Feuerstein+Let+the+Contest+Begin

The American Revolution from Boston to the Poconos Through Our **EYES**: Let the Contest Begin

** Process **

Click on this button to find information on how to complete your first task: Types of Resources Click on the KWLW Chart button and fill out the "Know" and "Want" section based on what you know and want to know specifically about the //Declaration of the Causes and Necessity of Taking Up Arms// (July 6, 1775), Declaration of Independence (1776), and Battle of Lexington. [|KWLW Chart.doc]
 * **Step 1**: Types of Resources:
 * **Step 2**: What do I know?
 * **Step 3**: Study the following information sources to find the necessary information for your News Story or News Analyst Report. Be sure to fill out a NARA worksheet or SEA worksheet on each of the resources.
 * **Step 4**: Complete the "Learn" and "Wanderings" sections based on the information that you learned from the primary sources.
 * **Step 5**: Start planning out your news reports and analyst reports. You are encouraged to present one news report on each of the Information Collections below for a total of 3. Additionally, in response to each of the news reports, your group should have an analyst report for each of the sections below for a total of 3. First outline the information that you believe should be included for each section. Then write the actual script of the report. Be sure to plan all the details for how you will present the information. For example, will the news report include an interview of King George III's reaction to some of the documents from the Continental Congress? Or maybe your analyst will include an interview of Patrick Henry and how he feels this most recent event will impact the immediate future. Be certain to use to refer to [|How to Write a News Story] and [|What Does an Analyst Do]to make sure you are including all of the expected information.
 * **Step 6**: Present your CNN reports to the class.

** Information Sources on the Continental Congress ** Were the colonists really mad? During the early summer of 1775 several individuals began to write //The Declaration of the Causes and Necessity of Taking Up Arms//, which outlined the reasons that they should go to war. After several different drafts, the final draft was published on July 6, 1775. Notices the different words that were used and changed in the drafts. Why do you think they made those changes? The Second Continental Congress also petitioned to the King in July of 1775. It was one of the last attempts that the Continental Congress sends to the King to help iron out their differences, especially the mistreatment of the colonists. Finally, in July of 1776, the Continental Congress officially declared American's freedom in //The Declaration of Independence//. Experience this document in a variety of ways. First, notice that this document underwent several drafts before they settled on the final version. What words were changed and why do you think they were changed? Next,listen as //The Declaration of Independence// is read and note any places where the speaker emphasis certain words. Why did the speaker emphasize those specific words? What role did the Continental Congress play in the start of the American Revolutionary War? Complete a SEA Worksheet or NARA Worksheet on each of the following primary sources and be sure to cite specific details from each of the sources.


 * [|The Drafts of //The Declaration of the Causes and Necessity of Taking Up Arms//] & Typed Version of //[|The Declaration of the Causes and Necessity of Taking Up Arms]// {Documents}
 * [|Second Continental Address Petition to the King] {Document}
 * [|Comparison of the Three Versions of //The Declaration of Independence//]{Document}
 * [|Image of a Rough Draft of //The Declaration of Independence//] {Document}
 * [|Audio of //The Declaration of Independence//] {Audio}

Still confused about what caused the war in the eyes of the American Colonists? Look at the first minute and 25 seconds of [|Events Leading to the Revolutionary War]

** Information Sources on Convincing the Colonists to Join the Fight ** There were several influential people during this time period such as Thomas Paine, Patrick Henry, and George Washington. Each of these individuals exposed the colonists to propaganda encouraging them to join them in the fight for freedom. Thomas Paine's writing had a major influence in political views of the time of the American Revolution. He argues for a revolt against the Tories and the king, who is not a good father to America. Patrick Henry's famous speech of "Give Me Liberty or Give Me Death" was a very persuasive piece that encouraged many of his listeners to support the war. Additionally, George Washington had flyers made that encouraged the colonists to join forces against the British. Analyze each of the sources to find the specific messages that are contained within the propaganda piece and notice which key characteristics draw the readers or viewers into wanting to support the war. Complete a SEA Worksheet or NARA Worksheet on each of the following primary sources and be sure to cite specific details from each of the sources.


 * A portion of [|Thomas Paine's "The Crisis"](April 23, 2009 Segment 2) {Audio}
 * [|Full Text of "The Crisis"]{Document}
 * [|Washington's "Take Notice" Flyer]
 * [|"Give Me Liberty or Give Me Death" speech by Patrick Henry] {Audio}

Still confused on what the core beliefs of our founding fathers were on the subject of the King? Check out [|Founding Fathers: The Threat of Tyranny]

** Information Sources on The Battle of Lexington ** The tension between the British forces and the colonists in the Massachusetts Colony was getting worse. Reports of a potential attack of the British soldiers who were trying to damage the supplies that were being held at Lexington spread throughout the area. Paul Revere's famous "one if be land, two if by sea" signal of from the lantern of the steeple of the North Church was established. The picture of the Battle of Lexington below was drawn by Amos Doolittle, a Connecticut militiaman. By morning the soldiers were within view and the first shot, later known as "The Shot Heard Around the World" was fired. The American Revolution officially began. Review the maps below and the eyewitness account of the Battle to try to piece together the events of The Battle of Lexington. Complete a SEA Worksheet or NARA Worksheet on each of the following primary sources and be sure to cite specific details from each of the sources.


 * [|The Battle of Lexington]{Picture}
 * [|Sylvanus Wood's Eyewitness Account of Battle of Lexington]( {Document}
 * [|Map of the Battle of Lexington and Concord] {Map}

Still confused about what happened at The Battles of Lexington and Concord? Check out the first minute of [|The Shot Heard Around the World.]

** Works Cited **

"A Century of Lawmaking for a New Nation: U.S. Congressional Documents and Debates, 1774 - 1875." The Library of Congress. Web. 27 Oct. 2011. <[]>.

"American Revolution: Flags and Fliers — Take Notice Recruiting Poster." //History.com — History Made Every Day — American & World History//. A&E Television Networks, 1996. Web. 2 Nov. 2011. <[]>.

"Audio of the Declaration of Independence (.mp3)." //Welcome to The Monticello Classroom!// Thomas Jefferson Foundation, 2997. Web. 9 Nov. 2011. <[]>.

"Battle of Lexington. Drawing from Engraving by Amos Doolittle, a Connecticut Militiaman." National Archives. Web. 31 Oct. 2011. <[]>.

"Battle at Lexington Green, 1775." //EyeWitness to History - History through the Eyes of Those Who Lived It//. Ibis Communications. Web. 24 Oct. 2011. < []>.

"Compare Versions: The Declaration of Independence." //Ushistory.org//. Independence Hall Association, 1999. Web. 26 Oct. 2011. <[]>. "Declaration of Independence: Rough Draft." //Ushistory.org//. Independence Hall Association, 1999. Web. 29 Oct. 2011. <[]>.

"Declaration of the Causes and Necessity of Taking Up Arms." //The University of Oklahoma College of Law//. 2009. Web. 26 Oct. 2011. <[]>.

DeCosta, J. "A Plan of the Town and Harbour of Boston and the Country Adjacent with the Road from Boston to Concord." A Plan of the Town and Harbour of Boston and the Country Adjacent with the Road from Boston to Concord, Shewing the Place of the Late Engagement between the King's Troops & the Provincials, Together with the Several Encampments of Both Armies in & about Boston. Taken from an Actual Survey//.//London, 1775. //LC Maps of North America, 1750-1789.// //American Memory.// Library of Congress. Web. 16 Nov. 2011. .

"Founding Fathers: The Threat of Tyranny - YouTube." //YouTube - Broadcast Yourself.// 17 Sept. 2009. Web. 30 Nov. 2011. <[]>.

"How to Write News Stories." //Media College - Video, Audio and Multimedia Resources//. Media College.com. Web. 20 Nov. 2011. ‍‍<[]>.

"How to Become a News Analyst." //Online College Degree Programs From Top Colleges | DegreeFinders.com//. DegreeFinders.com, 2011. Web. 20 Nov. 2011. ‍‍<[]>.

"Patrick Henry." The Library of Congress. Web. 2 Nov. 2011. <[]>.

"Second Continental Congress Petition to King George - HistoryWiz Primary Source - The American Revolution." //HistoryWiz: for Students, Teachers and Lovers of History//. History Wiz, 2008. Web. 28 Oct. 2011. <[]>.

"School House Rock - Shot Heard 'Round the World (America Rock) - YouTube." //YouTube - Broadcast Yourself.// 19 Feb. 2010. Web. 22 Nov. 2011. <[]>.

"Talking History Archive: April 23, 2009." //Talking History Archive: Janua////ry - June, 2009//. University at Albany - SUNY. Web. 12 Nov. 2011. <[] >.

"The Aftermath of Lexington and Concord | Lexington & Concord 1775 | Boston Tea Party Ships." //Boston Tea Party Ships and Museum | Boston Museum | Boston Attractions//. Historic Tours of America, 2011. Web. 1 Nov. 2011. <[]>.

"The Crisis by Thomas Paine." //Ushistory.org//. Independence Hall Association, 1999. Web. 6 Nov. 2011. <[]>.

"The Unanimous Declaration." //From Revolution to Reconstruction//. 14 Sept. 2010. Web. 29 Oct. 2011. <[|http://odur.let.rug.nl/~usa/D/1776-1800/independence/doi.htm]>.

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