Cheryll's+Local+History+Day+Project

=Home > Local History Project > Cheryll's Local History Project

= ==Learning Activity 8-B-1: Local History Project==

Cheryll's Final Local History Project - All Done! Enjoy!

==Learning Activity 3-D-2: Local Documents, Data, and Cartoons==

This document contains an eyewitness account of the Boston Tea Party as viewed through the eyes of George Hewes, who was one of the participants. This document could be utilized to help the students view the discontent that was occurring before the actual revolution started.
 * Eyewitness Account of Tea Party (December 1773): [] {Document}

This document contains original news articles from the //Massachusetts Spy// on the Tea Meetings that were held in the Old South Meeting Church prior to the Tea Party. Did those meetings really occur? Here is the proof! This document can be utilized to help the students view the discontent that was occurring before the actual revolution started.
 * Tea Meeting Articles (November 1773): [] {Document}

This document contains the original text from the Tea Act and an anonymous eyewitness account of the Tea Party. This can be used as an example of one of the many Acts that Britain placed on the Americans.
 * The Tea Act (May 1773) and another Eyewitness Account (December 13): [] {Document}

This document also contains the original text from the Tea Act and can be used as an example of one of the many Acts that Britain placed on the Americans.
 * The Tea Act (May 1773) [] {Document}

This cartoon depicts a European view of the American Revolution. This can be used to help describe how the British viewed the American's during some of the Revolution, particularly focusing on the disagreement over tea.
 * Tea Tax Tempest (1778) [] {Cartoon}

This document contains a picture of the original document and denotes the changes that Thomas Jefferson made in his drafts and the changes the Dickenson made in his draft, along with the final draft. Side by side analysis can be completed by the students utilizing this source. Additionally, they can use a NARA or SEA sheet for this to further analyze the changes in each of the drafts.
 * //Declaration of the Causes and Necessity of Taking Up Arms// (July 6, 1775) [] {Document}

This document contains a picture of the original document and denotes the changes that Thomas Jefferson made in his drafts and the changes the Dickenson made in his draft, along with the final draft. Side by side analysis can be completed by the students utilizing this source. Additionally, they can use a NARA or SEA sheet for this to further analyze the changes in each of the drafts.
 * //Declaration of the Causes and Necessity of Taking Up Arms// (July 6, 1775) [] {Document}

This is 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. This could be used to further show how the colonists were trying to plead with the Kind to improve the safety of their families.
 * Second Continental Address Petition to the King (July 18, 1775) [] {Document}

This particular journal includes some of Sullivan’s travel as he covered portions of Pennsylvania and New York. The exciting portion of this primary resource is that it discusses travel through the Poconos and the surrounding area. The setup of this journal allows students to draw their own potential map of where Sullivan went. Students will review the introduction to the journal as a class. They will then break into groups and analyze specific chunks of the journal. Utilizing commonly known geographic information and Google Maps, students will create a map of their portion of the journey covered in their section of the journal. Dates of the journey will be included in their map. The different groups will then combine their information to draw an entire map containing the long journey covered by Lieut. John L. Hardenbergh as he traveled with General Sullivan.
 * //The Journal of Lieut.//// John L. Hardenbergh // (1879) [|http://www.archive.org/stream/journaloflieutjo01hard#page/56/mode/2up] {Document}

This particular treaty marked the end of the American Revolution. It can be analyzed to determine what the results of the negotiations were. Additionally, the students can create their own treaty with their own demands. It is also possible that the students could be split into two groups, the British and the Americans, and negotiate their own treaty prior to reading this treaty. They could then compare and contract their treaty with the actual treaty.
 * The Paris Peace Treaty (1873) [|http://www.let.rug.nl/usa/D/1776-1800/war/peace.htm#1] {Document}

Although this source in itself is a secondary source, it does contain the text of the original documents that Sullivan created. Sullivan’s letters are nicely organized in a chronological manner and can easily be found by using the Table of Contents. The individual letters could be used by the students to help determine what was going on in the different stages of the American Revolution.
 * The Military Services and Public Life of Major-General John Sullivan (1868, Sullivan's Letters from 1770s-1790s)[|http://www.archive.org/stream/militaryservice00amorgoog#page/n2/mode/2up] {Document}

Once again this is a secondary source with primary sources embedded in it. It contains the original text of the journal of several of the officers that traveled with General Sullivan. This document can be utilized to help map out the Sullivan’s journey and to gain a better understanding of the struggles that they faced. Additionally, the book includes a Roster of the Officers that served in General Sullivan’s expedition.
 * Journals of the Military Expedition of Major General John Sullivan against the Six Nations of Indians in 1779 (compiled in 1885) [] {Document}

This site contains both a picture of the orignial document and the typed up text for the students to analyze. This could be compared to the draft.
 * The Declaration of Independence (July 1776) [] {Document}

This site contains both a picture of the draft and the typed up text for the students to analyze. This could be compared to the final product above.
 * Rough Draft of The Declaration of Independence (1776) [] {Document}

This contains the typed up text of the three versions of The Declaration of Independence next to each other. The setup allows for easier comparison between the different documents.
 * Comparison of three versions of The Declaration of Independence (1776) [] {Document}

This contains a first hand account of his experience as he fought with the colonists against the British. This could be used to perhaps support a picture of the Battle of Lexington.
 * Sylvanus Wood's Eyewitness Account of Battle of Lexington (occurred 1775, recorded years later, published 1858) [] {Document}

This was an annoucement of the surrunder of the British at the Battle of Yorktown.
 * Corwallis is Taken (October 26, 1781). [] {Document}

This site contains a letter from Peter Brown, one of the colonists fighting at Bunker Hill, to his mother. It describes some of the timing of when the British were attacking them and how the American fort was not yet completed. This site contains numerous actiles about the Bunker Hill battle and the time period.
 * Letter from Peter Brown (June 25, 1775) [] {Document}
 * Newspaper articles about Bunker Hill [] {Document}

Learning Activity 4-D-1: Local Photos and Posters
This is a picture of General Sullivan in his uniform in 1778. This picture could be used as a visual when learning about the life of General Sullivan.
 * General Sullivan [] {Picture}

This picture is taken of an original painting that was done in London in 1776. This picture could be used as a visual when studying some of the key characters of the American Revolution, specifically when focusing on Sullivan's expeditions.
 * Chief Joseph Brant [] {Picture}

This poster/flyer was created to help encourage people to join forces with General Washington to fight against the British. This poster could be used to show an example of propaganda that was used to encourage the colonists to join the war. It also depicts the colonists' frustrations with the British.
 * "Take Notice" [] {Poster}

[] This is a picture of the colonists dressed as Indians and throwing tea into the Boston Harbor. This could be used to help tell the story of the Boston Tea Party.
 * Boston Tea Party Picture (1789) {Picture}

The picture is from a drawing by Amos Doolittle, who was a Connecticut militiaman. The Battle of Lexington was one of the first battles in the American Revolution. The British were trying to damage the supplies that were being held at Lexington, while the colonists were fighting back and trying to protect the supplies. This battle was later known for its day break shot that was "heard round the world". This picture could be used to help depict the Battle of Lexington and the tactics that the British were using in this particular battler.
 * Battle of Lexington [] {Picture}

[] {Picture} This picture was drawn by John Trumbell, who was commonly known at the time as the "Patriot-Artist". Although this picture was not drawn during the Battle, Trumbell was a viewer of the battle and drew it several years later. The battle of Bunker Hill was a bitter sweet victory for both sides. Although the British did win this battle, they lost about a third of their soldiers. Meanwhile, the Americans lost their own General Warren, but they did kill a large number of British soldiers. This picture could be used to help tell the story of the Battle of Bunker Hill.
 * Death of General Warren at the Battle of Bunker Hill

This picture of the Late Battle of Charlestown (July 17, 1775) was engraved by Bernard Romans in 1775. This battle was a continuation of the Battle of Bunker Hill that is located on the Charlestown Peninsula in Massachusetts. We often picture all the battles occurring on foot. This picture could be used to describe a battle in the American Revolution where they were also being attacked by ships in the ocean.
 * Battle of Charlestown [] {Picture}

This is a print of the 1762 picture of King George III. This picture could be used as a visual when studying one of the documents produced by the King of England.
 * King George III [] {Picture}

==Learning Activity 5-D-1: Local Audio and Music==

This first verse of the particular song was written by the British and was intended to make fun of the colonists. However, the colonists quickly claimed the song and added verses to it that made fun of the British army and praised the colonial army. The picture, which was published during the Civil War, does not necessarily relate to the revolutionary war time period. However, the vagueness of the picture would allow the students to suggest whether or not the picture could be used to make fun of the British or the Americans. The man in the picture is likely an American, perhaps a Yankee, but the background is so detailed that it reminds me more of a castle. This song could also be used to analyze some of the similarities between the American Revolutionary War and the Civil War.
 * <span style="font-family: 'arial','sans-serif'; font-size: 13px;">Yankee Doodle Song Sheet []{Song Music} [] {Audio}

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This song was written by Francis Hopkinson in 1778 with a purpose of giving honor to George Washington. This particular toast basically places Washington up on a pedestal. The students could use their prior knowledge to provide examples of how each of the statements in this song are true. They could also analyze whether or not this song could be changed to be used as a toast to the King. Was the author putting Washington on the same level as the King? Was the author in directly referring to Washington as the "American King"?
 * The Toast to George Washington [] {Sheet Music}

This was the British Navy song that was written in 1759 by David Garrick. This song is the first song of what I would consider a series of songs. This song was basically the British fight song. The Americans took this song and reworded it into //The Liberty Song//, which was then reworded into //A Parody of the Liberty Song.// This song, along with the other two, could be used to analyze the different views of the war and how the same song was adjusted to tell a completely different story about the same event.
 * Heart of Oak [] {Audio, Music & Lyrics}

[] {Sheet Music} <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Liberty Song was written by John Dickson in 1768 and was published in the //Boston Gazette// and //The Boston Chronicle//. Dickson wrote the words to go along with the British Royal Navy's anthem called "Heart of Oak". This song was considered one of the first patriotic songs in America. This song, along with the other two, could be used to analyze the different views of the war and how this same song was adjusted to tell a completely different story about the same event. Additionally, it describes how many of the American's felt at this time period. The students could take this song and rewrite it into current English lingo and perhaps focus on writing it for one our current military operations
 * The Liberty Song [|http://www.masshist.org/revolution/image-viewer.php?item_id=257&img_step=1&tpc=&mode=large&tpc=#page1]{Song Words} &

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The author of this song is unknown; however they believe that it was written prior to the end of 1768. The tune of the song is "Heart of Oak", which is the same tune that "The Liberty Song" used. The students could write a brief summary of what they believe the words are trying to say. This song could also be compared to "The Liberty Song". Additionally, the students could write a Parody of "A Parody of the Liberty Song" from the colonists' point of view.
 * A Parody of the Liberty Song [] {Song Words}

[] {Instrumental Audio} <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The author of this song is believed to be a British soldier who died in the battle when the British landed in Manhattan on September 16, 1776. This song is rather confusing. The words are partially in support of the Colonist cause, yet it is believed to have been written by a British soldier. The students could analyze whether or not they think it was really written by a British soldier or not. They could also suggest some possible real life situations that would explain why a song written by a British soldier would also be in support of the colonists. Did the British soldier finally understand the war form the Colonist's viewpoint as he lay on his death bed? Is it possible that a British soldier was singing the song as he was dying and was overheard by an American soldier who then wrote the song down and adjusted it so it was also from an American viewpoint?
 * Dying Redcoat [] {Lyrics & Music}

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students could listen to the audio of //The Declaration of Independence// while looking at the text of it. Using highlighters or colored pencils, the students could identify sections where the reader seems to be more emotion or emphasize certain words. They could then analyze why they think the speaker chose to emphasize those words. Why are those words more important than the other words that they speaker said?
 * The Declaration of Independence [] {Audio}

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. The students could listen to the audio and record all of the arguments that Paine has for why they should go to war against the king. This audio could also be used to show the conflicting views of the colonists who were loyalists, otherwise known as Tories, and those who wanted to fight back against Britain. Additionally the students could consider which words were emphasized by the reader and why these words are considered more emphasized. The full text of //The Crisis// can be found at []. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Patrick Henry delivered the speech on March 23, 1775. His speech encouraged others to support the war and is said to have potential swayed the vote in having the Virginia troops fight the British. Students could listen to the speech and analyze what components of the speech were most effective in persuading the Americans that going to war was a necessity.
 * A portion of Thomas Paine's //The Crisis// [] (April 23, 2009 Segment 2) {Audio}
 * "Give Me Liberty or Give Me Death" speech by Patrick Henry [] {Audio}

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This song is believed to have been written by a British soldier the day after the Battle of Bunker Hill. After reading and analyzing the text, the students could draw pictures of the Battle of Bunker Hill.
 * //Battle of Bunker Hill// [] (July 17, 1775) {Song Words}

==Learning Activity 6-D-1: Local Video and Maps==

This awesome hand drawn map created in 1779 depicts Sullivan’s march from Easton to the Senaca and Cayuga countries. The map contains geographic landmarks and dates. Students could compare their map to this map. Do the dates match up? Based on the student’s map and Google map, the students could work to identify the geographic landmarks such as the lakes and swamp. Using clear sheets, such as overhead project sheets, students could approximate current major highways on their map such as Interstate 80, Interstate 380, Route 33, etc. This would allow the students to get a better grasp on the geography of the march based on roads that they are familiar with.
 * Sullivan's March from Easton to the Senaca and Cayuga Countries [] {Map}

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This map of the Battles of Lexington and Concord was believed to have been created in London shortly after the battle occurred. It shows the town of Boston and Concord and the battle that took place between the British and the colonists. It also shows where the armies camped around Boston. This map could be used as a great primary source when trying to recreate the events that occurred in this battle and approximately where each of the military camps were. This students could also read about the battles and then use the map as a visual representation of the battles to help them gain a better understanding of what occurred where.
 * Battle of Lexington Map [] {Map}

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This map shows the positions and movements of the troops in the Battle of Bunker Hill. The map could be used by students to investigate revolutionary war strategies.
 * Bunker Hill Battle Map [] {Map}

1793 or before {Map} <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This map includes a depiction of the battle that occurred at Bunker Hill. It was created by Thomas Hyde, a British officer that worked with General Howe to help prepare the plan of attack. Its detail, including redoubts, fences, and hedgerows could be utilized by students to help them have a visual understanding of the Battle at Bunker Hill. Students could also analyze the "Plan of Action at Bunker's Hill" versus the actual action that occurred at Bunker Hill.
 * A Plan of Action At Bunker's Hill []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This map is a little difficult to read in the sense of trying to determine the European Powers. However, it would be very useful in the study of the revolutionary war because it identifies where there different Native America tribes that the colonists were fighting are located. The map could be used as an introduction to Sullivan's March or as an introduction to the role that the Native American's played in the American Revolution.
 * North America:As Divided by the Eurpoean Powers (1776) [] {Map}

==Additional Notes and Resources==

This site contains lost of historic markers that indicate the path that Sullivan took in his expeditions. Here are some of them: Elmira, NY: [] Waterloo, NY:[] Athens, PA: []; [] Milan, PA: [] Wilkes-Barre, PA: [] Scotrun, PA: [] King of Prussia, PA: [] Easton, PA: [] Wind Gap, PA: [] Tunkhannock, PA:[] West Chester, PA: [] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">In my lesson on Sullivan’s Expedition, I will have them utilize the Historic Marker Database to help guide them in creating a more accurate map of Sullivan’s travels.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">The Historic Marker Database [|www.hmdb.org] {Picture} **Secondary source***

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">More documents to analyze: []
 * If looking for more info on George Washington then look at: []

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Difficult to build a wagon road over the Pocono mountains []

Hand to Sullivan []

Sullivan to Congress asking for supplies (clothing) []

Sorry about the hardships but if you don’t go soon you will be defeated. []