The American Revolution

History and GeoGrapHy
The American Revolution
Teacher Guide
George Washington
Paul Revere’s ride
Crispus Attucks
Stamp Act Crisis
The American Revolution
Teacher Guide
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The American Revolution

The American Revolution
Teacher Guide
Core Knowledge Sequence History and Geography 4
Introduction
The colonists played an active role in securing a British victory during the French and Indian War. Despite this fact, Great Britain was unwilling to give the colonists the rights they yearned for and felt they deserved as part of their “rights of Englishmen.” Early conflict between the colonies and Parliament emerged after the Proclamation of 1763, which prohibited settlement west
of the Appalachians. Further fuel was added to the fire with passage of the Stamp Act. A pattern of perceived abuses by the Crown led to increased unrest among the British colonies, especially around the issue of “taxation without representation.” Though neither side wanted a fight, war between the colonies and Great Britain became increasingly likely. The fate of the colonies was sealed on July 4, 1776, and would not be resolved until Lord Charles Cornwallis surrendered at Yorktown on October 17, 1781, marking the end of the American Revolution. The colonists—English no more—were independent Americans.
What Students Should Already Know
Students in Core Knowledge schools should already be familiar with: Kindergarten, Grade 1
• The location of the thirteen original English colonies
• Fourth of July
• The Boston Tea Party
• Paul Revere’s Ride: “One if by land, two if by sea”
• Minutemen and Redcoats: “the shot heard ’round the world”
• Thomas Jefferson and the Declaration of Independence: “We hold these truths . . .”
• George Washington: from military commander to first president
• Benjamin Franklin: patriot, inventor, and writer
• The legend of Betsy Ross and the flag
Grade 3
• The differences in climate and agriculture among the three colonial regions
• The location of the thirteen colonies and important cities, such as Philadelphia, Boston, New York, and Charleston
• Southern colonies: Virginia (especially the story of Jamestown), Maryland, South Carolina, Georgia; the founders of these colonies, their reliance on slavery; the Middle Passage
• New England colonies: Massachusetts (especially Pilgrims and Puritans), New Hampshire, Connecticut, Rhode Island: development of maritime economy and the influence of religion
• Middle Atlantic colonies: New York, New Jersey, Pennsylvania, Delaware; the Dutch in New York, Penn and the Quakers in Pennsylvania
Time Period Background
This timeline provides an overview of key events. Use a classroom timeline with students to help them sequence and relate events that occurred from 1754 to 1781.
What Students Need to Learn
• The French and Indian War, also known as the Seven Years’ War, was part of an ongoing struggle between Britain and France for control of colonies, as background to the American Revolution, including:
- Alliances with Native Americans
- The Battle of Quebec
- British victory gains territory but leaves Britain financially weakened.
• Causes and provocations of the American Revolution, including:
- British taxes, “No taxation without representation”
- Boston Massacre and Crispus Attucks
- Boston Tea Party
- The Intolerable Acts close the port of Boston and require Americans to provide quarters for British troops.
- First Continental Congress protests to King George III.
• The Revolution, including:
- Paul Revere’s Ride, “One if by land, two if by sea”
- The fighting at Lexington and Concord, including “the shot heard ’round the world,” and redcoats and Minutemen
- Bunker Hill
- Second Continental Congress: George Washington appointed commander in chief of Continental Army
- Thomas Paine’s Common Sense
- Declaration of Independence (primarily written by Thomas Jefferson; adopted July 4, 1776; “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.”)
- Some representative women in the Revolution: Elizabeth Freeman, Deborah Sampson, Phillis Wheatley, Molly Pitcher
- Loyalists (Tories)
- Victory at Saratoga, alliance with France
- Some representative European allies (Marquis de Lafayette, the
French fleet, Bernardo de Gálvez, Thaddeus Kosciusko, Baron Frederick von Steuben)
- Valley Forge
- Benedict Arnold
- John Paul Jones (“I have not yet begun to fight.”)
- Nathan Hale (“I only regret that I have but one life to lose for my country.”)
- Cornwallis’s surrender at Yorktown
The most important ideas in Unit 7 are:
• By defeating the French in the French and Indian War, the British established themselves as the dominant power in North America.
• The French and Indian War resulted in a change in British policy toward the colonies and increased taxation, which contributed greatly to the discontent that the colonists felt toward Great Britain.
• With each move by the British government—new taxes, show of military force, and usurpation of colonial rights—and countermove by the colonists—boycott, street protest, Boston Tea Party, and convening of the Continental Congress—the colonies came closer to declaring their independence.
• The fighting at Lexington, Concord, and Bunker Hill took place before the formal Declaration of Independence and organization of an army.
• The Declaration of Independence, largely written by Thomas Jefferson, is a key document in American history and one that students should recognize and understand.
• The alliance with France was pivotal to the Americans winning the war.
• The stories of representative men and women help to illustrate the courage and determination of the new nation.
Geography Related to the Thirteen Colonies
You may find it helpful to refer to activity page Map of the Thirteen Colonies (AP 1.2) on page 142 while reading this section.
Each group of people culturally adapted to the climate and terrain of their colony, finding different ways to produce food and use resources available to them. Each region had a variety of terrain, from coastal plain to mountainous backcountry with corresponding climates.
New England Colonies
Agriculture in the New England colonies was hampered by both the climate and the physical environment. New England experiences long, cold, and very snowy winters and short, warm summers. Crops that grow well in the other regions, such as rice and wheat, do not thrive in this climate. In addition, the soil is rocky or sandy and generally poor for growing crops.
As a result, farming in New England was limited to small farms on which families managed to grow enough to feed themselves and not much else.
These subsistence farmers grew vegetables, apples, and possibly a field of grain crops (often oats that were fed to livestock).
Fortunately for the colonists, New England was heavily forested, and those forests became the basis for thriving maritime industries. Cities such as Boston, Massachusetts, and Portsmouth, New Hampshire, became major centers for shipbuilding. Coastal towns were home to fleets of fishing boats that fished in the coastal waters for cod, lobster, and other shellfish. By the mid-1600s, fish was New England’s most important export. International trade also depended on New England shipbuilding and sailors. Colonial ships based in New England ports such as Boston and Salem, Massachusetts, sailed to England and the Caribbean. Some ships participated in the slave trade between Africa and the Caribbean and North America.
Middle Atlantic Colonies
The climate in the Middle Atlantic region is more moderate, with milder, shorter winters than in New England and a longer overall growing season from spring to fall. Because of the more advantageous climate and fertile soil, cereal crops— wheat, oats, corn—and many vegetables and fruits grow well in this region.
Farms in the Middle Atlantic colonies varied in size. There were some very large estates on which tenant farmers worked for wealthy owners, but most farms were owned by a single family. The proprietors of Pennsylvania made land available cheaply to anyone willing to work it. As a result, the average farm in these colonies was approximately one hundred acres.
Southern Colonies
The Southern colonies had a warm climate with a long growing season, abundant rainfall, and fertile soil. Whereas New England farmers were subsistence farmers, farming just enough for their families, and Middle Atlantic farmers used a system of mixed farming, raising a variety of crops and some livestock, large-scale Southern farmers were one-crop farmers. They relied on one cash crop—it might be tobacco, rice, indigo, or (later) cotton—year in and year out. This is not to say that there were no small farmers in the Southern colonies, but they did not drive the economy. Like New England farmers, small Southern farmers were subsistence farmers, raising just enough to eat with maybe a little left over to sell.
The origin of the one-cash-crop economy can be traced all the way back to Jamestown, where large-scale planting of tobacco was instrumental in saving the colony from economic ruin. Subsequent colonists followed this model, using it to cultivate rice and later indigo, from which a blue dye is made. To be economically viable, these crops all required large amounts of land and many workers. Farmers who worked these crops established large farms that became known as plantations. The landowners were called planters. As these farmers opened up more land, they needed an abundant, cheap source of workers.
It became more difficult over time to find indentured servants—Europeans willing to work for a period of seven years in exchange for their passage to the colonies in addition to food, clothing, and shelter. Planters therefore began to rely on enslaved Africans for labor.
Important Cities
The first settlements, regardless of the region, were small villages near the coast. Over time some of these villages grew into towns, and by the late 1600s and early 1700s, a few had become large enough to be considered cities.
Those that grew into cities had taken advantage of their locations on good harbors to become trading centers. These cities acted as markets not only for international trade with England and English colonies in the West Indies but also for colonists in the backcountry.
Philadelphia was founded by William Penn in 1681 and laid out in 1682 as a planned city—Penn’s “greene countrie towne.” At the time of the American Revolution, Philadelphia was the second-largest English-speaking city in the world, following London, with a population of more than 30,000. Philadelphia had one of the world’s largest freshwater harbors, located where the Schuylkill and Delaware rivers merge. Backcountry farmers brought wheat, pork, horses, and flour to Philadelphia to sell. In exchange, Philadelphia merchants imported rum, sugar, molasses, and salt, among other goods. Philadelphia was the capital during the American Revolution and served as the new nation’s capital from 1790 to 1800.
Boston is located at the mouth of the Charles River on Massachusetts Bay. Settled by the Puritans in 1630, two years later the town became the capital of the Massachusetts Bay Colony. Boston also grew to become an important center for shipbuilding and international trade. Export goods included dried cod, pork, and beef. Iron, salt, and molasses were among the imports. Boston was a hotbed of Patriot activity leading up to the American Revolution.
Originally settled by the Dutch as New Amsterdam, the area was seized by the English in 1664 and renamed New York City in honor of the English king’s brother, the Duke of York.
Building on its beginnings as an important center of trade for the Dutch West India Company, especially in furs, New York City continued to grow and prosper as a commercial center. Its excellent harbor and proximity to the Hudson River—and, therefore, upstate communities—were factors in its growth.
During the American Revolution, the British held the city from 1776 to 1781. In 1789 and 1790, the city served as the new nation’s capital, and George Washington was inaugurated there as the first president of the United States in 1789.
Originally known as Charles Towne, the city is built on a peninsula between the Cooper and Ashley Rivers, which empty into the Atlantic Ocean. The city was founded in 1670 in what was then the southern portion of the Carolina colony. In 1729, Carolina was divided into two colonies, and Charleston became the capital of South Carolina. A trading center for rice, indigo, and enslaved people, Charleston was the largest city in the Southern colonies.
Historical Background
Life in the Thirteen Colonies Before the Revolution
The thirteen English colonies in North America were founded between 1607 (Jamestown, Virginia) and 1732 (Georgia). The colonies were founded for different purposes, the most common of which were pursuit of profit and freedom of worship.
The Southern colonies, by and large, developed plantation-based economies dependent on cash crops. Tobacco was the first and most common of these crops. Introduced in Jamestown, tobacco quickly became the main crop grown in Virginia. Plantations in the lowlands of South Carolina grew rice and indigo, crops that were especially suited to the swampy land found there. However, the Southern colonies—especially North Carolina—also had a number of small family farms. Maryland was unique among the Southern colonies because of the role religion played in its founding. Lord Baltimore established the colony as a haven for Catholics, who were being persecuted in England at the time.
Catholics turned out to be a minority in the colony, so Maryland’s assembly passed a law protecting freedom of worship in the colony. Georgia had a unique role as a “buffer colony” between the English Carolinas and Spanish Florida. Georgia’s founder envisioned his colony as a slavery-free new start for English debtors. However, few debtors accepted the opportunity, and the colony did eventually develop a plantation economy dependent on slavery.
New York, originally a Dutch trading post called New Amsterdam, was the first of the Middle Atlantic colonies to be established. In the 1660s, the English captured the Dutch city and named it New York. Pennsylvania was unique
among the Middle Atlantic colonies for its Quaker heritage. Founded by Quaker William Penn, the colony offered settlers freedom of worship and freedom from slavery. The other Middle Atlantic colonies—New Jersey and Delaware— were carved out of New York and Pennsylvania.
Of all the colonial regions, the New England colonies had the longest history of dissent against England. The first New England colonies—Massachusetts Bay and Plymouth—were founded by Puritans and Separatists (Pilgrims) who were seeking to escape religious persecution by the English government. However, that did not mean colonial leaders permitted freedom of worship within their colonies. Both Connecticut and Rhode Island were established by colonists
seeking religious freedom from the Puritan leadership of Massachusetts. Connecticut is also significant for writing the first constitution in the colonies, the Fundamental Orders of Connecticut. New Hampshire began as an expansion of the Massachusetts Bay Colony and eventually became its own colony.
Colonists and Native Americans
Colonists in every region had a conflicted relationship with the Native Americans they encountered. In Virginia and Massachusetts, for example, Native Americans helped the colonists survive by providing food and teaching native agricultural techniques. However, the colonists’ claims of land ownership sometimes led to conflict with local Native Americans.
Africans in the Thirteen Colonies
Africans also have a long history in the thirteen colonies. The first Africans came to the colonies as indentured servants in 1619. By the 1660s, however, many Africans were treated as slaves, and by the 1700s, the slave trade had become a big business, supplying enslaved labor to Southern plantations. Although slavery was not as important in New England and the Middle Colonies, slavery did exist in those regions, and businesses in those regions— such as shipbuilders—benefited from their involvement with the slave trade.
To learn more about specific topics in this unit, download the CKHG Online Resource “About the American Revolution”:
www.coreknowledge.org/ckhg-online-resources
Student Component
The American Revolution Student Reader—twenty chapters
Note: Maps are included at the back of the Student Reader on pages 128–130. Students may find these maps helpful as they read The American Revolution.
Teacher Components
The American Revolution Teacher Guide—twenty chapters. This includes lessons aligned to each chapter of The American Revolution Student Reader with a daily Check for Understanding and Additional Activities, such as virtual field trips and cross-curricular art and music activities, designed to reinforce the chapter content. A Unit Assessment, Performance Task Assessment and Activity Pages are included at the end of this Teacher Guide in Teacher Resources, beginning on page 130.
Timeline
» The Unit Assessment tests knowledge of the entire unit, using standard testing formats.
» The Performance Task Assessment requires students to apply and share the knowledge learned during the unit through either an oral or written presentation.
» The Activity Pages are designed to reinforce and extend content taught in specific chapters throughout the unit. These optional activities are intended to provide choices for teachers.
The American Revolution Timeline Image Cards include seventeen individual images depicting significant events and individuals related to the American Revolution. In addition to an image, each card contains a caption, a chapter number, and the Big Question, which outlines the focus of the chapter. You will construct a classroom Timeline with students over the course of the entire unit. The Teacher Guide will prompt you, lesson by lesson, as to which image card(s) to add to the Timeline. The Timeline will be a powerful learning tool enabling you and your students to track important themes and events as they occurred within this time period.
Optional: Core Knowledge Curriculum Series™ Art Resource Packet for Grade 4—art resources that may be used with cross-curricular art activities described in the Additional Activities of Chapters 12, 13, and 16, if online access to the Internet is not available in the classroom. These art resources include Paul Revere, by John Singleton Copley; George Washington, by Gilbert Stuart; and Washington Crossing the Delaware, by Emmanuel G. Leutze. You can purchase the Grade 4 Art Resource Packet, available at:
www.coreknowledge.org/store
Some advance preparation will be necessary prior to starting the American Revolution unit. You will need to identify available wall space in your classroom of approximately fifteen feet on which you can post the Timeline image cards over the course of the unit. The Timeline may be oriented either vertically or horizontally, even wrapping around corners and multiple walls, whatever works best in your classroom setting. Be creative—some teachers hang a clothesline so that the image cards can be attached with clothespins!
Create four time indicators or reference points for the Timeline. Write each of the following dates on sentence strips or large index cards:
• 1750s
• 1760s
• 1770s
• 1780s
Affix these time indicators to your wall space, allowing sufficient space between them to accommodate the actual number of image cards that you will be adding to each time period as per the following diagram:
You will want to post all the time indicators on the wall at the outset before you place any image cards on the Timeline. Note: Please take into account that thirteen of the seventeen cards will be placed within the 1770s time period.
Also, be aware that Chapters 8, 10, 12, and 13 have multiple cards.
Chapter 18 Chapter 20
The Timeline in Relation to the Content in the Student Reader Chapters
You will notice that the Unit 7 Timeline begins with events described in Chapter 5. The reason for this is that the events described in Chapters 1–4 occurred over time or occurred decades or even hundreds of years before the events of the American Revolution.
Time to Talk About Time
Before you use the Timeline, discuss with students the concept of time and how it is recorded. Here are several discussion points that you might use to promote discussion. This discussion will allow students to explore the concept of time.
1. What is time?
2. How do we measure time?
3. How do we record time?
4. How does nature show the passing of time? (Encourage students to think about days, months, and seasons.)
5. What is a specific date?
6. What is a time period?
7. What is the difference between a specific date and a time period?
8. What is a timeline?
Placing the Student Reader Content in Historical Context
This unit marks the first American history unit that Grade 4 students encounter after their world history studies. Help students make the transition by comparing the dates of some of the events they have already explored in their studies of Medieval Europe and Islamic Empires, Early and Medieval African Kingdoms, and Dynasties of China. Note that compared to some of these civilizations, the United States is a young culture. Most of the events that students have already studied occurred long before the Americas were settled by Europeans. However, some of the events they will study overlapped with events they have already explored. For example, at the time of the founding of the first English colonies, the Ming dynasty ruled China. By the time of the French and Indian War, however, the Ming had fallen, and the Qing had assumed power.
Pacing Guide
Reading Aloud
Turn and Talk
The American Revolution unit is one of ten history and geography units in the Grade 4 Core Knowledge Curriculum Series™. A total of twenty-five days have been allocated to The American Revolution unit. We recommend that you do not exceed this number of instructional days to ensure that you have sufficient instructional time to complete all Grade 4 units.
At the end of this Introduction, you will find a Sample Pacing Guide that provides guidance as to how you might select and use the various resources in this unit during the allotted time. However, there are many options and ways that you may choose to individualize this unit for your students, based on their interests and needs. So we have also provided you with a blank Pacing Guide that you may
use to reflect the activity choices and pacing for your class. If you plan to create a customized pacing guide for your class, we strongly recommend that you preview this entire unit and create your pacing guide before teaching the first chapter.
In each chapter, the teacher or a student volunteer will read various sections of the text aloud. When you or a student reads aloud, always prompt students to follow along. By following along in this way, students become more focused on the text and may acquire a greater understanding of the content.
In the Guided Reading Supports section of each chapter, provide students with opportunities to discuss the questions in pairs or in groups. Discussion opportunities will allow students to more fully engage with the content and will bring “to life” the themes or topics being discussed.
Big Questions
At the beginning of each Teacher Guide chapter, you will find a Big Question, also found at the beginning of each Student Reader chapter. The Big Questions are provided to help establish the bigger concepts and to provide a general overview of the chapter. The Big Questions, by chapter, are:
Chapter Big Question
1 In what ways did the colonies change over time?
2 What was daily life like for free colonial children growing up on a farm, in comparison to enslaved children?
3 What were some of the rights granted to the citizens of the British Empire?
4 What were some of the mistakes young George Washington made when dealing with the French army?
5 How did the British defeat the French in the French and Indian War?
6 What were the reasons why George III would not allow the colonists to move west into the Ohio River Valley?
7 Why did the Stamp Act cause so much anger in the colonies?
8 Why did the British government repeal the Townshend Acts?
9 What was the Committee of Correspondence?
10 What were the events that led to the Boston Tea Party?
11 How did the colonists’ attitudes and view of themselves begin to change?
12 What was Patrick Henry’s point of view?
13 Why was George Washington chosen to be the leader of the Continental Army?
14 What was the Declaration of Independence?
15 What challenges did George Washington face when raising an army?
16 What is meant by the statement, “Washington’s plan for winning the war required patience”?
17 What mistake did the British make that brought France into the war, making an American victory possible?
18 What were some of the challenges the Continental Army faced during the winter at Valley Forge?
19 Why did the British shift the fighting to the South?
20 How does the chapter title explain the outcome of the American Revolution?
Core Vocabulary
Activity Pages
Activity Pages
Domain-specific vocabulary, phrases, and idioms highlighted in each chapter of the Student Reader are listed at the beginning of each Teacher Guide chapter, in the order in which they appear in the Student Reader. Student Reader page numbers are also provided. The vocabulary terms, by chapter, are:
Chapter Vocabulary
1 immigrant, colony, migrate, trade, merchant, custom, frontier
2 enslave, plantation, disease, herb
3 empire, self-government, English Parliament, Congress, tax, representative, assembly, citizen, independence
4 militia, fort, governor, general, ally
5 colonel, parade, advance, prime minister, “peace treaty”
6 proclamation, import, tax collector, molasses
7 “taxation without representation,” boycott, Patriot, “course of action,” repeal, resistance
8 harbor, manufacturer, massacre, silversmith, engraving
9 committee, quill pen
10 intolerable, oppose, resist
11 Supreme Court, declaration, defiant, resolution
12 brethren, Minutemen, “kill two birds with one stone,” redcoat, “village green,” stockpile, unfurl
13 petition, policy, trench, ammunition
14 Loyalist, pamphlet, endow, institute, revolution
15 mercenary, regiment
16 inspire, “German state”
17 rebels, “naval fleet,”“turn of events”
18 scarce, forage, exposure, character, drill, aide
19 swamp, “guerrilla warfare,” tributary, company, “naval battle,” treason
20 half a crown
The following activity pages can be found in Teacher Resources, pages 141–154. They are to be used with the chapter specified either for additional class work or for homework. Be sure to make sufficient copies for your students prior to conducting the activities.
• Chapter 1—World Map (AP 1.1)
• Chapter 1—Map of the Thirteen Colonies (AP 1.2)
• Chapter 1—Where Am I? (AP 1.3)
• Chapter 5—Domain Vocabulary: Chapters 1–5 (AP 5.1)
• Chapter 10—Domain Vocabulary: Chapters 6–10 (AP 10.1)
• Chapter 13—The Fighting Around Boston (AP 13.1)
• Chapter 15—Domain Vocabulary: Chapters 11–15 (AP 15.1)
• Chapter 20—Domain Vocabulary: Chapters 16–20 (AP 20.1)
• Chapter 20—Major Sites of the Revolutionary War (AP 20.2)
• Chapter 20—The Father of Our Country (AP 20.3)
Fiction and Nonfiction Excerpts
Use this link to download the CKHG Online Resources, where specific links to the following fiction excerpts may be found:
www.coreknowledge.org/ckhg-online-resources
Fiction Excerpts
• Chapter 12—“Paul Revere’s Ride” by Henry Wadsworth Longfellow (FE 1)
• Chapter 12—“Concord Hymn” by Ralph Waldo Emerson (FE 2)
• Chapter 13 onward—“Rip Van Winkle” by Washington Irving (FE 3)
• Chapter 13 onward—“The Legend of Sleepy Hollow” by Washington Irving (FE 4)
Nonfiction Excerpts (Primary Source Documents)
• Chapter 8—“The Boston Massacre” as told by John Tudor (NFE 1)
• Chapter 10—“The Boston Tea Party” as told by John Andrews (NFE 2)
• Chapter 12—Patrick Henry: “Give Me Liberty, or Give Me Death!” (NFE 3)
• Chapter 12—“The Battle of Lexington” (as told by Jonas Clark) (NFE 4)
• Chapter 14—Selections from the Declaration of Independence (NFE 5)
• Chapter 19—“John Paul Jones Refuses to Surrender” as told by Lieutenant Richard Dale (NFE 6)
These excerpts may be used with the chapter specified either for additional class work or at the end of the unit as review and/or a culminating activity. Be sure to make sufficient copies for your students prior to conducting the activities.
Additional Activities and Website Links
An Additional Activities section, related to material in the Student Reader, may be found at the end of each chapter. You may choose from among the varied activities when conducting lessons. Many of the activities include website links, and you should check the links prior to using them in class.
Poetry
• “Paul Revere’s Ride” (FE 1)
• “Concord Hymn” (FE 2)
Stories
• “Rip Van Winkle” (FE 3)
• “The Legend of Sleepy Hollow” (FE 4)
Speeches
• Patrick Henry: “Give Me Liberty or Give Me Death!” (NFE 3)
Art of the American Revolution
• John Singleton Copley, Paul Revere (Chapter 12)
• Gilbert Stuart, George Washington (Chapter 13)
• Emmanuel G. Leutze, Washington Crossing the Delaware (Chapter 16)
In starting this unit on The American Revolution, you and your students will be making a transition from the study of world history in the year’s earlier units to units of study that focus entirely on American history.
A critical goal of the Core Knowledge Curriculum Series™, of which these materials are a part, is to ensure that students acquire the foundational knowledge needed to become literate citizens able to contribute to a democratic society.
We have therefore included an important feature in every American history unit called “The Pathway to Citizenship,” readily distinguished by an icon of the American flag. The specific knowledge, questions, and activities identified by this icon denote opportunities to engage students and deepen their understanding of the historical events, laws, and structure of the American government.
In choosing the specific content to call to your and your students’ attention, we have been guided by the civics test developed by the U.S. Citizenship and Immigration Services that is required for all immigrants wishing to become naturalized American citizens. At the end of Grade 5, students who have used “The Pathway to Citizenship” materials throughout the Core Knowledge
Curriculum Series™ will have the opportunity to take an analogous citizenship test to demonstrate that they have acquired the knowledge fundamental
to becoming a participatory American citizen. Use this link to download the CKHG Online Resources for this unit, where the specific link to the USCIS Citizenship Resource Center may be found:
www.coreknowledge.org/ckhg-online-resources
Adler, David A. A Picture Book of Patrick Henry. Illus. John and Alexandra Wallner. New York: Holiday House, 2001.
Borden, Louise. Sleds on Boston Common: A Story from the American Revolution.
Illus. Robert Andrew Parker. New York: Margaret K. McElderry, 2000.
Fradin, Dennis Brindell. The Signers: The 56 Stories Behind the Declaration of Independence. Illus. Michael McCurdy. New York: Walker & Company, 2003.
Freedman, Russell. Give Me Liberty! The Story of the Declaration of Independence.
New York: Holiday House, 2002.
Fritz, Jean. And Then What Happened Paul Revere? Illus. Margot Tomes. New York: Puffin, 1996.
Fritz, Jean. George Washington’s Birthday. Illus. Tomie dePaola. New York: Puffin, 1998.
Fritz, Jean. Where Was Patrick Henry on the 29th of May? Illus. Margot Tomes. New York: Puffin, 1997.
Irving, Washington. The Legend of Sleepy Hollow and Other Tales. Core Classics Series. Charlottesville, VA: Core Knowledge Foundation, 2004.
January, Brendan. The Revolutionary War (A True Book). Danbury, CT: Children’s Press, 2001.
Kamps, Alice. The Charters of Freedom at the National Archives. Washington, D.C.: The National Archives Foundation, 2016.
Weiss, Jim. George Washington: First in the Hearts of His Countrymen. Charles City, VA: The Well-Trained Mind Press. (Audio Recording)
Weiss, Jim. Rip Van Winkle/Gulliver’s Travels. Charles City, VA: The Well-Trained Mind Press. (Audio Recording)
Weiss, Jim. Thomas Jefferson’s America. Charles City, VA: The Well-Trained Mind Press. (Audio Recording)
Use this link to download the CKHG Online Resources for this unit, where the specific link to purchase the Jim Weiss audio recordings may be found:
www.coreknowledge.org/ckhg-online-resources
For schools using the Core Knowledge Sequence and/or CKLA
TG–Teacher Guide; SR–Student Reader; AP–Activity Page; FE–Fiction Excerpt; NFE–Nonfiction Excerpt
Week 1
Day 1 Day 2 Day 3 Day 4 Day 5
The American Revolution
“The Thirteen Colonies” “Meet the Colonists” “If You Had Lived in the “The Rights of “Learning Hard Lessons”
(TG—Chapter 1, Core Lesson Colonies” Englishmen” Core Lesson
Additional Activities, AP (TG & SR, Chapter 1, Core Lesson Core Lesson (TG & SR, Chapter 4)
1.2 and 1.3) Additional Activities AP 1.1) (TG & SR, Chapter 2) (TG & SR, Chapter 3)
CKLA
“Geology” “Geology” “Geology” “Geology” “Geology”
Week 2
Day 6 Day 7 Day 8 Day 9 Day 10
The American Revolution
“The French and Indian War”
Core Lesson
(TG & SR, Chapter 5) “The Quarrel with Britain Begins”
Core Lesson
(TG & SR, Chapter 6) “The Stamp Act Crisis”
Core Lesson
(TG & SR, Chapter 7) “Taxation without Representation”
(TG, Additional Activities, Chapter 7) “Parliament Stumbles Again”
Core Lesson
(TG & SR, Chapter 8)
Homework
“Domain Vocabulary: Chapters 1–5”
(TG, Additional Activities, AP 5.1)
CKLA
“Geology” “Geology” “Geology” “Geology” “Geology”
Week 3
Day 11 Day 12 Day 13 Day 14 Day 15
The American Revolution
“A Change in Thinking”
Core Lesson
(TG & SR, Chapter 9) “A Tea Party in Boston”
Core Lesson
(TG & SR, Chapter 10)
Homework: “Domain Vocabulary: Chapters 6–10”
(TG, Chapter 10, Additional Activities, AP 10.1) “The Colonies Resist”
Core Lesson
(TG & SR, Chapter 11) “The Fighting Begins”
Core Lesson
(TG & SR, Chapter 12) “Paul Revere’s Ride” by Henry Wadsworth Longfellow and
“Analyzing John Singleton Copley’s Paul Revere”
(TG, Chapter 12, Additional Activities, FE1)
CKLA
“Geology” “Geology” “Bills to Pay” “Trouble is Brewing” “The Fight Begins”
For schools using the Core Knowledge Sequence and/or CKLA
TG–Teacher Guide; SR–Student Reader; AP–Activity Page; FE–Fiction Excerpt; NFE–Nonfiction Excerpt
Week 4
Day 16 Day 17 Day 18 Day 19 Day 20
The American Revolution
“Preparing for War”
Core Lesson
(TG & SR, Chapter 13) “The Fighting Around Boston” and “Analyzing Gilbert Stuart’s George Washington”
(TG, Chapter 13, Additional Activities, AP 13.1) “The Great Declaration”
Core Lesson
(TG & SR, Chapter 14) “A Discouraging Start”
Core Lesson
(TG & SR, Chapter 15)
Homework
“Domain Vocabulary: Chapters 11–15”
(TG, Chapter 10, Additional Activities, AP 15.1) “Raising America’s Spirits”
Core Lesson
(TG & SR, Chapter 16)
CKLA
“The Fight Begins” “Shots and Speeches” “Shots and Speeches” “It’s War” “It’s War”
Week 5
Day 21 Day 22 Day 23 Day 24 Day 25
The American Revolution
“Saratoga” “Valley Forge” “Fighting Shifts to the “The World Turned Unit Assessment
Core Lesson Core Lesson South” Upside Down” (TG)
(TG & SR, Chapter 17) (TG & SR, Chapter 18) Core Lesson Core Lesson
(TG & SR, Chapter 19) (TG & SR, Chapter 20)
CKLA
“From Valley Forge to Yorktown” “Heroes and Villains” “The Legend of Sleepy Hollow” “The Legend of Sleepy Hollow” “Rip Van Winkle”
Note: If teachers have several additional blocks of instructional time available at other times during the day while this unit is being taught, we strongly recommend that you consider adding one or more of the following activities:
Chapter 12, Additional Activities – “Give Me Liberty or Give Me Death” Speech by Patrick Henry NFE 3 (45 minutes)
Chapter 12, Additional Activities – “Concord Hymn” by Ralph Waldo Emerson FE 2 (15 minutes)
Chapter 14, Additional Activities – “Independence Day” NFE 5 (30 minutes)
Chapter 16, Additional Activities – Analyzing Emmanuel G. Leutze’s Washington Crossing the Delaware (30 minutes)
‘s Class
(A total of twenty-five days have been allocated to The American Revolution unit in order to complete all Grade 4 history and geography units in the Core Knowledge Curriculum SeriesTM.)

Primary Focus Objectives
✓ Explain why immigrants came to the American colonies. (RI.4.1)
✓ List the factors that began to unify the diverse population of the American colonies. (RI.4.3)
✓ Understand the meaning of the following domain-specific vocabulary: immigrant, colony, migrate, trade, merchant, custom, and frontier. (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource “About the Thirteen Colonies”:
www.coreknowledge.org/ckhg-online-resources
Note: Prior to conducting the Core Lesson, in which students read Chapter 1 of The American Revolution Student Reader, we strongly recommend that your students first complete Map of the Thirteen Colonies (AP 1.2) and Where Am I? (AP 1.3) found in the Teacher Resources (pages 142–145) and described at the end of this chapter under Additional Activities. By first providing students with an understanding of the geographical features of the colonies, such as rivers, mountains, and oceans, they will be able to more fully appreciate how these features impacted the development of the colonies.
Materials Needed
Activity Page
AP 1.1
AP 1.2
AP 1.3
• World Map (AP 1.1), Map of the Thirteen Colonies, (AP 1.2) and Where Am I (AP 1.3) found in Teacher Resources, pages 141–145; enlarged versions of the activity page maps; red, green, yellow, blue, and grey, brown or other neutral colored pencils
Core Vocabulary (Student Reader page numbers listed below)
immigrant, n. a person from one country who moves to another country to live (2)
Example: The immigrants left their home in England to start a new life in the United States.
Variation(s): immigrants
colony, n. an area, region, or country that is controlled and settled by people from another country (2)
Example: Although the Pilgrims established their colony at Plymouth for religious purposes, they still had to obey the king of England.
Variation(s): colonies
migrate, v. to move from one place to another to live (4)
Example: As more and more people arrived in the New World, many colonists chose to migrate to new areas in the colonies.
Variation(s): migrated, migrating
trade, n. the exchange or sale of goods or services (5)
Example: The increase in trade among the colonists helped to increase colonial wealth.
Variation(s): traded, trading
merchant, n. a person who sells or trades goods (5)
Example: The merchant sold a number of different goods at his store, including cloth, tea, paper, and seeds.
Variation(s): merchants
custom, n. a traditional way of acting or doing something (6)
Example: One popular custom in the United States is to shake hands when you meet someone new.
Variation(s): customs
frontier, n. where newly settled areas adjoin unsettled areas or the wilderness (6)
Example: Many colonists were concerned about settling on the frontier; the land was unknown and far away from cities and towns on the coast.
Introduce The American Revolution Student Reader 5 min
Display the World Map from Activity Page 1.1. Ask volunteers to identify geographical regions, countries as well as continents, differentiating between the two, that they have already studied this year (England, France, Spain, Europe, Africa, Egypt, Asia, China, Arabia). Point to North America and explain that in this unit, and in the units that follow, students will be focusing on American history, (i.e., the history of the United States), beginning with the birth of the United States. Be sure students understand that the United States is a country located on the continent of North America.
Distribute copies of The American Revolution Student Reader. Suggest students take a few minutes to look at the cover and flip through the Table of Contents and illustrations in the book. Ask students to brainstorm individual words
or simple phrases describing what they notice in the Table of Contents and
various illustrations; record this information in a list on the board or chart paper. Students will likely mention the thirteen colonies, Great Britain, famous Americans such as Thomas Jefferson and George Washington, and the Declaration of Independence. Ask students what they recognized in the book from their Grade 3 study of the thirteen colonies.
Explain to students that they will be reading about a time in history that covers approximately thirty-five years of events from the mid-1700s to the year 1781. Students will learn about the early history of the United States, including the first colonists and settlers all the way through the American Revolution.
Introduce “Meet the Colonists” 5 min
Activity Page
AP 1.2
Review students’ knowledge of the first European explorers of America— Christopher Columbus, Hernando de Soto, Henry Hudson, etc.—they learned about in Grade 3 of this program. Review the reasons that these explorers crossed the ocean. Ask students to share their reasons aloud and record responses. Reasons include greed, curiosity, and a sense of adventure. Ask students what other reasons people might have for leaving their homelands to settle in a different place.
Explain to students that they will read about people who came to America after these first explorers. Students may recall that they learned about these people as well in Grade 3. Students will review why these people made a long and difficult voyage across the Atlantic to a new home that they’d never seen before. These early colonists were people who came from different countries and brought with them different beliefs and customs. Over time, these individuals helped shape the colonies, the areas that they settled, and effected change over time. Call attention to the Big Question and encourage students to look for ways the colonies changed over time as they read.
Encourage students to keep their completed copies of the Map of the Thirteen Colonies (AP 1.2) available on their desks as they read and discuss the chapter.
Guided Reading Supports for “Meet the Colonists” 25 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
CORE VOCABULARY—Read the section “Coming to Pennsylvania” out loud. Stop to explain the meaning of the vocabulary terms immigrant, colony, and migrate as you encounter them in the text.
SUPPORT—Call attention to the image on page 3. Explain to students that the first settlers in North America arrived by ship. The passage across the Atlantic Ocean was long and often dangerous. Immigrants came to the New World, the east coast of what became the United States, in search of new opportunities; this made the exhausting journey worthwhile.
After you read the text, ask the following questions:
LITERAL—Why did people come from other countries to settle in North America?
» They came to seek opportunity and to improve their lives. Some hoped to own land, and others hoped to worship or follow the religious beliefs they chose. In other instances, some people were brought against their will: people from various parts of the African continent were enslaved.
NOTE TO TEACHER: RELIGIOUS FREEDOM—Religious freedom has been a fundamental part of American government from the country’s beginnings. Five of the thirteen colonies were founded in a
quest for religious freedom: Massachusetts, Connecticut, Rhode Island, Pennsylvania, and Maryland. When the Bill of Rights was written, religious freedom was one of the first rights guaranteed. It is the first right mentioned in the First Amendment to the Constitution; students will study the Constitution in depth in the next unit of this program.
LITERAL—Where were Africans forcefully brought to the colonies?
» They were primarily brought as enslaved labor, mostly in the South.
INFERENTIAL—In what colony was the city of Philadelphia located? (Hint: look at the section heading on page 2.) Find it on the map on AP 1.2. Was it a New England, Middle Atlantic, or Southern colony?
» Philadelphia is located in Pennsylvania, which was a Middle Atlantic colony.
Scaffold understanding as follows:
CORE VOCABULARY—Review the meaning of the vocabulary term trade. Ask students to give an example of a trade. Review the meaning of the vocabulary term merchant. Explain that a merchant is like a salesperson: they sell people goods that they need or want.
Invite volunteers to take turns reading aloud each paragraph of the section “Life in the Colonies.”
After students have finished reading the text, ask the following questions:
LITERAL—What was the occupation of most people living in the colonies?
» Most colonists were farmers. Roughly nine out of ten families lived on farms in the colonies.
EVALUATIVE—Why do you think most colonists were farmers?
» Farming was a way for people to survive off of the land. Farms were also very self-sufficient; people were able to grow or make many of the things that they needed on a daily basis.
LITERAL—Why did towns and cities grow in the colonies?
» Towns and cities grew as a result of trade. Colonies traded with each other. At the same time, the colonies imported goods from overseas and exported goods to Great Britain.
Scaffold understanding as follows:
CORE VOCABULARY—Call attention to the vocabulary word custom. Explain that a custom is a tradition, such as blowing out candles on a birthday cake or dressing up in costumes for Halloween. Point out the vocabulary word frontier and explain its meaning.
Have students read the sections “Staying Apart and Coming Together” and “Better Roads” to themselves.
After students have read the text, ask the following questions:
LITERAL—Why did immigrants in the colonies choose to settle near people from the same country?
» Settling near similar people gave immigrants a sense of home and community in a new place. This allowed them to practice their traditional customs, speak their native languages, and share with people who were familiar.
EVALUATIVE—How did the different immigrant populations become more alike?
» They borrowed ideas and customs from one another. They developed a common language (American English) by contributing familiar words from their own languages and from Native American and African languages to British English.
INFERENTIAL—Roads were important for increasing travel, communication, and trade among the colonies. What impact did these things have on breaking down barriers between separate communities in the colonies?
» Increased contact between people led to greater familiarity between different groups. As a result, these groups began to share their customs, language, and beliefs with each other.
Ask students to:
• Write a short answer to the Big Question, “In what ways did the colonies change over time?”
» Key points students should cite include: At first, immigrants to the colonies settled with people from their own home countries. Over time, these groups had increased contact with each other, which led to the sharing of language, ideas, and customs. While most people farmed in the colonies, trade began to develop between colonies and with countries overseas. This led to the growth of towns and cities.
Over time, improved roads helped facilitate trade and communication.
• Choose one of the Core Vocabulary words (immigrant, colony, migrate, trade, merchant, custom, or frontier) and write a sentence using the word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Activity Pages
AP 1.2
AP 1.3
Background for Teachers: Before beginning this activity, review “What Teachers Need to Know” on pages 4–8 of the Introduction. This activity is best introduced prior to teaching the Chapter 1 Core Lesson so it can serve as an introduction for students to the geography of the thirteen colonies.
Materials Needed: Enlarged copy of the Map of the Thirteen Colonies (AP 1.2) found in the Teacher Resources section (page 142). Sufficient copies of the activity page “Map of the Thirteen Colonies.” Sufficient copies of the Where Am I? activity pages (AP 1.3), copied, cut, and mounted or laminated. Index cards (three per student).
Students learned about the thirteen colonies in Grade 3. Use these activities to review with students the geography and regional differences of the thirteen colonies.
Map of the Thirteen Colonies
Display the enlarged Map of the Thirteen Colonies for all students to see. Point first to the compass rose and review each of the cardinal directions, north, south, east, and west, relative to the map. Then point to the United States and the approximate location of the state in which your students live to identify their current location.
Remind students that in the mid-1700s, the United States was not yet a country. The colonies were limited to the east coast.
Next, point to each of the colonies in the following order, beginning with the New England colonies. Ask students to verbally identify New Hampshire,
Massachusetts, Rhode Island, and Connecticut. Continue to the Middle Atlantic colonies and ask students to identify New York, New Jersey, Pennsylvania, and Delaware. Review the Southern colonies and ask students to identify Maryland, Virginia, North Carolina, South Carolina, and Georgia.
Finally, review and make note of the following geographic features: the Atlantic Ocean, Canada, the Appalachian Mountains, and the Mississippi River.
Distribute copies of the “Map of the Thirteen Colonies” (AP 1.2). Review the following directions for coloring the map.
• the New England colonies: red
• the Middle Atlantic colonies: green
• the Southern colonies: yellow
• the Atlantic Ocean: blue
• the Mississippi River: blue
• the remainder of the map: gray, brown, or other neutral color
Tell students to color the map and complete the chart on the activity page for homework tonight. Continue to the Where Am I? activity to complete with students during the remainder of the class time.
Where Am I?
Review with students the physical geography and main economic activities of each of the three groups of colonies. Break the class into six small groups.
Create six separate stations: two for New England, two for the Middle Atlantic colonies, and two for the Southern colonies. (Note: students will visit only three of these stations, one station for each region.)
Print two copies of the Where Am I? activity pages (AP 1.3) for students to read at each station. Place one set of the pages appropriate to the represented region at each station. You may wish to laminate the pages or paste them on cardboard for sturdiness and durability.
Give each student three index cards. While at each station, ask students to write down one statement about the group of colonies they are learning about, followed by the question, “Where am I?”
Set a timer for five minutes and have students rotate among the three stations (one for each region). Once students are finished rotating among stations, have students pair off. Set a timer for three minutes. Students will read the facts on their index cards and ask their partners to guess, based on the information, “Where am I?” Encourage students to refer to the map on page 9 of the American Revolution Student Reader if they need help. Reset the timer and have students find different partners to play “Where Am I?” Continue this process three times through, if time allows.
CHAPTER 2
If You
Had Lived in
the Colonies
The Big Question: What was daily life like for free colonial children growing up on a farm, in comparison to enslaved children?
Primary Focus Objectives
✓ Describe everyday life in the American colonies in the 1750s. (RI.4.1)
✓ Compare and contrast the life of a child of a free person with the life of a child of an enslaved person.
(RI.4.6)
✓ Understand the meaning of the following domain-specific vocabulary: enslave, plantation, disease, and herb. (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource “About the Thirteen Colonies”:
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
enslaved, adj. forced to become a slave (13)
Example: Instead of hiring workers and paying them, some Europeans chose to use enslaved people from Africa and forced them to work instead.
Variation(s): enslave
plantation, n. a large farm where cash crops are grown by the person who owns the land (13)
Example: The plantation was made up of over one hundred acres, nearly all of which grew cotton.
Variation(s): plantations
disease, n. sickness (15)
Example: During the 1700s when a person fell ill with a disease, colonial doctors were limited in their ability to help patients get better.
Variation(s): diseases
herb, n. a plant used to give food flavor or as a medicine (15) Example: Rosemary is a common herb used for cooking. Variation(s): herbs
Introduce “If You Had Lived in the Colonies” 10 min
Ask students to describe a typical day in their lives: what do they do from the time they wake up to the time they go to sleep? Encourage students to be
as specific as possible. It may be helpful for some students to ask additional guiding questions, for example:
• When and how do you wake up?
• What do you eat for breakfast?
• Do you ride the bus to school?
Ask the students to share their responses aloud.
Note: If you plan to conduct the Additional Activity that follows this lesson, you may want to record responses in the left-hand column of a two-column chart on paper so you can save the responses for later use.
Share with the students that they will be learning about what an average day looked like for a colonial child living during the 1750s as they read the lesson. Explain to students that an average day looked different depending on who you were. For example, daily activities for a boy growing up in the colonies were different than for a girl growing up in the colonies. Life was also different for children of free parents versus enslaved parents. Call students’ attention
to the Big Question, suggesting that as they read, they look for the answer to how the lives of children of free people differed from the lives of children of enslaved people.
Guided Reading Supports for “If You Had Lived in the Colonies” 25 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
SUPPORT—Read the first four paragraphs of “Growing Up” on pages 10–12 out loud. Call attention to the image of siblings as playmates. Reiterate to students that colonial life was much different than life today. Families did not live in neighborhoods, and children did not see friends at school every day. Children often had many siblings to help with work on the farm. Siblings were also more than just brothers and sisters: they were friends.
SUPPORT—Continue reading the next six paragraphs on pages 12–13 out loud. Call attention to the image of the boy in the garden on page 11 and the little girl feeding a horse in the stable on page 12. Remind students that instead of going to school, children spent their day working and completing chores.
CORE VOCABULARY—Read the heading “Children of Enslaved People.” Bring attention to the two vocabulary words enslave and plantation.
Ask students what it means to be enslaved. Explain to students that a plantation is a large farm, similar to the manors and estates they read about in Medieval Europe, with many acres of land used for farming cash crops. Tell students that many plantations used enslaved people as a source of free labor to make the farms profitable. Continue reading the four paragraphs of the section out loud.
After you read the text, ask the following questions:
LITERAL—What household or farm chores were done by colonial children?
» Colonial children collected firewood and built up the morning fire, cleared brush, helped with planting, made candles, fed the animals, preserved foods, and sewed.
EVALUATIVE—How did these chores or jobs differ between boys and girls?
» Boys helped with outdoor chores such as collecting firewood, planting, harvesting, and building. Meanwhile girls primarily helped with chores such as cooking, cleaning, gardening, and making clothing, although they might also help with feeding the animals.
INFERENTIAL—Why was it more important for colonial children who lived on farms to work instead of go to school?
» Making a farm successful required help from all members of the family.
Instead of paying laborers or owning slaves, many families relied on their children to pitch in and help the farm run. At the same time, higher education was not necessary for the type of lifestyle that most colonists led.
EVALUATIVE—Why do you think colonial children were often treated like adults at an early age?
» People living in the 1700s lived shorter lifespans than people do today.
At the same time, parents also relied on their children to complete many jobs and tasks that children today are not required to do. This added level of responsibility led to colonial children being treated more like adults at a young age.
LITERAL—What did daily life look like for the child of an enslaved person?
» The children of enslaved people began working at a young age. As small children, they often looked after their younger siblings. They may also have taken on other simpler tasks such as feeding chickens or collecting eggs. Eventually they were required to work in the fields where they planted, plowed, and harvested crops grown on the plantation. The children of enslaved people did not receive any education and in many colonies were not allowed to learn how to read or write.
EVALUATIVE—In what ways were the lives of free children different from those of enslaved children?
» Free children worked for their own families, while enslaved children were forced to work for the profit of someone else.
Scaffold understanding as follows:
CORE VOCABULARY—Read the heading “Sickness and Cures.” Bring attention to the two vocabulary words disease and herbs. Ask students what a disease is. Explain to students that knowledge of diseases and how to treat them is much different today than it was in the 1700s. Ask students what an herb is and ask for examples of common herbs that they may encounter every day. Explain that instead of medicine from a pharmacy, colonists relied on herbs to help treat diseases. Ask students to read the next five paragraphs of the section quietly to themselves.
SUPPORT—Call attention to the scroll with the list of colonial cures. Explain to students that the colonists used a number of cures that people may find silly today. Read the list of colonial cures out loud and the last paragraph of the section.
After students have read the section, ask the following questions: LITERAL—How did colonists treat diseases in the 1700s?
» The colonists used a number of different cures or home remedies to treat disease, including herbs. Many of the cures were ineffective. As a result, it was not uncommon for children to die of disease at an early age.
EVALUATIVE—How were doctors in the 1700s different from doctors today?
» Colonial doctors did not receive the medical training or education that doctors do today. Knowledge of disease, how it’s spread, and how it’s treated was limited during the 1700s.
Ask students to:
• Write a short answer to the Big Question, “What was daily life like for free colonial children growing up on a farm, in comparison to enslaved children?”
» Key points students should cite in their answers include: free children worked on their own families’ farms, while enslaved children worked for someone else’s profit; free children had access to some degree of education, while enslaved children were not allowed to openly learn how to read and write.
• Choose one of the Core Vocabulary words (enslave, plantation, disease, or
herb) and write a sentence using the word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Have students brainstorm and review the many different aspects of daily life in the colonies. What would they have done on an average day if they were boys or girls living in the 1700s in North America? Record responses on the chart paper, noting key similarities and differences between colonial childhood and modern childhood. Remind students that life was different for free children versus enslaved children, and record the differences.
Explain to students that they will be writing a letter from the perspective of a colonist to a friend or family member who does not live close by. This person could live in another colony or back in their native country. Students should select one of the thirteen colonies. Remind students that they reviewed in Chapter 1 that life was very different in the New England, Middle Atlantic, and Southern colonies due to the climate and terrain of each region. In the letter, students should describe what it’s like to live in their colonies. The letters should detail all of the activities that a person may do throughout a typical day beginning with sunup and ending with sundown. Time permitting, have students share their letters with one another.
Primary Focus Objectives
✓ Explain how the British Empire was created. (RI.4.3)
✓ Identify Parliament and explain its powers over the colonies. (RI.4.2)
✓ List and describe the most important rights of British citizens. (RI.4.7)
✓ Understand the meaning of the following domain-specific vocabulary: empire, self-government, Congress, English Parliament, tax, representative, assembly, citizen, and independence. (RI.4.4)
Core Vocabulary (Student Reader page numbers listed below)
empire, n. a group of countries or territories, ruled by an all-powerful authority, such as a monarch (18)
Example: The king ruled a vast empire that spanned across three continents.
Variation(s): empires
self-government, n. the ability of people to rule themselves and make their own laws (20)
Example: The colonists believed that they should have the right to self- government instead of obeying laws made by Parliament an ocean away.
English Parliament, n. the original law-making branch of the English government that is made up of the House of Lords and the House of Commons (20)
Example: English Parliament passed laws that applied to the colonies, even though the colonists had no say in the government.
Congress, n. the law-making branch of the American government that is made up of the House of Representatives and the Senate (20)
Example: Congress meets several times a year to debate and pass new laws for the country.
tax, n. money that people are required to pay to support the workings of the government (20)
Example: The Stamp Act created a new tax that colonists paid when buying or using paper goods.
Variation(s): taxes
representative, n. a person who is chosen or elected to speak on the behalf of other people (21)
Example: Massachusetts sent Samuel Adams as one of its two representatives to the Stamp Act Congress.
Variation(s): representatives, represent (v.)
assembly, n. a group of representatives who gather to make laws (21)
Example: The assembly met to discuss a new law that would lower the local speed limit.
Variation(s): assemblies, assemble (v.)
citizen, n. a person who is legally recognized as a member or subject of a country or state (23)
Example: The colonists considered themselves citizens of the British Empire.
Variation(s): citizens
independence, n. freedom from the control of a person or group of people (24)
Example: At first, the colonists did not want to separate from England, but over time they realized independence was their only option.
Introduce “The Rights of Englishmen” 5 min
Review what students already know about English government and the rights claimed by English citizens. Remind students that the thirteen colonies were thirteen English colonies. Explain that colonists thought of themselves as citizens of the British Empire and subjects of the British king. Ask students to share what they recall about English government from their study of Medieval Europe. (Students will likely cite the Magna Carta, the idea of rule of law, and the development of Parliament.)
Discuss the concept of rights—freedoms or protections that the government must respect. Tell students that the lesson focuses on the special rights of British citizens during the 1700s. Call students’ attention to the Big Question, suggesting that as they read, they look for some of the rights granted to the citizens of the British Empire.
Guided Reading Supports for “The Rights of Englishmen” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
CORE VOCABULARY—Read the heading “Part of the Empire.” Call attention to the vocabulary word empire. Explain to students the meaning of the word empire. The United States was originally thirteen colonies that belonged to the British Empire.
Note: Students in the Core Knowledge program encountered the word
empire in their Grade 3 study of ancient Rome.
Read the first paragraph of “Part of the Empire” out loud.
CORE VOCABULARY—Call attention to the vocabulary terms self- government, English Parliament, and Congress. Ask students what they think the term self-government means. Explain that self-government meant the colonists could choose their own leaders to pass laws. Ask students to identify Congress and its role in the United States. Explain that English Parliament is much like America’s Congress. Tell students that the root word of parliament is from the French word parler, meaning “to speak.” Therefore, a parliament is a place where topics are talked about or debated. England has had a parliament since the late 1200s.
Ask a student volunteer to continue reading the next two paragraphs out loud.
SUPPORT—Call attention to the image of English Parliament and read the caption out loud. Explain to students that English Parliament is made up of two houses: the House of Lords and the House of Commons. The House of Lords is made up of English nobility. The House of Commons is made up of representatives elected by the people.
CORE VOCABULARY—Have student volunteers continue reading the following two paragraphs on page 20. Reread the sentence, “Over time, members of Parliament insisted that only they, not the king, should make decisions about taxes and spending.” Ask students the meaning of the vocabulary word tax. Explain that a tax is money that people are required to pay to the government.
CHALLENGE—Ask students if they remember the name of the document or charter that limited the power of the British kings. (Hint: They read about this charter in Medieval Europe.)
» The Magna Carta
CORE VOCABULARY—Call attention to the vocabulary words representative and assembly. Explain to students that a representative is a person who is chosen to speak or act on behalf of a group of
people. Explain that an assembly is group of representatives that meets to make laws.
Note: Students in the Core Knowledge program encountered the word
assembly in their Grade 3 study of ancient Rome.
Ask students to read the remainder of the section quietly to themselves. After students read the text, ask the following questions:
LITERAL—What is self-government?
» Self-government means the ability to select your own leaders and pass your own laws.
LITERAL—How did England eventually grow into the British Empire?
» Over time, England established colonies around the world. As a result, the British government had control of many different territories and many different people aside from just the ones living in England.
EVALUATIVE—Why did the colonists want to have self-government?
» They believed that they knew what was best for the people living in the colonies.
LITERAL—Who was allowed to vote in the colonies?
» Only white men who owned enough property were allowed to vote.
This meant that women, African Americans, and Native Americans were not allowed to vote.
Scaffold understanding as follows:
SUPPORT—Read the heading “Claiming British Rights” and then ask student volunteers to read the first three paragraphs on pages 22-23 of the section out loud. Reread the sentence, “Most of these rights and liberties were meant to protect the people against unfair actions by their own government.” Explain to students that originally, the king (or queen) of England held most of the power. This meant he or she was allowed to do whatever he or she wanted. Over time, British citizens fought for their rights and made sure they were protected.
CORE VOCABULARY—Call attention to the vocabulary words citizen
and independence. Ask students what it means to be a citizen. Explain the meaning of the word. Ask students to describe what independence means, explaining further if necessary.
Note: Students in the Core Knowledge program encountered the word
citizen in their Grade 3 study of ancient Rome.
Ask student volunteers to continue reading the next paragraphs on pages 23–24 to themselves.
Reread the last sentence of the section, “What happened to make the colonists change their minds?” out loud. Tell students that this question will be answered in the coming chapters.
After students have read the section, ask the following questions:
LITERAL—What were some of the most important rights of British citizens in the 1700s?
» The right to a trial by jury, the right to keep their own private property, the right to petition the government, and the right to assemble peaceably to discuss a problem.
LITERAL—What was the purpose of these rights?
» To protect people against unfair actions by their government.
Ask students to:
• Write a short answer to the Big Question, “What were some of the rights granted to the citizens of the British Empire?”
» Key points students should cite include: the right to a trial by jury, the right to private property, the right to petition the government, the right to assemble peaceably to discuss a problem.
• Choose one of the Core Vocabulary terms (empire, self-government, Congress, English Parliament, tax, representative, assembly, citizen, or independence) and write a sentence using the term.
To wrap up the lesson, ask several students to share their responses.
Primary Focus Objectives
✓ Explain the reasons for the conflict between the French and the British. (RI.4.3)
✓ Identify George Washington and describe his role in the conflict. (RI.4.2)
✓ Describe the course of the conflict in the Ohio River Valley. (RI.4.3)
✓ Understand the meaning of the following domain-specific vocabulary: militia, fort, general, governor, and ally. (RI.4.4)
Core Vocabulary (Student Reader page numbers listed below)
militia, n. a group of armed citizens prepared for military service at any time (26)
Example: Leading up to the American Revolution, the colonies raised militias to defend against foreign invasions and Native American attacks.
Variation(s): militias
fort, n. a protected building or place that is generally used by the military as a stronghold (26)
Example: The French constructed a fort in the area that is now Pittsburgh to defend against a British attack.
Variation(s): forts
governor, n. a person appointed by the king to oversee a region or colony (26)
Example: The governor of Virginia sent George Washington and other soldiers to ask the French to leave the Ohio River Valley.
Variation(s): governors
general, n. the main leader of an army (29)
Example: As a general in the American Revolution, George Washington was responsible for leading the Continental Army.
Variation(s): generals
ally, n. a nation that promises to help another nation in wartime (30) Example: Today, the United States is an important ally to Great Britain. Variation(s): allies
Introduce “Learning Hard Lessons” 5 min
Ask students to think about the conflicts and wars they have already read about this year and last year. Ask them to identify reasons countries go to war. Record student responses on the board or chart paper. Responses may include conflict over land and a country’s desire to control territory. Ask students
why land is important to a country. Responses may include access to natural resources that help support a population or an industry. Land can be traded, farmed, bought, and sold. It is also space for growing populations to settle and live on. Explain to students that England and France fought for control of land in North America and that the conflict lasted for many years.
Ask students to identify what they know about George Washington. Students will likely respond that he was the first president of the United States. They may even know that he played a role in the American Revolution. Explain that in this chapter they are going to read about George Washington before either of those events happened. Call students’ attention to the Big Question, suggesting that as they read, they look for some of the mistakes made by young George Washington when dealing with the French army.
Guided Reading Supports for “Learning Hard Lessons” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
CORE VOCABULARY—Read the heading “Whose Land Is It?” and the two paragraphs on page 26 out loud. Call attention to the vocabulary words militia, fort, and governor. Explain the meaning of each word.
Note: Students in the Core Knowledge program encountered the word governor in their Grade 3 study of ancient Rome. Point out that governor has a slightly different meaning when used in relation to the American colonies.
SUPPORT—Call attention to the image of the fort and read the caption out loud. Explain to students that the British and French built forts in North America. Forts help keep soldiers and civilians safe on the inside while making it easy to defend against an attack from the outside.
Ask students to continue reading the remaining six paragraphs of the section quietly to themselves.
After students have finished reading the text, ask the following questions:
LITERAL—Which colony claimed the land that the French had built their forts on?
» Virginia claimed the land.
LITERAL—Who was sent to deliver a message to the French general?
» George Washington was sent to deliver the message.
INFERENTIAL—Why would a governor of the British colonies ask the French to leave the Ohio River Valley?
» The Ohio River Valley offered land for settlement and farming. The Ohio River and the smaller rivers that flowed into and from it were also helpful for travel and transporting goods.
SUPPORT—Read the heading “Washington’s Mistakes” out loud. Explain to the students that as a young officer in the army, George Washington had a lot to learn.
CORE VOCABULARY—Call attention to the vocabulary word general. Explain to students what a general is. Continue reading the next two paragraphs. Call attention to the vocabulary word ally and explain its meaning. Ask students if they can think of any allies of the United States today. Explain the meaning of the word ally.
Ask students to read this entire section quietly to themselves. After students read the text, ask the following questions:
LITERAL—What set off the conflict between the French and the British?
» The French and the British colony of Virginia claimed ownership of land in the Ohio River Valley.
LITERAL—What advantages did the French have over Washington’s forces at Fort Duquesne?
» The French held the fort, they had more troops, and they had more Native American allies, as well.
INFERENTIAL—Why do you think Washington named the British fort “Fort Necessity”?
» The British had to build a camp quickly, and the area was not ideal. The fort was built because they needed it immediately.
Ask students to:
• Write a short answer to the Big Question, “What were some of the mistakes young George Washington made when dealing with the French army?”
» Key points students should cite include: George Washington did not have enough men to take on the French at Fort Duquesne; it may have been wiser to return to Virginia rather than fight the French at the fort. Washington did not succeed in his mission, and he signed a statement saying that the Virginians had started the fighting with the French.
• Choose one of the Core Vocabulary words (militia, fort, general, governor, or ally) and write a sentence using the word.
To wrap up the lesson, ask several students to share their responses.
CHAPTER 5
The French and Indian War
The Big Question: How did the British defeat the French in the French and Indian War?
Primary Focus Objectives
✓ Describe the events of the French and Indian War. (RI.4.3)
✓ Identify the provisions of the peace treaty between the French and the British. (RI.4.3)
✓ Evaluate the implications of the war’s outcome for Britain and the American colonies. (RI.4.7)
✓ Understand the meaning of the following domain-specific vocabulary: colonel, parade, advance, prime minister, and “peace treaty.” (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource “About French and Indian War”:
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
colonel, n. a high-ranking military official (34)
Example: The colonel was charged with leading the troops on a daring mission.
Variation(s): colonels
parade, n. a public display of people moving in a long line (34)
Example: Marchers in the parade made their way through the town.
Variation(s): parades
advance, v. to move forward (34)
Example: The main goal of the army was to advance behind enemy lines.
Variation(s): advances, advanced, advancing
prime minister, n. the head of the government in some countries (35)
Example: The prime minister of England meets with the queen to discuss issues of government.
“peace treaty,” (phrase) an agreement between two or more groups to bring an end to fighting, conflict, or war between them (36)
Example: England and France signed a peace treaty that brought the French and Indian War to an end.
Variation(s): peace treaties
Introduce “The French and Indian War” 5 min
Ask students to give their opinions about the most important target in a war. Ask students to think back to wars that they have studied earlier this year and last year. What kind of place would they attack first and why? Help students to understand that the largest city is often an important target. This is because it’s often the seat, or location, of the government. Controlling the largest city also means controlling its population.
Tell the students that in this chapter they will be learning about key events of a war that took place between the British and the French—although the war is called the French and Indian War. Activate students’ prior knowledge with a discussion of Samuel de Champlain and the French settlement of Canada.
Students in Core Knowledge Schools in Grade 3 learned that Champlain forged strong ties between the French and Algonquin and Huron tribes. Ask students to consider how a close relationship with Native Americans would help the French during the French and Indian War.
Tell students they will learn what happened when the British attacked Quebec, the largest city in French Canada. Call attention to the Big Question and suggest to students that they look for the ways the British defeated the French during the French and Indian War as they read.
Guided Reading Supports for “The French and Indian War” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Ask students to read the two paragraphs on page 32 of the section “A War in the Colonies” quietly to themselves.
Scaffold understanding as follows:
SUPPORT—Call attention to the image of the French and British conflict map on page 33. Explain to the students that the French and Indian War was fought not just in the British colonies but in the French colonies as well. Explain that during the 1700s transportation was much different than it is today. This made fighting a war even more challenging.
CORE VOCABULARY—Read the title of the section “Fighting in the Woods” out loud. Call attention to the vocabulary word colonel and explain its meaning.
Ask students to read the first two paragraphs of the section on page 34 quietly to themselves.
CORE VOCABULARY—Call attention to the vocabulary word parade and explain its meaning. Ask students what a parade of soldiers would look like. Point out the vocabulary word advance. Explain the meaning of the word and ask students what the opposite of advance would be.
Ask students to read the remainder of this section quietly to themselves, stopping at the heading “Victory for the British” on page 35.
SUPPORT—Call attention to the image on page 35 of the Huron fighting in the forest alongside the French. Explain to the students that the fighting tactics of the Native American allies were much different than those of the
British. As a result, General Braddock was unprepared and caught by surprise.
After students have read the text, ask the following questions:
INFERENTIAL—Why do you think George Washington was eager to volunteer to fight for General Braddock in the French and Indian War?
» He wanted another chance after making mistakes when he first fought against the French at Fort Duquesne.
EVALUATIVE—What was General Braddock’s attitude toward George Washington and the American army?
» He felt superior to them and was very stubborn. He felt that because he was a general and a trained soldier, he knew more than they did.
LITERAL—What happened to General Braddock and his troops just a few miles from Fort Duquesne?
» Native Americans surprise attacked the troops. General Braddock was killed in the battle.
Scaffold understanding as follows:
CORE VOCABULARY—Call attention to the vocabulary term
prime minister and explain its meaning. Ask students to identify which leader in the United States is most like the British prime minister.
Ask students to read the first two paragraphs of the section on pages 35–36.
SUPPORT—Continue reading the next three paragraphs of the text on page 36 aloud. Bring students’ attention to the map on page 37.
Point out to students the key areas of conflict, especially Quebec and the St. Lawrence River. Explain that the St. Lawrence River was an important waterway at the time. The French used it for transportation and for shipping goods between the colonies and France.
Finish reading the remainder of the chapter out loud.
CORE VOCABULARY—Call attention to and reread the sentence with the vocabulary term “peace treaty.” Ask students if they can figure out the meaning of the term based on its individual components and the context.
Explain that the peace treaty was what officially ended the French and Indian War between France and Great Britain. Explain that peace treaties are often named after the place where they were signed. In this case, the Treaty of Paris of 1763 was signed in Paris.
SUPPORT—Call attention to the territory map after the end of the French and Indian War. Explain to students that after the war ended, the British gained new territories throughout North America. Ask students to use the map key as you highlight the specific areas on the map that show how the French and Indian War helped the British colonies grow.
After you read the text, ask the following questions: LITERAL—Who was William Pitt, and what was his role in the war?
» He was the British prime minister in charge of Great Britain’s foreign affairs in lands outside of Great Britain. He spent whatever was needed and ordered British armies to get control of two rivers in North America.
LITERAL—How did the British take Quebec?
» They climbed the cliffs of Quebec at night and were ready to fight the French at dawn.
LITERAL—What did the British gain from the French and Indian War?
» The British gained all of Canada and all of the land between the Appalachian Mountains and the Mississippi River.
EVALUATIVE—How do you think Braddock’s treatment of Washington and his soldiers made them feel toward the British army?
» They didn’t like being treated this way, especially because most of them were born in the colonies and knew the land better than the British did.
EVALUATIVE—How important were the colonists in helping the British defeat the French?
» The colonists played an active role in fighting for the British army. Without their support the British would have struggled to defeat the French.
Timeline
• Show students the Chapter 5 Timeline Image Card. Read and discuss the caption, making particular note of any dates.
• Review and discuss the Big Question: “How did the British defeat the French in the French and Indian War?”
• Post the image card under the date referencing the 1750s; refer to the illustration in the Unit Introduction for further guidance on the placement of each image card to the Timeline.
Ask students to:
• Write a short answer to the Big Question, “How did the British defeat the French in the French and Indian War?”
» Key points students should cite include: William Pitt dedicated more troops and more money to the conflict. The British were able to capture several French strongholds, including Fort Duquesne and Louisburg. They also captured Quebec, the largest city in French Canada. Control of the St. Lawrence River also helped them secure
a victory.
• Choose one of the Core Vocabulary terms (colonel, parade, advance,
prime minister,) or the phrase “peace treaty,” and write a sentence using the term or phrase.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Activity Page
AP 5.1
Materials Needed: Sufficient copies of Domain Vocabulary Chapters 1–5 activity page (AP 5.1)
Distribute AP 5.1, Domain Vocabulary Chapters 1–5 activity page, found in the Teacher Resources section (page 146), and direct students to complete the sentences based on the vocabulary terms they have learned so far. Remind students that not all vocabulary terms listed in the activity’s word bank will be used.
Note: this activity page may also be distributed for homework.
CHAPTER 6
The Quarrel with Britain Begins
The Big Question: What were the reasons why George III would not allow the colonists to move west into the Ohio River Valley?
Primary Focus Objectives
✓ Understand the colonial policies Britain made as a result of the French and Indian War, including the Proclamation of 1763. (RI.4.7)
✓ Understand the effects of these policies on the American colonies. (RI.4.5)
✓ Understand the meaning of the following domain-specific vocabulary: proclamation, import, tax collector, and molasses. (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource “About British Taxes”:
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
proclamation, n. an important official announcement that is usually made to the public (40)
Example: The governor made the official proclamation that citizens were to pay a new tax on paper goods.
Variation(s): proclamations
import, v. to bring in goods to one country from another country (42)
Example: The colonists loved to drink tea, but because they did not grow it themselves, they had to import it from England.
Variation(s): importing
tax collector, n. a person appointed by the government who is responsible for collecting taxes from citizens (42)
Example: The angry protestors mobbed the tax collector when he attempted to take their money.
Variation(s): tax collectors
molasses, n. a thick, dark, sticky syrup made from sugar (42)
Example: Sally used molasses to sweeten the cookies she was baking.
Introduce “The Quarrel with Britain Begins” 5 min
Explain to students that after the French and Indian War, Great Britain was in debt and needed to find a way to pay for the French and Indian War now
that it was over. Tell the students that in this chapter, they will learn about the ways Great Britain tried to pay for the war and how those efforts affected the colonists. Explain that Great Britain also enacted policies that would lay the groundwork for conflict with the colonies. Call attention to the Big Question. Suggest to students that they look for the reasons King George III would not let colonists move west into the Ohio River Valley.
Guided Reading Supports for “The Quarrel with Britain Begins” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
SUPPORT—Read the heading “Colonists Claim New Land” out loud.
Remind students that the British gained new territory from France after the French and Indian War, including Canada and, more importantly, the land west of the Appalachian Mountains to the Mississippi River.
Review the map on page 37 of the Student Reader, pointing out key features such as the Appalachian Mountains.
Read the first two paragraphs on page 38–40 of the section out loud. CORE VOCABULARY—Explain the meaning of the word proclamation.
Ask students to read the remaining two paragraphs of the section on page 40 to themselves.
After students have read the section, ask the following questions: LITERAL—What was the purpose of the Proclamation of 1763?
» The purpose was to prevent colonists from settling west of an imaginary line drawn along the Appalachian Mountains.
EVALUATIVE—Do you think the Proclamation of 1763 was fair to the colonists? Why or why not?
» Students may say that the proclamation was fair because it indirectly allowed Native Americans to stay on their own land and prevented conflicts between Native Americans and settlers. Students may also argue that it was unfair because the colonists should have the right to move westward, especially because they helped fight for the new territory.
INFERENTIAL—How do you think the colonists felt about having British troops stationed in the colonies to enforce the Proclamation of 1763?
» They did not like that British troops were present in the colonies, especially when they were not in a time of war.
Scaffold understanding as follows:
SUPPORT—Read the heading “The Quarrel Grows” out loud. Explain to students that a quarrel is a disagreement.
Ask students to read the first three paragraphs of the section on page 41 to themselves.
CORE VOCABULARY—Explain the meaning of the word import. Call attention to the term tax collector. Ask students if they can figure out the meaning of this term based on its individual components.
Read the paragraph at the top of page 42 out loud.
CORE VOCABULARY—Before beginning the next paragraph, explain to students that molasses is a dark brown syrup made from sugar. Tell the students that the colonists used it to sweeten the food that they cooked.
Ask students to read the second paragraph on page 42 to themselves.
SUPPORT—Reread the sentence, “These officials could enter and search colonists’ homes and business without the owner’s permission.” Call attention to the image of the British soldiers on page 43 and explain that the Quartering Act forced colonists to house British soldiers stationed in the colonies.
Have students read the remainder of the section to themselves. After students have read the section, ask the following questions:
LITERAL—Why did the British government need money after the French and Indian War?
» The British needed to cover the costs of waging the war because they had borrowed money to fight the war. They also needed money to pay the costs of the British soldiers protecting the newly gained territories.
LITERAL—What steps did Parliament take in order to raise money from the colonies?
» It created new taxes on various imported goods and sent officials to the colonies to make sure that all of the taxes were paid.
INFERENTIAL—Why do you think the colonists reacted negatively to the Quartering Act?
» They felt that Parliament was violating their rights as British citizens.
EVALUATIVE—What impact do you think the Proclamation Act of 1763 and the Quartering Act had on the relationship between the colonies and Great Britain?
» The colonists were angry that their rights had been taken away. They also did not think it was fair that they couldn’t settle on the new lands gained after the French and Indian War. This led to discontent between the two parties, which continued to grow over time.
Ask students to:
• Write a short answer to the Big Question, “What were the reasons why George III would not allow the colonists to move west into the Ohio River Valley?”
» Key points students should cite include: Great Britain did not want to start a new war with Native Americans living on the land, and the colonists had already experienced conflict in the form of Pontiac’s Rebellion.
• Choose one of the Core Vocabulary terms (proclamation, import, tax collector, or molasses) and write a sentence using the term.
To wrap up the lesson, ask several students to share their responses.
Primary Focus Objectives
✓ Understand the purpose of the Stamp Act. (RI.4.3)
✓ Explain how the colonists organized themselves to protest the Stamp Act. (RI.4.5)
✓ Understand the meaning of the following domain-specific vocabulary: boycott, Patriot, repeal, and
resistance; and of the phrases “taxation without representation” and “course of action.” (RI.4.4)
Core Vocabulary (Student Reader page numbers listed below)
“taxation without representation,” (phrase) the idea that American colonists did not have a say in the English Parliament, which enacted taxes without their consent (46)
Example: After Parliament passed the Stamp Act, “no taxation without representation” became a rallying cry for the colonists.
boycott, n. a form of organized protest in which people refuse to buy goods or have anything to do with a particular group or country (47)
Example: Samuel Adams encouraged a boycott of items imported from Great Britain.
Variation(s): boycotts, boycotted, boycotting
boycott v., to refuse to buy goods or have anything to do with a particular group or country
Patriot, n. a person who supported the cause of the colonists during the American Revolution (48)
Example: John Adams, a well-known Patriot, helped the colonial cause in a number of ways.
Variation(s): Patriots
“course of action,” (phrase) a plan to respond to a situation (48)
Example: After the passage of the Stamp Act, the colonists met to come up with a course of action in response.
Variation(s): courses of action
repeal, v. to cancel or do away with something, such as a law (49)
Example: Protests and boycotts led by the colonists convinced Parliament to repeal the Stamp Act.
Variation(s): repeals, repealed, repealing
resistance, n. an effort to stop a law or policy from taking effect (49)
Example: Boycotts were just one form of resistance that the colonists used to get their way with Parliament.
Introduce “The Stamp Act Crisis” 5 min
Write the word boycott on the board or chart paper. Explain to students that a boycott is an organized protest in which people refuse to buy goods or do business with a particular group of people, company, or country. The word boycott comes from an English land agent named Charles C. Boycott. He refused to reduce the high rents he charged his Irish tenants. The tenants
responded by refusing to buy any of Boycott’s goods or land. The word boycott did not become a part of the English language until 1897, more than one hundred years after the events covered in this lesson.
The idea of the boycott, however, is older than the word itself and was very familiar to the colonists in the 1700s. Ask students to recall why colonists would have wanted to boycott British goods. What had Parliament done that colonists would have wanted to protest? (Proclamation of 1763, new taxes, Quartering Act)
Tell students that they will read about how the colonists used a boycott to protest Parliament and its policies and actions. Call attention to the Big Question and encourage students to look for reasons why the Stamp Act angered colonists as they read the chapter.
Guided Reading Supports for “The Stamp Act Crisis” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Ask students to read the section “A Tax on Paper” on pages 44–46 to themselves.
After students read the text, ask the following questions: LITERAL—What was the Stamp Act?
» It was a law that placed a tax on roughly fifty different kinds of printed paper, including newspapers and legal documents.
LITERAL—Why did the colonists object to the Stamp Act?
» Neither the colonists nor their representatives had voted on a stamp tax. Parliament had enacted the tax without their consent.
LITERAL—What does the phrase “taxation without representation” mean?
» The colonists were taxed without having a say in the government.
SUPPORT—Call attention to the vocabulary phrase “taxation without representation” on page 46. Reread aloud the last several sentences of this paragraph, starting with the sentence, “What right did Parliament have to pass a law taxing them?” Ask students to try to determine the meaning
of the phrase by breaking it into its individual components. Remind the students that the colonists did not have representation in Parliament like other British citizens did.
Scaffold understanding as follows:
SUPPORT—Read the heading “A Leader Emerges” out loud. Explain to students that when something emerges, it becomes apparent.
Read the entire section to the students out loud. Call attention to the image of Patrick Henry on page 47 and read the caption. Explain to students that Patrick Henry’s speech and newspaper article had a large impact on other colonists. Explain that Patrick Henry was a prominent figure during the Stamp Act Crisis; he will also appear in later chapters in the unit.
CORE VOCABULARY—Read the sentence, “They also organized a boycott of British goods.” Remind students of the meaning of the word boycott. Call attention to the word Patriot and explain its meaning.
Ask students to read the first three paragraphs of the section “The Colonies Protest” on pages 47–48 to themselves, stopping after the word Patriot.
CORE VOCABULARY—Explain the meaning of the phrase “course of action.” Read the sentence, “They also asked Parliament to repeal the hated law,” out loud. Ask students to determine the meaning of the word repeal in the context of the sentence.
Read aloud the paragraph that starts on the bottom of page 48 and finishes at the top of page 49.
CORE VOCABULARY—Explain the meaning of the word resistance. Point out the connection between the earlier vocabulary word resist and the new word, resistance.
Ask a student volunteer to read aloud the remaining two paragraphs of the section.
After the student volunteer reads the text, ask the following questions: LITERAL—How did the colonists protest the Stamp Act?
» They formed groups such as the Sons of Liberty and the Daughters of Liberty. These groups organized boycotts of British goods. The colonists also held a meeting called the Stamp Act Congress to ask Parliament to repeal the law.
INFERENTIAL—Why do you think Patrick Henry’s newspaper article had an impact on other colonists?
» Patrick Henry’s views challenged the colonists to think about the Stamp Act and the colonies’ response in a new way.
EVALUATIVE—In what way were the Daughters of Liberty important in repealing the Stamp Act?
» They helped keep boycotts of British goods going by making fabrics and textiles that the colonists would have had to buy from the British.
Timeline
• Show students the Chapter 7 Timeline image card. Read and discuss the caption, making particular note of any dates.
• Review and discuss the Big Question: “Why did the Stamp Act cause so much anger in the colonists?”
• Post the image card beneath the date referencing the 1760s; refer to the illustration in the Unit Introduction for further guidance on the placement of each image card to the Timeline.
Ask students to:
• Write a short answer to the Big Question, “Why did the Stamp Act cause so much anger in the colonies?”
» Key points students should cite include: The colonists did not have any say in Parliament. As a result, the Stamp Act was passed without their consent. They believed they shouldn’t have to pay such a tax and that it was “taxation without representation.”
• Choose one of the Core Vocabulary words (boycott, Patriot, repeal, or resistance) or one of the phrases (“taxation without representation” or “course of action”), and write a sentence using the word or phrase.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Remind students that one of the biggest problems the colonists had with Parliament was the issue of taxation without representation. Parliament created new taxes that the colonists had to pay, but the colonists couldn’t do anything about it.
Distribute to each student ten pieces of classroom currency. Currency can be ten pieces of paper marked as one dollar or take the form of ten pennies, counters, etc. Tell students that they must pay the tax collector one unit of currency if they have or are wearing any of the objects on the list below. For
each item on the list that a student has in their possession or is wearing, they owe the tax collector one unit of currency. For example, if a student has three pencils, then they would owe three units of currency.
• A pair of jeans or pants
• A pair of glasses
• A pair of sneakers
• Pencil
• Shirt or blouse
• Backpack
• Earring
• Ring
• Bracelet
• A pair of socks
As teacher, play the role of tax collector. Have students review the list posted on an overhead projector or on the board or chart paper and ask them to determine how much money they owe the tax collector. After collecting “taxes” from the students, count the money and explain to them that the money is divided in three ways. As tax collector, you get to keep ten percent of the tax revenue. Parliament takes fifty percent of the tax revenue to pay for maintaining the empire. The monarch, King George III, gets to keep forty percent of the tax revenue just because he’s the king. Tell students that as tax collector, you’re going to treat yourself with the money you’ve taken from
them. Meanwhile, the students can only have a say about the money they have left over.
Ask students to reflect on the activity and have them respond to the discussion question in a short paragraph: “How do you feel about the tax rate and the way the tax money was used? How do your personal feelings relate to the feelings of the colonists about taxation without representation?”
• Students should note that it is unfair for the tax collector to take such a large share and for the king to take nearly half of the money simply for being king. Explain to students that their feelings are very similar to what the colonists must have felt. They thought the taxes passed by Parliament were unfair because they were very high and at the same time, they didn’t have any say in the taxes that were passed. Despite this fact, most colonists still remained loyal to the king.
Ask several students to share their responses.
As time permits, ask students to brainstorm and discuss what action(s) they might take if a tax such as the one they just role-played were really enacted by the school. Emphasize different courses of action that would, in fact, be available to students, such as writing a letter to their principal, the school board, or a newspaper, speaking at a school board meeting, making a conscious effort to wear or bring as few of the taxed items as possible to school, etc.
Primary Focus Objectives
✓ Understand the further actions of Parliament and the colonial responses to these actions. (RI.4.5)
✓ Explain what happened at the Boston Massacre. (RI.4.3)
✓ Understand the meaning of the following domain-specific vocabulary: harbor, manufacturer, massacre, silversmith, and engraving. (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource “About British Taxes”:
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
harbor, n. a part of a body of water that is next to land and provides a safe place for ships to anchor (52)
Example: The ship made its way into the harbor to dock and unload its cargo.
Variation(s): harbors
manufacturer, n. a person or company that makes or produces an item to be sold (52)
Example: A textile manufacturer in Great Britain spun thread and wove cloth to be sold to the colonists.
Variation(s): manufacturers
massacre, n. the violent killing of defenseless people (55)
Example: Some people described the killing of the colonists in Boston by the British soldiers as a massacre.
Variation(s): massacres
silversmith, n. a person who makes things out of silver (55)
Example: Paul Revere was a popular silversmith in Boston who made various objects out of the metal.
Variation(s): silversmiths
engraving, n. a design or pattern that is cut into the surface of an object (55)
Example: A popular engraving carved into metal depicted the events of the Boston Massacre.
Variation(s): engravings
Review the reasons for colonists’ growing discontent with Britain’s Parliament, and ask volunteers to share examples of what Parliament did that angered colonists. Guide students to recall the Proclamation of 1763, the Quartering Act, and the Stamp Act.
Ask students how colonists responded to the Stamp Act, in particular. (Possible answers: They protested. They resisted. They boycotted.)
Read the title of the chapter, “Parliament Stumbles Again,” asking students to quickly Turn and Talk with a partner to discuss what the title means. After one or more pairs share, provide additional explanation as needed that the title means that even after the experience with the Stamp Act, Parliament does something to make matters worse.
Call attention to the Big Question and encourage students to look for information about the Townshend Acts and the reasons why the British government repealed them as they read.
Guided Reading Supports for “Parliament Stumbles Again” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
CORE VOCABULARY—Read the entire section “Who Is in Charge?” on pages 50–53 out loud. Be sure to pause briefly after the vocabulary terms harbor and manufacturers and explain the meaning of each.
Stop to discuss the first line of the third paragraph, “Taxation without representation again?” Remind students that this is a vocabulary phrase from a previous chapter. Explain to students that “taxation without representation” was a common theme in the years leading to the American Revolution.
Ask students to turn back to pages 50–51 and discuss the image based on what they just read.
After reading the text, ask the following questions: LITERAL—What were the Townshend Acts?
» They were new taxes on paper, paint, glass, lead, and tea.
LITERAL—Why did Parliament create the Townshend Acts?
» Parliament still needed money and taxed these imports to raise money.
EVALUATIVE—How was the colonists’ response to the Townshend Acts similar to the Stamp Act?
» The colonists believed that both acts were “taxation without representation.” They thought the taxes were unfair and boycotted British goods in response.
laws and tax the colonies. The colonists responded accordingly. They ended their boycott of all goods from Britain, except for one. Can you guess which item they continued to boycott?
Parliament had left the tax on tea to show that it had the right to tax the colonists. The colonists continued the boycott on tea to show that Parliament did not have the right to tax them. Each side was willing to leave it at that for the time being. The colonists, who were big tea drinkers, didn’t give up tea completely. They simply bought their tea from Dutch merchants who smuggled it into
the colonies.
The Boston Massacre
Meanwhile, more British troops arrived in the colonies. The colonists grew alarmed. For them, the presence of British soldiers represented a threat to their freedom. The British said the soldiers were needed to defend the colonists against Native American attacks. If that were true, then why weren’t the soldiers on the frontier, where the Native Americans were? Why were so many troops located in eastern cities, like Philadelphia, New York, and Boston? In Boston in particular, troops seemed to be everywhere— on the street corners, in front of buildings, in the parks.
The citizens of Boston jeered at the soldiers. They made fun of them. They tried to make their lives miserable. Because
British soldiers sometimes had regular jobs, tensions grew over
employment opportunities, too. In several cities, fights broke out between colonists and soldiers.

m
Timeline
Scaffold understanding as follows:
CORE VOCABULARY—Read the heading “The Boston Massacre” on page 53 and define the vocabulary word massacre. Ask students what they think happened in Boston, based on this definition.
Ask student volunteers to read the section “The Boston Massacre” aloud.
CORE VOCABULARY—Review the vocabulary words silversmith and engraving and explain the meaning of each. Point out that a silversmith makes things, including engravings, out of silver and other metals.
SUPPORT—Discuss the image on page 54. Call attention to the caption about Crispus Attucks. Explain to students that many people lost their
lives fighting for independence. Crispus Attucks is a significant figure because he was the first African American to lose his life supporting the Patriot cause.
After volunteers have read the text, ask the following questions:
LITERAL—Describe the feelings between the British soldiers and the people of Boston.
» Both sides disliked each other; the Bostonians resented the soldiers and the soldiers thought of the citizens as rebels. There was tension between both groups and many fights broke out.
LITERAL—What occurred at the Boston Massacre?
» A mob threw stones and snowballs at British soldiers. The British soldiers fired on the crowd. Five people were killed, including Crispus Attucks, the first African American to die during the American Revolution.
INFERENTIAL—Why would Paul Revere create an engraving of the Boston Massacre instead of just a painting?
» An unlimited number of prints can be created from a single engraving. As a result, Revere’s depiction of the Boston Massacre could be widely circulated throughout the colonies.
• Show students the Chapter 8 Timeline image cards. Read and discuss the captions, making particular note of any dates.
• Review and discuss the Big Question: “Why did the British government repeal the Townshend Acts?”
• Post the image card of the Townshend Acts beneath the date referencing the 1760s after the image card of the Stamp Act; place the image card of the Boston Massacre beneath the date referencing the 1770s. Refer to the illustration in the Unit Introduction for further guidance on the placement of each image card to the Timeline.
Ask students to:
• Write a short answer to the Big Question, “Why did the British government repeal the Townshend Acts?”
» Key points students should cite include: The Sons and Daughters of Liberty sustained a three-year boycott of British goods to protest the Townshend Acts. The boycott had a significant impact on British manufacturers; because they were losing so much money, they demanded Parliament repeal the taxes.
• Choose one of the Core Vocabulary words (harbor, manufacturer, massacre, silversmith, or engraving), and write a sentence using the word. Ask several students to share their responses.
Additional Activities
Materials Needed: Image of Paul Revere’s engraving of the Boston Massacre.
Alternate Art Activity for Paul Revere’s Engraving of the Boston Massacre:
If you do not have classroom access to the Internet, you can purchase the Core Knowledge Curriculum Series™ Art Resource Packet for Grade 4, available at:
www.coreknowledge.org/store
Display an image of Paul Revere’s engraving of the Boston Massacre, such as the copy at the Boston Athenaeum.
Use this link to download the CKHG Online Resources for this unit, where a specific link with background information about Paul Revere’s engraving may be found:
www.coreknowledge.org/ckhg-online-resources
Use the image or art resource to discuss key features of Paul Revere’s engraving as outlined in the following activity.
Review the Context
Remind students of what they read in Chapter 8 about Paul Revere and his engraving:
• Revere was a Boston silversmith.
• He made an engraving about the Boston Massacre.
• He wanted the engraving to make people angry at the British.
Analyze the Image
Ask students to summarize generally what the engraving shows. (British soldiers firing on a group of peaceful citizens.)
Then guide students to recognize details that helped Revere accomplish his goal of making people angry:
• The title of the engraving is “The Bloody Massacre in King Street.”
• The British are lined up, and the officer holding up his sword is giving the order to fire. This detail suggests the British planned the massacre.
• The colonists are shown as peaceful or reacting to the British shots. This suggests they did nothing against the British soldiers, which is not true.
• The building behind the British is called “Butcher’s Hall,” which plants the idea that the British were butchers—or merciless killers.
• The faces of the British soldiers are sharp and angular, which makes them look mean and dangerous. The colonists’ faces, by contrast, are softer and rounder, making them look innocent.
Materials Needed: Sufficient copies of NFE 1, “The Boston Massacre” as told by John Tudor, found in the CKHG Online Resources for this unit.
Note: You may wish to combine this activity with the Paul Revere’s Engraving Additional Activity and have students compare the two primary sources and decide which source is more reliable or trustworthy.
Introduce the term primary source. Explain that a primary source is text or an image about a time period in history from that time period in history. If you conducted the Additional Activity about Paul Revere’s engraving of the Boston Massacre, explain that Revere’s engraving is a primary source.
Tell students that they are going to read a primary source about the Boston Massacre. Distribute NFE 1, The Boston Massacre as told by John Tudor. Have students follow along as you read the account out loud.
Have students discuss one or both of the following questions in small groups:
• Do you think Tudor’s account of what happened is fair and accurate? Why or why not? (Answers will vary. Students should support their opinions with details from the text.)
• Which account do you think is more trustworthy: Tudor’s or Paul Revere’s engraving? Why? (Students should recognize that Tudor’s is more trustworthy, because Revere’s purpose in creating the engraving was to make people angry.)
Primary Focus Objectives
✓ Identify Sam Adams and explain his role in forming the Committee of Correspondence. (RI.4.3)
✓ Describe the colonists’ attitude towards Britain after the Boston Massacre. (RI.4.3)
✓ Explain how the Committees of Correspondence formed and what their purpose was. (RI.4.3)
✓ Understand the meaning of the following domain-specific vocabulary: committee and quill pen.
(RI.4.4)
Core Vocabulary (Student Reader page numbers listed below)
committee, n. a group of people selected to a do a certain task (60)
Example: The committee met to decide how to organize the community picnic.
Variation(s): committees
quill pen, n. a pen made from the feather of a bird (60)
Example: Thomas Jefferson dipped his quill pen in the ink and signed the Declaration of Independence.
Variation(s): quill pens
Introduce “A Change in Thinking” 5 min
Ask students to describe the conflict between the colonists and Parliament so far. List events and ideas on the board or chart paper for students to see. Ask students to make a prediction about what they think will happen next. If the students were colonists, how would they feel about Britain at this point? Remind students of key events, including the Boston Massacre. Even though the colonists provoked the fighting that night, the colonists would argue that the soldiers shouldn’t have been in Boston in the first place.
Tell the students that this chapter explains a gradual shift in the attitude of the colonists—at first they wanted to reconcile or bury their differences with Great Britain and try to get along. However, as time passed, thinking changed. Call attention to the Big Question and encourage students to look for the answer to the question, “What was the Committee of Correspondence?”
Guided Reading Supports for “A Change in Thinking” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
SUPPORT—Call attention to the image of London on pages 56 and 57. Explain to students that the image depicts London during the 1700s.
Remind students that Great Britain was the “mother country” to the colonies, and at this point in history, colonists still considered themselves British. Ask students to reflect on the title of the section, “Calm Before the Storm.” Explain to students the meaning of the phrase and its context before beginning the section.
Ask students to volunteer to read each paragraph in this section. After students read the text, ask the following questions:
INFERENTIAL—Why would the colonists still remain loyal to Great Britain at this point in time?
» Some colonists still felt a connection with Britain as their homeland and may have still had friends or family that lived there. Others might have felt that the colonies were too young and inexperienced to govern themselves or too weak to protect themselves.
Still, the way many colonists thought about Britain was changing. A country that sets up colonies in other lands is often called the mother country. That’s what most colonists had always called England, or Britain. Even those who had never been there called Britain home.
The British described their relationship with the colonies the same way. Prime Minister William Pitt once said, “This is the mother country, they are the children. They must obey, and we prescribe [set the rules].”
But children grow up. They learn to do things for themselves. They gain confidence. They need to do things their own way. Eventually, they live on their own. Independently.
After the Boston Massacre, some colonists wondered whether that time had come. This change in thinking happened slowly. At first only a few felt that way. Most colonists wanted to stay in the British Empire. They were loyal to their king. They just thought
it was time for the British government to stop making rules for them.
A small number of colonists talked about going further. They believed that they could only keep their liberties by breaking away from Britain. The colonies, they believed, must become independent.
Sam Adams
Sam Adams of Boston was one of the colonists who believed in
independence. Adams came
P5a8 ge 58 from an important Boston family.
Ask students to read the first three paragraphs of this section on pages 58 to the top of page 60. Discuss the illustration and caption on page 59.
CORE VOCABULARY—Read the remainder of this section out loud. Stop to explain the meaning of the vocabulary terms committee and quill pen as you come across them in the text.
SUPPORT—Call attention to the illustrated timeline on page 61. Ask students to reflect on the reasons for conflict they brainstormed at the start of class. Ask students to identify any events on the timeline that they may have missed. Explain to students that the conflict between the colonists and Great Britain had been slowly building for decades. Tell the students that they will learn about how the conflict and tension would eventually come to a head in upcoming chapters.
After reading the text, ask the following question: LITERAL—Who was Sam Adams?
» Adams was a Bostonian Patriot, a leader of the Sons of Liberty, and founder of the Committee of Correspondence. He was one of the first colonists who favored independence from Britain.
LITERAL—What was the purpose of the Committees of Correspondence?
» to promote the exchange of news and ideas among Patriots.
EVALUATIVE—How did the mood of the colonies change in the years after the Boston Massacre?
» Many colonists no longer trusted Britain and doubted that real reconciliation could happen with the “mother country.” Some people, including Sam Adams, began to promote the idea of independence throughout the colonies.
Ask students to:
• Write a short answer to the Big Question, “What was the Committee of Correspondence?”
» Key points students should cite include: The Committee of Correspondence, started by Sam Adams, was a group of Patriots who wrote to each other frequently to keep other colonists and
colonies up to date about the actions of the British. The Committee of Correspondence helped to spread both news and ideas throughout the colonies.
• Choose one of the Core Vocabulary terms (committee or quill pen), and write a sentence using the term.
To wrap up the lesson, ask several students to share their responses.
Primary Focus Objectives
✓ Explain the events that led up to the Boston Tea Party. (RI.4.3)
✓ Describe the events of the Boston Tea Party. (RI.4.3)
✓ Explain what the Intolerable Acts were. (RI.4.7)
✓ Understand the meaning of the following domain-specific vocabulary: oppose, intolerable, and resist.
(RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource “About Boston Tea Party and Intolerable Acts”:
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
intolerable, adj. unbearable (66)
Example: The actions of Parliament were intolerable for the colonists.
oppose, v. to be against something (66)
Example: It is easy to oppose things that you do not like.
Variation(s): opposes, opposed, opposing
resist, v. to go against (67)
Example: The colonists believed they had no other option but to resist the British government and branch out on their own.
Variation(s): resisted, resisting, resistance (n.)
Introduce “A Tea Party in Boston” 5 min
Ask students to summarize the events of the Boston Massacre and the formation of the Committee of Correspondence. Note that the Boston Massacre, in particular, made the citizens of Boston angry and distrustful of British authority.
Explain to the students that in colonial America, the colonists enjoyed drinking tea. Tell the students that they are going to read about a situation that made the colonists very angry. Call attention to the Big Question and encourage students to find out what the Boston Tea Party was and the events that led up to it as they read.
Guided Reading Supports for “A Tea Party in Boston” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
SUPPORT—Read the title “Parliament Makes Another Mistake” out loud. Ask students to quickly recall the other “mistakes” that Parliament has made so far.
Ask students to read the remainder of the section quietly to themselves. After students have read the text, ask the following questions:
LITERAL—What was the Tea Act of 1773?
» It was an act passed by Parliament that lowered the price of tea but kept the tax on tea in the colonies.
INFERENTIAL—Even though the Tea Act of 1773 actually lowered the cost of tea for the colonists, why do you think they were still upset with Parliament?
» The colonists considered the Tea Act of 1773 “taxation without representation.” Even though the tea was less expensive, they were still troubled by the underlying principle of the tax.
Parliament thought the colonists would now buy British tea again. When they did, they would be paying the tea tax! Soon two thousand chests of tea were loaded aboard British ships bound for the American colonies. Once there, the tea would be sold by certain colonial merchants.
Unfortunately, Parliament was “too clever for its own good.” The Tea Act of 1773 showed how poorly Parliament understood the colonists. The colonists did not care about the price of tea. They cared about “taxation without representation.” They were not going to pay that tea tax, no matter what British tea cost.
News Travels Fast
As British tea ships headed for the colonies, Committees of Correspondence went to work. The news spread through the colonies. The Sons of Liberty prevented the tea ships from being unloaded in several ports. In Philadelphia, for example, the Sons of Liberty sent a letter to the captain of a ship waiting in the harbor to unload its chests of tea. “I wouldn’t try to land that tea if I were you,” said the letter. “Your ship may just happen to be set on
fire . . .” The captain got the idea and decided not to dock.
Colonists in other colonial port cities responded the same way. Some captains had their ships wait in the harbor. Others turned their ships around and headed home. That is not what happened in Boston.
Time for Tea
Early in December 1773, three
Page 64 tea ships entered Boston Harbor.
meeting. They demanded that the
Scaffold understanding as follows:
SUPPORT—Before beginning the section, read the title “News Travels Fast” out loud. Ask students to recall how news was circulated in the colonies. Students should recall that Sam Adams started the Committees of Correspondence to keep the colonies up to date on British actions. Have students read the sections “News Travels Fast” and “Time for Tea” to themselves.
After students have finished reading the text, ask the following questions:
LITERAL—What was the Boston Tea Party?
» It was an organized protest of the Tea Act. Colonists, dressed as Native Americans, boarded the British ships carrying the tea and destroyed the cargo by throwing it into the harbor.
EVALUATIVE—Why do you think the protestors decided to dress as Native Americans during the Boston Tea Party?
» The colonists dressed as Native Americans so they would be unrecognizable. They may have thought that the British would not punish Native Americans for what had happened. The disguises were very effective because no one discovered the true identities of the people involved in the Boston Tea Party.
Scaffold understanding as follows:
CORE VOCABULARY—Read the sections “The Intolerable Acts” and “Making Enemies” out loud. Explain the meanings of the vocabulary words intolerable, oppose, and resist as you come across them in the text. Point out that people often resist something they oppose.
SUPPORT—Call attention to the image of the tax collector being tarred and feathered on page 67. Explain to students that the colonists hated the Intolerable Acts and reacted in a number of ways. Tarring and feathering was a particularly awful way of retaliating.
After you have finished reading the text, ask the following questions: LITERAL—What were the Intolerable Acts?
» The Intolerable Acts were passed in response to the Boston Tea
Party. One of the acts closed Boston’s port. Another took away most of Massachusetts’s right to self-government and appointed a British general as the governor. Bostonians were ordered to quarter—or house—British troops in their homes.
INFERENTIAL—What were some of the possible effects of the Intolerable Acts on the lives of colonists?
» People could not travel by ship. They faced a shortage of food and supplies. Businesses that depended on the port could lose money and possibly fail.
Timeline
• Show students the Chapter 10 Timeline image cards. Read and discuss the captions, making particular note of any dates.
• Review and discuss the Big Question: “What were the events that led to the Boston Tea Party?”
• Post the image cards of the Tea Act, the Boston Tea Party, and the Intolerable Acts in order of their events beneath the date referencing the 1770s. Refer to the illustration in the Unit Introduction for further guidance on the placement of each image card to the Timeline.
Ask students to:
• Write a short answer to the Big Question, “What were the events that led to the Boston Tea Party?”
» Key points students should cite include: Parliament passed the Tea Act of 1773, which lowered the cost of tea but kept the tax. The colonists were outraged by the tax. When Britain sent shipments of tea to
the colonies, many ports refused to let the ships dock and unload their cargo. In December of 1773, a group of colonists dressed as Native Americans boarded British cargo ships in Boston Harbor. They proceeded to dump the tea into the harbor.
• Choose one of the Core Vocabulary words (intolerable, oppose, or resist), and write a sentence using the word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Activity Page
AP 10.1
Distribute the AP 10.1, Domain Vocabulary: Chapters 6–10, found in the Teacher Resources section (page 147), and direct students to answer the riddles using vocabulary terms they have learned in Chapters 6 through 10. Remind students that not all vocabulary terms listed in the box on the worksheet will be used.
Note: This activity page may also be distributed for homework
Materials Needed: Sufficient copies of NFE 2, “The Boston Tea Party” (as told by John Andrews), found in the CKHG Online Resources for this unit:
www.coreknowledge.org/ckhg-online-resources
On the board or chart paper list the following terms and definitions:
muster, v. to gather
transient, adj. lasting a short time countenance, n. appearance dialect, n. a way of speaking
aversion, n. strong dislike
Distribute copies of NFE 2, The Boston Tea Party as told by John Andrews. Point out that the text is from a letter written in 1773. Ask: Is this a primary source?
How do you know? (Yes, it is a primary source because it was written in 1773, the year of the Boston Tea Party.)
Review the terms and definitions on the board or chart paper, explaining that students will encounter these words in the text.
Have students read the account to themselves. Then have students Turn and Talk about whether Andrews supported the actions of the Sons of Liberty or not. Which details in the text support their conclusions?
Invite volunteers to share their conclusions and the details that support them.
Guide students to understand that Andrews seems to have supported the Boston Tea Party. He makes a point to say that only tea was damaged. The Sons of Liberty purposely left all the other cargo alone. He also stresses the point that “not the least insult was offer’d to any person”—in other words, the protestors went out of their way to make sure no one was hurt. The one person who was hurt—Captain Conner—was hurt because he tried to save the tea and interfere with what the protestors were doing. In general, Andrew seems to be arguing in favor of the Sons of Liberty’s actions.
Primary Focus Objectives
✓ Describe the colonists’ reactions to the Intolerable Acts. (RI.4.7)
✓ Identify the First Continental Congress and explain why it met. (RI.4.3)
✓ Understand the outcome of the First Continental Congress. (RI.4.3)
✓ Understand the meaning of the following domain-specific vocabulary: Supreme Court, declaration, resolution, and defiant. (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource “About First Continental Congress”:
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
Supreme Court, n. the highest court in the land (70)
Example: The Supreme Court had the final say in ruling on the court case.
declaration, n. a formal statement (70)
Example: The colonists made a formal declaration that they planned to separate themselves from Great Britain.
Variation(s): declarations
defiant, adj. breaking the rules on purpose (71)
Example: Parliament viewed the Declaration of Independence as a defiant act.
Variation(s): defiance
defiance, n. an act that breaks the rules on purpose
resolution, n. a final decision usually meant to solve a problem or create a course of action (71)
Example: The resolution of the Continental Congress was to formally declare independence from Great Britain.
Variation(s): resolutions
Introduce “The Colonies Resist” 5 min
Remind students of the events of the Boston Tea Party and Parliament’s response with the Intolerable Acts. Ask students what they think would happen if only the Massachusetts colony stood up to the British government. Students should identify that a single colony would be easy for Parliament to deal with. Write the sentence, “There is strength in numbers,” on the board or chart paper. Ask students to take a moment to reflect on the meaning of the sentence. Explain to students that if just one or two colonies stood up
to Britain, Parliament would have no problem subduing them. If all thirteen colonies banded together, that would be a different story.
Tell students that they are going to read about what happened when the thirteen colonies began to think and act as a single entity. Call attention to the Big Question, and encourage students to look for ways the colonists’ attitude and view of themselves began to change.
Guided Reading Supports for “The Colonies Resist” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Have students read the “Help from Other Colonies” section on pages 68–70 to themselves.
After students are finished reading the text, ask the following questions: LITERAL—How did the colonies respond to the Intolerable Acts?
» The colonies came to the aid of Massachusetts by sending food and supplies to the people living there. Virginia called for a day of fasting and prayer and also called for a meeting of all of the colonies to discuss what to do about Britain.
INFERENTIAL—Why do you think Virginia asked the other colonies to send delegates to a meeting similar to the Stamp Act Congress when only Massachusetts was punished by the Intolerable Acts?
» The colonies probably felt that they, too, could eventually be punished by Britain. They knew that they all faced common dangers. They knew that they would have a better chance of dealing with Britain together than as individual colonies.
The Virginians took a bold step. They called for delegates from all of the colonies to meet and discuss what to do next. This would be the second time delegates met to resist an act of Parliament. The first time, the Stamp Act Congress, had been successful. This time, though, the British government seemed determined not to back down.
The First Continental Congress
In September 1774, fifty-six colonial leaders met in Philadelphia. They represented twelve of the thirteen British colonies in North America. Only Georgia did not send delegates. The colonists thought this meeting was important. We can tell by the delegates they chose. George Washington, Patrick Henry, and Thomas Jefferson represented Virginia. Sam
Adams and his cousin John represented Vocabulary
Massachusetts. New York sent John Jay. Supreme Court, n. Jay later served on the Supreme Court of the highest court in the United States. John Adams wrote in his the land
diary, “There is in the Congress a collection declaration, n. a
of the greatest men upon this continent.” formal statement
This meeting became known as the First Continental Congress. The delegates discussed their common problems. They shared their anger at the British government. They issued a Declaration of Rights. The declaration said that as British colonists, they were entitled to all the “rights of Englishmen.” They listed the ways Parliament had taken their rights away since the French and Indian War. They also told King George III that the colonists were still loyal
to him. They asked him to co
Pa70 ge 70 nsider their complaints.
Scaffold understanding as follows:
CORE VOCABULARY—Read the section “The First Continental Congress” out loud. Stop to explain and discuss the vocabulary terms Supreme Court and declaration as you come across them in the text.
SUPPORT—Call attention to the images of George Washington and Thomas Jefferson on page 71. Reread the sentence, “John Adams wrote in his diary, ‘There is in the Congress a collection of the greatest men upon this continent.’” Ask students to recall what they know about George Washington, Thomas Jefferson, John Adams, Patrick Henry, Sam Adams, and John Jay. Explain to students that important figures responsible for founding the United States were present at the First Continental Congress.
After reading the text, ask the following questions: LITERAL—What was the First Continental Congress?
» The First Continental Congress was a meeting of fifty-six colonial leaders from twelve of the thirteen colonies. Delegates met in Philadelphia to discuss a course of action when dealing with Britain.
LITERAL—What three things did the First Continental Congress do?
» Delegates at the First Continental Congress wrote a Declaration of Rights, voted to stop all trade with Britain until the Intolerable Acts were repealed, and agreed not to buy anything from or sell anything to the British.
EVALUATIVE—How do you think Parliament and King George III responded to the Declaration of Rights from the First Continental Congress?
» Students may respond that Parliament and King George III were unhappy with the Declaration of Rights and that they might not repeal the Intolerable Acts. Other students may respond that King George III and Parliament responded favorably because they’ve repealed other acts before.
Scaffold understanding as follows:
CORE VOCABULARY—Explain the vocabulary word defiant. Ask students to give an example of a defiant action. Review the vocabulary word resolution.
Invite volunteers to read the section out loud.
After volunteers have read the text, ask the following questions:
LITERAL—Why had the colonies viewed themselves as separate entities before the First Continental Congress?
» The colonists identified most closely with the colony that they lived in. For example, people living in Pennsylvania thought of themselves as Pennsylvanians. They had really no other connection to the other
colonies. They did, however, have an attachment to Great Britain because that was the place many colonists, or their families, had originated from.
EVALUATIVE—Why was the First Continental Congress a turning point for the colonies?
» For the first time, the colonies began to view themselves as a unified group instead of separate entities.
EVALUATIVE—Look at the image of the colonists as one nation on page 72. Up until this point, the colonies had really acted as separate entities, almost like tiny independent countries. Reread Patrick Henry’s
quote, “The distinctions [differences] between Virginians, Pennsylvanians, New Yorkers, and New Englanders, are no more. I am not a Virginian but an American.” Why do you think Henry’s statement is significant?
Timeline
• Show students the Chapter 11 Timeline image card. Read and discuss the caption, making particular note of any dates.
• Review and discuss the Big Question: “How did colonists’ attitudes and view of themselves begin to change?”
• Post the image card beneath the date referencing the 1770s. Refer to the illustration in the Unit Introduction for further guidance on the placement of each image card to the Timeline.
Ask students to:
• Write a short answer to the Big Question, “How did the colonists’ attitudes and view of themselves begin to change?”
» Key points students should cite include: The colonists, unhappy with the Intolerable Acts, had reached a point of no return when it came to Great Britain. Previously, most colonists wanted to resolve the conflict with Great Britain, but by the time of the First Continental Congress, many viewed independence as an option. For the first time, the colonies began to view themselves as a unified whole instead of thirteen separate entities.
• Choose one of the Core Vocabulary terms (Supreme Court, declaration, resolution, or defiant), and write a sentence using the term.
To wrap up the lesson, ask several students to share their responses.
Primary Focus Objectives
✓ Understand the events that occurred at Lexington and Concord. (RI.4.3)
✓ Identify Paul Revere and explain his role in the events. (RI.4.3)
✓ Define the term Minutemen and explain who the Minutemen were. (RI.4.4)
✓ Explain the viewpoint of Patrick Henry. (RI.4.3)
✓ Understand the meaning of the following domain-specific vocabulary: brethren, Minutemen, redcoat, stockpile, unfurl; of the idiom “kill two birds with one stone”; and of the phrase “village green.” (RI.4.4, L4.5.B)
What Teachers Need to Know
For background information, download the CKHG Online Resource “About Paul Revere and Lexington/Concord”:
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
brethren, n. members of the same group or family (76)
Example: Patrick Henry appealed to other members of the House of Burgesses as if they were his brethren.
Minutemen, n. people who volunteered to serve in the American militia and were ready to fight at a moment’s notice (77)
Example: The Minutemen quickly assembled to defend their town against the British.
Variation(s): Minuteman
“kill two birds with one stone,” (idiom) to accomplish two different things at the same time (77)
Example: Daniel was able to kill two birds with one stone when he reviewed his notes to both study for the test and complete his homework.
redcoat, n. a nickname given to the British soldiers because of the color of their uniforms (78)
Example: The redcoat was easy to spot in the woods because of the vibrant color of his uniform.
Variation(s): redcoats
“village green,” (phrase) an open grassy area in a village or town (79)
Example: The militiamen gathered in the village green and waited for the redcoats to arrive.
stockpile, n. a large amount of something being stored for future use (80)
Example: The redcoats marched into Concord hoping to destroy the colonists’ stockpile of arms.
Variation(s): stockpiles
unfurl, v. to unroll and spread out like a piece of fabric or a flag (80)
Example: She began to unfurl the flag so the others in the room could look at it.
Variation(s): unfurls, unfurling, unfurled
Introduce “The Fighting Begins” 5 min
Explain to students that they are going to read about what happened when the British army came face-to-face with American soldiers. Explain that before the actual fighting started, Patrick Henry gave a speech that is remembered even today.
Ask students to recall briefly what they know about Patrick Henry. Remind students that he was a well-known speaker whose words frequently persuaded the colonists to take action. Call attention to the Big Question and encourage students to look for Patrick Henry’s point of view as they read through the lesson.
Guided Reading Supports for “The Fighting Begins” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Ask student volunteers to read the section “Maybe This and Maybe That,” stopping at the scroll with Patrick Henry’s speech.
Call attention to the image of Patrick Henry and the caption on page 75. Tell students that what they’re about to read next are the words from Patrick Henry himself.
Read aloud the text on page 76 until you reach the end of the second scroll. Explain the vocabulary term brethren when you encounter it in the text.
CORE VOCABULARY—Point out the vocabulary word Minutemen. Ask students to use the parts of the word to infer a meaning. Compare student answers with the definition on page 77 in the Student Reader. Introduce the idiom “kill two birds with one stone” and explain its meaning. Place the idiom in the context of the remaining paragraphs in the section “Maybe This and Maybe That” on pages 77–78.
Ask students to read the remainder of this section quietly to themselves.
After students have finished reading the text, ask the following questions:
LITERAL—What is a Minuteman?
» During the American Revolution, a Minuteman was a volunteer soldier who was ready to fight at a moment’s notice.
LITERAL—Why did General Gage send his troops to Lexington and Concord?
» He had heard that the colonists were hiding weapons and supplies in Concord. Gage also found out that Sam Adams and John Hancock
were hiding in Lexington. Gage planned to send his troops to capture the two men and to destroy the colonists’ supplies.
Scaffold understanding as follows:
CORE VOCABULARY—Before beginning the section, call attention to the vocabulary word redcoat. Ask students what they think the term means.
Explain that the British soldiers wore bright red uniforms. The colonists nicknamed them redcoats as a result.
Ask students to read the entire section quietly to themselves. After students have read the text, ask the following questions:
LITERAL—What role did Paul Revere play in the Battles of Lexington and Concord?
» He sent a signal to the Minutemen that the redcoats were coming. He rode to Lexington to warn the colonists to be ready.
LITERAL—How did Revere use the Old North Church in Boston?
» A watchman in the tower of the Old North Church would hang one lantern if the British were traveling to Lexington and Concord by land and two lanterns if they were traveling across the river in boats. This signal would let the colonists know how quickly the British would be arriving.
SUPPORT—Call attention to the use of the word Regular on page 79. Many people believe that Revere shouted, “The British are coming,” but this is not the case. It’s more than likely that Revere would have yelled, “The Regulars are coming!”
INFERENTIAL—Why would Paul Revere have yelled, “The Regulars are coming,” instead of, “The British are coming”?
» During the time of the American Revolution, the colonists still considered themselves to be members of the British Empire. They, themselves, were technically British.
Read the first six paragraphs of the section out loud.
CORE VOCABULARY—Explain the meaning of the vocabulary term “village green.” Explain that because the village green was an open area, it was often a gathering place for the townspeople. Preview the vocabulary word stockpile and explain its meaning. Point out that Patriots such as the Sons of Liberty had expected a fight with the British and so they had saved weapons and other supplies in a stockpile.
SUPPORT—Call attention to the “Concord Hymn” on page 80. Read the caption below and read the poem to the students out loud. Have students turn to page 130 at the back of the Student Reader to look at the American Revolution battle map. Point out Lexington and Concord on the map.
Continue reading the remainder of the section out loud. After reading the text, ask the following questions:
LITERAL—What happened to the British troops at Concord?
» The British troops were attacked by nearly four hundred Minutemen.
The British troops decided to return to Boston, but they suffered heavy losses during their march back.
INFERENTIAL—Why do you think the colonists were successful after the Battles of Lexington and Concord, even though they were outnumbered by the British?
» The colonists had the advantage of fighting on their own turf. Fighting for their homes and for their towns also played a role. Because the Minutemen were not trained soldiers, they were not confined by the rigid rules of battle that the British followed. As a result, they used unconventional tactics such as shooting at the British from behind trees on their march back to Boston.
Timeline
• Show students the Chapter 12 Timeline image cards. Read and discuss the captions, making particular note of any dates.
• Review and discuss the Big Question: “What was Patrick Henry’s point of view?”
• Post the image cards of Paul Revere’s Ride and the Battles of Lexington and Concord beneath the date referencing the 1770s. Refer to the illustration in the Unit Introduction for further guidance on the placement of each image card to the Timeline.
Ask students to:
• Write a short answer to the Big Question, “What was Patrick Henry’s point of view?”
» Key points students should cite include: Patrick Henry is remembered for saying, “Give me liberty, or give me death.” Henry compelled his fellow colonists to start the fight with Britain, claiming that they were waiting idly for the British. For Henry, he would rather live free or not live at all.
• Choose one of the Core Vocabulary terms (brethren, Minutemen, redcoat, stockpile, or unfurl), the idiom “kill two birds with one stone,” or the phrase “village green,” and write a sentence using the term, idiom, or phrase.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Materials Needed: Sufficient copies of NFE 3, Patrick Henry: “Give Me Liberty, or Give Me Death!” found in the CKHG Online Resources for this unit:
www.coreknowledge.org/ckhg-online-resources
Remind students that Patrick Henry was a brilliant orator. His words, “Give me liberty, or give me death!” summed up the sentiments of many colonists living during the American Revolution. Henry’s speech, however, is quite long and is written in a way that most people living today do not speak.
Provide students with a copy of NFE 3, Patrick Henry: “Give Me Liberty or Give Me Death.” Have students follow along as you read the speech aloud.
Reread the speech section by section: the first two paragraphs, the third paragraph, and then the final paragraph, stopping after each section to discuss with students the main idea of Patrick Henry’s words. What is the most important thing to take away from the section? What is the most important idea to take away from the speech as a whole?
Alternate Art Activity for John Singleton Copley’s portrait of Paul Revere: If you do not have access to the Internet, you can purchase the Core Knowledge Curriculum Series™ Art Resource Packet for Grade 4 at:
www.coreknowledge.org/store
Background for Teachers: It’s important to know about portraiture in the colonial period. Many early portrait artists living in the colonies were self- taught individuals. They traveled from place to place looking for commissions. In many instances, they traveled with pre-painted torsos so they could quickly paint the face of their subject. Professional artists from Europe also lived in the colonies. These artists included various objects in their paintings that were representative of the subject’s social standing, authority, or occupation.
Many people think of Paul Revere as the fiery patriot responsible for alerting fellow colonists about the impending British. John Singleton Copley’s portrait of Revere, however, focuses on his occupation as a skilled silversmith. The portrait of Paul Revere was painted before 1775, the year he went on his famous ride.
In Copley’s portrait, Revere is shown without a wig and with an unbuttoned waistcoat. The pot featured in the painting is representative of one of two things. First, it is symbolic of his career as a silversmith. It may also represent the Townshend Acts of 1767, which placed a tax on tea and other goods.
Show students John Singleton Copley’s portrait of Paul Revere from the Museum of Fine Arts, Boston, and explain the background information of the portrait. Use this link to download the CKHG Online Resources for this unit, where the specific link to the portrait and background information may
be found:
www.coreknowledge.org/ckhg-online-resources
Ask students to take several minutes to quietly analyze the portrait and to write a few notes about what they observe. Pose the following analysis questions to students for discussion:
• What is Paul Revere holding? (A silver teapot.)
• What are the tools on the table used for? (The tools are used for engraving.)
• Why did Copley paint Paul Revere with a silver teapot and engraving tools? (Revere was a silversmith.)
• What might Paul Revere’s expression and gesture indicate? (Answers will vary; he may be deciding what to engrave on the teapot, or he may be pondering about what to do about the tea crisis.)
• What areas of the painting are brightly lit, and why do you think this is the case? (Paul Revere’s face and teapot are brightly lit, maybe to show both his character and his profession. Parts of his shirt are also brightly lit.)
• How did Copley use light to create a serious mood? (Extreme contrasts between light and shadow make a dramatic effect. Paul Revere’s face is half in shadow, drawing attention to it as the focus of the painting.)
Have students write a brief response to the following prompt: “Compare what you have learned in Chapter 12 about Paul Revere with what John Singleton Copley shares in his portrait. What information about Paul Revere can you gather from the portrait that you may not find in the text?”
• Students may recognize that Copley emphasizes Revere’s profession instead of his patriotism. He is also portrayed as a thoughtful, pensive individual, not as an energetic man riding a horse frantically through Massachusetts.
Materials Needed: Sufficient copies of FE 1, “Paul Revere’s Ride” by Henry Wadsworth Longfellow, found in the CKHG Online Resources for this unit.
Distribute copies of FE 1, “Paul Revere’s Ride” by Henry Wadsworth Longfellow. Introduce the poem by reminding students of Revere’s ride. Explain that Longfellow was a poet who lived during the 1800s. He wrote the poem “Paul Revere’s Ride” in 1860, almost one hundred years after the actual event, after he visited the Old North Church in Boston.
Conduct a round robin reading of the poem.
Materials Needed: Sufficient copies of FE 2, “Concord Hymn” by Ralph Waldo Emerson, found in the CKHG Online Resources for this unit.
Distribute copies of FE 2, “Concord Hymn” by Ralph Waldo Emerson. Conduct a choral reading of the hymn.
Explain that a hymn is a song of praise. Ask students to identify who is being praised in Emerson’s hymn. (The Minutemen who fought at Lexington and Concord.)
Materials Needed: Sufficient copies of NFE 4, “The Battle of Lexington” (as told by Jonas Clark), found in the CKHG Online Resources for this unit.
Distribute NFE 4, “The Battle of Lexington” (as told by Jonas Clark). Read the account aloud as students follow along.
Have students work as a class to summarize the account. Ask students what happened first, second, third, and so on until the entire series of events has been summarized.
Primary Focus Objectives
✓ Understand the main events of the Second Continental Congress. (RI.4.3)
✓ Understand the course and outcome of the Battle of Bunker Hill. (RI.4.3)
✓ Understand the meaning of the following domain-specific vocabulary: petition, policy, trench, and
ammunition. (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource “About Second Continental Congress and Bunker Hill”:
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
petition, n. a formal written request for change signed by several people (82)
Example: The activists sent their signed petition to Congress to try to bring about change.
Variation(s): petitions
policy, n. an official course of action (82)
Example: The official policy of the colonists was to sever all ties with Great Britain.
Variation(s): policies
trench, n. a narrow ditch dug into the ground (86)
Example: A long, narrow trench separated the two armies positioned on the field.
Variation(s): trenches
ammunition, n. bullets or shells (86)
Example: Ammunition was hard to come by, so many soldiers had to make bullets of their own.
Introduce “Preparing for War” 5 min
Have the students summarize the events that took place at Lexington and Concord. Write student responses on the board or chart paper. Ask students to take a moment to think about what they think will happen next. If they were colonial leaders, what steps should they take next to deal with Britain?
Call attention to the Big Question. What does this question suggest about the course of action the colonists chose to deal with Britain? Encourage students to look for whether this was the only action taken by the colonists, as they read, as well as why George Washington was selected to lead the Continental Army.
Guided Reading Supports for “Preparing for War” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
CORE VOCABULARY—Review the meaning of the vocabulary word petition. Ask students when or why citizens might sign a petition. Review the meaning of the vocabulary word policies. Invite volunteers to give an example of a school policy.
Read the first three paragraphs of the section “May 10, 1775” on page 82 out loud.
SUPPORT—Remind students of the events they have learned about so far in which the colonists came together to decide on a course of action, such as the Stamp Act Congress and the First Continental Congress.
SUPPORT—Call attention to the image on pages 82 and 83 of King George III being handed the petition written by the delegates of the Second Continental Congress. Ask students how they think King George III might have felt after getting the petition. Students may explain that King George III was frustrated or angry.
After you have finished reading, ask the following question: LITERAL—What did colonists say in their petition to King George III?
» They said they were loyal to him and asked him change his government’s policies and restore colonists’ rights.
SUPPORT—Call attention to the images of George Washington on pages 84 and 85. Ask students to recall what they’ve learned about George Washington earlier in the unit. Remind students that Washington was well known in the colonies for being calm, rational, and a strong leader.
Invite volunteers to read the next five paragraphs on pages 84–85 out loud. After students have finished reading, ask the following questions:
LITERAL—What two additional actions did the Second Continental Congress take when they met in Philadelphia?
» They decided to create a national army, and they appointed George Washington as the commander of the Continental Army.
INFERENTIAL—Why do you think George Washington wore a militia uniform to the Second Continental Congress?
» He wore the uniform to show that he was ready and willing to fight for the Patriot cause and to remind others of his extensive military experience.
Explain the vocabulary terms trenches and
ammunition.
Ask students to read the remainder of the section on pages 85–87 quietly to themselves.
After students have finished reading, ask the following questions: LITERAL—What was the outcome of the Battle of Bunker Hill?
» The Battle of Bunker Hill, actually fought on Breed’s Hill, resulted in a loss for the militiamen. The British ultimately gained control of the hill but not before suffering heavy casualties.
EVALUATIVE—Why can the Battle of Bunker Hill be considered a victory for the colonists, even though they didn’t win?
» The colonists fought very well against the British troops and inflicted a lot of damage. Even though they lost control of Breed’s Hill, they
proved to themselves and to the British army that they were not going to give up easily. This experience helped bolster confidence and morale among the Americans.
Timeline
• Show students the Chapter 13 Timeline image cards. Read and discuss the captions, making particular note of any dates.
• Review and discuss the Big Question: “Why was George Washington chosen to be leader of the Continental Army?”
• Post the image cards of the Second Continental Congress, Battle of Bunker Hill, and George Washington is chosen as the commander in chief in order beneath the date referencing the 1700s. Refer to the illustration in the Unit Introduction for further guidance on the placement of each image card to the Timeline.
Ask students to:
• Write a short answer to the Big Question, “Why was George Washington chosen to be the leader of the Continental Army?”
» Key points students should cite include: Washington was respected and well known throughout the colonies. He had gained military experience during the French and Indian War, and he was a staunch Patriot.
• Choose one of the Core Vocabulary words (petition, policy, trench, or
ammunition), and write a sentence using the word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Activity Page
AP 13.1
Materials Needed: Sufficient copies of AP 13.1 The Fighting Around Boston located on page 148 under Teacher Resources.
Distribute copies of the AP 13.1 The Fighting Around Boston. Review the map, key and directions with students out loud. Have students work independently to complete the page or complete it for homework.
Alternate Art Activity for Gilbert Stuart’s George Washington: If you do not have classroom access to the Internet, you can purchase the Core Knowledge Curriculum Series™ Art Resource Packet for Grade 4, available at:
www.coreknowledge.org/store
Background for Teachers: Gilbert Stuart is one of the most well-known portraitists of the nineteenth century, especially for his works depicting George Washington. Three of Stuart’s 104 paintings of Washington were painted from
life. The Lansdowne portrait of George Washington was commissioned by William Bingham, a senator from Pennsylvania, and his wife as a gift to the Marquis of Lansdowne.
Stuart included numerous symbolic objects in the painting that relate to Washington and the new United States. The rainbow in the corner signifies unity in diversity and the passing of a storm, while books on the table and floor are related to governmental issues. The U.S. government currently owns the portrait.
Show students the Lansdowne portrait of George Washington from the Pennsylvania Academy of Fine Arts. Use this link to download the CKHG Online Resources for this unit, where the specific link to the Landsdowne portrait and background information about it may be found:
www.coreknowledge.org/ckhg-online-resources
Ask students to take a few moments to quietly observe and analyze the painting, before posing the following questions:
• Who is depicted in the painting? (George Washington, first president of the United States.)
• How does Gilbert Stuart use color to help focus your attention on Washington? (The reds of the background harmonize and make the large black and white shape of Washington stand out.)
• What does Washington’s extended arm do to the sense of space in the painting? How would it be different if his arm were hanging at his side? (If his arm hung at his side, the painting would seem flat. The gesture adds dimension to the painting.)
• Is this a real or an imaginary setting? How can you tell? (The setting is imaginary. It includes many symbols related to Washington and the United States. The column and drapery seen in the portrait were often inserted in other portraits of the time.)
• What does the artist want you to think about as you gaze at the portrait? (Answers will vary, but students should support their answers with details from the painting.)
Materials Needed: Sufficient copies of FE 3: “Rip Van Winkle” and/or “The Legend of Sleepy Hollow” by Washington Irving. Both excerpts, along with activity directions, may be found in the CKHG Online Resources for this unit:
www.coreknowledge.org/ckhg-online-resources
Primary Focus Objectives
✓ Understand the main arguments and effects of Common Sense. (RI.4.8)
✓ Understand and summarize the Declaration of Independence. (RI.4.2)
✓ Understand the meaning of the following domain-specific vocabulary: Loyalist, pamphlet, endow, institute, and revolution. (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource “About Thomas Paine and the Declaration of Independence”:
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
Loyalist, n. a person living in the colonies who did not support the American cause and remained loyal to Great Britain (88)
Example: Some colonists, known as Loyalists, continued to support the British cause, even though they were born and raised in the colonies.
Variation(s): Loyalists
pamphlet, n. a small booklet that includes information or ideas about a single topic (90)
Example: Thomas Paine’s Common Sense was a widely circulated pamphlet that included many ideas about American independence.
Variation(s): pamphlets
endow, v. to give someone something valuable (92)
Example: Mark chose to endow his brother with the precious family heirloom.
Variation(s): endows, endowing, endowed
institute, v. to establish or start something new (93)
Example: One way to slow down drivers is to institute a new traffic law.
Variation(s): instituted, institutes, instituting
revolution, n. the act of overthrowing a government with the hopes of starting a new and different one (93)
Example: One purpose of the colonists’ revolution was to separate from Great Britain and form a new country.
Variation(s): revolutions
Introduce “The Great Declaration” 5 min
Have students imagine that they are colonists in the year 1775. Ask students to reflect on all of the things Great Britain has done to the colonies over the years. Take an informal class vote to see how many students would rather be independent from Britain and how many would rather reconcile with Britain.
Select a few students from each side to explain their reasoning. Ask students if there was a way that someone could change their mind.
Tell students that they are going to read about two documents that influenced the opinions and changed the minds of many colonists: the pamphlet Common Sense and the Declaration of Independence. Call attention to the Big Question and encourage students to look for how Thomas Paine was able to influence the opinions of other colonists.
Guided Reading Supports for “The Great Declaration” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
CORE VOCABULARY—Call attention to the word Loyalist on page 88. Ask what it means to be loyal. Explain to students that Loyalists were people who stayed loyal, or faithful, to Britain. Point out the word pamphlet on page 90. Explain the meaning of the word to students.
Have students read the section to themselves.
SUPPORT—Call attention to the image of Thomas Paine on page 89. Explain to students that Thomas Paine originally published Common Sense anonymously. In other words, he kept his identity as the author a secret. The title page simply stated that the pamphlet was “Written by an Englishman.”
After students have finished reading the text, ask the following questions: LITERAL—Why did Loyalists maintain their allegiance to Great Britain?
» Loyalists made their decision to remain loyal to Great Britain for a number of different reasons, including economic and political reasons. Some decided to stay loyal to Britain for religious or personal values.
LITERAL—Why was Thomas Paine’s Common Sense such an influential piece of writing?
» Paine wrote in a clear and direct way that communicated important ideas in a way that all readers could understand.
EVALUATIVE—Why would Thomas Paine originally publish Common Sense as “an Englishman” instead of using his own name?
» Writing the pamphlet from the perspective of “an Englishman” would take away some of the bias that a colonist would have in defending the rights of Americans. American readers felt that if an Englishman thought they should declare their independence then their cause must be just.
Scaffold understanding as follows:
CORE VOCABULARY—Have students volunteer to read each paragraph of the section out loud. Stop to explain and discuss the vocabulary words endow, institute, and revolution.
Explain to students that Independence Day is celebrated each year in observation of American independence from Great Britain. July 4 is the day Americans celebrate this holiday because this was the date the Declaration
of Independence was signed by the Founding Fathers. Emphasize that the Declaration of Independence was the colonists’ way of asserting their independence from Britain while at the same time explaining their reasoning to the rest of the world. Including basic rights such as “life, liberty, and the pursuit of happiness” supported the colonists’ reasoning; these things had been taken from them by the British.
After students have finished reading the text, ask the following questions: LITERAL—What were the purposes of the Declaration of Independence?
» The Declaration of Independence had several purposes. First, it outlined the reasons why the colonists wanted to separate from Great Britain.
Second, it emphasized that Great Britain was wrong in its actions. Finally, the Declaration of Independence was meant to convince the colonists, and people around the world, that American independence was necessary.
LITERAL—What was a major reason the Declaration of Independence gave for separation from Great Britain?
» Great Britain had violated the basic rights of the colonists.
LITERAL—Who wrote the Declaration of Independence?
» Thomas Jefferson wrote the Declaration of Independence.
LITERAL—Reread the passage from the Declaration of Independence on page 92. According to the Declaration, what rights do all people have?
» Life, liberty, and the pursuit of happiness.
EVALUATIVE—What did Benjamin Franklin mean when he said, “Gentlemen, we must all hang together, [or] else we shall all hang separately”?
» Franklin’s statement emphasizes the need for the colonies to come together as a united front against Great Britain. There’s strength in numbers, and their odds of success were greater when they acted as one instead of as thirteen separate components.
Timeline
• Show students the Chapter 14 Timeline image card. Read and discuss the caption, making particular note of any dates.
• Review and discuss the Big Question: “What was the Declaration of Independence?”
• Post the image card of the Declaration of Independence beneath the date referencing the 1770s. Refer to the illustration in the Unit Introduction for further guidance on the placement of each image card to the Timeline.
Ask students to:
• Write a short answer to the Big Question, “What was the Declaration of Independence?”
» Key points students should cite include: The Declaration of Independence was a statement by the Second Continental Congress explaining why the colonies were breaking away from Great Britain.
It listed all of the bad things the British government had done to the colonists. It said all people were guaranteed basic rights of life, liberty, and the pursuit of happiness and they had the right to change the government if the government did not protect these rights.
• Choose one of the Core Vocabulary words (Loyalist, pamphlet, endow, institute, or revolution), and write a sentence using the word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Materials Needed: Sufficient copies of NFE 5, Selections from the Declaration of Independence, found in the CKHG Online Resources for this unit:
www.coreknowledge.org/ckhg-online-resources
Independence Day is celebrated every year in the United States on July 4. Remind students that this day is recognized annually as a reminder that the United States was originally thirteen colonies that declared their independence and fought to separate themselves from Great Britain.
The Declaration of Independence
Create a table with three separate columns on the board or on chart paper. Title the columns “What I Know,” “What I Want to Know,” and “What I Learned.” Ask students to brainstorm a list of what they know about Independence
Day. Encourage students to share relevant information they’ve learned in the unit so far as well as any facts or details they know from previous grade levels or outside experiences. Students may also share traditions related to Independence Day. Record student responses in the column “What I Know.” Ask students what information they hope to learn about Independence Day. Record responses in the “What I Want to Know” column of the chart.
Remind students that July 4 was chosen as the date for this holiday because it was the date on which the Declaration of Independence was signed in 1776. Distribute copies of NFE 5, Selections from the Declaration of Independence. Read aloud the Preamble and then conduct a choral reading of the Declaration of Rights.
Read aloud the subhead “A Bill of Indictment.” Briefly explain that an indictment is a formal accusation of a crime. Ask students to infer what kind of information will be included in this section of the Declaration of Independence. (Students should recognize that this is the list of offenses the king committed against the colonists.) Read aloud the paragraphs under “A Bill of Indictment.” Ask students if they were surprised or confused by anything in the Bill of Indictment. Help students connect each item with events they have read about so far.
After reading Selections from the Declaration of Independence, revisit the KWL chart and ask students if they learned any new information. Record this information in the “What I Learned” column.
The Independence Day Holiday
Share a History.com article and video about July 4th with students, first previewing the video and any advertisements that precede it. Use this link to download the CKHG Online Resources for this unit, where the specific link to the article and video may be found:
www.coreknowledge.org/ckhg-online-resources
Have students volunteer to take turns reading sections of the article “July 4th.” Share the video located at the top of the page after students have finished reading. After completing the article and the video, ask students to reflect on any new information that they may have learned. Ask students to share what they learned from the article and video. Record this information in the “What
I Learned” column on the board or chart paper.
Primary Focus Objectives
✓ Compare and contrast the British and Continental armies. (RI.4.5)
✓ Understand the challenges faced by George Washington as commander of the Continental Army. (RI.4.3)
✓ Understand the roles that women and African Americans played in the war effort. (RI.4.3)
✓ Understand the meaning of the following domain-specific vocabulary: mercenary and
regiment. (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource “About Women/ Loyalists/ and Patriot Allies”:
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
mercenary, n. a soldier from one country paid to fight for another country (94)
Example: Although not from Great Britain, the Germany mercenary was paid to fight for the British cause.
Variation(s): mercenaries
regiment, n. a unit in the army (99)
Example: George Washington led his regiment into battle.
Variation(s): regiments
Introduce “A Discouraging Start” 5 min
Ask students to brainstorm what they know about the British army; have students share responses and record the information on the board or chart paper. Ask students to identify some challenges of fighting a force like the British army.
Tell the students that George Washington faced many difficulties when he assumed control of the Continental Army, including facing an enemy the size and strength of the British army. Call attention to the Big Question and encourage students to look for the challenges George Washington faced as they read the chapter.
Guided Reading Supports for “A Discouraging Start” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
CORE VOCABULARY—Call attention to the vocabulary word mercenary on page 94. Explain to students that a mercenary is a soldier hired to fight for the army of another country.
Ask student volunteers to read the section “Patriot Problems” out loud.
SUPPORT—Call attention to the image of the Continental Army recruitment poster on page 96. Explain to students that one of Washington’s greatest problems was maintaining the Continental Army. Because most soldiers were volunteers, they had other responsibilities that called them away
from fighting.
After students have finished reading, ask the following questions: LITERAL—What were three strengths of the British army?
» The British had one of the largest armies and the largest navy in the world. The soldiers were well-trained. The British could afford to hire mercenaries. Great Britain could also afford whatever supplies its troops needed.
LITERAL—What is a mercenary? What role did mercenaries play in the American Revolution?
» A mercenary is a soldier for hire. The British paid Hessian soldiers to fight against the colonists.
INFERENTIAL—Even though the Continental Army was not as prepared as the British army, what advantages did the Americans have?
» They were fighting on their own land, and the size of their country gave them places to retreat to.
and supplies were often available nearby. The British had to ship everything—including soldiers—from three thousand miles away. The Americans were also fighting to defend their homes, families, and freedom. Many soldiers on the British side were just fighting for money. That made a difference.
The size of the country was another advantage for the American side. If the British won in one part of the country, American armies could move to another. Thomas Paine wrote that the American plan would be like a game of checkers: “We can move out of one square to let you come in,” he said to the British, “in order that we may afterwards take two or three for one.” Since the Americans could keep moving around, he said, “we can always prevent a total defeat.”
Support from Women and African Americans
The British could count on its professional soldiers, mercenaries, and Loyalists—including African Americans. In fact, most African
Americans at this time supported the British cause. The British actively sought help from the African American community. They promised freedom to any enslaved person who fought for the king.
The Patriots had their own sources of help. The Patriot side also had support from African Americans. It had important support from women, too.
Women played many roles
Pa98 ge 98 in the American Revolution.
Working in army camps,
Scaffold understanding as follows:
CORE VOCABULARY—Call attention to the vocabulary word regiment on page 99 and explain its meaning.
SUPPORT—Call attention to the image of the woman helping in the American Revolution on page 98. Explain to students that both women and African Americans played an important role in supporting the Patriot cause.
Have students read the section to themselves.
After students have finished reading, ask the following questions:
LITERAL—How did the British army attempt to take advantage of the situation of African Americans in the colonies?
» The British army offered freedom to any enslaved person who fought for the British.
LITERAL—How did women contribute to the fighting during the American Revolution?
» They fought on the battlefields, made gunpowder, carried messages, and spied on the enemy.
LITERAL—Who was Molly Pitcher?
» Molly Pitcher was the wife of a Continental soldier. Her real name was Mary Ludwig Hays. She brought pitchers of water to her husband’s cannon crew during a battle. She carried so many pitchers they called her Molly Pitcher.
EVALUATIVE—The rights outlined in the Declaration of Independence did not extend to all parts of the population, especially women and African Americans. If you were a woman or African American during the American Revolution, would you have fought for American independence? Why or why not?
» Students may respond that they would have helped the fight against the British in the hopes that they would one day be free and equal in a new society. Other students may respond that they would not fight for a country’s independence if that country did not respect their rights and freedoms.
Ask students to:
• Write a short answer to the Big Question, “What challenges did George Washington face when raising an army?”
» Key points students should cite include: Washington’s challenges included an amateur army; he was never sure how many troops he could count on to fight. The Continental Army also experienced a lack of ships, clothing, food, supplies and money.
• Choose one of the Core Vocabulary words (mercenary or regiment), and write a sentence using the word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Activity Page
AP 15.1
Materials Needed: Make sufficient copies of AP 15.1 Domain Vocabulary: Chapters 11–15, found in the Teacher Resources section (page 149).
Distribute AP 15.1 Domain Vocabulary: Chapters 11–15, found in the Teacher Resources section (page 149), and direct students to complete the sentences using vocabulary terms they have learned in Chapters 11 through 15. Remind students that not all vocabulary terms listed in the box on the worksheet
will be used. This activity page may also be completed for homework.
Primary Focus Objectives
✓ Understand Washington’s plan for winning the war. (RI.4.7)
✓ Explain the events of the battles of Trenton and Princeton and their significance. (RI.4.5)
✓ Understand the meaning of the domain-specific vocabulary inspire and the phrase “German state.”
(RI.4.4)
Core Vocabulary (Student Reader page numbers listed below)
inspire, v. to cause someone to think or behave in a certain way (100)
Example: Despite the bleak conditions, Washington had to inspire his men to keep fighting.
Variation(s): inspires, inspiring, inspired
“German state,” (phrase) one of several small, independent states that eventually made up the present-day country of Germany (103)
Example: Many mercenaries that fought for the British cause came from the German state of Hesse.
Variation(s): German states
Introduce “Raising America’s Spirits” 5 min
Ask students to describe what they have learned so far about both the Continental and British armies and record their responses on the board or chart paper. Ask students, given these factors, which side was more likely to win the American Revolution at this point: the Americans or the British?
Tell the students they are going to read about two battles of the American Revolution that helped to answer this question.
Call attention to the Big Question and encourage students to look for reasons why Washington’s strategy required patience as they read.
Guided Reading Supports for “Raising America’s Spirits” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
CORE VOCABULARY—Read the first three paragraphs of the section out loud. Pause to explain the meaning of the word inspire as you come across it in the text.
SUPPORT—Call attention to the image of Nathan Hale’s execution on page 101. (The image shows the witnesses to Hale’s execution. Hale himself is not in the image.) Explain to students that many Patriots lost their lives during the conflict. They knew it would be dangerous to fight against the British, but independence was more important than their personal safety.
Continue reading the remainder of the section out loud. After reading, ask students the following questions:
LITERAL—What was Washington’s strategy for winning the Revolutionary War?
» Washington decided that patience was the key to winning the war. He avoided major battles with the British and took advantage of the extra time to train the American troops. Washington also hoped that if the war dragged on for a long time, the British would grow tired of fighting and grow tired of paying for it.
EVALUATIVE—Do you believe Washington’s strategy to win the war was a good idea? Why or why not?
» Some students may respond that Washington’s strategy was smart because his troops needed more time to train, especially because the British army was so strong. Other students may respond that Washington’s strategy was flawed because the American troops would have to win some major battles to defeat the British and gain independence.
LITERAL—Who was Nathan Hale, and what happened to him?
» Hale was a schoolteacher from Connecticut who served as an American spy. He was caught and hanged by the British.
INFERENTIAL—What do you think Hale meant when he said, “I only regret that I have but one life to lose for my country”?
» Hale’s quote means that even in the face of death, he does not regret spying for the Americans. He is so committed to the Patriot cause that, knowing the consequences, he would do it all over again given the chance.
Scaffold understanding as follows:
CORE VOCABULARY—Call attention to the vocabulary phrase “German state.” Ask students to try to determine the meaning of the phrase based on its two individual components. Explain that during the 1700s, Germany was not the country we know it to be today. Instead, it was made up of a number of small, independent states. Germany would not be unified until the 1800s.
Ask students to read the section “A Surprise Attack” quietly to themselves.
SUPPORT—Call attention to the image of Washington crossing the Delaware on pages 104–105. Remind students of the conditions that the American soldiers had to endure while crossing the Delaware River to Trenton and that it was not very likely that this is how Washington rode in the boat.
SUPPORT—Reread the lines, “As day broke, they attacked the sleeping Hessians. Caught off guard, the Hessians were surprised and confused.” Explain to students that the Hessians were truly surprised by the American attack. Traditionally, European armies called a halt to all fighting during religious festivals and holidays. This tradition lasted up until the 1900s during World War I. The Hessians did not expect the Americans to surprise them after they had spent their evening celebrating Christmas in Trenton. The Hessians likely assumed that the Americans were also celebrating Christmas and would not attack.
After students have finished reading, ask the following questions: LITERAL—How did Washington win the Battle of Trenton?
» He had the Continental Army attack the Hessian troops stationed in Trenton at dawn the morning after Christmas, when they least expected it.
INFERENTIAL—Why were the American victories at Trenton and Princeton significant?
» They helped boost American spirits, both of civilians and the troops.
EVALUATIVE—Do you agree with Washington and the American army’s disregard for European military traditions? Why or why not?
» Some students may argue that the Americans would have quickly lost the war if they had followed the traditional European rules of war. Others might think that breaking with tradition was unfair, especially attacking the enemy on a holiday.
Ask students to:
• Write a short answer to the Big Question, “What is meant by the statement, ‘Washington’s plan for winning the war required patience’?”
» Key points students should cite include: George Washington adopted a nontraditional strategy when dealing with the British. He decided to avoid major battles and only engage in small skirmishes. This
way he would have more time to train his troops. At the same time, Washington intended to drag out the war as long as possible. Doing so would make it difficult for the British to maintain their war effort across the Atlantic.
• Choose the Core Vocabulary word (inspire) or the phrase “German state,” and write a sentence using the word or phrase.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Alternate Art Activity for Emmanuel G. Leutze’s Washington Crossing the Delaware: If you do not have classroom access to the Internet, you can purchase the Core Knowledge Curriculum Series™ Art Resource Packet for Grade 4, available at:
www.coreknowledge.org/store
Or you may direct students to examine the illustration of this painting on pages 104–105 of their Reader.
Background for Teachers: Paintings from the early years of the United States often depict American heroes and key events associated with the founding
of the nation. Common themes included independence and determination. George Washington was a popular image featured in post-colonial artwork.
It’s important to note that artwork is much like historical texts; it is subject to interpretation and is not always completely representative of fact.
The iconic painting Washington Crossing the Delaware was painted roughly seventy-five years after the Battle of Trenton. Leutze’s painting depicts Washington and his men crossing the icy Delaware River before their surprise attack on the Hessian soldiers encamped in New Jersey.
While Leutze portrays Washington and the men as vibrant and energetic, the reality was that they were struggling with the challenges of basic survival.
Leutze’s painting shows Washington standing in the boat with a single arm raised. Leutze chose to paint Washington in this way to signify him as a valiant leader.
Share Leutze’s Washington Crossing the Delaware, from The Metropolitan Museum of Art, with students. Use this link to download the CKHG Online Resources for this unit, where the specific link to the portrait and background information about it may be found:
www.coreknowledge.org/ckhg-online-resources
Ask students to quietly observe and analyze the portrait for a few minutes before posing the following questions:
• Explain that in this painting, General George Washington and the Continental Army are depicted crossing the icy Delaware River on the night of December 25, 1776, to attack the Hessians during the Revolutionary War. What is specifically happening in the foreground and background of this scene? (Groups of men are vigorously rowing boats ashore, with an icy river and landscape as background.)
• Do you recognize the man standing up nearest the bow of the boat? (George Washington.)
• What about this scene is dramatic but not true to life? (Figures are posed dramatically. Washington is standing up in a small boat, which would be very risky in real life.)
• What do you think the rising sun symbolizes? (It symbolizes the birth of a new nation.)
• This painting is one of the most popular American paintings and is one of the most recognized in the Western world. Why do you think it is so popular? (Answers will vary. Sample answers: The bravery of the attack, the
image of Washington, the turning point in the war, etc. appeal to imagination of the viewer.)
Primary Focus Objectives
✓ Understand the course of the war in New York state. (RI.4.7)
✓ Identify Generals Burgoyne and Howe and understand their roles in the British campaign. (RI.4.10)
✓ Understand the meaning of the domain-specific vocabulary rebels and of the phrases “naval fleet” and “turn of events.” (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource "About Saratoga and France":
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
rebels, n. people who resist the government with force (108)
Example: A group of colonial rebels fought bravely against the army of their former country.
Variation(s): rebel
“naval fleet,” (phrase) a large group of war ships that belong to the navy (110)
Example: If it were not for the French naval fleet, the British may have escaped the Chesapeake Bay.
“turn of events,” (phrase) a new development or action that changes the way future events happen (111)
Example: The Battle of Saratoga proved to be a turn of events for the colonists; their victory inspired the French to enter the war as their ally.
Have students look at the map of the thirteen colonies on page 128 of the Student Reader. Explain that in a war, one of the army’s main objectives is to capture places that are important to the enemy, especially those where they can most easily be defeated. Looking at the map of the thirteen colonies, ask students to consider the best place for the British to attack the colonies. Ask students to explain their reasoning.
Tell students that they are going to read about a British plan of attack and the results of the plan. Call attention to the Big Question and encourage students to look for the events and British missteps that ultimately led France to enter the American Revolution.
Guided Reading Supports for “Saratoga” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Read the section “Britain’s Master Plan” out loud.
SUPPORT—Call attention to the image of the Hudson River Valley on pages 106 and 107 and read the caption. Remind students that British control of New York would have put them in a strong position to defeat the Americans.
CORE VOCABULARY—Call attention to the word rebels located on page 108. Review the meaning of the word to students. Ask: Why would the British view the colonists as rebels? (The British still considered the colonists part of the British Empire. By fighting against the British, the colonists were resisting the British government with force.)
SUPPORT—Call attention to the image of Burgoyne’s surrender at Saratoga on page 109. Reread the last line of the section, “Six thousand of Great Britain’s best soldiers surrendered,” and read the caption beneath the image. Explain to students that the British defeat was unexpected; their army was bigger and better trained than the Americans'.
After reading, ask students the following questions: LITERAL—How did the British plan to win the war?
» They wanted to gain control of the Hudson River valley. This would allow them to divide the colonies into two sections, making it easier to conquer one section at a time. The plan was to have three British forces meet in Albany—one from the north, one from the west, and one from the south.
LITERAL—Why did the British plan fail?
» General Howe disagreed with General Burgoyne. Howe wanted to gain control of Philadelphia. By the time Howe captured the city, there was no time to get his troops north to New York. The third force, coming from the west, encountered American soldiers and never reached Albany. Burgoyne’s army was alone and defeated by the Americans at Saratoga.
EVALUATIVE—Do you agree with General Howe’s reasons for capturing Philadelphia? Why or why not?
» Some students may respond that they agree with Howe’s decision. Philadelphia was an important city to the colonists, and capturing it would be a large blow to the Americans. Some students may respond that they disagree with Howe’s decision. Even though Howe captured an important city, his decision to stop before heading to Albany was too costly for the British.
Scaffold understanding as follows:
CORE VOCABULARY—Call attention to the vocabulary phrases “naval fleet” on page 110 and “turn of events” on page 111. Explain the meanings of the phrases to students. Point out that students have already read about other turns of events, such as the Intolerable Acts.
Have students read the section to themselves.
After students have finished reading, ask the following questions:
LITERAL—What were the most important results of the American victory at Saratoga?
» The American troops gained new courage and pride in themselves after defeating Burgoyne’s powerful army. The American victory also convinced France to enter the war as an ally against Great Britain.
LITERAL—Why did France agree to fight on the side of the colonists?
» France and Great Britain had fought for nearly one hundred years, and the French wanted revenge after the French and Indian War. Helping the colonies achieve their independence was a way for France to “get even” with Great Britain.
INFERENTIAL—Why did France wait until the Americans won a major victory before committing to entering the war?
» War is very costly. The French did not want to enter a conflict an ocean away and commit men and resources if they were not absolutely sure the colonists stood a chance of defeating the British.
EVALUATIVE—Consider what may have happened if the British had won the Battle of Saratoga. In what ways could a British victory have impacted the outcome of the American Revolution?
» If the British had won the Battle of Saratoga, they most likely would have gained control of the Hudson River Valley. British control of this region would have made it possible for them to cut off New England from the rest of the colonies. France probably would not have entered the war for fear the colonists may lose.
Timeline
• Show students the Chapter 17 Timeline image card. Read and discuss the caption, making particular note of any dates.
• Review and discuss the Big Question: “What mistake did the British make that brought France into the war, making an American victory possible?”
• Post the image card of the Battle of Saratoga beneath the date referencing the 1770s. Refer to the illustration in the Unit Introduction for further guidance on the placement of each image card to the Timeline.
Ask students to:
• Write a short answer to the Big Question, “What mistake did the British make that brought France into the war, making an American victory possible?”
» Key points students should cite include: The British made a mistake while planning to capture the Hudson River Valley. The British believed that if they captured this area, they could separate New England
from the other colonies, making it easier to defeat one half first and then the other half second. General Burgoyne and his troops were supposed to make their way to Albany, New York, and would be joined by General Howe and his troops from the south and a third force from the west. Howe decided to stop and capture Philadelphia on his way to Albany. The time it took to capture the city was costly; Howe and his troops never made it to New York. At the same time, the British force coming from the west was apprehended by American troops. Burgoyne and his men were left to face the Americans alone at Saratoga. The American victory at the battle ultimately convinced France to enter the war on the side of the colonists.
• Choose the Core Vocabulary word (rebels) or one of the phrases (“naval fleet” or “turn of events”), and write a sentence using the word or phrase.
To wrap up the lesson, ask several students to share their responses.
Primary Focus Objectives
✓ Describe the conditions at Valley Forge. (RI.4.3)
✓ Describe the character of George Washington and how it affected the outcome of the Revolutionary War. (RI.4.1, RI.4.3)
✓ Identify Frederick von Steuben and discuss his contribution to the Revolutionary War. (RI.4.1, RI.4.2)
✓ Understand the meaning of the following domain-specific vocabulary: scarce, forage, exposure, character, drill, and aide. (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource "About Valley Forge":
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
scarce, adj. in short supply; not having enough (112)
Example: During the American Revolution, fabric to make clothing and leather to make shoes were scarce.
forage, n. food or other items found in a search
Example: The soldiers at Valley Forge struggled to find enough forage to survive. (114)
Variation(s): forage
forage, v. to search for food or other items needed for survival
exposure, n. harm caused by cold or other extreme weather conditions (114)
Example: While camped at Valley Forge, many soldiers died from exposure to the harsh cold.
character, n. the qualities that make up a person (114)
Example: George Washington was known throughout the colonies for the quality of his character.
drill, v. to train or practice by repeating movements or tasks (115)
Example: To perfect marching in formation, the general must drill his soldiers with lots of practice.
Variation(s): drills, drilling, drilled
aide, n. a trusted assistant (115)
Example: Only George Washington’s most trusted aide was allowed to carry information to the other generals.
Variation(s): aides
Introduce “Valley Forge” 5 min
Ask students to think about what an army needs most in order to fight well and to fight bravely. Call on students to share and list their responses. Students may respond that an army needs a cause to fight for, a leader that the soldiers respect, enough soldiers, and supplies such as weapons and food. Ask students to explain how they think soldiers might react if they did not have some of the items on the list.
Tell the students that the Continental Army faced many struggles during the war, especially during one winter in particular. Explain that they will be learning about a low point for the American army and how the soldiers responded
in the face of adversity. Call attention to the Big Question and encourage students to look for challenges faced by Washington and his troops during their winter at Valley Forge as they read the chapter.
Guided Reading Supports for “Valley Forge” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Scaffold understanding as follows:
CORE VOCABULARY—Review the vocabulary terms scarce, forage, and exposure. Ask students to make a prediction about Valley Forge based on these terms.
Invite volunteers to take turns reading paragraphs of the section out loud.
SUPPORT—Call attention to the image of Valley Forge on pages 112 and 113 and read the caption out loud. Have students analyze the contents
of the image and describe what’s happening. Remind students that the American troops lacked critical supplies. In addition to this hardship, the weather was harsh, and their shelters were unlike the homes students live in today.
After students have finished reading, ask the following questions: LITERAL—Why did the American army settle at Valley Forge?
» It was close to Philadelphia. The troops also had to find a place to set up camp because winter and cold weather were coming.
LITERAL—What toll did the harsh winter at Valley Forge take on the troops camped there?
» Many men died of sickness or from exposure. Even though the troops were not actually fighting, the Americans lost as many as thirty men a day. Many men couldn’t take the harsh conditions and decided to abandon the army.
INFERENTIAL—Even though the winter at Valley Forge was challenging for the Continental Army, in what ways did their hardships have a positive effect on the troops?
» When things are difficult, people often work harder to accomplish their goals. The experience at Valley Forge may have made the remaining troops stronger and more resolved to defeat the British. In order to survive such harsh conditions, the troops had to have a strong will. For those who survived, the experience may have proved that they were courageous and brave and given them a stronger will to fight the British and to win the war.
Scaffold understanding as follows:
CORE VOCABULARY—Call attention to the word character and explain its meaning. Point out that the qualities that might make up a person's character can be positive or negative, such as honesty, fairness, stubbornness, and selfishness. Point out the vocabulary words drill and aides. Explain the meanings of the terms to the students and how each might be important for an army's success.
Have students read the section “A Man of Character” to themselves.
After students have finished reading, ask the following questions: LITERAL—Describe the character of George Washington.
» Washington was an honest, caring, and respectful man. He always kept his word and was dedicated to his troops. He was reliable and the kind of person you always wanted on your side.
LITERAL—Who was Baron Frederick von Steuben, and what was his contribution to the American cause?
» Baron Frederick von Steuben was a German officer who approached Washington about helping the Continental Army. Washington put him in charge of training soldiers at Valley Forge. Frederick von Steuben taught the Americans about being soldiers and drilled them until they were a well-trained army.
LITERAL—What motivated the soldiers to stay with the army in spite of hardships at Valley Forge?
» They respected and admired General Washington. They were also committed to the American cause and knew that winter wouldn’t last forever.
INFERENTIAL—As commander of the Continental Army, General Washington could have made the decision to spend the winter wherever he pleased. Instead, Washington chose to suffer through the harsh winter at Valley Forge with his troops. What effect did Washington’s decision have on his troops?
» Washington’s decision proved that he cared about his men. His actions showed that he wouldn’t ask his men to do something that he himself would not do. This likely had a positive effect on his troops and earned their respect.
Timeline
• Show students the Chapter 18 Timeline image card. Read and discuss the caption, making particular note of any dates.
• Review and discuss the Big Question: “What were some of the challenges the Continental Army faced during the winter at Valley Forge?”
• Post the image card of the winter at Valley Forge beneath the date card referencing the 1770s. Refer to the illustration in the Unit Introduction for further guidance on the placement of each image card to the Timeline.
Ask students to:
• Write a short answer to the Big Question, “What were some of the challenges the Continental Army faced during the winter at Valley Forge?”
» Key points students should cite include: The Continental Army faced many hardships at Valley Forge. They were low on important supplies such as weapons, clothing, and most importantly, food. Their shelters did little to keep out the cold winter weather. Soldiers were forced
to forage for what little they could find to survive. At the same time, countless men died from disease or from exposure to the elements. Other men abandoned the army. Over the course of the winter, Washington’s troops dropped from seven thousand men to four thousand.
• Choose one of the Core Vocabulary words (forage, scarce, exposure, character, drill, or aides), and write a sentence using the word.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Background for Teachers: Prepare for the virtual field trip by previewing the photos at the Valley Forge National Park photo gallery. You may wish to download photos and place them into a slide-show presentation instead of conducting the virtual tour online.
Use this link to download the CKHG Online Resources for this unit, where the specific link to the photo gallery and background information may be found:
www.coreknowledge.org/ckhg-online-resources
Visit Valley Forge
Project the Valley Forge National Park photo gallery. Use the photos to take students on a tour of the following locations:
• Soldier Cabins
• Washington’s Headquarters
• Von Steuben’s Musket Drill
As you share the photos, ask students what they notice. Guide the discussion to include the following points:
• The soldiers’ cabins were small and windowless, but they were not warm. The cabins were not sealed. In winter, the frigid air blew in through the walls and ceiling.
• Washington’s quarters were much nicer than the soldiers’ cabins. Encourage students to speculate why this was the case.
• Note all the different steps in the musket drill. Explain that this is why soldiers had to drill over and over again, because they had to learn and memorize all these different steps until they could do them without thinking and do them quickly, as they would need to in battle.
Conclude the field trip by discussing with students how and why the Continental Army emerged from its winter at Valley Forge more united and stronger than before.
Primary Focus Objectives
✓ Describe the battles in the Southern colonies. (RI.4.3)
✓ Identify George Rogers Clark and describe his role in the war in the west. (RI.4.3)
✓ Identify John Paul Jones and describe his role in the American Revolution. (RI.4.3)
✓ Identify Benedict Arnold and explain how and why he betrayed his country. (RI.4.3)
✓ Understand the meaning of the following domain-specific vocabulary: swamp, tributary, company, treason; and of the phrases “guerrilla warfare” and “naval battle.” (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource "About Benedict Arnold and John Paul Jones":
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
swamp, n. a wet, marshy area where water collects (118)
Example: The soldiers hiding in the swamp were well hidden by the trees, but their boots were soaked from standing on the wet earth.
Variation(s): swamps
“guerrilla warfare,” (phrase) fighting in small groups making small, repeated attacks (119)
Example: Unlike the British army that was trained in traditional warfare, the colonists relied on guerrilla warfare to quickly attack the enemy.
tributary, n. a stream or river that flows into a larger stream, a river, or a lake
(119)
Example: The Ohio River and its tributaries were important in the war in the west during the American Revolution.
Variation(s): tributaries
company, n. a unit in the military made up of anywhere from 80 to 250 soldiers (119)
Example: The company slowly made their way up the hill, preparing to catch the enemy by surprise.
Variation(s): companies
“naval battle,” (phrase) a military battle fought on water using ships (120)
Example: The French and British ships were caught in an intense naval battle on the Atlantic Ocean.
treason, n. disloyalty to a country by helping an enemy (121)
Example: Benedict Arnold was accused of treason after he passed secrets from the Americans to the British.
Introduce “Fighting Shifts to the South” 5 min
Tell students that they will be reading about how the British shifted their strategy when they realized that winning the war against the Americans was going to be much more challenging than expected. Call attention to the Big Question and encourage students to look for the reasons why the British shifted the fighting to the South as they read through the chapter.
Guided Reading Supports for “Fighting Shifts to the South” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
CORE VOCABULARY—Read the section out loud. Point out the vocabulary terms swamp and “guerrilla warfare” as you encounter them. Explain that guerrilla warfare is often used by smaller groups when fighting larger, more organized forces.
After reading, ask students the following questions:
LITERAL—Why did the British generals decide to attack the Southern colonies?
» They felt they could catch the Continental Army off guard by shifting the battle to the South. They thought they could count on the support of Southern Loyalists.
LITERAL—Why were the British unable to conquer the entire South?
» Southerners made too many successful sneak attacks from the swamps. The commanders in the South followed Washington’s plan of not engaging the British troops directly in large battles.
INFERENTIAL—Why would guerrilla warfare be a better way to fight in a swamp than having a formal battle?
» The physical features of a swamp make it easy for soldiers to hide and attack from their hidden positions but difficult for an army to set up in formation for a battle.
The British generals thought: Suppose we shift the battle to the South? That would give us several advantages. For one thing, most of the Continental Army is in the North. We will catch them off guard. Also, there are many Loyalists in the South, including enslaved African Americans. They will help us with food and supplies. After we take the South, we’ll have the Continental Army squeezed between our forces there and our forces in the North.
The plan was pretty successful for a while. The British navy brought soldiers from their base in New York to Savannah, Georgia. The soldiers quickly captured the city. Within a year, they controlled the whole state of Georgia. Soon after, the British took Charleston, South Carolina, and handed the Americans their worst defeat of the war. From there, British troops successfully went on to control a large part of the South.
However, the British were still not able Vocabulary
to crush their enemy. American military
swamp, n. a wet,
commanders in the South followed marshy area where
George Washington’s strategy. Small water collects
battles, yes. Big battles, no. Never risk the
whole army in one big fight. Also, Southerners knew their land better than the British did. They set up secret bases in the swamps of South Carolina. They came out of the swamps to attack small groups of British soldiers. Then, as suddenly as they had appeared, they were gone. Even though there were no large-scale battles, the fighting was at times fierce, with many casualties and some acts of cruelty.
Pa118 ge 118
Scaffold understanding as follows:
CORE VOCABULARY—Call attention to the vocabulary term tributary. On the board or chart paper, draw a river with tributaries to illustrate the concept. Point out the vocabulary term company and explain its meaning.
Invite a volunteer to read the section “War in the West” on page 119 out loud.
CORE VOCABULARY—Explain the meaning of the vocabulary term “naval battle.”
Ask students to read the section “Victory at Sea” on pages 119–120 quietly to themselves.
SUPPORT—After reading the section “Victory at Sea,” call attention to the ship name Bonhomme Richard. Explain to students that bonhomme” is a French word meaning “good man.” The ship was named after Poor
Richard’s Almanac, a publication by Benjamin Franklin. Explain to students what an almanac is and share that Poor Richard’s is still published today.
Ask students to share what they know about Benjamin Franklin. Remind students that he was a prominent Patriot who was present at the First and Second Continental Congresses. He also played an important role in helping to convince the French to enter the American Revolution. John
Paul Jones named the ship for Benjamin Franklin after Franklin argued that Jones should be given more authority.
After students have finished reading, ask the following questions: LITERAL—Who was George Rogers Clark?
» He was a young Virginian who led American attacks against the British on their forts located near tributaries of the Ohio River. Clark and his men were responsible for capturing three British forts and driving the British from the land between the Appalachian Mountains and the Mississippi River.
LITERAL—Who was John Paul Jones, and what was his contribution to the American Revolution?
» He was the commander of the Bonhomme Richard. He led the American warship against the Serapis and successfully defeated the British during the battle. He is remembered for saying, “I have not yet begun to fight!”
LITERAL—What happened in the battle between the Bonhomme Richard
and the Serapis?
» The ships fired at each other, and both were severely damaged. The Bonhomme Richard, however, was damaged more so than the Serapis. The crew of the Bonhomme Richard climbed aboard the Serapis and captured the ship.
Scaffold understanding as follows:
CORE VOCABULARY—Call attention to the vocabulary word treason on page 121 and explain its meaning.
Have students read the section “Benedict Arnold” to themselves. After students have read the section, ask the following questions:
LITERAL—Who was Benedict Arnold, and why did he go over to the British side?
» Benedict Arnold was an American general. He was very successful and a favorite of George Washington. Arnold felt underappreciated and spent a great deal of money on luxury goods. He decided to accept a large sum of money from the British in exchange for turning over West Point to the enemy.
INFERENTIAL—The name “Benedict Arnold” is often used to describe people to this day. What do you think the expression means, and why is it used?
» Benedict Arnold was a famous general who turned his back on his country during the American Revolution. Calling someone a Benedict Arnold implies that he or she has either betrayed somebody or flipped sides.
Ask students to:
• Write a short answer to the Big Question, “Why did the British shift the fighting to the South?”
» Key points students should cite include: The British decided to shift the fighting to the South because they were struggling to secure a victory in the North. They decided to shift fighting to the South, where they could rely on the support of Loyalists living in the southern colonies.
Once they conquered the South, the British planned to sandwich the Continental Army between the British forces in the southern and northern colonies.
• Choose one of the Core Vocabulary words (swamp, tributary, company, or treason) or one of the phrases (“guerrilla warfare” or “naval battle”), and write a sentence using the word or phrase.
To wrap up the lesson, ask several students to share their responses.
Additional Activities
Have students describe what they see in the image of the naval battle on page 120 of the Student Reader.
Then have students write a short short story (two pages maximum) from the perspective of someone who was at the battle. Students should incorporate details from the reading and the image in their stories.
Materials Needed: Sufficient copies of NFE 6, "John Paul Jones Refuses to Surrender," as told by Lieutenant Richard Dale, found in the CKHG Online Resources for this unit:
www.coreknowledge.org/ckhg-online-resources
Distribute copies of NFE 6, “John Paul Jones Refuses to Surrender,” as told by Lieutenant Richard Dale. Remind students about John Paul Jones by reading the italicized text out loud.
Then read the account out loud. After reading the account, conduct a discussion about whether John Paul Jones deserves to be called a hero.
CHAPTER 20
The World Turned Upside Down
The Big Question: How does the chapter title explain the outcome of the American Revolution?
Primary Focus Objectives
✓ Describe the final major battle at Yorktown. (RI.4.3)
✓ Explain how the Americans defeated the British. (RI.4.2)
✓ Understand the meaning of the following domain-specific vocabulary: half a crown. (RI.4.4)
What Teachers Need to Know
For background information, download the CKHG Online Resource “About Cornwallis”:
www.coreknowledge.org/ckhg-online-resources
Core Vocabulary (Student Reader page numbers listed below)
half a crown, n. a unit of money used by the British during the time of the American Revolution (126)
Example: Molly paid half a crown for a pound of tea from the shop down the street.
Introduce “The World Turned Upside Down” 5 min
Have students review the events of the American Revolution up until this point. No one in 1780 knew what the outcome would be or when it would occur. Ask students if they think the soldiers on both sides were optimistic or pessimistic about their chances of victory. Students may respond that the Americans had
been pretty successful so far, so they may have expected (or at least hoped) to win. On the other hand, they may have been pessimistic about Benedict Arnold and other potential traitors that undermined the American cause. The British may have been discouraged by the victory of the Bonhomme Richard; however, they were likely optimistic about the outcome of the war because of their superior army and resources.
Tell students that they are going to read about the British decision to attack Virginia and the effect the French entry into the war had on the outcome of the American Revolution. Call attention to the Big Question and encourage students to look for the details that help explain the chapter title, “The World Turned Upside Down,” as they read through the lesson.
Guided Reading Supports for “The World Turned Upside Down” 30 min
When you or a student reads aloud, always prompt students to follow along. By following along, students may acquire a greater understanding of the content. Remember to provide discussion opportunities.
Read the section “A British Mistake” on pages 122–124 out loud.
SUPPORT—Call attention to the map of Yorktown during the American Revolution located on pages 122 and 123. Explain to students that Yorktown was located on the York River. While setting up camp near the river has many positives, Cornwallis’s decision was ultimately a poor one. If he and his troops were cornered by the Americans or the French, they had nowhere to retreat.
CORE VOCABULARY—Discuss the vocabulary term half a crown. Ask students to read the remainder of the chapter on pages 124–127 to themselves.
SUPPORT—Reread the nursery rhyme on page 126 out loud. Call attention to the last line of the nursery rhyme, “Then all the world would be upside down,” as well as the title of the chapter, “A World Turned Upside Down.” Remind students that the British had one of the strongest armies and the most powerful navy in the world. Losing to a ragtag group of colonists was quite a shock.
After students have finished reading, ask the following questions: LITERAL—Why did Cornwallis establish his base in Yorktown?
» Yorktown lies on the York River, which flows to the sea. Cornwallis thought the British navy would be able to easily reach his troops if he needed their help.
LITERAL—Why was Cornwallis unwise to set up camp with his back to the York River?
» If they were attacked from the front by the Americans, the British troops would have nowhere to retreat.
LITERAL—How did Washington force the British to surrender at Yorktown?
» American troops marched to Yorktown overland and surrounded the city so Cornwallis could not escape. The French fleet drove off the British fleet, preventing them from assisting Cornwallis.
EVALUATIVE—Do you think the Americans could have won the war against the British without the help of the French? Why or why not?
» Some students may respond that the Americans needed French troops and ships to help defeat Cornwallis at Yorktown. Without France there would not have been enough troops, ships, or supplies to beat the British. Other students may respond that the fighting spirit of the American army may have won the war without the help of France. At the same time, the British may also have grown tired of waging a costly war an ocean away.
INFERENTIAL—You read in the chapter that George Washington earned the nickname “Father of Our Country.” What do you think “Father of Our Country” means? Why would people give Washington that title?
» ”Father of Our Country” means the person most responsible for creating the country. People likely gave Washington that title because without his leadership in the Revolutionary War, the Continental Army might not have won the war.
Timeline
• Show students the Chapter 20 Timeline image card. Read and discuss the caption, making particular note of any dates.
• Review and discuss the Big Question: “How does the chapter title explain the outcome of the American Revolution?”
• Post the image card of Yorktown beneath the date referencing the 1780s. Refer to the illustration in the Unit Introduction for further guidance on the placement of each image card to the Timeline.
Ask students to:
• Write a short answer to the Big Question, “How does the chapter title explain the outcome of the American Revolution?”
» Key points students should cite include: The chapter title “The World Turned Upside Down” means that events did not turn out as expected. The British had the best army and navy in the world and a powerful empire. They were expected to win easily in a war against the colonists. Instead, the colonists—who did not have an organized army when the war began—won, defeating the greatest empire in the world at that time.
• Use the Core Vocabulary term (half a crown) in a written sentence. To wrap up the lesson, ask several students to share their responses.
Additional Activities
Activity Page
AP 20.1
Activity Page
AP 20.2
Copy and distribute Domain Vocabulary: Chapters 16–20 (AP 20.1), found in the Teacher resources section (pages 150 and 151) and direct students to complete the crossword puzzle using vocabulary terms they have learned in Chapters 16 through 20. Remind students that not all vocabulary terms listed in the box on the worksheet will be used. Students may also complete this activity page for homework.
Copy and distribute copies of “Major Sites of the Revolutionary War” (AP 20.2) found in the Teacher Resources section (pages 152 and 153). Read directions with the students out loud. Have students complete the worksheet independently or for homework.
Activity Page
AP 20.3
Students read in this chapter that George Washington earned the nickname “Father of Our Country.” Ask: What do you think “Father of Our Country” means? Why would people give Washington that title? Students may respond that he was one of the most important leaders during the American Revolution that helped the United States become a country.
Print sufficient copies of the AP 20.3 “The Father of Our Country” located on page 154 in the Teacher Resources section. Distribute copies of AP 20.3 as well as colored pencils or crayons to students. Read the directions with students out loud. Explain to students that baseball cards were once a popular way for people to learn about their favorite athletes. Tell students they will be making their own baseball card for George Washington. Remind students that both Washington’s qualities and his actions made him well respected throughout the colonies. Have students complete the activity page by identifying Washington’s home colony, the qualities of his character that made him a good leader in the colonies, and his achievements before and during the American Revolution. Have students draw an image of George Washington in the box provided. This activity page may also be completed for homework.
Teacher Resources
Unit Assessment: The American Revolution 132
Performance Task: The American Revolution 136
• Performance Task Scoring Rubric 138
• Performance Task Activity: The American Revolution 139
• The American Revolution Performance Task Notes Table 140
Activity Pages
• World Map (AP 1.1) 141
• Map of the Thirteen Colonies (AP 1.2) 142
• Where Am I? (AP 1.3) 143
• Domain Vocabulary: Chapters 1–5 (AP 5.1) 146
• Domain Vocabulary: Chapters 6–10 (AP 10.1) 147
• The Fighting Around Boston (AP 13.1) 148
• Domain Vocabulary: Chapters 11–15 (AP 15.1) 149
• Domain Vocabulary: Chapters 16–20 (AP 20.1) 150
• Major Sites of the Revolutionary War (AP 20.2) 152
• The Father of Our Country (AP 20.3) 154
Answer Key: The American Revolution 155
The following fiction and nonfiction excerpts (Primary Source Documents) can be found and downloaded at:
www.coreknowledge.org/ckhg-online-resources Nonfiction Excerpts
• “The Boston Massacre” as told by John Tudor (NFE 1)
• “The Boston Tea Party” as told by John Andrews (NFE 2)
• Patrick Henry: Give Me Liberty or Give Me Death (NFE 3)
• “The Battle of Lexington” as told by Jonas Clark (NFE 4)
• Selections from the Declaration of Independence (NFE 5)
• “John Paul Jones Refuses to Surrender” as told by Lieutenant Richard Dale (NFE 6)
Fiction Excerpts
• “Paul Revere’s Ride” by Henry Wadsworth Longfellow (FE 1)
• “Concord Hymn” by Ralph Waldo Emerson (FE 2)
• “Rip Van Winkle” by Washington Irving (FE 3)
• “The Legend of Sleepy Hollow” by Washington Irving (FE 4)
Unit Assessment: The American Revolution
A. Circle the letter of the best answer
1. A disagreement between the British and French over land along the Ohio River resulted in the .
a) French and Indian War
b) American Revolution
c) Battle of Saratoga
d) Boston Tea Party
2. During the French and Indian War,
a) the French defeated the Native Americans and gained new land.
b) John Paul Jones defeated the French.
c) the British defeated the French and gained new land.
d) the Native Americans were allies with the colonists.
3. rode through Massachusetts towns warning people that the British army was marching to Concord.
a) Sam Adams
b) Paul Revere
c) Patrick Henry
d) George Washington
4. Some people who resisted the Stamp Act by boycotting British goods called themselves
.
a) redcoats
b) Minutemen
c) immigrants
d) the Sons of Liberty
5. was an African American man killed in the Boston Massacre.
a) Paul Revere
b) John Hancock
c) Crispus Attucks
d) Sam Adams
6. The American Revolution ended with the
a) British surrender at Yorktown.
b) American victory at Saratoga.
c) signing of the Declaration of Independence.
d) British victory at Charleston, South Carolina.
7. Colonists organized the Boston Tea Party to stop
a) Parliament from passing the Tea Act.
b) Dutch merchants from smuggling tea.
c) British tea from being delivered to the colony.
d) Parliament from increasing the price of British tea.
8. The laws that took away Massachusetts’s self-government, appointed a military governor for the colony, and required colonists to house British soldiers were part of the .
a) Stamp Act
b) Proclamation of 1763
c) Townshend Acts
d) Intolerable Acts
9. The First Continental Congress issued to the British government, stating that colonists were entitled to the rights of Englishmen.
a) the Stamp Act
b) a Declaration of Rights
c) the Tea Act
d) the Constitution
10. The first shot of the American Revolution, also known as “the shot heard round the world,” was fired at the Battle of .
a) Bunker Hill
b) Brooklyn
c) Lexington
d) Trenton
11. The Continental Army lost almost half its men during the winter it spent camped at .
a) Valley Forge
b) Yorktown
c) New York
d) Philadelphia
12. convinced many of its readers that America should break away from England.
a) Poor Richard’s Almanack
b) The Declaration of Rights
c) The French and Indian War
d) Common Sense
13. The main author of the Declaration of Independence was .
a) Thomas Jefferson
b) George Washington
c) Benjamin Franklin
d) Thomas Paine
14. The woman who dressed in men’s clothing and joined the Continental Army was .
a) Deborah Sampson
b) Molly Pitcher
c) Mary Hayes
d) Abigail Adams
15. Washington won his first great victory at .
a) Princeton
b) Trenton
c) Saratoga
d) Yorktown
16. Which individual was a great hero of the American navy?
a) Benedict Arnold
b) John Burgoyne
c) John Paul Jones
d) Marquis de Lafayette
17. Which individual helped train American soldiers at Valley Forge?
a) Marquis de Lafayette
b) Baron von Steuben
c) John Paul Jones
d) General Rochambeau
B. Match the following vocabulary terms with their definition. Write the correct letter on the line.
a) “taxation without representation”
18. the idea that American colonists did not have a say in the English Parliament, which enacted taxes without their consent.
b) scarce 19. a person living in the colonies who did not support the
American cause and remained loyal to Great Britain
c) mercenary 20. a person who supported the cause of the colonists during
the American Revolution
d) stockpile 21. breaking the rules on purpose
e) treason 22. a soldier from one country paid to fight for another country
f) defiant 23. disloyalty to a country by helping an enemy
g) Patriot 24. a large amount of something being stored for future use
h) Loyalist 25. in short supply; not having enough
Performance Task: The American Revolution
Teacher Directions: Ask students to write a brief essay that explains the conditions and events that helped to unify the colonies leading up to and during the American Revolution. Encourage students to use their Student Reader to take notes and organize their thoughts on the table provided.
A sample table, completed with possible notes, is provided below to serve as a reference for teachers, should some prompting or scaffolding be needed to help students get started. Individual students are not expected to provide a comparable finished table. Their goal is to write three to five specific examples of conditions and events that encouraged unity to use as the basis of their essay.
Topic Evidence of conditions and events that helped to unify the colonies leading up to and during the American Revolution
Immigration to the Colonies • Increased number of immigrants moved to the colonies from other countries. These immigrants brought unique customs with them to their new homes.
• As contact between colonies and colonists increased as a result of increased trade and improved roads and communication, the colonists shared their ideas and customs with one another.
French and Indian War • British colonists supported the war effort and participated in key battles.
• Britain’s monetary problems following the war planted the seed for increased unity; the Proclamation of 1763 prevented colonists from settling west of the Appalachians. This was the first key event that fostered discontent and consensus among the colonies.
Acts by Parliament and Great Britain • Parliament passed a number of acts that frustrated the colonists; the concept of “taxation without representation” became a rallying point.
• Stamp Act
• Townshend Acts
• Tea Act
• Intolerable Acts
• Boston Massacre
Response of the Colonists • The Sons and Daughters of Liberty organized boycotts on British goods in protest. They kept morale high and made it possible for the boycotts to continue.
• The Committees of Correspondence started by Sam Adams spread news and ideas through the colonies.
• The Boston Tea Party led to passage of the Intolerable Acts. The Colonies rallied behind Massachusetts and helped the people living there in any way they could.
• The First and Second Continental Congress brought delegates from most colonies together to discuss key issues that impacted them all.
Common Sense and the Declaration of Independence • Thomas Paine’s Common Sense was written anonymously from the perspective of “an Englishman.” Paine’s plain speech and directness appealed to the colonists and swayed many people to believe that independence from Great Britain was a smart decision.
• The Declaration of Independence became a rallying document for the colonists. It expressed their anger toward Britain and was a unifying act between the colonies.
American Revolution • Although the Americans lost the Battle of Lexington and Concord, they were able to inflict heavy casualties on the British troops, which boosted morale.
• The Continental Army was unable to hold Breed’s Hill during the Battle of Bunker Hill, but their stamina and willingness to take on the British army were signs of their courage and dedication to the cause.
• Washington’s victories at the Battle of Trenton and the Battle of Princeton were instrumental in boosting American morale.
• An American victory at Saratoga encouraged the French to enter the conflict on the side of the Americans, making an American victory possible.
• The Continental Army won the Battle of Yorktown and ultimately forced Cornwallis to surrender.
Performance Task Scoring Rubric
Note: Students should be evaluated on the basis of their written essays, using the rubric.
Students should not be evaluated on the completion of the Notes Table, which is intended to be a support for students as they first think about their written responses.
Above Average Response is accurate, detailed, and persuasive. The student clearly explains conditions and events that helped unify the colonies leading up to and during the American Revolution. The student demonstrates exceptional background knowledge of historical events. The writing is clearly articulated and focused and demonstrates strong understanding of the subjects discussed; a few minor errors may be present.
Average Response is mostly accurate and somewhat detailed. The student demonstrates sufficient background knowledge of historical events. The writing is focused and demonstrates control of conventions; some minor errors may be present.
Adequate Response is mostly accurate but lacks detail. The student demonstrates some background knowledge of historical events. The writing may exhibit issues with organization, focus, and/or control of standard English grammar.
Inadequate Response is incomplete and demonstrates a minimal understanding of the content in the unit. The student demonstrates incomplete or inaccurate background knowledge of historical events. The writing may exhibit major issues with organization, focus, and/or control of standard English grammar.
Performance Task Activity: The American Revolution
Name Date
What conditions or events helped to unify the colonies before and during the American Revolution? Give three to five specific examples to support your response.
Use the table on the next page to take notes and organize your thoughts. You may refer to the chapters in The American Revolution.
The American Revolution Performance Task Notes Table
Use the table below to help organize your thoughts as you refer to the chapters in The American Revolution. You do not need to complete the entire table to write your essay, but you should try to have three to five specific examples of conditions or events that created unity between the colonies.
Topic Evidence of conditions and events that helped to unify the colonies leading up to and during the American Revolution
Immigration to the Colonies
French and Indian War
Acts by Parliament and Great Britain • Parliament passed a number of acts that frustrated the colonists.
Response of the Colonists
Common Sense and the Declaration of Independence
American Revolution • Although the Americans lost the Battle of Lexington and Concord, they were able to inflict heavy casualties on the British troops, which boosted morale.
Name Date
Name Date
Activity Page 1.2: Map of the Thirteen Colonies Use with Chapter 1
Review the information included in the map key. Color the New England colonies red, the Middle Atlantic colonies green, and the Southern colonies yellow. Color the Atlantic Ocean blue and the area not yet settled by the English brown or gray. Study the names and the locations of the colonies, as well as the other geographical features, such as the Atlantic Ocean, the Appalachian Mountains, the Mississippi River, the Great Lakes, and Canada. Then use the map to complete the chart below.
Map of the Thirteen Colonies
New England Colonies Middle Atlantic Colonies Southern Colonies
Massachusetts Connecticut
New Jersey Pennsylvania
Virginia
Georgia
Name Date
Activity Page 1.3: Where Am I? Use with Chapter 1
New England
• Long, cold, snowy winters.
• Short, warm summers.
• Rocky and sandy soil.
• The climate and the terrain made it difficult to farm and grow crops.
• Instead of large farms, New Englanders relied on subsistence farming for survival. They grew as much as they needed to survive.
• Main crops included vegetables, apples, and sometimes grains. Oats were grown to feed livestock.
• New England’s forests made it possible for the shipbuilding industry to thrive. New England shipbuilding helped increase international trade.
• Some New England ships were used for the transatlantic slave trade.
• People living on the coast fished for cod, lobster, and other shellfish. Fish was New England’s most important export.
Name Date
Activity Page 1.3: Where Am I? Use with Chapter 1
Middle Atlantic Colonies
• More moderate climate than New England.
• Milder, shorter winters.
• Long growing season between the spring, summer, and early fall.
• Fertile soil.
• The Middle Atlantic colonies grew wheat, oats, and corn as well as fruits and vegetables.
• Most farms were owned by a single family. Some farms were very large and employed tenant farmers.
• The average farm was one hundred acres in the Pennsylvania colony.
• Land was relatively inexpensive for people who wished to farm in the area.
Name Date
Activity Page 1.3: Where Am I? Use with Chapter 1
Southern Colonies
• Warm climate, significant rainfall.
• Fertile soil and long growing season.
• Southern farmers grew large amounts of crops and raised livestock.
• Cash crops such as tobacco, rice, indigo, and cotton supported the Southern economy.
• Cash crops required large amounts of land and workers to be profitable. Large farms where cash crops are grown are called plantations.
• Over time, plantations stopped relying on indentured servants for labor and looked to enslaved Africans instead.
• Some small farmers were subsistence farmers that grew enough to survive.
Name Date Activity Page 5.1: Domain Vocabulary: Chapters 1–5 Use with Chapters 1–5 Choose words from the box to complete the sentences. You will not use all the words.
1. Living on the , settlers often borrowed ideas and traditions from other groups, such as building log cabins.
2. Men who joined the were volunteers, mostly farmers with no fighting experience.
3. A common of Swedish was to build log cabins.
4. To end the French and Indian War, France and Great Britain signed a .
5. William Pitt committed money and troops to winning the war against France and then wanted colonists to help pay for it all.
6. George Washington and his men built their on low ground to help defend against the French.
7. Colonists elected their own to serve in that made laws for the colonies.
8. The Delaware, a Native American tribe, were an important to the French during the French and Indian War.
9. General Braddock and his troops marched through the woods in their bright uniforms as if they were on .
10. King George III’s vast was often difficult to control because his subjects were so far away.
Name Date
Activity Page 10.1: Domain Vocabulary: Chapters 6–10 Use with Chapters 6–10
Use the clues to answer the riddles below. You will not use all the words.
proclamation import tax collector molasses boycott Patriot
course of action taxation without representation repeal resistance
harbor manufacturer massacre silversmith engraving committee
quill pen oppose intolerable resist
1. I take money from the citizens to give to the government. Who am I?
2. I make goods that other people buy. I am a .
3. I am a body of water where ships can dock. What am I?
4. I am a supporter of the American cause. That makes me a .
5. I am dark brown, syrupy, and sweet. I am .
6. I am annoying, awful, and unbearable. In other words, you could say that I am .
7. I announce important, official information to the public. What am I?
8. Dipped in ink, I was used to write and sign papers in colonial times. What am I?
9. I work with silver, to make different objects. Who am I?
10. Carved into a hard surface, I can be used to make prints. That makes me an .
Name Date
Activity Page 13.1: The Fighting Around Boston Use with Chapter 13
Study the map. Use it answer the questions below.
The Fighting Around Boston
1. How many battle sites does the map show?
2. Where did the last of these battles occur?
3. When did the battles in Lexington and Concord occur?
4. What were the volunteer soldiers who fought the British called?
5. Using map scale, estimate the distances of Revere’s and Dawes’s routes.
6. Why would a hill be strategically important as a position of power?
Name Date
Activity Page 15.1: Domain Vocabulary: Chapters 11–15 Use Chapters 11–15
Use the words in the box to complete the sentences below. You will not use all the words.
1. The American gathered on the in the center of the town to wait for the British soldiers, who were nicknamed .
2. The British marched to Concord to destroy the colonists’ of supplies.
3. Patrick Henry considered other Virginians to be more than just friends; he thought of them as his .
4. The Second Continental Congress wrote a explaining why the colonies were separating from Great Britain.
5. In addition to their regular army and Loyalist soldiers, the British paid to fight on their side during the American Revolution.
6. Delegates at the Second Continental Congress decided to send a to King George III asking him to respect their rights as Englishmen.
7. The opposite of a Patriot is a .
8. Common Sense was a popular written by Thomas Paine.
9. The colonists dug a so they could duck for cover when the British fired.
10. King George III and Parliament believed that the colonists’ refusal to pay the tea tax was .
Name Date
Activity Page 20.1: Domain Vocabulary Chapters 16–20 Use with Chapters 16–20
Use the clues to complete the crossword puzzles using the words from the box.
German state rebels naval fleet “turn of events” forage
scarce exposure character drills aide
swamps guerrilla warfare company naval battle treason
half a crown tributaries
Across
3. Great Britain paid mercenaries from the
of Hesse to fight for them during the American Revolution.
5. Soldiers at Valley Forge struggled to find enough to survive.
9. Food, clothing, and supplies were during the winter at Valley Forge.
12. The little girl paid for a yard of cloth.
13. The that fed into the Ohio River were important in both the French and Indian War and the American Revolution.
14. George Washington led a of eighty men into battle.
15. Many soldiers died from while camped at Valley Forge.
16. The Battle of Saratoga represents a
because it convinced the French to enter the American Revolution.
Down
1. The Americans won an important when the Bonhomme Richard defeated the Serapis.
2. The French prevented the British navy from coming to Cornwallis’s aid at Yorktown.
4. Benedict Arnold was guilty of when he shared Patriot secrets with the British.
6. The Americans used to quickly ambush the British before disappearing into the woods.
7. In the Southern colonies, the Patriots set up secret bases in the of South Carolina.
8. George Washington was known throughout the colonies for the quality of his .
10. The Marquis de Lafayette became an , or trusted assistant, to George Washington.
11. Baron von Steuben taught the Patriots at Valley Forge how to be soldiers by conducting .
Name Date
Activity Page 20.1: Domain Vocabulary: Chapters 16–20 Use with Chapters 16–20
1
2
3 4
5 6
7 8 9 10
11
12 13
14
15
16
Name Date
Activity Page 20.2: Major Sites of the Revolutionary War Use with Chapter 20
Study the map. It shows where some of the Revolutionary War battles were fought. Use the map to answer the questions that follow.
Major Sites of the Revolutionary War
Name Date
Activity Page 20.2: Major Sites of the Revolutionary War Use with Chapter 20
1. Where were the sites from the three major battles that took place near Boston, Massachusetts, at the beginning of the Revolutionary War?
2. When did the Battle of Saratoga take place?
3. In what small town northwest of Philadelphia did the Continental Army spend the winter of 1777–1778?
4. What map symbol is used to indicate the routes taken by British forces?
5. About how many miles (as the crow flies) did Cornwallis’s troops have to cover when they marched north from Wilmington, North Carolina, to the outskirts of Yorktown, Virginia?
6. What feature on the map helps you figure out the distance between two or more points?
7. Which two cities did the Continental Army approach via the water?
8. Where did the last major battle of the Revolutionary War take place from October 6 through 19, 1781?
Name Date
Activity Page 20.3: The Father of Our Country Use with Chapter 20
George Washington is considered the “Father of Our Country” for many reasons. Create a baseball card for George Washington that details all of the “stats” that helped make him the “Father of
Our Country.” Include details about Washington’s character and personality, as well as his major accomplishments before and during the American Revolution. Draw an illustration of George Washington in the box provided.
George Washington Birthday: February 22, 1732
Home Colony: Character:
Achievements Before the American Revolution:
Achievements During the American Revolution:
Answer Key: The American Revolution
Unit Assessment
1. a 2. c 3. b 4. d 5. c 6. a 7. c 8. d 9. b 10. c 11. a
12. d 13. a 14. a 15. b 16. c 17. b 18. a 19. h 20. g
21. f 22. c 23. e 24. d 25. b (pages 132–135)
Activity Pages
Map of the Thirteen Colonies (AP 1.2) (page 142)
New England Colonies: Rhode Island, Vermont Middle Atlantic Colonies: New York, Delaware Southern Colonies: North Carolina, South Carolina,
Maryland
Domain Vocabulary Chapters 1–5 (AP 5.1)
(page 146)
1. frontier
2. militia
3. custom, immigrants
4. peace treaty
5. prime minister
6. fort
7. representatives, assemblies
8. ally
9. parade
10. empire
Domain Vocabulary Chapters 6–10 (AP 10.1)
(page 147)
1. tax collector
2. manufacturer
3. harbor
4. Patriot
5. molasses
6. intolerable
7. proclamation
8. quill pen
9. silversmith
10. engraving
The Fighting Around Boston (AP 13.1) (page 148)
1. three
2. Bunker Hill
3. April 19, 1775
4. Minutemen
5. Revere: 39 miles (63 km), Dawes: 51 miles (82 km)
6. Answers may vary. Possible answer: The top of a hill would provide a good view, and it would be harder for the enemy troops to move up the hillside.
Domain Vocabulary Chapters 11–15 (AP 15.1)
(page 149)
1. Minutemen, village green, redcoats
2. stockpile
3. brethren
4. declaration
5. mercenaries
6. petition
7. Loyalist
8. pamphlet
9. trench
10. defiant
Domain Vocabulary Chapters 16–20 (AP 20.1)
(pages 150, 151)
Across
3. German state
5. forage
9. scarce
12. half a crown
13. tributaries
14. company
15. exposure
16. turn of events
Down
1. naval battle
2. naval fleet
4. treason
6. guerrilla warfare
7. swamps
8. character
10. aide
11. drills
Major Sites of the Revolutionary War (AP 20.2) (pages 152, 153)
1. Bunker Hill, Lexington, Concord
2. October 17, 1777
3. Valley Forge
4. a dotted line with arrows
5. about 200 miles (320 km)
6. the scale
7. Yorktown and Savannah
8. Yorktown, Virginia
The Father of Our Country (AP 20.3) (page 154)
Home Colony: Virginia
Character: Answers may vary. Possible answers: patient, caring, trustworthy, respectable, true to his word, honest, reliable, regimented, disciplined
Achievements Before the American Revolution: fought in the French and Indian War, member of the House of Burgesses
Achievements during the American Revolution: commander in chief of Continental Army, won the Battle of Trenton and the Battle of Princeton, helped his troops get through the winter at Valley
Forge, forced Cornwallis to surrender at the Battle of Yorktown
Series Editor-In-Chief
E. D. Hirsch, Jr.
Subject Matter Expert
J. Chris Arndt, PhD, Department of History, James Madison University
Illustration and Photo Credits
A General View of the City of London next to the River Thames, c.1780 (engraving), English School, 18th c/Private Collection/Bridgeman Images: 68
ACME Imagery/Superstock: 69
Bryan Beus: 25
Bunker’s Hill, 1775, c.1900 (w/c on paper), Simkin, Richard (1840–1926)/National Army Museum, London/Bridgeman Images: 10l, 91
Daniel Hughes: 10e, 10k, 39, 72, 90
David Sheldon: 58
Declaration of Independence, 1776, 1st January 1823 (facsimile on vellum) by William James Stone (1798–1865)/Gilder Lehrman Collection, New York, USA/ Bridgeman Images: 96
Durga Benhard: 10c, 33, 63
Everett Collection / Everett / Superstock: 96B
General George Washington (1732–99) at Yorktown, Virginia by James Peale (1749–1831)/Private Collection/Peter Newark American Pictures/Bridgeman Images: Cover B, 91
George Washington in the uniform of a Colonel of the Virginia Militia during the French & Indian War (1755–63) by Charles Willson Peale (1741–1827)/Private Collection/Peter Newark American Pictures/Bridgeman Images: 43
Gideon Kendall: 32, 40, 78
Jacob Wyatt: 47
Jed Henry: 10i, 79, 84
Last Words of Captain Nathan Hale , pub. 1858 (hand coloured engraving) by Alexander Hay Ritchie (1822–1895)/Private Collection/The Stapleton Collection/ Bridgeman Images: 105
Map of the Siege of York in 1781, from `Guerre de l’Amerique’, 1782 (colour engraving) by F. Dubourg (fl.1780–82) / Service Historique de la Marine, Vincennes, France / Bridgeman Images: 126
Michelle Weaver: 32
Patrick Henry speaking toVirginia delegates in 1775 by Louis S.Glanzman (b.1922)/ National Geographic Creative/Bridgeman Images: 83
Red Coat Soldiers Toasting The Ladies Of The House by Howard Pyle/WikiArt: 54
Retribution: Tarring and Feathering, or The Patriot’s Revenge, published by Hannah Humphrey in 1795 (hand-coloured etching), Gillray, James (1757–1815)/© Courtesy of theWarden and Scholars of New College, Oxford/Bridgeman Images: 10g, 74
Scott Hammond: Cover A, Cover C, Cover D, i, iii, 10a, 10b, 10d, 10f, 10h, 10h2, 11m, 42–43, 47, 53, 57, 58, 64, 73, 78a, 78b, 91, 101, 102a, 102b
Sharae Peterson: 52–53
Shari Griffiths: 26
SuperStock: 11p, 110, 111, 116, 117
Surrender of Cornwallis at Yorktown, 19 October 1781 (colour litho), Trumbull, John (1756–1843) (after)/Private Collection/Peter Newark American Pictures/ Bridgeman Images: 11q, 127
Take Notice’, American RevolutionaryWar recruitment poster, American School,18th c/Private Collection/Peter Newark Military Pictures/Bridgeman Images: 101
TheHouseofCommonsinSession,1710(oiloncanvas)byPeterTillemans(1684–1734)/ Houses of Parliament, Westminster, London, UK/Bridgeman Images: 38
Thomas Paine (oil on canvas) by Bass Otis (1784–1861)/Huntington Library and Art Gallery, San Marino, CA, USA/©The Huntington Library, Art Collections & Botanical Gardens/Bridgeman Images: 96a
Tyler Pack: 26
Universal Images Group/Superstock: 122a, 122b
Washington Crossing the Delaware River, 25th December 1776, 1851 (oil on canvas) (copy of an original painted in 1848) by Emanuel Gottlieb Leutze (1816–68)/ Metropolitan Museum of Art, New York, USA/Bridgeman Images: 106
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Core Knowledge Curriculum Series™
Series Editor-in-Chief
E. D. Hirsch, Jr.
CKHG™
Core Knowledge History and GeoGrapHy
The American Revolution
Core Knowledge Sequence History and Geography 4
What is the Core Knowledge Sequence?
The Core Knowledge Sequence is a detailed guide to specific content and skills to be taught in grades K-8 in language arts, history, geography, mathematics, science, and the fine arts. In the domains of world and American history and geography, the Core Knowledge Sequence outlines topics that build chronologically or thematically grade by grade.
For which grade levels is this book intended?
In general, the content and presentation are appropriate for readers from the upper elementary grades through middle school. For teachers and schools following the Core Knowledge Sequence, this book is intended for Grade 4 and is part of a series of Core
Knowledge HISTORY AND GEOGRAPHY units of study.
For a complete listing of resources in the
Core Knowledge HISTORY AND GEOGRAPHY series, visit www.coreknowledge.org.
CKHG™
Core Knowledge History and GeoGrapHy
A comprehensive program in world and American history and geography, integrating topics in civics and the arts,
exploring civilizations, cultures, and concepts specified in the
Core Knowledge Sequence (content and skill guidelines for grades K-8).
Core Knowledge Curriculum Series™
Series Editor-in-Chief
E. D. Hirsch, Jr.