Role Playing History : Patriots and Independence, part VII Presentations Celebration

Reading

Kingfisher History Encyclopedia, pgs 314 -317

Shoebox Museum Displays

Now it is time for students to make small replica items and share them along with all the other things the students have made throughout this unit. Everything should fit in a shoebox and everything should replicate something that one would find in a colonial-period museum display.

Museum card includes a list of everything in the box with a description of the item and it's significance.

Students also prepare a brief oral report to accompany your Shoebox Museum Display and card. The report should include an introductory paragraph, a short paragraph on each item, explaining detailed information about each item and a conclusion that also gives three reliable research resources. For the oral report, as well as clearly explaining the significance of every item the student presents, he needs to speak loudly and clearly enough to be heard, make eye contact with the audience and use body language to effectively capture your audience 's attention.

Celebrity Autograph Gala

In addition, or as an alternative to, the Shoebox Museum Displays, you could hold a Celebrity Autograph Gala in which students take on the personalities of a person they have researched. In advance, they will create a message for each of the other participants, keeping in mind what experiences the two famous characters could have had together had fate put them together. On the night of the party, the participants will dress up in costume and mingle with each other, "signing" each other's autograph books by giving them their prepared entries. Once they are all collected, they are bound together into an autograph book. Once the books are complete, guests can mingle and enjoy period treats, keeping in character the whole time.

When students write in their autograph book entries, they are to write a paragraph that captures the essence of their person, reflecting the Era and his role in the era. They are to include references to events and phrases or slogans used during the period. They can include advice, acknowledge help, express appreciation or refer to events that you might have shared with the other characters they interact with. They can practice writing an authentic looking signature.

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.

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.

Role Playing History : Patriots and Independence, part IV: First Continental Congress

Reading Assignment for the Week:

• Read George Washington's World, Genevieve Foster, part IV
• Kingfisher History Encyclopedia, pgs 302 -306

Day 1: Research and Timeline Activities

Your students need to research the following events and add them to their timeline.

Stamp Act is repealed in 1766.

The Declaratory Act of 1766
The British Parliament affirms that it has the authority to make laws and statutes of sufficient force and validity to bind the colonies and people of America in all cases whatsoever.

The Townsend Acts of 1767
Duties are hereby placed on colonial imports of lead, paper, glass and tea.

Since the colonies are not following the spirit of the Quartering Act; an example must be made of the New York assembly (the worst offender); therefore, all actions of the New York Assembly are null and void until full supplies are forthcoming.

In order to ensure collection of all taxes, the customs bureau has been reorganized. The Board of Commissioners is headquartered in Boston and has full supervisory authority.

The Boston Massacre of 1770
A skirmish on March 5 between British troops and Boston citizens results in five killed and six wounded.
Project: Study the painting by Paul Revere and discuss propoganda.

The Townsend Acts in 1770 are repealed, except for the duties on tea and the quartering of troops.

The Committees of Correspondence of 1772 are organized by Sam Adams.  The Committees will ensure communications between the colonies and publicize all British atrocities.

The 1773 Tea Act
The British government tried to stop the smuggling of tea into the colonies from other countries. In order to help the East India Company,  Britain allowed the company to pay lower import duties on tea sold in the colonies than it would pay for tea sold in England.

The Boston Tea Party of 1773
A group of colonists board the ships of the East India Company and pitch the tea into Boston Harbor.  This was a response to Governor Hutchinson ' s order that the ships were not to depart until the tea was unloaded. The company feared violence if they attempted to unload the tea.

The Intolerable Acts of 1774
The Boston Port Act
The port of Boston is closed until restitution is made for the tea dumped into Boston Harbor.

Massachusetts Government Act
The constitution of 1691 is hereby altered. The Governor's Council will now be appointed by the King instead of elected by the state assembly. Town meetings may be held only once a year unless the governor calls for one.

The Administration of Justice Act
All British government officials and customs officers who are indicted for murder can be tried in England rather than in the colonies before colonial juries.

The Quartering Act
All British troops are to be quartered within the city,not just in the barracks.  Boston is the headquarters of all British troops in North America.

The Quebec Act of 1774
The government of Canada will operate under French Civil Law without a representative assembly. Special provisions allow powers to the Catholic Church. Additionally, all land west of the Appalachians and north of the Ohio is now under the territorial jurisdiction of the province of Quebec.

Day 2: The Role-Play : The First Continental Congress

Since a Loyalist from the Middle Atlantic colonies will serve as the Chairman of the First Continental Congress, if your student has remained a Loyalist and is from the Middle Atlantic states, he may serve as the Chairman. This runs exactly as the Stamp Act Congress ran.

The Proposals

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 from the different areas (Southern, Northern and Mid Atlantic). Your student has the option of remaining Loyalists or becoming a Neutralist as the Stamp Act Congress may have affected his character and made him rethink his position on the matters at hand.

1. We will form outright opposition and resistance to the Intolerable Acts.

2. We will form "The Association" whereby we refuse to import,  export or conduct trade of any kind with Great Britain, Ireland and the West Indies.

3. We will adopt the Galloway Plan of Union to establish a Grand Council of the Americas.
The Acts of the Grand Council are subject to parliamentary review and veto, but Acts of Parliament affecting the colonies are subject to the approval of the Grand Council.
The Grand Council has authority over matters of defense, westward expansion and Indian relations.  It may raise armies, build forts and warships.
The Grand Council may levy taxes to pay its expenses.

4. Parliament has neither the authority to tax the colonies nor to legislate for them.

5. Parliament has no legislative or tax authority over the colonies, but still has the right to regulate colonial trade as a just compensation for the British Navy's protection of colonial shipping.

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 First Continental Congress and give your students time to mark them in their notes. They can discuss what really happened: Proposals 1 and 3 were adopted at the First Continental Congress in 1774. Have students determine the number of POWS they gained or lost as Loyalists gain 10 POWs for each proposal defeated, Loyalists gain 10 POWs, and for each proposal approved, Loyalists lose 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.

Loyalist Faction Pressure Actions

1. Petition the king to punish the rebels. Cost 1 RP'S, Effect -2 RP'S.
2. See that the laws are strictly enforced. Cost 2 RP'S, Effect -5 RP'S.
3. Hire spied to gather intelligence. Cost 3 RP'S, Effect -5 RP'S.
4. Make sure the taxes are collected. Cost 3 RP'S, Effect -6 RP'S
5. Refuse to patronize a particular business. Cost 4 RP'S, Effect -8 RP'S
6. Boycott certain establishments. Cost 5 RP'S, Effect -10 RP'S
7. Have someone arrested. Cost 7 RP'S, Effect -14 RP'S
8. Hire Bodyguards to protect your business. (This stops all Pressure Actions against your business.) Cost 15, Effect 0.
9. Hire a gang of tough to rough up somebody. Cost 10, Effect -20.
10. Hire bodyguards to protect you. (This stops all Pressure Actions against you, your home and family.) Cost 30 RP'S, Effect 0.

Neutralist Pressure Actions

1. Write a protest letter. Cost 1 RPs, Effect 2 RPs
2. Petition the government. Cost 2 RPs, Effect 4 RPs
3. Attend a grievance meeting. Cost 3 RPs, Effect 6 RPs
4. Publicly criticize someone. Cost 4 RPs, Effect 8 RPs
5. Boycott merchandise. Cost 5 RPs, Effect 10 RPs
6. Refuse to pay your taxes. Cost 5 RPs, Effect 10 RPs
7. Refuse to permit troops to be quartered in your home. Cost 7 RPs, Effect 14 RPs
8. Join the Patriots by publicly announcing you are becoming a member of the Sons of Liberty. Cost 20 RPs, Effect 0 RPs
9. Join the Loyalists by publicly announcing you are a loyal subject of the King. Cost 10 RPs, Effect 0 RPs
10. Hire bodyguards to protect you. (This stops all Pressure Actions against you, your home and family.) Cost 20 RPs, Effect 0 RPs

Fates

This time the Fates are based upon where the characters live.

New  England Colonies Fates

1. You are hanged in effigy because you are a suspected Loyalist.  Lose 1 POW
2. The British strictly enforce the Intolerable Acts. Lose 5 POWs
3. You are arrested and accused of plotting against the crown. Lose 3 POWs
4. Because you have been accused of refusing to cooperate with the British authorities,  you are arrested and your property seized.  Lose,10 POWs
5. You unexpectedly inherit 5,000 pounds from your uncle. Gain 5 POWs
6. Your support for merchants impacted by the Boston Port Bill earns you friends and influence.  Gain 1 POW.

Middle Atlantic Colonies Fates

1. The authorities suspect you are smuggling.  While you are trying to escape, you break your leg. Lose 10 POWs
2. The troops quartered in town commandeer all supplies. There is no food left in the shops. Lose 5 POWs
3. Three shiploads of smuggled commodities land and are sold for good prices. Gain 1 POW
4. The local newspaper accuses you of being a paid informant for both the Loyalists and the Patriots.  Lose 1 POW
5. Your children are harassed by some other students and refuse to attend school.  Lose 3 POWs
6. The Sons of Liberty believe your wife is a Loyalist but you are able to convince them otherwise. Gain 5 POWs

Southern Colonists Fates

1. You are arrested and charged with burning the Governor's house to the ground.  Lose 3 POWs
2. Three shiploads of smuggled commodities land and are sold for good prices. Gain 1 POW
3. Because your state assembly announces its support for the city of Boston when the Boston Port Act closes the port, the British troops dissolve your state legislature.  Lose 10 POWs
4. You are elected to a leadership position by the state assembly.  Gain 5 POWs
5. The Sons of Liberty destroy the local general store  and so no supplies are left in town. Lose 5 POWs
6. You are hanged in effigy because you are suspected of being a Loyalist. Lose 1 POW.

Day 3: Play Military Rank Card Game

Military protocol demands that someone who is in the military must salute to a higher ranking officer. To learn the order of military ranks, we write the various ranks on index cards and then play the card game war with them. You will need at 50-100 cards for two people to play with so I usually print them out on cardstock from the computer and then cut them out to make it a bit easier.

The following list is a simplified ranking of the Continental Army soldiers during the American Revolutionary War (1775-1781), from the top rank down to the lowest rank.

General

Colonel

Major

Captain

Lieutenant

Ensign

Sergeant

Corporal

Private

Day 4: Military Maps and Timeline

On an appropriate map, have your student Label New Hampshire, Massachusetts, Connecticut  and Rhode Island and color these stares on color, adding a key to indicate that these are the New England or Northern colonies.  Have him label New York, Pennsylvania, New Jersey, Maryland and Delaware and color these a different color, adding the Middle Colonies to the map key. Have your student label Virginia, North Carolina, South Carolina and Georgia to the map, and color them a third color and add Southern Colonies to the map key. Have him locate and label the major cities in each of the colonies.

On a separate map, have your student locate and label on the map Valley Forge and Morristown.  Also, have him find and label these battle sites. Also add the battles and their dates to the timeline:
Lexington /Concord, April 19, 1775 (war begins)
Bunker/Breed's Hill  (1775)
Fort Ticonderoga  (1775)
Trenton /Princeton (1776)
Saratoga  (1777)
Monmouth Court House  (1778)
Camden (1780)
Yorktown  (1781)

Day 5: First Continental Congress Test

1. What were the provisions of the Declaratory Act of 1766?

2. What were the events that led up to the Boston Massacre?

3. Why were the Committees of Correspondence important?

4. What were the provisions of the Quebec Act of 1774?

5. What were the provisions of the Intolerable Acts?

6. Who presented a moderate proposal for a Grand Council of the colonies?

7. What did the First Continental Congress of 1774 accomplish?

8. What were the provisions of the Townsend Acts of 1767? When and why were they repealed?

9. Why did the Tea Act of 1773 anger the American colonists?

10. What actions did the British government take as a direct result of the Boston Tea Party?


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.

Role Playing History : Patriots and Independence, part III : Stamp Act Congress

Reading Assignment for the Week:

• Read George Washington's World, Genevieve Foster, part III When George Washington was a Farmer
• Kingfisher History Encyclopedia, pgs 298-301

Benjamin Franklin's Academy

While your student participates in Franklin's Academy,  he has the opportunity to learn all about the culture of the colonial period. You can give him assignments about either the music, dancing or art of the era, or you can give him assignments for all three. He can also learn what it was like to be a student, and what it was like to work for a Broadsides, newspaper and/or an Almanac.

Music of the Revolution

Listen to recorded music of the period, including music suite for reeks and jigs. Discuss the different examples of lyrics, pointing out the motivation behind them. Are they political, patriotic, humorous, or describing an important event? Have your student pick one song with lyrics from the Revolutionary era and compare it to a modern song similar type lyrics. Older students can write either a comparison / contrast paper or an oral report with visuals to share. Alternatively,  your student could perform a song from the Revolutionary period.

Dancing in the Colonies

Your student could learn to dance the Virginia Reel, or learn to dance a jig.

Poetry of the Revolution

Analyze a poem of the period,  such as one by Phyllis Wheatley, the first African American poet.

Your student could write a poem (perhaps a love poem?) to a loved one at home and describe what has happened to his character during the roleplays or he could write a poem to include in his journal.

Art of the Colonial Period

Gilbert Stuart

Born in Rhode Island,  Stuart returned to America and settled in Boston after several years of painting and study in Europe.

Finish the portrait activity.

Each student receives half of Stuart's famous painting and must complete the missing half. Follow the directions from Ms Lopez in the Art Room using Stuart's famous finished Anthenaeum Head of George Washington.

Education in the Colonies

If you have enough students, run a spelling bee. If they are of different ages, you can have a different grade appropriate spelling list for each student.

Amusements and Frolics

Quilting Bees and the American Flag

Plan a field trip to visit a quilting club or display. Have your student try his hand at quilting by sewing a square.

Or, he could design a flag appropriate for the period. He could sew it as well.

Political and Cultural Broadsides

After researching about broadsides of the period, your student is to make one of his own. He may include a graphic or "engraving" in your broadside. He is to include politics, advertisements and articles on popular entertainment.

Almanacs

After researching about Almanacs and looking at a modern one, your student could make a Revolutionary period Almanac which includes a cover he has designed himself and at least some, if not all, of the following :

Recipes

Farming tips

Advice, interesting sayings or maxims

Weather

Scientific facts

A calendar

Stories,  Bible verses and parables

Home remedies

Newspaper

Another option for your student is for him to use his research of the dance, religion, popular games and amusements, sports, poetry, music lyrics and art and write a newspaper that would be like one available in the colonies. He can include a graphic or "engraving." For Middle School students, they can write just one article. He can "age" the newspaper with tea bags.

Preparing for the Roleplay: Stamp Act Congress 

For this portion, you will act as Neutralist from the Southern Colonies that is serving as the chairman of the Stamp Act Congress. This is so that you can demonstrate how these Congressional meeting were held. At the start of this exercise, your students are Loyalist arguing their points at the Congress. Students must research in advance which proposals the loyalists, and which proposals the patriots would want to adopt. Students should then finalize their arguments and counter arguments for the proposals as they prepare to debate.

The Proposals

1. We will insist that merchants stop importing British goods.

2. We will make attempts to terrorize and Intimidate all stamp distributors.

3. We will agree to refrain from doing any business that requires stamps.

4. We demand that parliament repeal the Sugar Act and the Stamp Act.

5. With all due subordination to Parliament,  we nevertheless reject the policy of virtual representation  (that members of Parliament in England represent the colonies.)

6. We will accept the authority of Parliament to legislate for the colonies, but we will not give Parliament the right to tax the colonies or to hold trials in the Admiralty Courts.

7. We reject colonial representation in Parliament because Parliament has no right to legislate for the colonies.

Your student must remember how the Loyalists view the situation. (This will be easier for them if they have done The Depths of Winter, in which they play English colonists during the French and Indian War.) They feel that the colonists are all English and that we shouldn't fight the mother country. Loyalists feel they need the military power of Great Britain for protection from the Indians on the frontier and protection from foreign aggression. They feel that the colonists lack the military power and wealth to fight Great Britain. Loyalists feel that they must control those who have contempt for the law  and order and who have destroyed property and injured people. They feel that the British government has generally been fair in running the empire. The trade acts benefit the colonists more than they harm them. The Admiralty Courts ensure fair trade and fair play on the high seas. They feel that the rebels are hypocrites. They object to taxes only as an attempt to evade them. The Loyalists feel that George III is not a tyrant.  He is just a king trying to do his best in a difficult job. They also feel that the many colonies are too different to unite and govern themselves. We are better off than other Europeans, including most English citizens. Total separation from England would be social anarchy. Property rights and large land holdings would be threatened. There would be constant conflict between the colonies.

The Roleplay: Recreating the Stamp Act Congress

As the chairperson, you move to a podium and conduct the Congress appropriately, by asking all to rise and sing either God Bless America or God Save the King. You are to keep order at all times, using a gavel, if possible, to call Congress to order and to quiet delegates. Students can be fined RP's if noisy or unruly. 
For this scenario, you'll be going through the Stamp Act Congress. Since this was a congregation of many persons, it can be difficult to carry out with only a few students. The simplest solution is to describe what is happening much like a story, leaving the dialogue for those portions in which the students characters actually interact with the other characters in the story.
Begin by describing how the Patriots are offering formal motions (the ones your students were given to research) one at a time. The student(s) provide the Loyalist objections to the items up for debate. You can then narrate the chairman calling for motions on proposal and then the delegate making a motion on a proposal by quoting him as saying, "Mr Chairman, I move we..." You also tell how another member seconds the motions (If no one seconds the motion, the motion dies.) and then the floor is open for a 5-10 minute debate. Your students can now express the Loyalist view that they have prepared, which you point out the Patriot objections. You now narrate the Congress voting on the proposal.

During the debate, all speakers must stand and be recognized by the chair. Motions to end debate,  to table,  or to recess may be made during the debate. If seconded, motions must be voted on immediately. All in favor say "Aye" and those opposed say "Nay." In order to keep historical accuracy, proposals are considered under a closed rule (they cannot be amended).  This portion is just so the students can understand the process. Also the arguments of others may give students insights into attitudes that they can use later to exert pressure through 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 the Loyalist side of the argument. The information should be very well organized and provide compelling reasons to convince the Neutralists to support their position. You can give less points if their debates do not match this level of excellence,  but should be given a couple points for participating even if their arguments offer too little information or are too disorganized for Neutralists to support their position. With added support, students can improve as they practice this skill.

After the proposals have been adopted, announce the actions of the Stamp Act Congress and give your students time to mark them in their notes. They can discuss what really happened: proposals 1, 2, 3, 4 and 6 were adopted. Have students determine the number of POWS they gained or lost as Loyalists gain 10 POWs for each proposal defeated, Loyalists gain 10 POWs, and for each proposal approved, Loyalists lose 10 POWs. 

Test on The Stamp Act Congress

Your students should be able to answer these questions. You can have them do so verbally, written or informally.

1. What actions did the British government take in response to the conflicts with Indians in the West in 1763?

2, George Grenville,  First Lord of the Treasury,  instituted several taxes that affected the colonists.  What was his main purpose?

3. What were the main provisions of the Currency Act of 1764?

4. What was the primary purpose of the Sugar Act of 1764?

5. What were the main provisions of the Stamp Act of 1765?

6. In general,  how did the colonists feel about Parliament and its actions toward the colonists?

7. What did the Stamp Act Congress of 1765 accomplish?

8. What was virtual representation and how did it affect the colonies?

9. Who was the leading radical agitator in the Massachusetts colony?

10. Who was the leading radical Patriot leader from Virginia?

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.