Create a time line for the listed actions/incidents/events.  Students will need to do research to determine the date (month, day, year) of the event, action, or incident. Before creating the time line, the teacher should have students group the actions/incidents/events by year.

George III	Articles of Confederation ratified First Continental Congress Congress creates a Navy Quartering Act George Washington named Commander in Chief Cessation of Hostilities between United States of American and the King of Great Britain Stamp Act Declaration of Independence approved Second Continental Congress Congress ratifies The Treaty of Alliance with France George III declares colonies to be in state of rebellion Washington establishes winter quarters at Valley Forge Townshend Acts Surrender of Cornwallis at Yorktown Boston Massacre Olive Branch Petition presented to George III Washington and troops cross Delaware River for surprise attack on British Boston Tea Party Treaty of Paris between Great Britain and the United States Tea Act Battle at Lexington and Concord Sugar Act Congress adopts a flag Constitution adopted
Crossing the Delaware
Washington at Valley Forge	Battle at Lexington and Concord

In order to maintain British troops in the colonies after the French and Indian War (1763) King George III and the members of Parliament imposed taxes on the colonies.  Starting with 1764 make a chart (similar to the one below) of the taxes in chronological order. One has been done for you. 

The colonists were angry over the taxes being imposed on them by the King.  Many cartoons portrayed their angry at the injustice.  Analyze the cartoons below (click each image for a larger version) to determine which tax and/or offenses are under attack.  Use the Cartoon Analysis Worksheet to assist you. 

The Declaration of Independence outlined the colonists’ grievances with the King and Parliament.  List those grievances on the board.  Have students chose a grievance and create a cartoon to illustrate it. 

Satirized cartoons were used to ridicule and mock individuals in a way that got the message across.  Try analyzing these cartoons (click each image to view a larger version).  Use the Cartoon Analysis Worksheet to assist you.

Examine the biographies of Algernon Sydney, Aristotle, Cicero and John Locke.  Use a chart like the one below to record information on these men and the beliefs they wrote about that Jefferson would incorporate into the Declaration of Independence.

Did these men know each other?  Explain your answer.

Examine the painting by Francis P. Stephanoff on the Trial of Algernon Sydney.  Locate Sidney in the painting.  Sydney contended that he did not receive a fair trial and on the eve of his execution commented:  “I had from my youth endeavored to uphold the common rights of mankind, the law of this land, and the true Protestant religion, against all principles, arbitrary power, and popery, and I do now willingly lay down my life for the same.”  Read this excerpt by Diana Akers Rhoads, “Algernon Sydney, Father of Modern Freedoms.”  Based on the information in this article, write a defense and present it to the class, portraying Sydney defending himself.

Click image for larger version.

What was the verdict/sentence issued at the conclusion of Sydney’s trial?  How was it carried out?

Sydney’s father wrote in his diary about an incident in his son’s life:

The Generall Cromwell sayd to Harrison, Put him out. Harrison spake to Sydney to go out, but he sayd he would not go out and sate still.  The Generall sayd again, Put him out. Then Harrison and Forstley put theyr hands upon Sydneys shoulders as if they vould force him to go out. Then he rose and went to the door.

Rewrite that journal entry in our modern-day English.

The colonists were angered at Britain’s trade restrictions and taxes.  In order to force England to repeal the taxes, the colonists organized a boycott of British trade goods.  Examine the Natural Resource list below of English goods that the colonists were expected to purchase from England. Great Britain needed natural resources found in the colonies.  Examine that list below.

Divide the class into two groups, one representing Great Britain, the other the colonies.  Prepare paper disks labeled with the names of the goods and the natural resources.  Give the natural resource disks to the colonies and the English trade goods disks to Great Britain.  Have the colonies decide what goods they will boycott.  Bring the two groups together to begin the exchange of goods (disks).

Have each group count their disks at the completion of the exchange. What happened to the balance of trade when the colonists instituted a boycott?  Do you think a boycott would be effective?  Why or why not?  

Adapted from Teaching Economics in Georgia Studies Resource Guide, Georgia Council on Economic Education, 1995.  

Research other boycotts in the United States.  What results did these boycotts produce?  

Current events articles:

• Margie Jumper

• Rosa Parks (I)

• Rosa Parks (II)

• Women in Civil Rights Movement

On the board have students list the weaknesses of the Articles of Confederation.  Have each student select a weakness and write a letter as a citizen of one of the colonies to the newspaper editor. 

Have students list on the board the pros and cons of Independence from Great Britain.  Divide the class into two groups.  Have one group design posters (broadsides), signs, leaflets, ads, cartoons and notices for Independence.  The other group should design similar items for remaining under British rule. If you had lived in one of the colonies during this time, would you have supported the rebellion for independence or would you have supported reconciliation with England?  Outline your reasons in a brief paper.

Research one of the following American officers in the American Revolution and present an oral report.  Locate a primary source (letter, document, report from that era) and an image of the individual to include in the report.  Be sure to elaborate on their role in the war for independence. 

Create a three dimensional model of one of the following events:

Boston Massacre	Winter Quarters at Valley Forge	Scene dealing with Declaration of Independence	Continental Congress scene

Battle scene	Farming scene	Military/troop scene
	From the Collections of The Henry Ford, Copy and Reuse Restrictions Apply

Who were the spies and traitors hampering the colonists bid for independence? 

Use the following documents written by George Washington to determine the story of Dr. Benjamin Church and the infamous Benedict Arnold.  Convene a court and bring these traitors/spies to trial.  Students should take on the roles of judge, prosecutor, defense lawyer, jury, and witnesses for and against. 

Research American spies behind British lines and present your findings to the class.

Discuss in class George Washington’s December 31, 1775 report on the state of the troops.  What were conditions like for the army?

On February 23, 1778 Baron Wilhelm Ludulf Gerhard Augustin Steuben, a volunteer from Germany, presented a Letter of Introduction to George Washington outlining Steuben's military experience.  Steuben’s military training manual was translated and published by Congress.  Steuben began training American troops in warfare at Valley Forge. What warfare strategies and techniques do you think Steuben imparted to the troops?

Write a Letter of Introduction for a classmate relating his or her skills.

Using a chart like the one below, compare early wars and later wars in the area of transportation, soldiers, food, quarters (housing), weapons, war strategy and battlefields.  What general conclusions can you draw about the changing face of war?

Library of Congress Rare Book and Special Collections Division LC-USZ62-45228 (George III)
Library of Congress Prints and Photographs Division LC-USZCN4-159 (Crossing Delaware)
Library of Congress Prints and Photographs Division LC-USZ62-818 (Valley Forge)
Library of Congress Prints and Photographs Division LC-USZ62-8623 (Lexington/Concord)
Library of Congress Prints and Photographs Division LC-USZ62-9487 (cartoon)
Hampden-Sydney College, Hampden-Sydney, Virginia 2005.15.01 (trial)
Hampden-Sydney College, Hampden-Sydney, Virginia 2002.25.01 (A. Sydney)
Free Library of Philadelphia (ship)
Library of Congress Prints and Photographs Division LC-USZ62-112159 (reading)
Maryland Historical Society, Baltimore, Maryland (Yorktown)
National Archives and Records Administration (Boston Massacre)
Library of Congress Prints and Photographs Division LC-USZ62-819 (Valley Forge)
National Archives and Records Administration (reading Declaration)
Library of Congress Prints and Photographs Division LC-USZC2-2244 (Continental Congress)
Library of Congress Prints and Photographs Division LC-USZ62-8623 (Lexington/Concord)
From the Collections of The Henry Ford, Copy and Reuse Restrictions Apply (flail)
Library of Congress Prints and Photographs Division LC-USZC4-2912 (battle scene)
Library of Congress Prints and Photographs Division LC-USZ62-68483 (B. Arnold)
Office of Medical History, United States Army (Dr. B. Church)
Library of Congress Prints and Photographs Division (Valley Forge)
Georgia Historical Society (Washington's prayer book)