Students will keep records of resources as they find
them. Students will find this information by using resources supplied to
them by the teacher and media specialist, and find additional resources by
searching using keywords they have defined for their topic. They can use
these keywords to search book indexes, table of contents, databases and
authoritative websites.
4. Use of Information: Prior to beginning their research, students will have
had a lesson in analyzing primary resources taught by the media specialist.
26
Using what they learned they will analyze the information and gather the
information that will be relevant for their projects.
5. Synthesis: Students will gather their information and put together their
final projects. For this unit students will be writing an essay that
demonstrates their point of view supported by both primary and secondary
resources they researched. In addition, they will prepare for and
participate in a debate in class defending their point of view based on
these primary resources.
6. Evaluation: In this final step, students will evaluate their products
comparing them to the assessment guidelines that were given to them by
the teacher and media specialist. They will also look back on the research
process and ask themselves questions such as what they learned, what
worked well and what would they do differently next time. Students will
also be able to reflect on what they learned and how it relates to life today,
looking at controversial issues with a variety of perspectives. (Jansen)
Media Specialist Lesson Plan Within Unit
Analyzing Primary Documents
This lesson, taught by the media specialist, will instruct students on how to
analyze primary documents. It will focus on step 4 of The Big6™ inquiry model which
is the “use of information”. Students will engage in the resources by reading and viewing
the primary documents. They will analyze the documents and pull out the relevant
information, taking notes and citing sources. This lesson incorporates the state standards
in United States history 9.1:
Locate and analyze primary and secondary sources presenting differing
perspectives on events and issues of the past.
It incorporates the following information literacy standards:
1. The student who is information literate accesses information efficiently and
effectively.
2. The student who is information literate evaluates information critically and
competently.
7. The student who contributes positively to the learning community and to
society is information literate and recognizes the importance of information to a
democratic society.
9. The student who contributes positively to the learning community and to
society is information literate and participates effectively in groups to pursue and
generate information. (ALA 8-9)
The teacher and media specialist will work as a team to help students gain an
understanding of primary documents and interpreting the information they represent.
At the beginning of the unit, the teacher will lay the foundation to the events leading up
to the Revolutionary War and the people who played key roles in this part of American
history. This will be followed by the lesson on Analyzing Primary Documents taught by
the media specialist.
27
1. Media specialist will explain the difference between a primary document
and a secondary document using a computer with projector to display the
Declaration of Independence from the National Archives, and a book
about the Declaration.
Primary documents – http://www.archives.gov/national-archivesexperience/charters/declaration.html
Secondary documents – Give Me Liberty: The Story of the Declaration of
Independence by Russell Freedman.
Media specialist will explain the worksheets the students will be using.
2. Class will be divided into five groups. Each group will be given a copy of
the Written Document Analysis Worksheet (see page 29) and Photo and
Photo Analysis Worksheet (see page 30). Each group will also receive a
copy of the primary document letter written by George Washington to
George Mason April 5, 1769 (see page 32-34), and a copy of the print
Valley Forge (see page 31).
3. Students will be given thirty minutes to work in their groups to analyze the
letter and print, filling out the worksheets which they will use as guides for
their discussion.
4. The media specialist and teacher will circulate through the room
answering questions and observing the groups.
5. At the end of the thirty minutes the groups will select one person to share
the results of their group with the class. As each group shares their results
the entire class will discuss the results.
6. Assessment of this lesson will be based on the completion of the
worksheets by each group, and observation of the students working in the
groups by the teacher and media specialist. Five points will be given for
completed worksheets and five points for student participation in
discussion. (Sample of completed worksheet can be seen on page 35)
Materials required:
Computer with project tor (1)
Give Me Liberty: The Story of the Declaration of Independence by Russell
Freedman (1)
Photo Analysis Worksheet (5 – 1 per group)
Written Document Analysis Worksheet (5 – 1 per group)
Letter written by George Washington to George Mason April 5, 1769
(30 – 1 per student)
Print of Valley Forge (30 – 1 per student)
Additional copies of the worksheets will be made available for students to use in
their research.
28
Written Document Analysis Worksheet
TYPE OF DOCUMENT (Check one):
1.
___
___
___
___
2.
Newspaper
Letter
Patent
Memorandum
___
___
___
___
Map
Telegram
Press release
Report
___
___
___
___
Advertisement
Congressional record
Census report
Other
UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more):
___
___
___
___
Interesting letterhead
Handwritten
Typed
Seals
___ Notations
___ "RECEIVED" stamp
___ Other
3.
DATE(S) OF DOCUMENT:
___________________________________________________________________________
4.
AUTHOR (OR CREATOR) OF THE DOCUMENT:
___________________________________________________________________________
POSITION (TITLE):
___________________________________________________________________________
5.
FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?
___________________________________________________________________________
6.
DOCUMENT INFORMATION (There are many possible ways to answer A-E.)
A. List three things the author said that you think are important:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
B. Why do you think this document was written?
___________________________________________________________________________
___________________________________________________________________________
C. What evidence in the document helps you know why it was written? Quote from the
document.
___________________________________________________________________________
___________________________________________________________________________
D. List two things the document tells you about life in the United States at the time it was
written:
___________________________________________________________________________
___________________________________________________________________________
E. Write a question to the author that is left unanswered by the document:
___________________________________________________________________________
___________________________________________________________________________
Designed and developed by the
Education Staff, National Archives and Records Administration, Washington, DC
20408.
29
Photo Analysis Worksheet
Step 1. Observation
A.
Study the photograph for 2 minutes. Form an overall impression of the photograph and then
examine individual items. Next, divide the photo into quadrants and study each section to see
what new details become visible.
___________________________________________________________________________
B.
Use the chart below to list people, objects, and activities in the photograph.
People
Objects
Activities
Step 2. Inference
Based on what you have observed above, list three things you might infer from this
photograph.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Step 3. Questions
A.
What questions does this photograph raise in your mind?
___________________________________________________________________________
___________________________________________________________________________
B.
Where could you find answers to them?
___________________________________________________________________________
30
___________________________________________________________________________
Designed and developed by the
Education Staff, National Archives and Records Administration, Washington, DC 20408.
31
http://www.archives.gov/education/lessons/revolution-images/images/valley-forge.gif
32
Letter from George Washington to George Mason April 1769
Delegate from Virginia to the Constitutional Convention
Mount Vernon 5th April 1769.
http://gwpapers.virginia.edu/documents/revolution/le
tters/mason.html
Dear sir,
Herewith you will receive a letter and sundry papers which were forwarded to
me a day or two ago by Doctor Ross of Bladensburg. [1] I transmit them with
the greater pleasure, as my own desire of knowing your sentiments upon a
matter of this importance exactly coincides with the Doctrs inclinations.
At a time when our lordly Masters in Great Britain will be satisfied with nothing
less than the deprivation of American freedom, it seems highly necessary that
something shou'd be done to avert the stroke and maintain the liberty which we
have derived from our Ancestors; but the manner of doing it to answer the
purpose effectually is the point in question.
That no man shou'd scruple, or hesitate a moment to use a--ms in defence of so
valuable a blessing, on which all the good and evil of life depends; is clearly my
opinion; Yet A--ms I wou'd beg leave to add, should be the last resource; the
de[r]nier resort. Addresses to the Throne, and remonstrances to parliament, we
have already, it is said, proved the inefficacy of; how far then their attention to
our rights & priviledges is to be awakened or alarmed by starving their Trade &
manufactures, remains to be tryed.
The northern Colonies, it appears, are endeavouring to adopt this scheme--In
my opinion it is a good one; & must be attended with salutary effects, provided
it can be carried pretty generally into execution; but how far it is practicable to
do so, I will not take upon me to determine. That there will be difficulties
attending the execution of it every where, from clashing interests, & selfish
designing men (ever attentive to their own gain, & watchful of every turn that
can assist their lucrative views, in preference to any other consideration) cannot
be denied; but in the Tobacco Colonies where the Trade is so diffused, and in a
manner wholly conducted by Factors for their principals at home, these
difficulties are certainly enhanced, but I think not insurmountably increased, if
the Gentlemen in their several counties wou'd be at some pains to explain
matters to the people, & stimulate them to a cordial agreement to purchase
none but certain innumerated articles out of any of the Stores after such a
period, nor import nor purchase any themselves. This, if it did not effectually
withdraw the Factors from their Importations, wou'd at least make them
extremely cautious in doing it, as the prohibited Goods could be vended to none
but the non-associater, or those who wou'd pay no regard to their association;
both of whom ought to be stigmatized, and made the objects of publick
reproach.
The more I consider a Scheme of this sort, the more ardently I wish success to
it, because I think there are private, as well as public advantages to result from
it--the former certain, however precarious the other may prove; for in respect to
the latter I have always thought that by virtue of the same power (for here
alone the authority derives) which assume's the right of Taxation, they may
attempt at least to restrain our manufactories; especially those of a public
nature; the same equity & justice prevailing in the one case as the other, it
being no greater hardship to forbid my manufacturing, than it is to order me to
buy Goods of them loaded with Duties, for the express purpose of raising a
revenue. But as a measure of this sort will be an additional exertion of arbitrary
power, we cannot be worsted I think in putting it to the Test. On the other hand,
33
that the Colonies are considerably indebted to Great Britain, is a truth
universally acknowledged. That many families are reduced, almost, if not quite,
to penury & want, from the low ebb of their fortunes, and Estates daily selling
for the discharge of Debts, the public papers furnish but too many melancholy
proofs of. And that a scheme of this sort will contribute more effectually than
any other I can devise to immerge the Country from the distress it at present
labours under, I do most firmly believe, if it can be generally adopted. And I can
see but one set of people (the Merchants excepted) who will not, or ought not,
to wish well to the Scheme; and that is those who live genteely & hospitably, on
clear Estates. Such as these were they, not to consider the valuable object in
view, & the good of others, might think it hard to be curtail'd in their living &
enjoyments; for as to the penurious man, he saves his money, & he saves his
credit; having the best plea for doing that, which before perhaps he had the
most violent struggles to refrain from doing. The extravagant & expensive man
has the same good plea to retrench his Expences--He is thereby furnished with a
pretext to live within bounds, and embraces it--prudence dictated hconomy to
him before, but his resolution was too weak to put it in practice; for how can I,
says he, who have lived in such & such a manner change my method? I am
ashamed to do it: and besides, such an alteration in the System of my living, will
create suspicions of a decay in my fortune, & such a thought the world must not
harbour; I will e'en continue my course: till at last the course discontinues the
Estate, a sale of it being the consequence of his perseverance in error. This I am
satisfied is the way that many who have set out in the wrong tract, have
reasoned, till ruin stares them in the face. And in respect to the poor & needy
man, he is only left in the same situation he was found; better I might say,
because as he judges from comparison, his condition is amended in proportion
as it approaches nearer to those above him.
Upon the whole therefore, I think the Scheme a good one, and that it ought to
be tryed here, with such alterations as the exigency of our circumstances render
absolutely necessary; but how, & in what manner to begin the work, is a matter
worthy of consideration; and whether it can be attempted with propriety, or
efficacy (further than a communication of sentiments to one another) before
May, when the Court & Assembly will meet together in Williamsburg, and a
uniform plan can be concerted, and sent into the different counties to operate at
the same time, & in the same manner every where, is a thing I am somewhat in
doubt upon, & shou'd be glad to know your opinion of. I am Dr Sir Your most
Obt humble Servant
G: Washington
Notes
GW was not present in April 1768 when the House of Burgesses initiated Virginia's
official protest to the Townshend Acts adopted by Parliament in the summer of 1767.
He took a leading part, however, in forming in 1769 and 1770 the colony's
nonimportation association to promote their repeal, particularly of the act laying
taxes on certain colonial imports. It was in response to a circular letter from the
Massachusetts legislature that the Virginia burgesses first drew up, and on 16 April
1768 adopted, addresses to the king, Lords, and Commons protesting the passage of
the Townshend Acts and calling for their prompt repeal. The next year, in March
1769, the merchants of Philadelphia followed the earlier lead of their counterparts in
Boston and New York and, in opposition to the acts, formed an association to ban the
importation of a wide array of British goods. Shortly before writing this letter to
34
George Mason on 5 April, GW received from Dr. David Ross of Bladensburg, Md., a
copy of a letter to Maryland merchants from Philadelphia merchants enclosing a copy
of the nonimportation association that they had adopted for Philadelphia. Ross also
sent a copy of the response of Annapolis merchants to the Philadelphians' proposal
that Maryland merchants form a similar association as well as a copy of a letter to
Virginia merchants from Annapolis merchants in which they forwarded to the Virginia
merchants copies of their correspondence with the Philadelphia merchants and a
copy of the text of the Pennsylvania nonimportation association. GW seems to have
sent on to George Mason all four documents, expressing his own support for the
formation of such an association in Virginia and soliciting Mason's reaction. See note
1.
Mason immediately responded to GW's letter. He assured GW that he shared his
views that the very desirable association could not be formed before the Virginia
assembly met in May and expressed his regret that illness prevented his preparing
and publishing "Something preparatory to it in our Gazettes" (5 April). As justices,
GW and Mason were together in Alexandria for the meeting of the Fairfax County
Court on 17 and 18 April, and Mason accompanied GW on the evening of 18 April
from Alexandria to Mount Vernon for a visit that lasted until the afternoon of 21 April
(see Diaries, 2:141-42). Two days later, on 23 April, Mason sent from his house at
Gunston Hall changes that GW was to make in "the Association, of which I sent You a
Copy." GW took the copy of Mason's proposal with him when he left Mount Vernon
on 30 April to attend the meeting of the assembly in Williamsburg (see Mason to GW,
28 April, nn.1 and 2).
GW was in Williamsburg for the opening of the session on 8 May. On 16 May he
joined the other burgesses in adopting a series of resolutions reasserting their sole
right to lay taxes on their fellow colonists and denouncing the British move to have
colonists accused of treason taken to Britain for trial. When at about noon on the
next day the new governor, Lord Botetourt, having "heard of your Resolves, and
augur ill of their Effect," dissolved the House of Burgesses, GW and most of the other
members walked down the Duke of Gloucester Street and met in the Apollo Room of
Anthony Hay's Raleigh Tavern (JHB, 1766-1769, 214- 18). The moderator of the
meeting, Speaker Peyton Randolph, made GW a member of a committee to present
on the next day a plan for forming a nonimportation association in Virginia. GW
recorded in his diary for 17 May only that he "Dined at the Treasurers and was upon
a Committee at Hays till 10 oclock" (Diaries, 2:152). The plan of association that the
committee submitted to the burgesses after they had assembled in the Apollo Room
on the morning of 18 May, which ninety-six of the burgesses voted to adopt, was
essentially the plan of George Mason given to the committee by GW (see Mason to
GW, 28 April, n.1).
1. According to Stanislaus M. Hamilton (Letters to Washington, 3:346-56), GW at
some point labeled a packet of his papers: "Old Papers Respecting the Nonimportation of British Goods." Of these, he sent to Mason copies of the four
documents that he received from David Ross (see source note). For further reference
to the plan of the Pennsylvania nonimportation association, see Mason to GW, 28
April, n.1. For the contents of the letter of the Annapolis merchants to the
Philadelphia merchants, see Mason to GW, 5 April, n.3. See also source note. David
Ross was a merchant in Bladensburg who served as commissary for the Maryland
forces in the French and Indian War.
LB, DLC:GW. From The Papers, Colonial Series, 8:177-80.
35
A sample of a worksheet filled out during group discussion
Photo Analysis Worksheet
Step 1. Observation
A.
Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine
individual items. Next, divide the photo into quadrants and study each section to see what new details
become visible.
___________________________________________________________________________
B.
Use the chart below to list people, objects, and activities in the photograph.
People
Objects
Activities
Washington and
Lafayette talking
Washington
cannon
Lafayette
empty supplies
soldiers around campfire
soldiers
campfire
soldier guarding
guard
horse
soldier walking
wounded soldier
tents
soldier horseback riding
Step 2. Inference
Based on what you have observed above, list three things you might infer from this photograph.
Soldiers are tired, hungry, cold and with insufficient supplies and protection from the
weather.___________________________________________________________________________
Soldiers had seen battle, some are wounded.
___________________________________________________________________________
Washington and Lafayette are conferring on something.
Step 3. Questions
A.
What questions does this photograph raise in your mind?
What motivated these soldiers to stay under these
conditions?__________________________________________________________________________
What were Washington and Lafayette talking about?
B.
Where could you find answers to them?
websites such as http://www.pbs.org/wnet/historyofus/web02/ and
http://www.americanrevwar.homestead.com/files/VALLEY.HTM
Books from media center such as Washington’s Crossing by David Hackett Fisher
___________________________________________________________________________
Designed and developed by the
Education Staff, National Archives and Records Administration, Washington, DC 20408.
36
Unit Evaluation:
Evaluation of this unit will consist of two parts. One will be student evaluation
and the other will be an evaluation by the media specialist and the teacher. The students
will be asked to fill out a brief six question survey on the project. These questions will
give the students an opportunity to look back on the research process and reflect on what
they learned and what will be of help to them in the future.
1.
2.
3.
4.
5.
6.
What was the most interesting part of the project?
What information sources were most valuable to you?
Where there sources that you needed but were not available?
What did you do well in the project?
What would you do differently next time?
What skills did you acquire that you will be able to use in the future?
When the project is complete and the student surveys have been filled out, the
teacher and the media specialists will meet for an evaluation of the unit. They will
review the student surveys to see if additional resources need to be acquired, and get an
understanding of what was most valuable to the students in the research process. They
will discuss the results of the students’ debates and essays to make sure the students had a
good understanding of the project and the information they were to learn. They will
discuss what went well with the project and what appeared to be weak points. From this
discussion they will determine what changes need to be made in the project. It is from
the evidence gathered during this evaluation that improvements to the project will be
made for future use.
Resources and References:
The main resource that was used for this unit was the lesson plan “Voices of the
American Revolution” from the History and Social Studies section of EDSITEment.
This is a website from by the National Endowment of the Humanities. This site brings
resources from museums, libraries, cultural institutions and universities right into the
classrooms. It offers lesson plans in the areas or Art and Culture, Literature and
Language Arts and Foreign Language in addition to History and Social Studies. The
lesson plans offered on the EDSITEment site are excellent resources, especially for new
teachers. They offer detailed lesson plans, resources, and links to additional valuable
teaching tools. All of these are easily adaptable to fit the needs of the teacher.
The lesson plan “Voices of the American Revolution” was used for this unit with
a few adaptations made by the teacher and media specialist. Two of the three options for
assignments were used from this lesson. The Tools for Analyzing Primary Documents
was used as a guide in planning the lesson the media specialist used in this unit. In
addition, the website resources on this site were also made available for the students to
use. Print materials from the school media center were also available for the students to
use. An initial list of titles on the American Revolution and primary documents was
given to the students and they were encouraged to find additional sources by searching
the online catalog.
Indiana’s Academic Standards lists the Academic Standards established by the
state of Indiana to outline what students should know and be able to do at each grade
level. By using the United States history standards the focus of the lesson was
established.
37
The primary document analysis and photo analysis worksheets are from the
National Archives site for educators and students. This site offers training and activities
for educators and students, and resources about primary sources. In this unit, these two
worksheets were used by the students to guide them through the analysis of primary
documents.
Field Test:
I do not work in a classroom where these units could be field tested, so I had four
people review them for me. Margo is an elementary school teacher who has worked part
time in a high school media center. Karen is a special education teacher in an elementary
school and a recent graduate of the IUPUI SLIS program. Hella is also a recent
graduated of the IUPUI SLIS program and has just finished her student teaching at the
elementary and high school level. I was also interested in a student opinion. My son
Michael, a senior honor student in high school, who took US history last year, looked at
the high school unit and gave me his feedback.
Margo: (written on paper)
5th Grade Unit
1. Like that 5th graders are given questions as an idea for what they can
include in their biography. I think they really need this. Many have not
written papers before.
2. Like role-playing exercise at beginning of media specialist lesson on
research skills.
3. Letting students do an evaluation of the project is a great way to get some
good feedback. I do think it is good to give them some specific questions
you want answered – which you did.
4. Great lesson
5. Good mix of groups and individual work.
th
11 grade Unit
1. I like that the Big6™is taught to students at the beginning.
2. Like the worksheets – Document Analysis and Photo Analysis.
3. Very interesting lesson. Mr. Hitchcock would be proud.
Karen: (e-mail)
5th Grade Unit
Jan,
Another very well thought out information inquiry activity. Lots of
collaboration between Media specialist,LA and SS teachers! Students should
learn a lot from detailed lesson plans, 1-on-1 conferencing, pp presentions,
and oral presentation with the interview talk show as the culminating
activity. What fun! Since both 5th and 11th graders are working on American
Revolution wouldn't it be a neat idea if they could get together - maybe the
11th graders could be present and be characters at the interview talk show???
Very detailed analysis of State Standards and coorelating ILF.
I liked your idea of having students journaling their thoughts on note-taking
38
and citations. Will help give you insight into students strengths and
weaknesses. Cute lesson on role play from big6 site. Nice to have students
working in teams of 2 on graphic organizers. Also, very nice assessments. Very
detailed lists of questions for students to answer. I liked the practicality
and functionality of the informal class discussion evaluation.
I also liked tying in the My Brother Sam is Dead as the common piece of
literature. I thought this was a YHBA -and thought their site might offer
lesson plan ideas, but after checking I was wrong.
Very well done!!! Good luck and have fun implementing. May I also keep a copy
of this unit for my records!
Thanks for sharing - Karen
11th Grade Unit
Jan,
Attached is a reviewed copy of your unit. What a great lesson, may I keep a
copy for my records?
The inquiry project should excite your students. Your primary sources unit,
specifically the photo and letter from George Washington should really
motivate students. I like your thought processes on letting students choose
their own person to research. Group work, discussion, and debate help make
your unit exciting and mulit-dimensional.
Assessments - the two rubrics seem very thorough. I also liked how you
included a quick 6 question student survey in your assessment. For the media
specialist and teacher to evaluate the unit for future use.
What an extensive list of resources both electronic and print.
Good collaborative efforts between media specialist and history teacher. I
wonder if three weeks provides enough time for this unit. I defer to your
judgement as I am not familiar with block schedules and HS curriculum.
Thank you for sharing. Good luck
Hella: (per phone conversation)
5th Grade Unit
Suggested keeping note-taking forms together in a folder for organization and not to
teach note-taking and citation skills on the same day. Might be too much for them.
(I made adjustments in lesson plans for these ideas)
th
11 Grade Unit
Not much to pick on -- I really think the kids would enjoy the lesson about primary
and secondary documents!
39
Wasn’t quite clear on how they pick their topics - from a list - based on
their own research - guidelines? - teacher approval?
(we also discussed this at time of conversation)
Michael: (email)
11th Grade Unit
In my professional opinion, your proposal looks like an excellent way to learn about
the American Revolution. It allows the students to complete a project hands on and
also teaches them the value and use of primary sources. I believe that this would be a
fun and interesting way to learn about one of our country's earliest and most
important events.
Michael Carney
Senior- Noblesville High School
Noblesville IN 46060
Unit Comparison:
Both of the units developed for this project were created for the study of the
American Revolution, and the people and events leading up to this pivotal time in the
history of the United States. This is an important part of the curriculum in both fifth
grade and eleventh grade in the school district portrayed in this project.
The fifth grade unit is written as an inter-disciplinary project that includes not
only the media specialist and the social studies teacher, but also the language arts teacher.
The fifth graders are on teams with the same core teachers throughout the year. These
teachers work closely together giving them the time and structure in their program to plan
these types of units. By including writing, grammar and literature into the history unit
students get an understanding of the connection of what they are learning between
subjects. This type of learning will eventually lead the students to connecting what they
are learning to the real world.
The eleventh grade unit was developed for a U.S. history class. The media
specialist is the only other teacher involved in the collaboration. It would be more
difficult because of schedules and curriculum demands at the high school level, however,
I believe this unit could also be developed to involve the language arts teacher and bring
in literature and other English components.
The skills used in these units include a variety of areas such as technology, notetaking, and citing of resources. The eleventh graders technology skills will be much
more advanced then the fifth graders. They will have had much more experience in using
the keyboard so their typing skills will be faster. They will also be more experienced in
internet research so they will be able to get through much more material in a shorter
period of time then the fifth graders. The older students will be more skilled in notetaking and will be able to identify relevant facts in their resources more readily then the
fifth graders, who are just learning this skill. The younger students will use a template to
help guide them through the note-taking process. The eleventh graders will also be
expected to use full MLA citation in their work cited page. The fifth grade students will
be expected to fully cite their sources, but they will also be instructed in this using a
template to guide them through the process. Their citations will not be as formal, but will
40
include all the necessary information, giving them an introduction to correct citation
form.
As students go from the fifth grade level to the eleventh grade level in the study of
United States History their depth of knowledge and understanding greatly increases. The
fifth grade standards introduce the students to the major British and American leaders and
describe their roles in the key events of the times. They will also look at other countries
and learn about who assisted the American cause. Students will identify the contributions
of women during the revolution, and be expected to identify and interpret primary and
secondary sources pertaining to that period of United States history2.
As this part of American history is revisited in the eleventh grade class, their
understanding of this time period will go much deeper. The standards for the eleventh
grade curriculum state that students should be able to explain the major ideas and rights
rooted in this time in history and which are found in the key documents. They must be
able to explain the major themes and understand and summarize the main events and
developments in this time in history. Students must be able to locate and analyze primary
and secondary sources and understand the different perspectives on events and issues
they represent. The students must be able to locate sources in libraries, museums,
archival collections, historic sites and electronic sites1.
Bloom’s taxonomy, a classification of children’s learning processes, explains the
thinking process as progressing through various stages. It starts with the basic material or
knowledge that must be obtained and progresses through stages of increasing complexity.
These stages include knowledge, comprehension, application, analysis, synthesis and
evaluation (Unger). Students working in the fifth grade unit will be working at the
beginning stages of this process. They will gain the basic knowledge of the subject.
They will have a comprehension of the subject where they will be able to process ideas
such as, what is the main idea? who is a key character? and distinguish differences
between them. The students will be able to apply their knowledge to illustrate what they
have learned. They will also be able to take beginning steps into the stage of analysis
where they will learn about the person they are studying, and ask questions such as what
are some the their problems?, what happened when?, and what are some of the motives
behind …?, as they put together their biographies. The students in the eleventh grade
history class will take this thinking process to a much higher level of complexity. They
will move to the synthesis stage where they will analyze their information. The students
will then formulate the ideas they have researched into a presentation where they will be
able to “sell” their ideas to others. They will then move up to the highest level of the
thinking process which is evaluation. They will defend their viewpoint in a debate where
they will have to justify their position. The various stages of this learning process
indicate maturation of the students as they move from beginning learners to learners more
capable of complex thinking and analysis.
As fifth graders, students still need a lot of guidance as they go through the
research process in this unit. In this introduction to research, students will be leaning
some of the basic skills they will need to have for a strong foundation for their
educational goals. As the students learn these entry skills they will require a large
amount of support from their teachers and the media specialist. This support, or
scaffolding, acts as reinforcement for the learning process the students are going through.
Some examples of the support in this unit are instruction, research questions for the
students to use as guides, templates for note-taking and citations, and assistance with
technology and in putting together their final projects. As information scientist in this
41
fifth grade unit the students are just beginning to learn the skills they need for research
and for putting together a research project. They will require a lot of guidance and
reassurance as they go through the process. The teachers and media specialist will be
very involved in all steps of the process with the students.
As students build on this foundation their skill levels will become higher and
they will not need as much support from the teacher. When students enter the eleventh
grade history class they will have had several opportunities to use the basic skills they
learned and build on them developing skills that have become much more complex and
precise. The higher the skill level, the less scaffolding or reinforcement the student will
need from the teacher. In this eleventh grade unit, students will receive support from the
teacher in the form of instruction and some research assistance from the media specialist.
It will be expected that at this level the students will be able to formulate their own
questions for research, take notes, write citations and organize and present their project
with very little assistance from the teacher. (Callison 279-280) At this level, the students,
as information scientists, have become much more independent and will require very
little assistance from the teacher. Once the unit has been introduced, the teacher and
media specialist will still be present to assist and answer questions when needed, but will
play a much smaller role in the guidance of the students through this process.
As students progress through the learning process they grow in the ability to find
and use information. This development of information literacy is evident as we look at
the developing abilities of the students in the fifth grade compared to the much more
advanced thinking processes of the students in the eleventh grade. Working together,
teachers and media specialists can foster this learning process helping students develop
the skills that will lead them to become life long learners.
42
“Amelia Earhart”. Education World. 2003. 3 Dec. 2005.
< http://www.education-world.com/a_lesson/lesson/lesson322.pdf >.
American Library Association. Information Power Building Partnerships for Learning.
Chicago: American Library Association, 1998.
“American Revolution Webquest” created by Laura A. Frondorf
http://php.indiana.edu/%7Elshera/amrevwebquest.html
Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for K-6.
Worthington, OH: Linworth, 2002.
Callison, Daniel. Key Words, Concepts and Methods for Information Age Instruction: A
Guide to Teaching Information Inquiry. Baltimore: LMS Associtates, LLC, 2002.
“George Washington to George Mason 5 April 1796”. The Papers of George
Washington. 2005. 29 Nov. 2005.
<http://gwpapers.virginia.edu/documents/revolution/letters/mason.html >.
“Graphic Organizer: Research Note Taking Made Easy”. 2003. Education World. 3 Dec.
2005. < http://www.education-world.com/a_lesson/03/lp322-04.shtml >
Huck, Charlotte S. et.al. Children’s Literature in the Elementary School. Boston:
McGraw Hill, 2001.
Jansen, Barbara A. “Big6™-A Good Way to Get Started. 2005. The Big6™. 14 Sept.
2005 <http://big6.com/showarticle.php?id=134&page=5 >.
Lamb, Annette. “Information Inquiry: Wishing”. Jan. 2004. Information Inquiry for
Teachers. 14 Sept. 2005 < http://www.eduscapes.com/info/isearch.html >.
“Note-Taking Graphic Organizer”. Education World. 2003. 3 Dec. 2005.
< http://www.education-world.com/a_lesson/lesson/images/note_taking.rtf >.
Simpson, Carol. Note-Taking (Grades 4-6). 2005. The Big6™. 3 Dec 2005.
< http://www.big6.com/showarticle.php?id=41 >.
1
State of Indiana. Dept. of Education. Indiana State Standards. 2001. 26 Nov. 2005.
< http://ideanet.doe.state.in.us/standards/Docs-2004/English/PDF/HSSocialStudies/USHistory.pdf >.
2
State of Indiana. Dept. of Education. Indiana State Standards. 2002. August 2004.
<http://www.doe.state.in.us/standards/ILS_Correlations.html >.
Unger, G. Harlow. Encyclopedia of American Eduaction. New York: Facts on File,
2001. 127.
“Valley Forge”. Teaching With Documents Lesson Plans: Images of the American
Revolution. 29 Nov. 2005.
43
<http://www.archives.gov/education/lessons/revolution-images/images/valleyforge.gif >.
“Voices of the American Revolution”. EDSITEment. 28 August 2002. 26 Nov. 2005. <
http://edsitement.neh.gov/view_lesson_plan.asp?id=423 >.
Jan Carney
L 551
Fall 2005
44