Feuerstein+Taking+the+Lead

The American Revolution from Boston to the Poconos Through Our **EYES**: Taking Sides

** 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 the British Officers, Chief Joseph Brant and role of the Native Americans in the War, and //Sullivan's Expeditions//.
 * **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 General Howe's reaction to the document from the Continental Congress? Or maybe your analyst will include an interview of General Sullivan and how he feels this most recent battle 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 a British Leader: General Howe ** Although it was true that King George III was technically in charge,the extensive distance between the colonies and English led to slow return communication and thus the need to be reliant on some of the British officers that were in America. One such military officer, was General William Howe, which was said to be distantly related to the King. He quickly became a major who was in charge of the British soldiers in major battles such as the Battle of Long Island, Battle of Saratoga, and Battle of Bunker Hill. Howe, who basically became Commander-in-chief of the British Army in the colonies, was well known and feared by George Washington and the rebelling colonists. The //Continental Congress Resolution on General Howe &// Prisoners was used to voice the concern that General Howe was not treating the prisoners of war is an appropriate manner. //Orders from Howe// contains several directives to the people of Boston as well as an appeal to help maintain order//.// Although these documents superficially seem to show Howe as an effective Commander-in-chief, some people thought that Howe was too gentle with the rebelling colonists and perhaps was the reason that the British lost the war. Read the primary sources below to find out about some of the decisions that General Howe made. Do you think he made the right decisions? Why or why not? 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.


 * [|Continental Congress Resolution on General Howe & Prisoners]{Document}
 * [|General Howe] {Picture}
 * [|Orders from Howe] {Document}

Still Confused about what role General Howe played in the American Revolution? Check out this secondary source: [|Lt. General Sir William Howe].

** Information Sources on a Native American Leader: Chief Joseph Brant ** Have you ever wondered why the Native American's stuck their head in the middle of the American Revolution that was supposed to be the British versus the rebelling colonists? Do you remember that Proclamation of 1763 issued by King George III that basically required the colonists to leave some land for the Native American's? What if the colonists, who weree severely angered by this Proclamation took over and removed that law? The //North America: As Divided by the European Powers// shows were the current Native American's were living. Where would they live if that Proclamation was ignored? Where would their family live and what would happen to them? With these concerns in mind, several Native American's tried to sabotage the colonists hoping to give the British and advantage. Regardless of stereotypes of Native Americans during this time period, Chief Joseph Brant, one of the key players during the American Revolution, was rather well organized and connected to the English monarchy through his sister, Mary, who married Sir William Johnson, who was the British Superintendent of the Northern Indians of America. The //Chief Joesph Brant// picture was actually created in England. Although the Native American's did do significant damage to the colonists in events such as those described in the //Cherry Valley Journal//, they also ended up becoming a new target for the rebelling colonists' aggression. Some of these concerns were shared in letters from Mary Brant to Col. Claus. 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. Chief Joseph Brant {Picture} <- [|Brother's Observe Well] [|Cherry Valley Journal] [|Mary Brant’s Letter to Col. Claus] [|North America:As Divided by the European Powers (1776)] {Map}

Still confused? Learn more about [|Chief Joseph Brant] through this secondary source.

** Information Sources on a Leader of the Colonists: General Sullivan ** While some of the rebelling colonists focused their energy on fighting the British soldiers, others spent the majority of their time trying to wipe out some of the Native American's who were often siding with the British. One such soldier was General Sullivan, the who started a major campaign, later known as Sullivan's Expeditions, in 1779 against that Native Americans. //Sullivan's March from Easton to the Senaca and Cayuga Countries// is a hand drawn map created in 1779 that depicts Sullivan’s march from Easton to the Senaca and Cayuga countries. The map contains geographic landmarks and dates. In order to better understand this map, consider using Google Maps to try to identify the specific geographic landmarks that are identified in the map and the current locations of the items identified in the map. Read about the daily life as a member of Sullivan's troops in //The Journal of Lieut. John L. Hardenbergh//. Note that this journal discusses travel through the Poconos and the surrounding area. Conditions on this journey are very difficult. Sullivan's May 1779 letter explains that they are having difficulties trying to build a wagon road over the Pocono Mountains. Even though they were facing many difficulties, the Continental Congress was pushing Sullivan and his men to move faster. One such example of that was //George Washington's July 1779 Letter// that explained the concern that, regardless of the current hardships, if Sullivan did not start moving soon then he would likely be defeated.


 * [|Sullivan's March from Easton to the Senaca and Cayuga Countries]{Map}
 * [|The Journal of Lieut. John L. Hardenbergh] (1779)  {Document}
 * [|Sullivan's May 1779 Letter]{Document}
 * [|George Washington's July 1779 Letter]{Document}

Still confused about where Sullivan and his men traveled? Check out [|The Historic Marker Database], which is a secondary source that contains lots of historic markers that indicate the path that Sullivan took in his expeditions and describes some of the events that occurred.

** Works Cited **

"A Century of Lawmaking for a New Nation: U.S. Congressional Documents and Debates, 1774 - 1875." Library of Congress. p. 1007. Web. 28 Oct. 2011. < []>

"By His Excellency the Hon. William Howe, Major General, and Commander in Chief of All His Majesty’s Forces, within the Colonies Lying on the Atlantic Ocean, from Nova Scotia to West Florida, A Proclamation." //An American Time Capsule: Three Centuries of Broadsides and Other Printed Ephemera//. Library of Congress. Web. 30 Oct. 2011. .

"Diary of Captain Benjamin Warren at Massacre of Cherry Valley, New York." //New River Valley Historical Notes//. 2001. Web. 15 Nov. 2011. [].

"General Howe." //Library of Congress Home//. Web. 3 Nov. 2011. [].

"General Howe's Picture" NNBD. Web. 4 Nov. 2011. [].

"General Sullivan's Picture." New York Public Library. Web. 2 Nov. 2011. [].

"George Washington's July 1779 Letter." Library of Congress. Web. 25 Oct. 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. <[]>.

"Joseph Brant (Thayendanegea), Mohawk." //Welcome to Indigenous Peoples Literature//. 2008. Web. 15 Nov. 2011. [].

"Joseph Brant's Picture." Ancient Free and Accepted Masons. Web. [].

"Journals of the Continental Congress - Speech to the Six Nations; July 13, 1775." //Avalon Project - Documents in Law, History and Diplomacy//. Lillian Goldman Law Library, 2008. Web. 28 Oct. 2011. [].

Kitchin, T. //A "//New Map of the British Dominions in North America." With the Limits of the Governements Annexed Thereto By the Late Treaty of Peace, and Settled by ‍‍Proclamation. London, 7 October 1963. //LC Maps of North America, 1750-1789.// //American Memory//. Library of Congress. Web. 15 Nov. 2011. ‍‍<[]>.

"Letters of Molly Brant." //Three Rivers, Hudson, Mohawk, Schoharie//. Berry Enterprises, 2003. Web. 15 Nov. 2011. [] "Map of Gen. Sullivan's march from Easton to the Senaca & Cayuga countries." //American Memory//. Library of Congress. Web. 15 Nov. 2011. ‍‍<[|http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3791s+ar106400]))>

Moran, Donald. "King George III's Soldiers." //Revolutionary War Historical Article//. Sons of Liberty Chapter - Sons of American Revolution. Web. 25 Nov. 2011. [].

"Sullivan's May 1779 Letter." Library of Congress. Web. 25 Oct. 2011. .

"The Journal of Lieut. John L. Hardenbergh of the Second New York Continental Regiment from May 1 to October 3, 1779, in General Sullivan's Campaign against the Western Indians." //Internet Archive: Digital Library of Free Books, Movies, Music & Wayback Machine//. Web. 28 Oct. 2011. [|http://www.archive.org/stream/journaloflieutjo01hard#page/56/mode/2up].

"Welcome to the Historical Marker Database." //The Historical Marker Database//. 2006. Web. 2 Nov. 2011. [].

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