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1765 to the Declaration of Independence

Lesson 2:

From Unit Philanthropic Movements in the United States to 1900

Lesson

Handouts

Academic Standards

Philanthropy Framework

6th-8th Grade

Subjects:

Language Arts, Library / Technology and Social Studies

Key Words/Concepts click to view

ELA:	Analyze/Interpret; Biography; Character Development; Historical Fiction
PHIL:	Heroes; Philanthropic Act; Values
SOC:	Declaration of Independence; Historical Biographies; LEAGUE Optional Lesson: One Day; Patriotism; Revolution/Nationhood (1754-1820); War

Purpose:

Learners will describe the actions of citizens during the American Revolution as patriotic and philanthropic.

Duration:

Three Fifty-Minute Class Periods

Objectives:

The learner will:

describe conditions that led American colonists to revolt against the British.
name core democratic values identified in the Declaration of Independence.
explain how the patriotic actions of the signers of the Declaration of Independence were philanthropic.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

None for this lesson.

Materials:

The video of Johnny Tremain (see Bibliographical References )
Johnny Tremain Study Guide ( Attachment One ), learner copies
Johnny Tremain Study Guide Answer Key ( Attachment Two )
Declaration of Independence (Excerpts) ( Attachment Three ), learner copies
Signers of the Declaration of Independence ( Attachment Four ), learner copies

Handout 1: Johnny Tremain Study Guide
Handout 2: Johnny Tremain Study Guide Answer Key
Handout 3: Declaration of Independence (Excerpts)
Handout 4: Signers of the Declaration of Independence

Instructional Procedure(s):

Anticipatory Set:

There are many examples of people who give of their time, talent or treasure for the common good (philanthropists). Some of them may be famous or become well-known, but often, most of them are citizens who feel the need to step up and do what needs to be done. Explain that, in our country's history, one such time was the American Revolutionary War, including those events that led to it.

Distribute Johnny Tremain Study Guide ( Attachment One ). Show the video Johnny Tremain . Have the learners work on the study guide while watching the film. Discuss the answers to describe the times, the people and the historical events that were detailed in the story. Clarify fictional characters and historical characters.
Following the film have the learners break into groups to analyze the characters, determining their motives for taking the actions they did. Then have the learners define the role of the Minutemen and describe how their actions could categorize them as philanthropists.
Provide the learners with the Declaration of Independence (Excerpts) ( Attachment Three ) and discuss what core democratic values are contained in it. Let the learners give examples of how citizens act philanthropically as a result of the words of this founding document.
Distribute copies of Signers of the Declaration of Independence ( Attachment Four ). Explain that the signers of the Declaration of Independence knew the risks of signing their names to the document, yet they acted for the common good by doing so anyway. Have the learners go online to a search engine, type in “signers of the Declaration of Independence,” and conduct a search for information about the brave men who signed the Declaration of Independence. Let the learners each note what three signers went on to do, both during the war and after. (Information will not be detailed in most cases.) Many of them went on to lead their states as part of the young nation. Report on the information that is found.

Assessment:

Completion of the study guide, group discussions and research reporting will assess learning.

School/Home Connection:

None for this lesson.

Extension:

Read the book Johnny Tremaine and compare it to the video.

Go to the following website to view an Interactive John Trumbell's Declaration of Independence http://www.quiz-tree.com/Declaration-of-Independence-Trumbull.html Hover over the painting to identify and learn about the signers of the Declaration of Independence.

Bibliographical References:

http://ilovefreedom.com/essay/signers2.htm This Web site describes the historical role of each signer of the Declaration of Independence.
http://www.ctssar.org/articles/price_paid.htm The Web site refers to the signers of the Declaration of Independence and their history.
http://www.historychannel.com/exhibits/declaration/bios.html Check for information on the signers of the Declaration of Independence on this Web site as well.
Johnny Tremain . VHS, Disney Studios, Color, Closed-captioned, HiFi Sound, NTSC (1957). Video Release Date: April 8, 2003. ASIN: 6304400810
Interactive John Trumbell's Declaration of Independence http://www.quiz-tree.com/Declaration-of-Independence-Trumbull.html Hover over the painting to identify the signers of the Declaration of Independence

Lesson Developed and Piloted by:

Steve Hicks
Eaton Intermediate School District
na
Charlotte, MI 48813

Handouts:

Johnny Tremain Study Guide

When and where does the movie take place? _____________________________________
What is Johnny Tremain's occupation? __________________________________________
Why was everyone concerned with tea? _________________________________________
Why did people of Boston refuse the tea? _______________________________________
What was Johnny Tremain doing when he burned his hand and why could he have gone to jail?

_______________________________________________________________________
What was the Sabbath Law? _________________________________________________
Eventually Johnny was arrested. Why was he arrested? ______________________________
Why did Priscilla serve as a witness for Johnny? ___________________________________

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Who were the Sons of Liberty? ________________________________________________
Why did the Sons of Liberty provide free legal assistance for Johnny? ____________________

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Name members of the Sons of Liberty committee ___________________________________
What was the result of the Governor's decision of not sending the tea back to England? _______

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What was different about Boston in the second part of the movie? ____________________
What was Dr. Warren's reply to the British General about giving up weapons and ammunition?

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Why did the British go to Portsmith, New Hampshire? ____________________________

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What were Johnny's responsibilities when helping out the Sons of Liberty? ____________

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What did Mr. Otis feel was the reason for the Revolution? __________________________

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What was “one if by land, two if by sea?” _______________________________________

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Who went by horse to inform everyone that the British were coming? _________________

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What were the men called who were waiting for the British? ________________________

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Who were Minutemen? ______________________________________________________

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Where were the first shots of the Revolution fired? ________________________________
What did you learn from the film in regard to liberty and rights of free men? __________

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Johnny Tremain Study Guide Answer Key

When and where does the movie take place? Boston, 1773.
What is Johnny Tremain's occupation? Silversmith apprentice.
Why was everyone concerned with tea? They disliked paying a tax when they were not represented in Parliament.
Why did people of Boston refuse the tea? They would have had to pay a tax with no representation.
What was Johnny Tremain doing when he burned his hand and why could he have gone to jail? He was fixing the silver pot while breaking the Sabbath Law.
What was the Sabbath Law? Working on the Sabbath or Sunday was not allowed.
Eventually Johnny was arrested. Why was he arrested? He was accused of stealing Mr. Lyte's silver.
Why did Priscilla serve as a witness for Johnny? It was her duty.
Who were the Sons of Liberty? They were a group of patriots who believed in independence and natural rights for all men.
Why did the Sons of Liberty provide free legal assistance for Johnny? They wanted to stop a small act of tyranny.
Name members of the Sons of Liberty committee. Sam Adams and Paul Revere
What was the result of the Governor's decision of not sending the tea back to England? The Boston Tea Party.
What was different about Boston in the second part of the movie? The city was under military rule.
What was Dr. Warren's reply to the British General about giving up weapons and ammunition? That free men had the right to defend their liberties.
Why did the British go to Portsmith, New Hampshire? To capture ammunition.
What were Johnny's responsibilities when helping out the Sons of Liberty? To gather information.
What did Mr. Otis feel was to be the reason for the Revolution? That people throughout the world should have freedom and liberty.
What was “one if by land, two if by sea?” A code to describe the way the British were going to Concord.
Who went by horse to inform everyone that the British were coming? Paul Revere
What were the men called who were waiting for the British? Minutemen or Patriots
Who were the Minutemen? Men who were willing to be ready to fight at a minute's notice.
Where were the first shots of the Revolution fired? Lexington
What did you learn from the film in regard to liberty and rights of free men? (Answers will vary.)

Declaration of Independence (Excerpts)

...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. That, to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed; That whenever any Form of Government becomes destructive of these ends it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness...

...We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by the Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be, Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain is and ought to be, totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and do all other Acts and Things which Independent States may of right do.

Handout 4Print Handout 4

Signers of the Declaration of Independence

Virginia

George Wythe

Richard Henry Lee

Thomas Jefferson

Benjamin Harrison

Thomas Nelson, Jr.

Francis Lightfoot Lee

Carter Braxton

New York

William Floyd

Philip Livingston

Francis Lewis

Lewis Morris

Pennsylvania

Robert Morris

Benjamin Rush

Benjamin Franklin

John Morton

George Clymer

James Smith

George Taylor

James Wilson

George Ross

Delaware

Caesar Rodney

George Read

Thomas M'Kean

North Carolina

William Hooper

Joseph Hewes

John Penn

South Carolina

Edward Rutledge

Thomas Heyward, Jr.

Thomas Lynch, Jr.

Arthur Middleton

New Jersey

Richard Stockton

John Witherspoon

Francis Hopkinson

John Hart

Abraham Clark

New Hampshire

Josiah Bartlett
William Whipple
Matthew Thornton

Massachusetts-Bay

John Hancock

Samuel Adams

John Adams
Robert Treat Payne

Elbridge Gerry

Rhode Island

Stephen Hopkins

William Ellery

Connecticut

Roger Sherman

Samuel Huntington

William Williams

Oliver Wolcott

Georgia

Button Gwinnett

Lyman Hall

George Walton

Maryland

Samuel Chase

William Paca

Thomas Stone

Charles Carroll Of Carrollton

Academic Standards:

State:

Philanthropy Framework:

Unit Contents:

Overview:Philanthropic Movements in the United States to 1900 Summary

Lessons:

1.: The Mayflower Compact
2.: 1765 to the Declaration of Independence
3.: The Bill of Rights
4.: 1856-1865 – Abolitionists and the Civil War
5.: Philanthropy in the Gilded Age