Home School Life Journal

Home School Life Journal ........... painting by Katie Bergenholtz
"Let us strive to make each moment beautiful."
Saint Francis DeSales

Role Playing History : Patriots and Independence, part V: The Second Continental Congress

Reading Assignment for the Week:

  • Read George Washington's World, Genevieve Foster, part V When George Washington was just a Citizen
  • Kingfisher History Encyclopedia, pgs 306-309
  • Common Sense, Thomas Paine (Lesson plan on this can be found here and could be included in this week's lessons.)

Day 1: Patrick Henry's Speech, March 23, 1775

"Give me liberty or give me death."

The 28 year old Patrick Henry first caught public attention when, opposing the Stamp Act, he said, "If this be treason, make the most of it!" Now it is ten years later, and events are propelling Americans toward armed conflict with Britain, and Patrick Henry rises before 122 fellow Virginians in St. John's Church to deliver the following speech. (The following words are actually just excerpts from his speech.) Students can now feel a part of this exciting event by role-playing Patrick Henry delivering the speech and the patriot men in attendance at the church. Students should be encouraged to practice and deliver this speech, keeping in mind volume, clarity and eye contact with audience.  They should also make sure the delivery is with passion, and that they use of gestures and dramatic pauses to have an effect on the audience. Most importantly, your students should have fun with this. If it helps them to deliver the speech, they can even ham it up!



(Looking toward the presiding officer) "Mr President,  it is natural for man to indulge in the illusions of hope. Let us not, I  beseech you, sir, deceive ourselves longer.  Sir, we have done everything that could be done to avert the storm which is now coming on. We have petitioned;  we have remonstrated; we have prostrated ourselves before the tyrannical hands of the ministry and Parliament. ..and we have been spurned,  with contempt, from the foot of the throne. ...In vain, after all these things...there is no longer any room for hope. 

If we wish to be free...we must fight. I repeat it, sir, we must fight!
(audience pounds tables vigorously)
The battle...is not to the strong alone; it is also to the vigilant,  the active,  the brave...The war is inevitable -and let...it...come! 
(audience pounds table vigorously)
Gentlemen may cry peace, peace -but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms!
(audience pounds tables vigorously)
Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish?  What would they have?  Is life so dear,  or peace so sweet, as to be purchased at the price of chains and slavery? 
(audience pounds tables vigorously)
Forbid it, Almighty God! I know not what course others may take, but as for me,  give me liberty or...give me death! 
(audience yells, "To arms!" "To arms!") 


Day 2: Note-taking and Oral Presentations

Research and Timeline Activities

For the Teacher: Have your students complete research and prepare an oral presentation on the following  topics. The oral presentations should be seven to eight minutes long and I encourage students to also prepare a poster or other visual to illustrate their event. The other students are to take notes during the oral presentations and keep these notes in their notebooks. I like to begin this series of presentations with one of my own for the students to model. I also guide them through note-taking using either my presentation or a student's. Monitor student progress continually. You are there to advise, encourage and guide student work. Remember, you will be giving out Righteousness points for their work.

For the Students: You will only be able to make compelling arguments if you understand the events that led up to each Continental Congress and how these events caused the colonists to suggest the proposals. You need to read, discuss the events and determine how these events probably affected the colonists in the 1700's. You have to think about what impact it had on the Patriots, the Loyalists and the Neutralists and whether the event affected those who lived in cities,  or rural areas or in the Northern, Middle or Southern Colonies. Would each event be a win or loss? Be prepared to defend your position.

You now may be feeling more on the side of the Patriots, so I want to remind you of the Patriot position.

  • The British government is corrupt from to bottom and is incapable of governing with justice. America is morally superior. 
  • George III is incompetent. 
  • Seats in Parliament are openly bought and sold.
  • Parliament shows disregard for the plight of the English masses. 
  • Bribery and corruption are commonplace in the British government. 

Lord North's Compromise of 1775
Parliament will not tax any colony whose inhabitants tax themselves for the purpose of contributing to the common defense.

1775 Acts of Parliament
New England is hereby excluded from the Newfoundland fisheries and prohibited from all trade except with England and the British West Indies. Also, no arms or ammunition may be imported by any of the colonies.

Battles of Lexington and Concord,  1775
On April 19 the fighting begins. British casualties : 73 killed, 174 wounded,  26 missing;  American casualties: 49 killed, 39 wounded. Boston is under siege by the Americans.

Battle of Bunker Hill (Breed's Hill)
On June 17 the fighting resumes. British casualties: 2,226 killed, 828 wounded;  American casualties: 140 killed, 271 wounded, 30 captured


The Battle of Bunker (Breed's) Hill 

Role Play: Bunker Hill, Patriot Spies and General Gage ' s Plans

It is June 17, 1775 in Boston, Massachusetts. The 10,000 troops of General Gage occupy the city. American forces have established a redoubt at the top of Breed's Hill, on the Charlestown Peninsula, across the Charles River from Boston with several hundred troops in the redoubt and secured behind barriers and fences on the slopes. With the Patriot forces occupying the heights at Breed's Hill, the British army is vulnerable to attack, especially by cannon fire. By now I would expect that your student-Players are Patriots, working as part of a spy network and have each gotten conflicting information with regards to separate battleplans which have fallen into the Patriots hands and they have to decide which one they think the British are going to actually use. Student-Players need to study a map and determine which military strategy they think General Gage is actually going to use.


1. Move troops across the Charles River, and land near Morton's Hill, East of Charlestown. After forming ranks, General Gage will send 1,550 men against the American positions, holding 700 troops in reserve. Half of the troops will attack the American right flank along the beach and the rail fence, hoping to turn the rebel's left flank. While the main attack is along the beach, also attack the American redoubt atop Breed's Hill from the southeast. This attack is a diversion so the Americans cannot help their left flank near the beach. When the breach attack breaks through and moves behind the redoubt to the north, the frontal attack will trap the Americans between the two bodies of troops. The 700 reserve troops will follow up the attack and mop up any American stragglers.

2. Move the troops across the Charles River and land at Charlestown, directly South of Breed's Hill. Send 1,550 men directly through the streets of Charlestown, form up east of the cemetery and make a general attack on the American's right and rear flank. Meanwhile, 700 troops will attack the front of the redoubt to pin the Americans down. The HMS Lively and HMS Somerset will bombard the American left and rear from the Mystic River side of the peninsula. The hope is to break through the American's right flank, send their troops fleeing to the rear, all the while exposed to the cannon fire of the ships in the river.

3. Using the HMS Lively, HMS Somerset and HMS Glasgow, move 1,550 troops up the Mystic River and unload them behind Bunker Hill near the Chrarlestown Neck. The troops will move on Bunker Hill and, if the Americans do not defend it, entrench in two different directions. The entrenchments will face south towards the redoubt on Breed's Hill and north against possible enemy reinforcements from Cambridge. Meanwhile, from the south, 700 men will pin down the Americans in the Breed's Hill redoubt. Trapped on the peninsula, the Americans must surrender or be destroyed.

4. Attack the redoubt with naval artillery from the HMS Lively, HMS Somerset and HMS Falcon. There is no evidence of artillery that the Americans could use to fire into your troops stationed in Boston. After several days of intense bombardment by forces, the Americans will have to retreat back to the mainland or be destroyed. The army then can leisurely move into the Charlestown Peninsula and entrench the hills of Bunker and Breed's, thus sparing the army any casualties and win the battle.

For the Teacher:

If you need help guiding your students in deciding which plan General Gage will actually use, you can give them the appropriate pro and cons to each plan.

Plan 1

Pros
  1. By breaking through the beach and rail fence defences, Americans can be trapped.
  2. The American defense at the beach and the rail fence appears weak and lightly defended.
  3. The main attack is not against the fortifications on Breed's Hill.
  4. The inexperienced Americans will be scared of the massive attack formations and possible retreat in disorder.

    Cons

    1. The size and strength of the American forces at the rail fence and the beach is unknown.
    2. The plan requires splitting the forces with your back to the Charles and Mystic Rivers.
    3. Attacking is harder than defending.
    4. The plan requires marching out int he open directly at an entrenched foe.

    Plan 2

    Pros
    1. By attacking the American's left flank, the Rebels will be hit in their most lightly defended area.
    2. The Rebels are being hit from three sides.
    3. By marching through town, the army is shielded from observation.
    4. Navy artillery is not vulnerable to attack by the Americans.
    Cons
    1. By marching through Charlestown, the troops are exposed to snipers hidden in the city which demoralizes the troops.
    2. The plan splits the forces. Troops unable to see each must coordinate their actions.
    3. There are not troops directly attacking the enemy at the beach.
    4. The attack takes a lot of time for preparation.

    Plan 3

    Pros
    1. By attacking from the rear you may win the battle without firing a shot.
    2. By not attacking the redoubt, there main be fewer casualties.
    3. If successful, every American on Breed's Hill can be captured.
    4. The humiliated Americans will be demoralized.
    5. Rebels will learn the costs of their foolish and ill-advised rebellion.
    Cons
    1. Mud flats, shallows and strong currents make a beach landing dangerous.
    2. Americans may move faster than expected and defend the landing beach.
    3. The 700 men in the American line of fire are vulnerable to attack.
    4. This plan does not kill enough Americans or sufficiently punish the rebels.

    Plan 4

    Pros
    1. Naval bombardment will avoid troop casualties and still force the Rebels from the Charlestown heights.
    2. Destroying the redoubt by naval bombardment will prove military power and demoralize the enemy.
    3. By ignoring the American Forces, you treat the enemy as an insignificant bunch of hotheads who are not to be taken seriously.
    Cons
    1. If the Americans manage to get cannons, the troops will be bombarded and forced out of Boston, thus assuring an American victory.
    2. By not immediately attacking the Americans, there is the risk of appearing timid and frightened of the Rebel Army.
    3. Since the Rebels are entrenched behind earthen breastworks, a naval bombardment may not force them out. A delayed army attack may allow them time to strengthen their positions.


    Reenactment for Loyalists, Neutralists or Patriots, an Alternate Activity


    If your students are not yet Patriots, they can do this activity instead. If you have a large enough group, you can run your own reenactment of the actual battle. If not, your student can use plastic soldiers and set up the scenes. He can then photograph them and add them to his notebook with captions (or he could write a blog post with them.) If you are doing a reenactment, ideally you will need a large open space of about 100-150 yards long and if it has an incline, that would be ideal. If you are doing a table-top version, you can convert the yards into inches. Divide your students into British and American forces, with a ratio of two British soldiers for every American soldier. The British should wear red shirts or jackets and white pants. The soldiers will begin behind barriers or on the coastal plain. American militias were behind earthworks and fences, which can be simulated by the use of about 15-20 hay bales. The British will advance at a pace of about 1 yard per second. Rehearse a few times. If you have available to you some drummers and fifers, then use them!



    1. It is a hot afternoon on June 17, 1775. About 1,000 yards west, two long lines of British troops three ranks deep. To the North, is the Mystic River. To the south and west is the city of Charlestown, with Boston across the Charles River. The Americans are hot, tired and thirsty. They anxiously await the British infantry who appear ready to attack. 

    2. For the Patriots, General Putnam and Colonel Prescott command somewhere between 1000 and 1500 militia. They face some 2,500 British Infantry. They cross the Charles River in boats to the Charlestown Peninsula. Though Bunker Hill was the original site for the American defense, the Patriots boldly built their redoubt throughout the evening, on nearby Breed's Hill. The trenches overlook the city of Boston, headquarters for the British army in Massachusetts

    3. The British ship HMS Lively fires at the American troops. A Patriot soldier goes down with a gruesome head wound. Patriot soldiers begin to look back and a few start to retreat. 

    4. Colonel Prescott walks along the top of the redoubt, calming the troops. The church bells in nearby Charlestown strike 3:00.

    5. General Howe reads to his troops, "I shall not desire any of you to go a step further than where I go myself at your head. Do your duty and God Save the King!" All British troops begin to slowly move forward, while staying together, moving against the American left flank at the rail fence. As they get closer, a stake is driven in the sand not 30 yards from the American position. Colonel Prescott cautions his men to be steady. So far, the Patriots hold their fire.
    6. Suddenly the American lines erupt with musketry fire. The British lines collapse. Many British troops go down in pain and agony. All British troops begin to retreat in confusion.
    7. As the British move back, the Americans are jubilant, but the British troops start to line up for another attack. General Howe walks out to the front of his troops and waves his sword.
    8. As they come closer, it seems that the British troops are having trouble staying in line, with the swampy land, blackberry bushes and broken fences on the slope. They have to reform several times. Meanwhile, Colonel Prescott tells his men in the redoubt, "Don't fire, men, until you see the whites of their eyes! Then fire low!"
    9. As they form up and continue with the attack, they are now so close that the American soldiers can see the white straps crossed on the British soldiers scarlet jackets. The Patriots fire their muskets towards the British, shredding the British line. Many officers are down, but they are still coming. Patriots again fire toward the British.
    10. British troops begin to retreat in confusion, but then start to line up for another attack. British troops begin to slowly move forward, while staying together. They have received more reinforcements.
    11. The American militia fires into the British again, but this time only a few Patriots fire their muskets. The others look at their muskets, and then turn to their officers and yell for ammo.
    12. The British move in closer, so close the bayonets can be seen, gleaming in the sun. The British troops yell to one another, "Push on! Push on!" They press on to the redoubt and chase the Patriot soldiers out. Several Patriot soldiers die inside the redoubt, including Dr. Warren, and as they are retreating.
    13. The American soldiers run from Breed's Hill to the shelters in the rear on Bunker Hill. The British troops cheer at their victory, but it is a costly victory for them, as hundreds of dear and wounded British soldiers lie on the slopes of Breed's Hill.


    Day 3: Second Continental Congress


    Proposals, 1775

    Students must research the following proposals and take into consideration not only the Loyalist and Patriot Point of views on them,  but also how they affected the colonists in terms of whether they live in urban or rural areas. Your student has the option of remaining Loyalists, becoming or remaining a Neutralist or becoming a Patriot as events may have affected his character and made him rethink his position on the matters at hand.


    • We will give aid and supplies to the colonial militia currently besieging Boston.
    • We will form a Continental Army with George Washington as commander-in-chief.
    • We will issue paper money to support the Army.
    • We will appoint a committee to handle negotiations with foreign countries.
    • We petition King George III to personally promote repeal of the oppressive measures. The Colonies will stop the independence movement if the Intolerable Acts are repealed and Parliament agrees to regulate only trade.


    Proposals after Common Sense was published,  1776

    • We will authorize privateering against British shipping.
    • We will sign The Declaration of Independence : When in the course of human events,  it becomes necessary for one people to dissolve the political bands which have connected them with another. .." The document recognizes these basic points :
    • The origin of government is in the consent of the governed;
    • The obligation of the government is to protect the natural rights of the people;
    • When a government does not protect these rights, it is the responsibility of the people to abolish that government and institute a new one.



    Day 4: The Second Continental Congress


    For this activity,  it might be fun to dress as a member of the Continental Congress. Tuck sweat pants into long white socks. Attach ruffles to the front of shirts with full sleeves. Wear a suit coat and vest.  Make buckles and attach to dress shoes. Or, borrow a school band uniform.  Gather hair into a ponytail and tie with a ribbon,  if you can or make a wig. 


    As a delegate to the  Second Continental Congress, you are about to debate Mr Jefferson's Declaration of Independence. Remember that if you sign the proposal the King and Parliament will consider you a traitor but you may also change the world. Study your notes, and try to ignore the heat and flies from the stables nearby.

    Mr Thompson rises, rings a bell and says, "The Second Continental Congress, meeting in the city of Philadelphia, is now in session, July, 1776. The honorable John Hancock of Massachusetts Bay, President." Mr Hancock pounds the gavel three times and asks Mr Thompson to call the roll. He calls the roll by naming each colony and waiting for their response. A representative from each colony, upon hearing his colony's name called, rises and says, "Here, Mr Secretary". (You can actually call out the colonies your student-player represents and have them respond.)
    "I, John Hancock, President of the Congress, officially open this session. We will now entertain any motions important to this body. The chair recognizes the distinguished delegate from the Virginia colony. (If your student is this, just give him this speech ahead of time to use.)
    "On behalf of the Virginia legislature and Richard Henry Lee, I move that these United Colonies are and of right out to be free and independent states and these states should now dissolve all connections with Great Britain, form a plan of confederation with each other and take steps to secure foreign alliances."

    Mr Hancock: It has been moved that these United Colonies are free and independent and that these sates should now dissolve all connections with Great Britain, form a plan of confederation with each other and take steps to secure foreign alliances...

    ...It has been moved that these United Colonies are free and independent and that these sates should now dissolve all connections with Great Britain. Do I hear a second? (Ask for student participation by their saying, "I second the motion."

    "The chair recognizes the distinguished delegate from (student's colony). (It is now time for your student to deliver the speech they have made for this proposal.)"

    Hancock: Mr Thompson, we are now ready to tally a vote on this motion. I ask you to call out each colony's name. In turn, each delegate of that colony will stand and say to the motion (whatever motion is on the table, in this case, the motion to separate from Britain. Yea in favor of the proposal or Nay against the measure. You, sir, will tabulate the results on our tally board. You may begin." After the roll is called, "Mr Secretary, what are the results on the vote (on independence)?"
    "The vote to separate from Britain to form our new nation is: _____ votes in support of the proposal and _____ votes against the proposal. The measure is...adopted!" (Have students pound on the table.) Thank you, Mr. Secretary. Gentlemen, Do I hear a second proposal?" This pattern continues for each proposal, hopefully giving each student time to deliver their speeches.


    The debate ended and vote was taken on July 2. The Declaration of Independence was adopted on July 4 and only John Hancock signed on that day. Most of the signers reconvened on August 2, 1776 to walk up and put signatures on the document. Have your student read the Declaration of Independence, out-loud, if possible, and make notations on it. What does it mean?


    RP's, POWs and Pressure Actions

    Students will be given RP'S based on how well they prepared their own notes on the both sides of the arguments, and how they played their roles and followed the rules for the debate. You should give your student a maximum of 10 RP's if he captured the essential points for their position.

    After the proposals have been adopted, announce the actions of the Second Continental Congress and give your students time to mark them in their notes. They can discuss what really happened: All seven proposals were adopted at the Second Continental Congress. Have students determine the number of POWS they gained or lost as Loyalists gain 10 POWs for each proposal defeated, and for each proposal approved, Patriots gain 10 POWs. Neutralists neither gain nor lose POWs.


    They can now decide which Pressure Actions their characters will take. Students then record gains and losses of their own POWs.

    Urban Fates
    1. You are fired from your job because you are suspected of being a member of the Sons of Liberty.  Lose 5 POWs
    2. The Loyalists bankers,  convinced that you are sympathetic to the Patriots,  refuse you a loan. Lose 10 POWs
    3. The Redcoat Army has moved to another town. You no longer have to quarter any troops. Gain 5 POWs.
    4. You are hanged in effigy because you are suspected of being a Loyalist.  Lose 1 POW.
    5. You cannot afford to feed both your family and the British soldiers quartered in your home. You must sell your horses. Lose 3 POWs.
    6. The British commander has many close friends in town.  He refuses to enforce the Intolerable Acts,  Gain 1 POW

    Rural Fates
    1. The drought continues to plague the harvest for the third straight year. Lose 5 POWs
    2. There has been an excellent harvest for the second straight year. Gain 1 POW
    3. The Loyalist bankers, convinced that you are sympathic to the Patriots,  foreclose your mortgage.  Lose 10 POWs
    4. The Indians attack and plunder your land. Lose 3 POWs
    5. You sign a mutual defense pact with the Indians.  They will protect your land and you will give them supplies.  Gain 5 POWs
    6. Due to the Quebec Act of 1774, your land west of the Appalachians is now part of Canada.  Lose 1 POW.

    Day 5: Roleplay: The Philidelphians

    It is July 3, 1776 in Philadelphia, Pennsylvania. The largest city on the continent, and the second largest in the British Empire, Philadelphia is a thriving, prosperous city of 40,000 citizens. Bordered by the Schuylkill River on the west and the Delaware River on the east, it has well lit, tree-lined streets that are wide and paved. It even has "walkways for foot passengers," or what we think of as sidewalks. Philadelphia also boasts seven newspapers, two libraries and the Colony 's first public hospital. The city has a duel personality of Quaker heritage combined with rich art and culture.
    A few days before a large British fleet was sighted off New York City, making everyone consider the fact that the British seem to not only bring war to New England but also to the Middle Colonies.
    The Second Continental Congress has been meeting in the State House, uncertain whether to take the step of declaring the Colonies separate from England. Rumor has it that just yesterday Delagates from 12 different colonies agreed to declare themselves independent.
    You are close to the docks along the Delaware River on 2nd Street. It is a cool Wednesday morning, a welcome relief after the heat and thunderstorms of the last few days.  People are busy about their shopping, for today is one of the two days set aside for public markets. There are many immigrants in the city - Germans, Irish, Swedish and Scots - Irish. There are Quakers,  Angeicans, Lutherans, Presbyterians, Catholics,  Methodists and Jews. There are also many of all classes here from the well-organized to the indentured servants and laborers, with most of the population being middle class. There are slaves. Your player - characters can buy items such as cornmeal, fish, eggs, flour and beer. There is little mutton to be found, as the wool is being used for uniforms for the Patriots.  There are new papers and broadsides to be bought. 
    Daniel Smyth ' s City Tavern on 2nd Street is one of the places the delegates to the Continental Congress frequent. If your player - characters go to the tavern, they will also meet Tories there. (At any point your student-players can interact with the patrons there, but you may have to make up the dialogue. If they do not, you can read-act the following dialogue between William Lee and Joseph McKean.) A man you recognize as William Lee, will be overheard saying, "I am certainly no friend of the British,  but to risk everything is madness. The British Army and Navy is already in New York.  It is only a matter of time before they are at our doorstep. The colonies fighting the British on the high seas is preposterous!"
    Joseph McKean, a printer, responds,"By, Gad, it's time to stop bein' sheepish and dump 'Ole Georgie and his ministers.  Let's call the revolution a revolution and get on with it. It seems the delegates have finally gotten a backbone and done what needs done! " 
    "You seem to know a lot about what they are doing in those meetings, but those meetings are closed to the public. How do you know so much?"
    "I'm a printer and only three blocks away. They use my shop to print important items like documents and broadsides. I've been a friend of Benjamin Franklin for years, do they trust me. My shop was one of the first to print Common Sense back in January. In fact, the pamphlet is what convinced me."
    People are beginning to hear and respond to the conversation and William Lee's next comment is drowned out by the din the conversation has created. You do here Joseph McKean's response to it, however, "I believe that Mr. Dickinson has said it best,'We are destroying our house in the winter, before we have another shelter.' Most of my business has been with our mother country across the Atlantic, but now with this blasted war, my trading business has all but dried up!"
    Someone in the crowd asks,"Can you tell us something of their deliberations in the State House?"
    "Mind you, I haven't been in the room, but I do know that the President of the Congress is John Hancock and there are between 40 and 50 delegates most of the time. The star of the show in the last few days has been Thomas Jefferson. He was chosen by a committee to write a document, a declaration of independence from England."
    A voice from the crowd says, "Can you tell us about the rumor that the delegates have decided to declare our independence?"
    "Well, I am not supposed to tell anyone but hand it, it'll all be public knowledge in a day or two. Yesterday, the delegates voted and agreed that they will declare their independence. Tomorrow is the day they will vote, and by all accounts agree on Mr. Jefferson's Declaration of Independence. Now all we have to do is actually defeat the British and become a country in deed and not just on paper."

    Second Continental Congress Test

    1. What were the main arguments of Thomas Paine in his booklet Common Sense?
    2. What did the Second Continental Congress of 1775-1776 accomplish?
    3. What were the main ideas about government in the Declaration of Independence?
    4. How did the radicals persuade others in colonial America to join their cause?
    5. What types of individuals formed the leadership of the American "radicals"?
    6. What political faction dominated the Second Continental Congress? What was their main purpose?
    7. Certain Colonial leaders agreed with the Tory viewpoint. Who were they?
    8. Thomas Jefferson borrowed the ideas of others when he wrote the Declaration of Independence. Whose ideas did he borrow? What were some of the sources he used? Was that considered plagiarism at the time?
    9. What other colonial leaders helped Thomas Jefferson write the Declaration of Independence?
    10. Who was the leader in Parliament on July 4, 1776


    Sources:

    • Renaissance, Peter Cakebread and Ken Walton 
    • Patriots, A Simulation and Resource Notebook on the American Revolution, Bill Lacey and Terry Handy, Interaction Publishers 
    • Independence, A Simulation of the American Revolution, 1763-1776, Charles Kennedy and Paul DeKock, Interaction Publishers, Inc.

    2 comments:

    1. So, when you're all done with this series, you need to make a landing page with all the parts of it, because this is AWESOME!
      Also, I've always admired Patrick Henry, even more so after going to Colonial Williamsburg several years ago and seeing a reenactment of a "Night with Patrick Henry," and he talks through how he cannot be a part of the new federal government because it goes against his ideals of a proper government. It takes a strong man to turn down power.

      ReplyDelete
      Replies
      1. There are all there on my Introduction Page...http://homeschooljournal-bergblog.blogspot.com/2016/12/renaissance-role-play-patriots-and.html

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    Thank you so much for taking the time to comment. It means so much.