chapter 6 resources - pc\|macimages.pcmac.org/sisfiles/schools/tx/weslacoisd/centralmiddle/... ·...

$: Chapter 6 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/TX/WeslacoISD/CentralMiddle/... · Chapter 6 Resources ... in a surprise attack. 1780 The British capture Charleston$
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Chapter 6 Resources

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTWhy It Matters ChapterTransparency 6

Graphic Organizer 13

Copyright © by The McGraw-Hill Companies, Inc.

W hy It Matters 6The American Revolution Chapter

Excerpt from Common Senseby Thomas Paine

. . . let a crown be placed thereon, by whichthe world may know, that so far as we approveof monarchy, that in America THE LAW ISKING. For as in absolute governments theking is law, so in free countries the law oughtto BE king, and there ought to be no other.But lest any ill use should afterwards arise; letthe crown at the conclusion of the ceremonybe demolished, and scattered among the peoplewhose right it is . . . A government of our ownis our natural right; . . .

SOURCE: Thomas Paine, Common Sense, 1776.

Cause Effect/Cause Effect

Graphic Organizer 13:

Cause–Effect Chart


Time Line Activity 6

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Time Line Activity 6★

Landmark Dates in the Revolutionary War

DIRECTIONS: Use the information provided in the time line to answer thequestions in the spaces provided.

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Vocabulary Activity 6

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Vocabulary Activity 6★

DIRECTIONS: Solving Crossword Puzzles Complete the crossword puzzleby spelling out the term defined by each clue.

Patriot neutral Loyalist mercenary recruit desert

deserter blockade privateer guerrilla warfare ratify ambush

DIRECTIONS: Writing Explanations Define the term inflation. Use the term toexplain what happened when Congress printed too much paper money to

finance the Revolutionary War. ��

��

��

ACROSS2. soldier who ran away5. hired soldier6. American who supported

independence7. American who supported

Great Britain and opposed the war for independence

8. the patrol of waterways to prevent other ships from entering or leaving harbors

10. to approve11. a surprise attack12. privately owned merchant ship

equipped with weapons

DOWN1. hit-and-run technique

used in battle3. to enlist4. taking neither side in

a conflict9. to leave the army

without permission

2

1

3

4

5

6

7

89

1011

12

Workbook Activity 6

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The American Revolution

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question.

�� 1. Loyalist strength was the greatest in which regions?A. New England and New York C. the Carolinas and GeorgiaB. Pennsylvania and New Jersey D. Virginia and Maryland

�� 2. Which one of the following women did not fight in the American Revolution?A. Deborah Sampson C. Molly PitcherB. Dolley Madison D. Margaret Corbin

�� 3. The Quakers would not participate in the war because theyA. supported the Loyalists. C. were allies of the Hessians.B. sympathized with Great Britain. D. opposed all armed conflict.

�� 4. At first, soldiers who enlisted in the Continental Army usually signed up for A. one year. C. five years.B. three years. D. the length of the war.

�� 5. “I only regret that I have but one life to lose for my country” were theimmortal last words ofA. Thomas Paine. C. Benedict Arnold.B. John Burgoyne. D. Nathan Hale.

�� 6. African Americans joined the Patriots for all of these reasons except

A. belief in the Patriot cause. C. to earn their freedom.B. need for money. D. preserving the right to own slaves.

�� 7. Several European nations helped the American cause, mostly because theyA. believed in the ideals set forth in the Declaration of Independence.B. hated the British.C. were afraid the Americans might declare war on them.D. needed an excuse to declare war on Great Britain.

�� 8. British General Charles Cornwallis surrendered atA. Charleston, South Carolina. C. Yorktown, Virginia.B. Philadelphia, Pennsylvania. D. Wilmington, North Carolina.

Workbook Activity 6★

Name �� Date �� Class ��

C

B

D

A

D

D

B

C

(continued)

Critical Thinking SkillsActivity 6

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2. Did the British forces know that American soldiers would gather in oraround Charlestown on June 17? Explain your answer.

��

��

3. Where did the British group their troops right after they landed? Why?

��

��

4. What actions of the British suggest that they were sure they coulddefeat the American troops?

��

��

5. Did the American forces offer much of a challenge to the British duringthis battle? Explain your answer.

��

��

PRACTICING THE SKILLDIRECTIONS: In the blank at the left, write the letter of the choice that bestanswers the question.

1. Why might it have been difficult for the Americans to retreat from Bunker Hill?A. Bunker Hill was higher than the land around it.B. The retreat had to take place across Charlestown Neck, which

was narrow.C. British forces were behind Bunker Hill at Charlestown Neck.D. Bunker Hill was on an island.

2. Which of the following statements probably explains why the British first attacked from the sea?A. They did not know how to attack by land.B. They wanted to avoid coming ashore during the battle.C. Land routes were cut off by American soldiers.D. The British knew the Americans did not have any ships.

3. According to the map, which of the following statements is true about the Battle of Bunker Hill?A. The British established a foothold north of Boston.B. The Americans controlled Charlestown after the battle.C. The British were outnumbered by the Americans during the battle.D The battle lasted for a week

Critical Thinking Skills Activity 6 Making Inferences

Take-Home ReviewActivity 6

1783 The Treaty of Paris is signed to end the war.

1778 France and the United States form an alliance, and France gives money,troops, and equipment to the Patriots.

1781 The British surrenderafter the Battle of Yorktown.

THE AMERICAN REVOLUTIONThe Declaration of Independence proclaimed the birth of a new nation. However, it took theAmerican Revolutionary War to gain full independence from Britain.

Reviewing Chapter 6

Take-Home Review Activity 6

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DID YOU KNOW?American navalhero John PaulJones was born inScotland and wasapprenticed tolearn seamanshipat the age of 13.He was 32 yearsold in 1779 whenhe commanded the American war-ship that sunk theBritish ship Serapis.This was an impor-tant victory in theRevolutionary War.

SOME IMPORTANT EVENTS OF THE AMERICAN REVOLUTION

1776 1777 1778 1880 1881 1882 1883

1777 The British capturePhiladelphia.

1777 The Patriots defeatthe British at the Battle ofSaratoga, New York.

1776 Washington’stroops cross theDelaware River to takeTrenton, New Jersey, in a surprise attack.

1780 The British capture Charleston.

1778 Fighting in the warspreads to the West and South,involving Native Americans aswell as colonists.

1776 Thomas Paine’s pamphletCommon Sense inspires manycolonists to fight, despite thehard times.

1779 Naval hero John Paul Jones forcesthe surrender of British warship Serapis.

1779

The Americans were able to win the war against Britain because they• fought the battles on their own land• received help from other nations • had the leadership of George Washington• were strongly motivated by their ideal of being an independent country

Linking Past andPresent Activity 6

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Linking Past and Present Activity 6

Soldiers’ Rations

Those who served in General GeorgeWashington’s army

during the American Revolution werecalled Continental soldiers. When sup-plies were plentiful, the governmentissued a Continental soldier stationednear Boston the following food rations:

From these raw materials, a soldierprepared his own meals. Often the armydid not have enough food to go around, or the food was spoiled.

Throughout the history of the UnitedStates Army, soldiers’

rations have changed to reflect the coun-try’s changing attitudes about nutritionand health. In today’s army the standardfield ration is called an MRE, whichstands for “Meal, Ready to Eat.”Vacuum-sealed foil packages havereplaced most of the heavier cannedfoods found in rations of 20 years ago(called C-Rations).

The following is an example of one of the various MREs a soldier might beissued today:

T H E N N O W

√ One pound of bread

√ Half a pound of beef and half a

pound of pork; and if pork cannot be

had, one and a quarter of beef; and

one day in seven they shall have one

pound and one quarter of salt fish,

instead of one day’s allowance

of meat

√ One pint of milk, or if milk cannot be

had, one gill (1⁄2 cup) of rice

√ One quart of good spruce (made from

spruce trees) or malt (made from

grain) beer

√ One gill (1⁄2 cup) of peas or beans, or

other sauce equivalent

√ Six ounces of good butter per week

√ One pound of good common soap for

six men per week

√ Half a pint of vinegar per week per

man, if it can be had

√ Ham slices√ Beans in tomato sauce√ Crackers√ Cheese spread (vitamin fortified)√ Dehydrated fruit cocktail√ Cookie bar√ An accessory packet containing: salt and

pepper, instant coffee, sugar, nondairycreamer, book of matches, tissue paper,plastic spoon, chewing gum

Crackers

CheeseSpreadCheddar

Ham and Egg

Chopped

Beef Hash

DIRECTIONS: Writing an Essay On a separate sheet ofpaper, write an essay that describes the different factors

that are important in designing MREs for today’s soldiers.

Primary SourceReading 6

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★ Primary Source Reading 6 ★★

A Record of General George WashingtonInterpreting the Source As you read, observe the soldiers’ hardships at

Valley Forge and Dr. Albigence Waldo’s opinion of General George Washington.

Waldo’s Diary, DecemberDec. 12th—A Bridge of Waggons made acrossthe Schuylkill last Night. . . . Some Skirmishingover the River. Militia and draggoons broughtinto Camp several Prisoners. Sun Set.—Weare order’d to march over the River—Itsnows—I’m Sick—eat nothing—No Whiskey—NoBaggage—Lord—Lord—Lord. The Army were ’tillSun Rise crossing the River—. . . .

Dec. 14—Prisoners & Deserters are continu-ally coming in. The Army . . . now begin togrow sickly from the continued fatigues theyhave suffered this Campaign. Yet they stillshow spirit of Alacrity [eagerness] &Contentment not to be expected from soyoung Troops. I am Sick—discontented—andout of humour. Poor food—hard lodging—Cold Weather—fatigue—Nasty Cloaths—nastyCookery—Vomit half my time—smoak’d out ofmy senses— . . . . A pox on my bad luck. Herecomes a bowl of beef soup—full of burntleaves and dirt, . . . . There comes a Soldier—His bare feet are seen thro’ his worn outShoes—his legs nearly naked from the tatter’dremains of an old pair of stockings—hisBreeches not sufficient to cover hisNakedness—his Shirt hanging in Strings—hishair disheveled—his face meagre . . . hecomes, and crys with an air of wretchedness& dispair. . . .

Dec. 21st— . . . A general cry thro’ the Campthis Evening among the Soldiers—“No Meat!—No Meat!”—the Distant vales Echo’d back themelancholly sound—“No Meat! No Meat!” . . .Our Division are under Marching Orders thismorning. I am ashamed to say it, but I amtempted to steal Fowls if I could find them—or even a whole Hog . . . future History will . . .reflect lasting honur on the Wisdom and pru-dence of General Washington . . . and hishaving not wantonly thrown away the lives ofhis Soldiers, but reserved them for anotherCampaign—(if another should Open in theSpring) which is of the utmost conse-quence—This then cannot be called anInglorious Campaign. If he had risk’d aGeneral Battle, and should have prov’dunsuccessfull—what in the name of heavenwould have been our case this Day . . .General Washington has doubtless consid-ered these matters—& his conduct of thisCampaign has certainly demonstrated hisprudence & Wisdom.

SOURCE: Albert Bushnell Hart, ed. American History Toldby Contemporaries, Vol. II. The Macmillan Company,1898, from The Historical Magazine, May–June, 1861.New York, 1861.

DOCUMENT-BASED QUESTIONDIRECTIONS: Answer the following question on a separate sheet of paper.How did the hardships at Valley Forge affect Waldo?

DIRECTIONS: Book Publishing A publisher plans to reprintAlbigence Waldo’s diary to help modern-day audiencesunderstand more about the Revolutionary War. Create a

book jacket for this publication, including front and back covers.

Geography and HistoryActivity 6

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GEOGRAPHY AND HISTORY ACTIVITY 6★

DIRECTIONS: Write your answers to questions 1–5 on the map. You mayabbreviate if you wish.

1. Region The Revolutionary War took place over a wide area. Themap shows the three generalareas where the war was fought.Color each region with a differ-ent color and write the name ofthe region on the map.

2. Dots on the map show the location of these places: • Boston• Saratoga• New York• Trenton• Princeton• Philadelphia• Charleston• YorktownWrite the names of the placesnext to the appropriate dots.

3. Draw circles around British victories.

4. Draw squares around American victories.

5. Draw a star on the location ofthe last major battle of the war.

0

0 200 400 kilometers

200 400 miles

N

E

S

W

ATLANTICOCEAN

Lake Huron

Lake Erie

Lake Ontario

Ohio R

iver

Huds

on R

.

OhioFrontier

KentuckyFrontier

Quebec

Mass.

N.H.

R.I.

N.Y.

Pa.

Conn.

Del.Md.

Va.

Ga.

N.C.

S.C.

N.J.

The Revolutionary War, 1776–1783

The following standards are highlighted in Chapter 6:Section 1 V Individuals, Groups, & Institutions: B, ESection 2 V Individuals, Groups, & Institutions: B, DSection 3 III People, Places, & Environments: A, ISection 4 V Individuals, Groups, & Institutions: B, E, F, G

Meeting NCSS StandardsFoldables arethree-dimensional,

interactive graphic organizers that helpstudents practice basic writing skills,review key vocabulary terms, and identify main ideas. Every chapter con-tains a Foldable activity, with additionalchapter activities found in the Readingand Study Skills Foldables booklet.

GEOGRAPHYGEOGRAPHYREVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT ENRICHMENTENRICHMENT

Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

Timesaving Tools

Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™

••

160B

Chapter 6 Resources

The following Spanish language materials are available in the Spanish Resources Binder:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activity• Spanish Take-Home Review Activity• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

Chapter 6 Test Form B

Chapter 6 Test Form A

Performance AssessmentActivity 6

ExamView® Pro Testmaker CD-ROM

SPANISH RESOURCESSPANISH RESOURCES

HISTORY

Use our Web site for additional resources. All essential content is covered in the Student Edition.

You and your students can visit , the Web sitecompanion to The American Republic to 1877. This innovative inte-gration of electronic and print media offers your students a wealth ofopportunities. The student text directs students to the Web site for thefollowing options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.

The following videotape programs are available from Glencoe as supplements to Chapter 6:

• John Paul Jones: Captain of the High Seas (ISBN 1-56501-875-3)• The American Revolution (Six Video Set) (ISBN 1-56501-436-7)• Benedict Arnold (ISBN 1-56501-594-0)

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

ASSESSMENT AND EVALUATION

Standardized Test PracticeWorkbook Activity 6

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramAmerican History Primary Source Document Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 1The American Republic to 1877 Video ProgramAmerican Music: Hits Through History

MULTIMEDIAMULTIMEDIA

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DIRECTIONS: Matching Match the items in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. British mercenaries

�� 2. Patriot fighter

�� 3. African American Patriot

�� 4. a militia group

�� 5. guerrilla leader

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question. (4 points each)

�� 6. What was the name given to Americans who supported independence?A. Tories B. Separatists C. Patriots D. Loyalists

�� 7. On Christmas night 1776, the Patriots scored a victory atA. Saratoga. B. Trenton. C. Germantown. D. Philadelphia.

�� 8. “These are the times that try men’s souls,” was written byA. Thomas Jefferson. C. Thomas Paine.B. William Franklin. D. Benjamin Franklin.

�� 9. William Howe planned to capture the American capital, which was located inA. New York City. C. Washington, D.C.B. Boston. D. Philadelphia.

�� 10. Where did the Patriot forces endure a winter of terrible suffering?A. Valley Forge B. Saratoga C. Philadelphia D. Yorktown

�� 11. The French announced support for the United States after the Americanvictory atA. Boston. B. Saratoga. C. Philadelphia. D. Valley Forge.

�� 12. George Rogers Clark forced Henry Hamilton’s surrender atA. Fort Miami. C. Vincennes.B. Fort Detroit. D. Saratoga.


ScoreChapter 6 Test, Form A

(continued)

Column B

A. Peter SalemB. Green Mountain BoysC. Francis MarionD. Margaret CorbinE. Hessians

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DIRECTIONS: Matching Match each item in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. Patriot forces

�� 2. African American Patriot

�� 3. drilled Patriots at Valley Forge

�� 4. merchant war ships

�� 5. hit-and-run war technique

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question. (4 points each)

�� 6. Americans who remained loyal to Great Britain were called Loyalists orA. Patriots. B. Britain’s Fools. C. Tories. D. Separatists.

�� 7. Loyalist strength was strongest inA. the Ohio River valley. C. New England.B. New York. D. the Carolinas and Georgia.

�� 8. Loyalist strength was weakest inA. New England. B. the South. C. Georgia. D. New York.

�� 9. To spy on the British, which Patriot disguised himself as a teacher?A. Patrick Henry B. Nathan Hale C. Thomas Paine D. Peter Salem

�� 10. By the end of the war, African Americans were enlisted in every state exceptA. North Carolina. B. Georgia. C. South Carolina. D. Maryland.

�� 11. The French nobleman who became Washington’s trusted aide wasA. George Washington. C. the Marquis de Lafayette.B. Thomas Paine. D. Benjamin Franklin.

�� 12. Which Patriot’s famous words were, “I have not yet begun to fight”?A. Paul Revere B. Thomas Paine C. John Paul Jones D. Patrick Henry

�� 13. Which was a disadvantage for the British army?A. strong navy B. war C. the Hessians D. their leader


ScoreChapter 6 Test, Form B

( ti d)

Column B

A. Friedrich von SteubenB. guerrilla warfareC. Continental ArmyD. privateersE. Lemuel Hayes

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Name __________________________________ Date ____________________ Class ____________

Social Studies Objective: The student will create written, oral, and visual presentations of social studiesinformation.

Painting, illustration, and photographs are visual data that can be useful sources for writing adescriptive composition. Descriptive writing tells what something is like. Good descriptive writingdepends on the effective use of details, and the organization of those details into meaningful patterns.

★ Practicing the SkillRead the selection and study the map below. Then, complete the activity that follows.

The American victory at Saratogain October 1777 marked a turningpoint in the war.

News of the American victory atSaratoga caused a shift in France’spolicy. Realizing that the Americanshad a chance of defeating Britain,the French openly announcedsupport for the United States. InFebruary 1778, the French and theAmericans worked out an alliance.France declared war on Britain andsent money, equipment, and troopsto aid the American Patriots.

Word of the alliance withFrance did not reach the UnitedStates until the spring of 1778. Meanwhile, American troops under the command of GeorgeWashington endured a winter of terrible suffering. They lacked decent food, clothing, and shelter. Ofthe approximately ten thousand troops that wintered at Valley Forge, about 2,000 died as a result ofthe brutal conditions.

★ Learning to Write Descriptively About a VisualUse the following guidelines to help you write a composition describing a visual.

• Determine what subject the artist haschosen to portray.

• Study the details of the visual and how theyare arranged.

• Think about the central impression created by the visual and how that

impression is communicated.• Outline your thoughts about the visual.• Arrange your description of the visual’s

details in spatial order—for example, left to right—or according to importance.

• Organize details around a topic sentence.

ACTIVITY 6Descriptive Writing About a Visual

Standardized Test Practice

GREEN

E

BRITIS

HFL

EE

T, 1

781

CO

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WA

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IS

DE

GR

ASSE

MA

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LLIS

BRITISH FLEET, 1780

BRITISHFLEET, 1

778

LAFAYETTE

5 Cornwallis is trapped; the Britishsurrender at Yorktown, 1781

1 British captureSavannah, 1778

3 Washington andRochambeau rush towardVirginia, August 1781

2 British capture Charleston andCamden, but are defeated atCowpens and Kings Mountain, 1780

4 French admiralde Grasse keepsBritish ships away

Wilmington

Charleston

Savannah

Cowpens Kings Mt.

Ft. Pitt

Yorktown

Valley Forge

WestPoint

New York

Camden

Conn.

Pa.

Del.

Md.

Ga.

N.C.

S.C.

Va.

N. J.

ChesapeakeBay

ATLANTICOCEAN

N

S

EW

The Revolutionary War in the South, 1778–1781

100 kilometers0Lambert ConformalConic projection

100 miles0

American and allied forces

British forces

American victory

British victory


Use with Chapter 6

A Song of Victory

BACKGROUNDThe British defeat at Yorktown had a terrible effect on Charles Cornwallis’stroops. They never thought the ragtag colonial forces could rally and win thebattle. Their disbelief showed when they surrendered their weapons to theAmericans. A British army band played “The World Turned Upside Down.”The title and lyrics reflected the mood of these soldiers.

TASKYou are a songwriter. A historical society is planning a musical play about theBritish surrender at Yorktown. Members have asked you to write an originalsong that George Washington’s troops could have sung at this event.

AUDIENCEYour audience is the viewers of the play.

PURPOSEYou will compose a song that captures the jubilant, victorious mood of theAmerican troops.

PROCEDURE1. Consult the Performance Task Assessment List for an Original Song to

assist you in writing your song.2. Research to learn more about the role music plays in rallying troops during war.3. Find and study the lyrics of several patriotic songs popular during the

Revolutionary War.4. Write lyrics for your song, consulting a rhyming dictionary if necessary.

a. Use words and phrases from your research.b. Create a lively phrase that can be repeated as a chorus.

5. Write a first draft of your song and exchange it with a partner to make sug-gestions, then revise and prepare a final copy of the song.

6. Perform your song for your classmates and teacher. Include an instrumen-tal accompaniment if you wish.

ASSESSMENT1. Use the Performance Task Assessment List for an Original Song to check

your work. 2. Add or improve elements at each stage as needed.3. Complete a final self-assessment of your song.

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★ Performance Assessment Activity 6

tx.tarvol1.glencoe.com

http://tx.tarvol1.glencoe.com

http://www.aande.com

http://www.historychannel.com

160C

Chapter 6 Resources

SECTION 1The Early Years1. Understand why some Americans

supported the British.2. Explain how the Battle of Saratoga

marked a turning point in the war.

SECTION 2The War Continues1. Understand why other nations

helped the Patriots.2. Describe how Washington’s troops

survived the winter at Valley Forge.3. Recognize the challenges Americans

faced at home as a result of the war.

SECTION 3The War Moves West and South1. Explain how the war involved Native

Americans.2. Describe how a new kind of fighting

developed in the South.

SECTION 4The War Is Won1. Describe how George Washington

changed his military strategy.2. Explain how the Americans won

the Revolutionary War despite many disadvantages.

Assign the Chapter 6 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

Reproducible Lesson Plan 6–1Daily Lecture and Discussion Notes 6–1Guided Reading Activity 6–1*Section Quiz 6–1*Reteaching Activity 6–1*Reading Essentials and Study Guide 6–1Enrichment Activity 6–1




Daily Focus Skills Transparency 6–1American Art and Architecture,Transparency 14 American Music: Hits Through HistoryInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 6–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 6–3Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 6–4Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all students L3 CHALLENGING activities for above-average students

L2 AVERAGE activities for average to above-average ENGLISH LANGUAGE LEARNER activitiesstudents

ELL

*Also Available in Spanish

PRE-AP PRE-ADVANCED PLACEMENT activities

160D

Chapter 6 Resources

Edward McKinneyHugh Hartman Middle SchoolRedmond, OR

Covering the Revolution in a ClassroomNewspaperStudents will publish a newspaper to further developthe material covered in this chapter. Organize theclass into four groups, and have each group beresponsible for one of these topics: (1) biographiesand fictional interviews of famous people, (2) cover-age of specific battles, (3) recipes of the types offood prepared during the Revolutionary era, and (4) articles about weapons used. Each student willresearch and submit a short story on the group’stopic. Stories should be typed using narrow marginsso they can be pasted onto 11″ × 17″ paper. Eachgroup then decides which one of its stories it wantson the front page. The groups’ other stories will beplaced on the inside pages. Assign one member fromeach group to work together on designing the news-paper’s front page. The rest of the groups shoulddesign their own pages. Remind them to include art,illustrations, advertisements, and so on.

From the Classroom of . . .Teacher’s Corner

The following articles relate to this chapter.

• “Two Revolutions,” by Charles McCarry, July 1989.• “Yorktown Shipwreck,” by John D. Broadwater, June 1988.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS AVAILABLE FROM GLENCOE

To order the following products for use with this chapter, contact your local Glencoe sales representative, or call Glencoe at 1-800-334-7344:

• PictureShow: The American Revolution (CD-ROM)• PictureShow: Story of America, Part 1 (CD-ROM)• PictureShow: Colonial America (CD-ROM)• PictureShow: Native Americans 1 and 2 (CD-ROM)• PicturePack: The American Revolution (Transparencies)• PicturePack: Native Americans 1 and 2 (Transparencies)• PicturePack: Colonial America (Transparencies)• PicturePack: Story of America Library, Part 1

(Transparencies)

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• 111 Years of National Geographic Magazine (CD-ROM)• GeoKit: American History Series (Kit)• GeoKit: Colonial America (Kit)• GeoKit: The American Revolution (Kit)• Colonization and Trade in the Americas (Map)• National Geographic Desk Reference (Book)• Democratic Government Series, “The United States”

(Video)• Branches of Government Series (Video)

• American Music: Cultural Traditions• American Art and Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the Middle School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)• American Crafts Hands-On Activities• American Games Hands-On Activities• American History Flash Cards

ADDITIONAL RESOURCES FROM GLENCOE

Activities that are suited to use within the blockscheduling framework are identified by:

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

http://www.nationalgeographic.com

160

Why It Matters Activity

Have students brainstorm why winningthe war was critical for the colonies.Students should reflect back on theirideas after they have completed the chapter. Then have students think aboutthe challenges a country would face afterit won its independence and was nolonger a colony.

160

AmericanRevolution

1776–1783Why It Matters

Although the United States declared its independence in 1776, no country recognized it as an independent nation at that time. It took a war and the efforts of American

diplomats to win this recognition.

The Impact TodayIn fighting for the principles set forth in the Declaration of Independence, the American

Patriots laid the foundation for the United States of America we know today.

The American Republic to 1877 Video The chapter 6 video, “TheAmerican Revolution,” details how the American Patriots were able to defeat a powerful British military.

1774• Joseph Priestley discovers oxygen

1776• Adam Smith’s Wealth of

Nations published

The

1778• France and U.S.

form an alliance1777• Battle of Saratoga

1777–1778• Patriot troops winter

at Valley Forge1776• U.S. Declaration of

Independence written

CHAPTER 6 The American Revolution

1774 1776 1778

IntroducingCHAPTER 6Introducing

CHAPTER 6

TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERThe poorly equipped, poorly trained, and poorly financed Continental Army fought against all oddsin its battle for liberty. The outcome of the revolution depended on leaders, ideals, and a strongbelief in the cause. Have students debate the pros and cons of going to war against England.Organize the class into two groups, one pro and one con. Have each group develop a list of rea-sons to support their position. Each group should pick three students to represent their position inthe debate. SS: 8.4A

Refer to Activity 6 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

MJThe American Republic to1877 Video ProgramTo learn more about the AmericanRevolution and how the colonists wonthe war, have students view theChapter 6 video “The AmericanRevolution” from The AmericanRepublic to 1877 Program.

Available in DVD and VHS

MindJogger VideoquizUse MindJogger Videoquiz to preview the Chapter 6 content.

Available in VHS

ELA: Page 160: 8.13D; Page 161:8.10L, 8.13E

Student Edition TEKS

161

161

1783• Treaty of Paris

1780• Britain declares war

on Holland1779• Spain declares war on Britain

1781• British surrender

at Yorktown

1780• Patriots gain victory

at Kings Mountain

HISTORY

Chapter OverviewVisit and click on Chapter 6—Chapter Overviews to pre-view chapter information.



1780 1782

Molly Pitcher at the Battle of Monmouth by Dennis Malone CarterAccording to legend, when her husband collapsed, Molly Pitcher immedi-ately took his place in the gun crew and continued firing his cannon.

Social Studies TAKS tested at Grade 8: Obj 5:8.30D

Step 1 Fold a sheet of paper into thirds from topto bottom.

Organizing Information Study FoldableWhen you group information into categories on atable, it is easier to compare characteristics ofitems. Make this foldable to help you compare theattitudes and actions of the Patriots and Loyalists.

Reading and Writing As you read about theAmerican Revolution, write down facts about theattitudes and actions of the Patriots and Loyalistsat different times during the war.

Step 2 Open the paper and refold it into fourthsfrom side to side.

Step 3 Unfold, turn the paper, and draw linesalong the folds.

Step 4 Label your table as shown.

This formsthree rows.

Thisforms fourcolumns.

Fold it in half,then in half

again.

TheAmericanRevolution Patriots Loyalists

Beginning

Middle

End

IntroducingCHAPTER 6Introducing

CHAPTER 6

HISTORY

Introduce students to chapter con-tent and key terms by having themaccess Chapter Overview 6 at

Dennis Malone Carter (1827–1881) created oil paintings depicting significant moments in Americanhistory. The Battle of Monmouth took place on June 28, 1778, as the British attempted to retreatfrom Philadelphia to New York. It was the last major conflict in the North. Mary had accompaniedher husband onto the battlefield. She carried countless pitchers of water to the soldiers fighting indaytime temperatures of close to 100 degrees, earning her the nickname “Molly Pitcher.”

More About the Art

Purpose This activity requires stu-dents to create a table and organizeinformation from the chapter on it.Students group information from thechapter into categories, comparingthe attitudes and actions of AmericanPatriots and Loyalists during theRevolutionary War.

Have students completeReading and Study SkillsFoldables Activity 6.

As students read the chapter, have them review the time line onpages 160–161. Have students create a similar time line that identifies themajor battles fought during theRevolutionary War. SS: 8.1B, 8.4C;ELA: 8.20D

SOCIAL STUDIES:Page 160: 8.1A, 8.1B, 8.1C, 8.30C;Page 161: 8.1B, 8.27A, 8.30C,8.30D



http://www.glencoe.com/sec/socialstudies/ushistory/tar12003/tx/content.php4/632/1


162

July 1776Americancolonies declareindependence

December 1776Patriots captureHessians at Trenton

October 1777Burgoyne surrenders at Saratoga

1778African Americanregiment forms inRhode Island


The mighty British troops sailed to America, confident that they would quickly and

easily crush the rebellious colonists. A British officer wrote to his friend, describing a

military skirmish:

September 3, 1776

We landed on Long-Island. . . . [I]t was a fine sight to see with what [eagerness]

they dispatched the Rebels with their bayonets after we had surrounded them so

that they could not resist. . . . The island is all ours, and we shall soon take New-

York, for the Rebels dare not look us in the face. I expect the affair will be over

[after] this campaign. . . .

The Opposing SidesFollowing years of disagreement and negotiation, the tensions between the

colonies and England had reached a critical point. After the colonies declaredindependence from England in July 1776, the war for freedom was unavoidable.

Both the British and the Americans expected the war for independence to beshort. The British planned to crush the rebellion by force. Most of the Patriots—Americans who supported independence—believed the British would give up

Main Idea

The British and the Americans eachhad advantages and disadvantages asthey faced one another in war.

Key Terms

neutral, mercenary, recruit

Reading Strategy

Classifying Information As you readthe section, re-create the chart belowand describe British and Americanadvantages and disadvantages in thespaces provided.

Read to Learn

• why some Americans supported theBritish.

• how the Battle of Saratoga markeda turning point of the war.

Section Theme

Groups and Institutions AlthoughBritish forces won several battlesearly in the war, Patriot victoriesslowed their progress.

The Early Years

British cannon

Advantages Disadvantages

British

American

Preview of Events

Guide to Reading

✦1776 ✦1777 ✦1778

Social Studies TAKS tested at Grade 8: Obj 5:8.30C Obj 1:8.1C

162

1 FOCUSSection OverviewThis section highlights the initialstruggles of the Patriots.

CHAPTER 6Section 1, 162–168CHAPTER 6

Section 1, 162–168

Guide to Reading

Answers to Graphic: Advantages:British—strong army, military sup-plies, wealth; American—fighting onhome ground, ideals, Washington ascommander; Disadvantages: British—fighting in faraway land, supplies andsoldiers need to be transported;American—no regular army or strongnavy, few weapons

Preteaching VocabularyAsk students the meanings of the KeyTerms. Assist them in understandingany terms that may be unfamiliar.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 6–1• Daily Lecture and Discussion Notes 6–1• Guided Reading Activity 6–1• Section Quiz 6–1• Reteaching Activity 6–1• Reading Essentials and Study Guide 6–1• Enrichment Activity 6-1

Transparencies• Daily Focus Skills Transparency 6–1• American Art and Architecture, Transparency 14

MultimediaAmerican Music: Hits Through HistoryInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Project transparency and havestudents answer the question.

Available as a blacklinemaster.

DAILY FOCUS SKILLS TRANSPARENCY 6-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: the bucking horseTeacher Tip: Tell students to first determine the maintheme of the cartoon and then observe what eachcharacter is doing.

UNIT

3Chapter 6

Interpreting Political Cartoons

Directions: Answer the following question based on the cartoon.

This 1779 political cartoon uses symbols for the American colonies and GreatBritain. What symbol do you think represents the colonies?

Declaring Independence

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 6–1

ELA: Page 162: 8.10F, 8.13E;Page 163: 8.10K, 8.13D


163

2 TEACH


Section 1, 162–168

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating a Board Game Organize the class into groups. Explain that they will create a board gameof Revolutionary War battles. Have groups choose a name for the game and discuss how it will beplayed. Make sure that each group assigns the following tasks to individual group members: draw-ing a map of the colonies on poster board as a gameboard; illustrating the gameboard; writing therules of the game; creating playing pieces; and designing playing cards. After groups have completedtheir games, have them swap games and play another group’s game. SS: 8.4C, 8.10A, 8.31D;ELA: 8.24A

Discussing Reasons Organize students into pairs. Ask: Whymight you have wanted to sup-port Britain in the war? Discussresponses that partners presentto the class. (Examples: I work forthe British and don’t want to losemy job; I don’t think the coloniescan work together.) L1

Daily Lecture and Discussion Notes 6–1

I. The Opposing Sides (Pages 162–166)

A. In order for the colonies to actually gain their independence from Britain, they had tofight a war. No one expected it to last so long, however.

B. The Patriots, or Americans who supported independence, faced several obstacles:

1. Britain had a larger population––9 million against 2.5 million.

2. Britain had the strongest navy in the world and a well-trained army as well.

3. The Americans did not have a regular army or navy. Many colonists belonged tomilitias who were basically volunteers and served for short periods of time.

4. Not all Americans supported the war effort. Some were neutral, some wereopposed to fighting, and some were loyal to Britain.

C. The Loyalists, or Tories, supported Britain for several reasons:

1. Some were members of the Anglican Church and thus loyal to Britain.

2. Some depended on the British for jobs.

3. Some feared the changes a new government might bring and feared challengingan existing government.

4. Some just did not understand the war.

Loyalist strength varied from region to region but was strongest in the Carolinas andGeorgia.

D. Some African Americans were promised their freedom if they fought on the Britishside, so they became Loyalists.

E. The Patriots had some advantages over the British troops.

1. They fought on their own ground, not 3,000 miles from home.

2. They had a personal stake in fighting to protect the freedom of their own land asopposed to the Hessian mercenaries, or hired soldiers, who fought for the Britishfor money.

3. George Washington was a leader with courage, honesty, and determination.


Daily Lecture and Discussion Notes

Chapter 6, Section 1

Did You Know? Thomas Paine’s Common Sense was publishedin 1776 in order to influence Americans to support the Revolution.The pamphlet met this goal. Today, more than 200 years later,Common Sense is still in print!

turn


The War Between AmericansThe American Revolution was not only a war between the British andthe Americans. It also divided Americans themselves. While AmericanPatriots fought passionately for independence, Loyalists fought just asfiercely for their British king.

Loyalist ViewsThe Congress—1776 songYe Tories all rejoice and sing Success to George our gracious King, The faithful subjects tribute bring And [denounce] the Congress.

Prepare, prepare, my friends prepare For scenes of blood, the field of war; To royal standard we’ll repair, And curse the haughty Congress. Huzza! Huzza! and thrice Huzza! Return peace, harmony and law! Restore such times as once we saw And bid adieu to Congress.

Patriot Views

Patrick Henry of Virginia, 1775 —

“Has Great Britain any enemy in this quarter

of the world, to call for all this accumulation of

navies and armies? No, sir, she has none. They

are meant for us; they can be meant for no

other. They are sent over to bind and rivet

upon us those chains which the British min-

istry have been so long forging. And what

have we to oppose to them? Shall we try

argument? Sir, we have been trying

that for the last ten years . . . but

it has been all in vain.”

163

1. Why did Patrick Henry believe thatwar was necessary?

2. Which argument—Loyalist orPatriot—would convince you if youhad been an American at this time?Explain your answer.

Learning From History

after losing one or two major battles.Few Patriots believed John Adamswhen he predicted in April 1776:

“We shall have a long . . .and bloody war to go through.”

At first glance the British had anoverwhelming advantage in thewar. They had the strongest navy inthe world; an experienced, well-trained army; and the wealth of aworldwide empire. Britain also hada much larger population than theUnited States—over 8 million peo-ple in Britain compared to only 2.5million in the United States.

The colonists suffered serious dis-advantages. They lacked a regulararmy and a strong navy. Americansoldiers also lacked military experi-ence, and weapons and ammunitionwere in short supply. Many Patriotsbelonged to militia groups—localforces—but they were volunteer sol-diers who fought for short periodsof time before returning home.

The Patriots faced anotherobstacle. Not all Americans sup-ported the struggle for independ-ence. Some people were neutral,taking neither side in the conflict.The Quakers, for example, wouldnot participate in the war becausethey opposed all armed conflict.Still other Americans remainedloyal to Britain.

The LoyalistsThose who remained loyal to

Britain and opposed the war forindependence were called Loyalistsor Tories. At least one American infive was a Loyalist—perhaps asmany as one in three. Some peoplechanged sides during the war,depending on which army wascloser. Loyalist strength varied

Social Studies TAKS tested at Grade 8: Obj 5:8.30D

Answers:1. The Americans had tried without

success for 10 years to discussindependence with Britain.

2. Student answers will vary butshould be supported with exam-ples from one of the viewpoints.

SOCIAL STUDIES:Page 162: 8.1B, 8.1C, 8.30B,8.30C; Page 163: 8.22A, 8.30C,8.30D, 8.30E


from region to region. In general it wasstrongest in the Carolinas and Georgia andweakest in New England.

Loyalists supported Britain for different rea-sons. Some remained loyal because they weremembers of the Anglican Church, headed by theBritish king. Some depended on the British fortheir jobs. Many feared the disorder that wouldcome from challenging the established govern-ment. Others simply could not understand whatall the commotion was about. No other country,one Loyalist complained, “faced a rebellion aris-ing from such trivial causes.”

The issue of independence disrupted normalrelations. Friends and families were divided overtheir loyalty to Britain. For example, WilliamFranklin, son of Patriot Benjamin Franklin, was aLoyalist who had served as a royal governor. Asone Connecticut Loyalist observed:

“Neighbor was against neighbor, fatheragainst son and son against father. He thatwould not thrust his own blade through hisbrother’s heart was called an infamousvillain.”

African Americans in the WarSome African Americans also sided with the

Loyalists. At the start of the war, the Britishappealed to enslaved Africans to join them. LordDunmore, the royal governor of Virginia,announced that enslaved people who fought onthe British side would be freed, and many menanswered his call. Eventually some of themended up free in Canada, and others settled theBritish colony of Sierra Leone in Africa.

Patriot AdvantagesThe Americans possessed some advantages.

They were fighting on their own ground andfought with great determination to protect it.The British, on the other hand, had to wage warin a faraway land and were forced to ship sol-diers and supplies thousands of miles across theAtlantic Ocean.

The makeup of the British army in America also helped the Patriots. The British relied onmercenaries—hired soldiers—to fight. TheAmericans called the mercenaries Hessians,after the region in Germany where most of themlived. To gain support for the war effort, Patriotscompared their own troops, who were fightingfor the freedom of their own land, to the Hes-sians, who fought for money. The Patriots had amuch greater stake in winning the war than thehired soldiers did. This personal stake gave theAmericans an edge over the Hessians in battle.

The Americans’ greatest advantage was prob-ably their leader, George Washington. Few couldmatch him for courage, honesty, and determina-tion. The war might have taken a different turnwithout Washington steering its course.

Raising an ArmyThe Americans placed great value on liberty

and personal freedom for citizens. After throw-ing off the rule of the British Parliament, they

164 CHAPTER 6 The American Revolution

Molly Pitcher and DeborahSampson were two of the fewwomen who actually fought in

the Revolution. Other colonial women,along with their families, followed thearmies to cook and clean for theirhusbands. Today womenmake up over 14 percentof the armed forces of the UnitedStates. Women

soldiers servedin Panama in 1989 and inthe Persian Gulf War of1991. Thousands moreserved in peacekeepingmissions inS o m a l i a ,Bosnia, andHaiti.

Women in War

PastMolly Pitcher

PresentWomen marines servedin the Gulf War.

Social Studies TAKS tested at Grade 8: Obj 3:8.24E Obj 1:8.4B

164


Section 1, 162–168

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVisual/Spatial Although the Continental forces had some factors in their favor, they also had sev-eral needs. Some students may grasp this concept better if they draw representations of what theContinental Army lacked, especially in the early days of the war: a well-trained force, greater num-bers of soldiers, blankets and other supplies. Encourage students to consider their drawings as theyexplain how these needs gave the early advantage to the British. SS: 8.31D; ELA: 8.24D

Refer to Inclusion for the Middle School Social Studies Classroom Strategies and Activities in the TCR.

Guided Reading Activity 6–1

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Name Date Class

Guided Reading Activity 6-1★

DIRECTIONS: Recalling the Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.

1. Who were the Patriots? ��

2. Give two advantages the British had over the Patriots. ��

��

3. Give two serious disadvantages suffered by the Patriots. ��

��

4. Who were the Loyalists? ��

5. How did the location of the war help the Americans? ��

6. What was the main difference between Hessian soldiers and Patriots? ��

��

7. What did Margaret Corbin and Deborah Sampson have in common? ��

��

8. Who said, “I only regret that I have but one life to lose for my country”?

��

9. Who wrote the inspiring pamphlet Common Sense? ��

10. Why did George Washington read words from The American Crisis to his troops?

��

11. Why were enslaved African Americans not allowed to enlist in the war?

��

12. When did Washington cross the Delaware to surprise the enemy at Trenton?

��

13. Where did British troops hope to separate New England from the Middle States?

��

14. Who surrendered to the Patriots on October 17, 1777?

��

The Women’s Army Corps began in1942 (as the Women’s Auxiliary ArmyCorps), as did its Navy counterpart,Women Accepted for VoluntaryEmergency Service. During World War II, there were also women’s corpsfor the Marines, the Coast Guard, andthe Air Force. Approximately 350,000women served in the United Statesmilitary during that war.

About 30,000 Hessiansfought during the American Revolution.The Hessians were paid about 25 cents aday for their service. The American causeappealed to some Hessians, causing themto desert the British army. Many Hessiansstayed in the United States after the war.

ELA: Page 164: 8.22B; Page 165:8.10K, 8.22B


were unwilling to transfer power to their ownContinental Congress. In some ways the Amer-ican Revolution was really 13 separate wars,with each state pursuing its own interests. As aresult Congress experienced difficulty enlistingsoldiers and raising money to fight the war.

Although the militia played an essential role inthe Patriots’ forces, the Americans also needed aregular army—well-trained soldiers who couldfight anywhere in the colonies. The Congressestablished the Continental Army but dependedon the states to recruit, or enlist, soldiers.

At first soldiers signed up for one year ofarmy service. General Washington appealed forlonger terms. “If we ever hope for success,” hesaid, “we must have men enlisted for the wholeterm of the war.” Eventually the Continental

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200 kilometers0Lambert Equal-Area projection

200 miles0

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Atlantic

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LakeChamplain

St.L

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Lake Ontario

La

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Boston

Montreal

Quebec

Albany

Philadelphia

Ft.Ticonderoga

SaratogaBennington

New York City

Princeton

TrentonGermantown

Brandywine

Oriskany

Ft.Stanwix

Congress offered enlistments for three years orfor the length of the war. Most soldiers, how-ever, still signed up for only a year.

Women also fought with the Patriot forces.Margaret Corbin of Pennsylvania accompaniedher husband when he joined the ContinentalArmy. After he died in battle, she took his place.Mary Ludwig Hays McCauley also accompa-nied her husband in battle. The soldiers calledher “Moll of the Pitcher,” or Molly Pitcher,because she carried water pitchers to the sol-diers. As a teenager, Deborah Sampson of Mass-achusetts watched her brothers and their friendsgo off to war. Moved by a sense of adventure, shedisguised herself as a boy and enlisted.

Summarizing What disadvantagesdid the Patriots face?

Britishregulararmy

(42,000)

Continental Army andcolonial militias (20,000)

The Fighting Forces,1777


American victory

British victory

British capture New York City, 1776

Americans attack Trenton and Princeton, 1776–77

Howe captures Philadelphia, 1777

Burgoyne surrenders at Saratoga, 1777

11

22

33

44

Social Studies TAKS tested at Grade 8: Obj 3:8.24E Obj 5:8.30B Obj 1:8.4C; Obj 5:8.30C

British and American forces fought many battles in the North.1. Location Who won the battles at Trenton and Princeton?2. Analyzing Information What was the outcome of the

Battle of Saratoga?

165


Section 1, 162–168

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLiterature George Washington found Thomas Paine’s The American Crisis so empowering that hehad it read to his troops. Secure a few copies of The American Crisis and have students work insmall groups to analyze it. Ask them to find and share 8 to 10 statements by Paine that they thinkwould inspire the Continental soldiers. Encourage them to choose their own format for the presen-tation but to be prepared to explain why they consider each statement inspirational. L3/PRE-AP,

SS: 8.4B; ELA: 8.11AELL

Answer: They did not have a strongnavy or a regular army with experi-ence, were short on weapons andammunition, and did not have sup-port from all Americans.

Answers:1. American forces2. Burgoyne surrendered to the

Patriot forces.

Geography Skills PracticeAsk: Who captured Philadelphia in1777? (Howe)

American Music: Hits ThroughHistory, “The World TurnedUpside Down”

American Art and Architecture,Transparency 14, WashingtonCrossing the Delaware

History and theHumanities

George Washington GeorgeWashington actually lost more battlesthan he won. However, he met hisgoal of keeping the army in the field.

Who?What?Where?When?

SOCIAL STUDIES:Page 164: 8.4B, 8.21B, 8.22A,8.24E, 8.30C; Page 165: 8.4B,8.11A, 8.24E, 8.30B, 8.30C



In early 1776 ThomasPaine published a pam-phlet titled CommonSense. The pamphletmoved many Americancolonists toward inde-pendence. After takingpart in the retreat acrossNew York and New Jersey,Paine published anotherpamphlet to help boostAmericans’ lagging spir-its. In The American Crisis,

written in December1776, he warned: “Theseare the times that trymen’s souls. The summersoldier and the sunshinepatriot will in this crisisshrink from the service oftheir country; but he thatstands it now deserves thelove and thanks of manand woman.”

He reminded Ameri-cans that “the harder the

conflict, the more gloriousthe triumph.”

Washington had Paine’sstirring words read to histroops to inspire them tocontinue the fight for inde-pendence. Throughout thecolonies people passedcopies of The American Crisis from hand to handand discussed Paine’spatriotic ideas.

Fighting in New YorkMost of the early battles involved few troops.

At Bunker Hill, for example, about 2,200 Britishsoldiers fought 1,200 Americans. The British hadnot yet won a decisive victory over the Patriots,however, and they realized they would needmore troops to end the war quickly.

During the summer of 1776, Britain sent32,000 troops across the Atlantic to New York.The British commander, General WilliamHowe, hoped the sheer size of his army wouldconvince the Patriots to give up. He was soondisappointed.

Defeat on Long IslandAlthough Washington and the Patriots had

fewer than 20,000 troops, they were determinedto fight. In late August the two sides clashed inthe Battle of Long Island. Outnumbered andoutmaneuvered, the Continental Army suffereda serious defeat at the hands of the British forces.

One Patriot, Nathan Hale, proved himself ahero at Long Island. A teacher from Connecticut,Hale volunteered to spy on British troops anddisguised himself as a Dutch schoolteacher. The

British discovered his true identity, however,and hanged him. Hale’s immortal last wordswere,

“I only regret that I have but one life to losefor my country.”

Although the Americans showed bravery,they ran short of supplies for the army. In theautumn of 1776, a British officer wrote thatmany of the Patriot soldiers killed on LongIsland had not been wearing shoes, socks, orjackets. “They are also in great want of blan-kets,” he said, predicting that the rebels wouldsuffer greatly when “the severe weather sets in.”

After the defeat on Long Island, Washingtonretreated to Manhattan, pursued by the British.By late November, the Continental Army hadretreated across New Jersey into Pennsylvania.

A Low PointIn the winter of 1776–1777, the Patriots’ cause

was near collapse. The size of the ContinentalArmy had dwindled. Some soldiers completedtheir terms of service and went home. Other soldiers ran away.

Social Studies TAKS tested at Grade 8: Obj 1:8.4B

166


Section 1, 162–168

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing Information Organize the class into three groups: Patriots, Loyalists, and Neutrals. Have each group discuss its views on the friction between Britain and America and then writethree position statements. Have a representative from each group read the group’s statements,one at a time. After each statement is read, have the groups discuss the statement. Students mayswitch groups to support or protest a statement. Continue until all statements have been read.How have the groups changed? How might that change be explained? L2 SS: 8.30D

Thomas Paine was born in England in1737. He met Benjamin Franklin inLondon, and Franklin encouragedhim to go to America. While workingfor the Pennsylvania Magazine, Painewrote Common Sense. After the warPaine left for Europe where he livedin England and France. He wrote TheRights of Man in 1791–1792. In thiswork Paine called for equal politicalrights for all men and argued for awhole program of social legislation tohelp the poor. Ask: Why do youthink Washington read Paine’swords to his troops? (to inspirethem to continue the fight for independence)

Yankee Many scholars believe the wordYankee comes from the Dutch Jan Kees,or “John Cheese,” a term that otherEuropeans used to ridicule the Dutch. TheDutch then used the term to ridicule theEnglish settlers of Connecticut, and theEnglish later used it to ridicule thePatriots.

The Black Pioneers The British alsomade an appeal to African Ameri-cans, offering freedom and grants ofland in Canada for fighting on theirside. In response, thousands ofAfrican Americans, including a groupcalled the Black Pioneers, took uparms against the Patriots.

Who?What?Where?When?

ELA: Page 167: 8.10K


167CHAPTER 6 The American Revolution

Washington wrote his brother that, if new sol-diers were not recruited soon, “I think the gameis pretty near up.” Still, Washington could notbelieve that the fight for liberty would truly fail.

Describing Why was the total num-ber of soldiers in the Continental Army decreasing?

Patriot GainsWashington pleaded with the Continental

Congress for more troops. He asked the Con-gress to enlist free African Americans. Early inthe war, the Southern states had persuaded theCongress to not allow African Americans in theContinental Army. Many white people in theSouth felt uncomfortable about giving guns toAfrican Americans and allowing them to serveas soldiers. In Southern states with largeenslaved populations, whites feared revolts.

African Americans Join the FightAs the need for soldiers grew, some states

ignored the ban and enlisted African Americans.Rhode Island raised an all-African Americanregiment in 1778. By the war’s end, every stateexcept South Carolina enlisted African Ameri-cans to fight.

Historians estimate that as many as 5,000African Americans joined the Patriots. Amongthem were Lemuel Hayes and Peter Salem, whofought at Concord. African Americans foughtfor the same reasons as other Americans. Theybelieved in the Patriot cause or they needed themoney. Some soldiers were enslaved Africanswho had run away from slaveholders. Othersfought to earn their freedom.

American Victories in New JerseyThe British army settled in New York for the

winter of 1776, leaving some troops in New Jer-sey at Trenton and Princeton. Armies usuallycalled a halt to their wars during the winter, andthe British did not expect to fight.

Stationed across the Delaware River from theBritish camp in New Jersey, Washington saw achance to catch the British off guard. On Christ-mas night 1776, Washington took 2,400 troops

First Stars and Stripes, 1777–1795 OnJune 14, 1777, the Continental Congressdesigned the first Stars and Stripes. TheCongress determined that “the Flag ofthe United States be 13 stripes, alter-nate red and white; that the Union be13 stars, white in a blue field representing anew constellation.” For Americans past and present, the color red symbolizes courage; white, purity of ideals;and blue, strength and unity of the states.

America’s Flags

Social Studies TAKS tested at Grade 8: Obj 1:8.4B Obj 3:8.24D Obj 1:8.4C

across the icy river and surprised the enemy atTrenton the next day. The Americans capturedmore than 900 Hessians. The British sent rein-forcements under Lord Charles Cornwallis, butWashington led his troops away from Corn-wallis’s men. Washington then marched the armyto Princeton, where they drove away the British.One discouraged British soldier wrote in his diary,

“A few days ago [the Americans] had givenup the cause for lost. Their late successes haveturned the scale and now they are all libertymad again.”

Explaining What was the outcomeof the battle at Trenton?

A British Plan for VictoryThe British worked out a battle plan for 1777.

They would take Albany, New York, and gaincontrol of the Hudson River. This would separateNew England from the Middle Colonies.

The plan involved a three-pronged attack. Gen-eral John Burgoyne would lead nearly 8,000troops south from Canada. A second force, underLieutenant Colonel Barry St. Leger, would moveeast from Lake Ontario. A third group, underGeneral Howe, would move north from NewYork City. The three British forces would meet atAlbany and destroy the Patriot troops.

167


Section 1, 162–168

EXTENDING THE CONTENTEXTENDING THE CONTENTNew York Holding New York City gave Britain an excellent harbor (especially important after theloss of Boston). It also put control of the Hudson River into British hands, allowing much freer ship-ping to and from Canada and greater possibilities of blocking trade between the Northern andSouthern Colonies.

Answer: Many soldiers were killed;some had completed their terms andwent home; others ran away.

3 ASSESSAssign Section 1 Assessment as homework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Reteaching Activity 6–1

Section Quiz 6–1

Name Date Class

Reteaching Activity 6-1★

DIRECTIONS: Completing a Chart Write the number of the names andterms from the Fact Bank in the section of the chart where they belong.

The Early Years of the Revolutionary WarPatriots British

Advantages ��

Disadvantages ��

★

Section Quiz 6-1


Column A

�� 1. American supporters of independence

�� 2. taking neither side

�� 3. Loyalists

�� 4. mercenaries

�� 5. to recruit

DIR CTIONS: Multiple Choice In the blank at the left write the letter of the


ScoreChapter 6

Column B

A. ToriesB. PatriotsC. enlistD. neutralE. hired soldiers

Answer: The Americans captured900 Hessians.

SOCIAL STUDIES:Page 166: 8.4B, 8.4C; Page 167:8.4B, 8.4C, 8.24D


Checking for Understanding1. Key Terms Write a short paragraph

in which you define the followingterms: neutral, mercenary, recruit.

2. Reviewing Facts Compare thestrengths of the British and Americanmilitary forces.

Reviewing Themes3. Groups and Institutions What prob-

lems did the Continental Congressface in raising an army to fight dur-ing the American Revolution?

Critical Thinking4. Analyzing Information Explain why

African Americans were willing toenlist in the Continental Army.

5. Organizing Information Re-create the chart below and describe eachbattle, including its outcome, in thespace provided.

Analyzing Visuals6. Geography Skills Examine the map

on page 165. Which event camefirst—the British capture of NewYork or the British capture ofPhiladelphia?

The British Capture PhiladelphiaHowe planned to take Philadelphia, the Amer-

ican capital, before marching to Albany. Afterwinning battles in September 1777 at Brandywineand Paoli near Philadelphia, Howe’s troops cap-tured the city itself, forcing the Continental Con-gress to flee. In early October Washingtonattacked the main British camp at nearby Germantown, but he was forced to withdraw.Howe postponed the move north to Albany anddecided to spend the winter in Philadelphia.

Patriots Slow the British Meanwhile problems delayed the British plans

to take Albany. In August American soldiershalted St. Leger’s advance at Fort Stanwix, NewYork. Led by Benedict Arnold, the Americansforced the British to retreat.

General Burgoyne’s army was not makingmuch progress toward Albany either. In July Bur-goyne captured Fort Ticonderoga, but trouble fol-lowed. Burgoyne, a dashing general who enjoyedgood food and fine clothes, traveled with 30 wag-ons of luxury goods. Loaded down with thisheavy baggage, Burgoyne’s army moved slowlythrough the dense forests. To make matters worse,the Americans blocked the British by choppingdown trees across their path.

In need of food and supplies, Burgoyne sent800 troops and Native Americans to capture theAmerican supply base at Bennington, Vermont.

The British troops’ brightly colored uniformsmade the soldiers easy targets in the woods. Alocal militia group, the Green Mountain Boys,attacked and defeated them. Having lost part ofhis army and desperately short of supplies, Bur-goyne retreated in October to the town ofSaratoga in New York.

The Battle of SaratogaAt Saratoga Burgoyne faced serious trouble. He

expected British forces from the west and south tojoin him, but they had not arrived. The Americanshad stopped St. Leger’s army at Fort Stanwix, andHowe’s forces were still in Philadelphia. In addi-tion, American troops under the command ofGeneral Horatio Gates blocked his path to thesouth. Burgoyne found himself surrounded by anarmy about three times as large as his own. Bur-goyne made a last desperate attack on October 7,but the Americans held firm. The British weretrapped. They had no food, and wounded sol-diers lay all around.

On October 17, 1777, General Burgoyne surren-dered. As a Patriot band played “Yankee Doodle,”over 5,700 British soldiers handed their weaponsto the Americans. The British plan to drive awedge between New England and the MiddleColonies had failed.

Analyzing Why was the Battle ofSaratoga an important victory for the Americans?


Descriptive Writing Write a news-paper article that describes the Battle of Saratoga. Include detailsabout British and American strate-gies and troop movements.

Battle Description

Long Island

Trenton/Princeton

Social Studies TAKS tested at Grade 8: Obj 1:8.4C


in which you define the followingterms: neutral, mercenary, recruit.

2. Reviewing Facts Compare thestrengths of the British and Americanmilitary forces.

Reviewing Themes3. Groups and Institutions What prob-

lems did the Continental Congressface in raising an army to fight dur-ing the American Revolution?

Critical Thinking4. Analyzing Information Explain why

African Americans were willing toenlist in the Continental Army.

5. Organizing Information Re-create the chart below and describe eachbattle, including its outcome, in thespace provided.

Analyzing Visuals6. Geography Skills Examine the map

on page 165. Which event camefirst—the British capture of NewYork or the British capture ofPhiladelphia?

The British Capture PhiladelphiaHowe planned to take Philadelphia, the Amer-

ican capital, before marching to Albany. Afterwinning battles in September 1777 at Brandywineand Paoli near Philadelphia, Howe’s troops cap-tured the city itself, forcing the Continental Con-gress to flee. In early October Washingtonattacked the main British camp at nearby Germantown, but he was forced to withdraw.Howe postponed the move north to Albany anddecided to spend the winter in Philadelphia.

Patriots Slow the British Meanwhile problems delayed the British plans

to take Albany. In August American soldiershalted St. Leger’s advance at Fort Stanwix, NewYork. Led by Benedict Arnold, the Americansforced the British to retreat.

General Burgoyne’s army was not makingmuch progress toward Albany either. In July Bur-goyne captured Fort Ticonderoga, but trouble fol-lowed. Burgoyne, a dashing general who enjoyedgood food and fine clothes, traveled with 30 wag-ons of luxury goods. Loaded down with thisheavy baggage, Burgoyne’s army moved slowlythrough the dense forests. To make matters worse,the Americans blocked the British by choppingdown trees across their path.

In need of food and supplies, Burgoyne sent800 troops and Native Americans to capture theAmerican supply base at Bennington, Vermont.

The British troops’ brightly colored uniformsmade the soldiers easy targets in the woods. Alocal militia group, the Green Mountain Boys,attacked and defeated them. Having lost part ofhis army and desperately short of supplies, Bur-goyne retreated in October to the town ofSaratoga in New York.

The Battle of SaratogaAt Saratoga Burgoyne faced serious trouble. He

expected British forces from the west and south tojoin him, but they had not arrived. The Americanshad stopped St. Leger’s army at Fort Stanwix, andHowe’s forces were still in Philadelphia. In addi-tion, American troops under the command ofGeneral Horatio Gates blocked his path to thesouth. Burgoyne found himself surrounded by anarmy about three times as large as his own. Bur-goyne made a last desperate attack on October 7,but the Americans held firm. The British weretrapped. They had no food, and wounded sol-diers lay all around.

On October 17, 1777, General Burgoyne surren-dered. As a Patriot band played “Yankee Doodle,”over 5,700 British soldiers handed their weaponsto the Americans. The British plan to drive awedge between New England and the MiddleColonies had failed.

Analyzing Why was the Battle ofSaratoga an important victory for the Americans?


Descriptive Writing Write a news-paper article that describes the Battle of Saratoga. Include detailsabout British and American strate-gies and troop movements.

Battle Description

Long Island

Trenton/Princeton


168


Section 1, 162–168

4 CLOSEWork with students to brain-storm a list of reasons thePatriots might have felt opti-mistic about the war in the fall of 1777.

Answer: It prevented Britain fromputting a wedge between NewEngland and the Middle Colonies.

Name Date Class

★ Enrichment Activity 6-1 ★★

A Soldier’s Story“The Dying Redcoat” tells the story of a British soldier from the time he

left Great Britain in December 1773 to his death in the New York campaignduring the Revolutionary War in September 1776. Read the stanzas below.

. . . And when to Boston we did come, We thought by the aid of our British guns,To drive the rebels from that place, To fill their hearts with sore disgrace.But to our sorrow and surprise,We saw men like grasshoppers rise;They fought like heroes much enraged,Which did affright old General Gage.

Like lions roaring for their prey,They feared no danger or dismay;Bold British blood runs through their veins,And still with courage they sustain

We sailed to York, as you’ve been toldWith the loss of many a Briton bold,For to make those rebels own our King,And daily tribute to him bring.They said it was a garden place,And that our armies could, with ease,Pull down their town, lay waste their lands,In spite of all their boasted bands.

. . . Now I’ve received my mortal wound,I bid farewell to Old England’s ground;My wife and children will mourn for me,Whilst I lie cold in America

Enrichment Activity 6–1

For use with textbook pages 162–168

THE EARLY YEARS

Study GuideChapter 6, Section 1

KEY TERMS

neutral Taking neither side (page 163)

mercenary Hired soldiers (page 164)

recruit To enlist (page 165)

DRAWING FROM EXPERIENCEII

Have you ever worked hard for a cause you believed in? What was the cause you worked for?What did you do to support your cause? Did your work make a difference?

This section focuses on the advantages and disadvantages of the British and the Americans in theAmerican Revolution.

ORGANIZING YOUR THOUGHTSII

Reading Essentials and Study Guide 6–1

1. Student work should reflect correctuse of terms. SS: 8.31A

2. British: strong navy, larger popula-tion, more experienced; American:fighting on own land for freedom,Washington was a skilled militaryleader SS: 8.30B

3. fear that the Continental Congresswould control the colonies as the

British Parliament had; thus, it haddifficulty enlisting soldiers and raising money SS: 8.4C

4. Some believed in the fight, neededmoney, or wanted to earn theirfreedom. SS: 8.24D

5. Long Island: Continental Armydefeated, runs short on supplies,army retreats to Pennsylvania;

Trenton/Princeton: Washingtontakes troops across Delaware River,British army defeated, Patriotsevade British, Patriots drive awayBritish at Princeton SS: 8.4C

6. the British capture of New YorkSS: 8.1B

Interdisciplinary Activity Newspaperarticles should describe the Battle ofSaratoga in detail. ELA: 8.24B

ELA: Page 168: 8.10L, 8.15C,8.22B; Page 169: 8.13D, 8.22B,8.24A


169

TEACHReading a Military MapStudents who know how to read details on military mapscan gain a clearer understanding of troop movements, battle strat-egy, and more. Have studentsapply the directions provided inLearning the Skill to the map ofBunker Hill.

Have students suggest symbolsfor a more recent military map.(Answers may include: air routes,missile locations, tank movements.)

Additional Practice

Social StudiesSocial Studies

ANSWERS TO PRACTICING THE SKILL1 American; the symbol that depicts American forces

appears around the harbor

2 They retreated.

3 Gage

4 They moved counterclockwise, to the northwest; the compass rose and the arrows

Applying the Skill Students may wish to work in groups,with some students in each group doing the research, oth-ers building the model, and the rest using it to demonstratetroop movements.

Chapter Skills Activity 6Name Date Class

Chapter Skills Activity 6★

Reading a Military MapA military map shows where

battles occurred. Symbols showtroop movements, victories, and defeats. A military map may also show important geographic features that influence military strategy.

DIRECTIONS: Use the map to answer these questions.1. In which three states did

most of the fighting in 1776–1777 take place? NEW YORK CONN.

MASS.R.I.

N.H.

NewYorkCity

American forces

British forces

American victories

British victories

0 100 miles50

50 100 kilometers0


CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 1

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

CHAPTER XX Chapter Title 169

Reading a Military Map

Social StudiesSocial Studies

Why Learn This Skill?In your study of American history, you often have to

read maps. A military map shows the areas wherebattles occurred, routes soldiers took, who won thebattles, and who controlled various sites.

Learning the SkillMilitary maps use colors, symbols, and arrows to

show major battles, troop movements, and defensivepositions during a particular battle or over a periodof time.

When reading a military map, follow these steps:• Read the map title. This will indicate the location

and time period covered on the map.

• Read the map key. This tells what the symbols onthe map represent. For example, battle sites maybe symbolized by crossed swords, a burst shell,or a star.

• Study the map itself. This will reveal the actualevents or sequence of events that took place.Notice the geography of the area and try to deter-mine how it could affect military strategy.

Practicing the SkillAnalyze the information on the map on this page;then answer the following questions.

1 What troops surrounded Boston Harbor? Howdo you know this?

2 What action did the American forces take afterfighting the Battle of Bunker Hill?

3 Which commander led the British troops toBreed’s Hill?

4 In which direction did the British forces movewhen they left Boston? What parts of the maphelp you find this information?

1 kilometer0Lambert Equal-Area projection

1 mile0

N

S

EW

BostonHarbor

Charles River

GAGE

DorchesterNeck

Breed's Hill

Bunker Hill

Boston(occupied by British)

Charlestown

Battle of Bunker Hill, June 17, 1775

American forces

American lines

British forces

Ridge


Applying the SkillReading a Military Map Find a map of a

specific battle of the American Revolution in an

encyclopedia or other reference book. Create a

three-dimensional model of the battle and use

moveable pieces to represent troops. Then

demonstrate troop movements over the course

of the battle.

Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1, provides

instruction and practice in key social

studies skills.

SOCIAL STUDIES:Page 168: 8.1B, 8.4C, 8.24D,8.30B, 8.30C, 8.31A, 8.31D; Page169: 8.10A, 8.10B, 8.30A, 8.30B,8.30C


N O T E B O O K N O T E B O O K

V E R B A T I MV E R B A T I MWHAT PEOPLE ARE SAYING

“I’m obnoxious…and unpopular.You are very much otherwise.”JOHN ADAMS,

to Thomas Jefferson in discussing which of them should write the

Declaration of Independence in 1776

“Whilst you are proclaimingpeace and goodwill to men… you insist upon retaining [keeping] an absolute power over wives. ” ABIGAIL ADAMS,

in a letter to her husband John around the time of the signing of the

Declaration of Independence

“Yankee Doodle went to town, / A-ridin’ on a pony. / Stuck a feather in his cap / And called it Macaroni.” YANKEE DOODLE,opening words from the song written by

the British about American soldiers

“I only regret that I have butone life to lose for my country.”NATHAN HALE,

last words of 21-year-old about to be hanged without a trial in 1776, after his capture as an American

spy by the British

What were people’s lives like in the past?What—and who—were people talking about? What did they eat? What did they do for fun? These two pages will give you some clues to everyday life in the U.S. as you step back in time with TIME Notebook.

GEORGE HEWES is one of the 8,000 people roused by Sam Adams onDecember 16, 1773. Adams whipped the crowd into a rage, resulting inthe dumping of 342 cases of untaxed British tea into Boston Harbor. Hewesboarded one of the ships that night and here is what he remembers:

“IT WAS NOW EVENING, AND I IMMEDIATELY DRESSED MYSELF IN THE

costume of an Indian, equipped with a small hatchet . . . and a club, with which, after having painted my face and hands with coal dust inthe shop of a blacksmith, I [went] to Griffin’s Wharf, where the ships lay that contained the tea. . . .I fell in with many who were dressed,equipped and painted as I was, and who fell in with me and marched in order to the place of our destination. . . .We then were ordered by our commander to open the hatches and take out all the chests of teaand throw them overboard, and we immediately proceeded to executehis orders, first cutting and splitting the chests with our tomahawks, so as to thoroughly expose them to the effects of the water.”

EyewitnessThe Boston Tea PartyEyewitnessThe Boston Tea Party

1770S WORD PLAY

What’s InA Name?Match the nicknamewith the person or thing to the right.

1. Sable Genius

2. Molly Pitcher

3. Battalia Pie

4. Brown Bess

a. Mary Hays gave American soldierswater and fired a cannon in the war

b. Benjamin Banneker, African American,built the first American clock

c. Most famous type of gun used in the 1700s

d. Meal made of pigeon, rabbit, sheep tongues,and the red growth on the heads of roosters

Benjamin Banneker

answers:1. b; 2. a; 3. d; 4. cB

ETTM

AN

N/C

OR

BIS

NO

RTH

WIN

D P

ICTU

RE

S

170

Social Studies TAKS tested at Grade 8: Obj 3:8.24E

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTThe Boston Tea Party The Boston Tea Party was the culmination of colonial protest against whatwas seen as unfair taxation by England. The resistance to the landing of tea in Boston by SamuelAdams and his followers resulted in similar acts of resistance in other ports. The Coercive Acts,passed by Parliament in 1774, were in response to Boston’s refusal to pay for the destroyed tea.The company that shipped the tea thrown overboard in the Boston Tea Party still exists and todaymarkets a tea called “Boston Harbour.”

TEACHAnalyzing Primary Resources Have students read GeorgeHewes’s words describing hisparticipation in the Boston TeaParty. Ask: What in Hewes’swords shows that the BostonTea Party was not a riot but anevent with order and com-mand? (Participants were dressedalike. Participants “fell in” andmarched in order. Participants wereordered to dispose of the tea in a spe-cific way.) Discuss with studentshow reading personal accountsof an event in history helps us tounderstand what actually hap-pened. Ask: Why are personalaccounts of an event in historyvaluable? (They provide a trueaccount of the events and emotionsof the time as seen through the eyesof the writer.) SS: 8.30A; ELA: 8.8C

Have students keep a diary ofthe events of a day. Studentsshould chronicle any directionsgiven to them, actions thatresulted, and how they felt aboutthe different events of the day.Ask for student volunteers toshare their diaries with the class.Have students create a display ofsubmitted sections of studentdiaries. L1 ELA: 8.15A

Visit the Web site atwww.time.com for up-to-datenews, weekly magazine articles,editorials, online polls, and anarchive of past magazine andWeb articles.

170

ELA: Page 170: 8.10K, 8.13D;Page 171: 8.13DMATH: Page 170: 8.14A


http://www.time.com

N O T E B O O KF R O M P R O T E S T T O W A R : 1 7 7 4 – 1 7 7 7

N U M B E R S N U M B E R STHE COLONIES AT THE T IME

60 Secondsit takes a Minuteman soldier to get ready to fight

16 Age ofSibyl Ludington,who in 1777made a 40-milemidnight ridelike PaulRevere’s, shouting “The British are coming!”

10,000 The approximatenumber of enslaved persons who earned their freedom byfighting against the British

200 Number of Americandoctors with actual medicaldegrees in 1776

How to Load and Shoot a CannonHere are the steps that soldiers follow before firing their cannons at the British:

1 As the officer in charge, you must be loud enough to be heardabove the noise of cannon shot.

2 Have six or seven strong people help you as the cannon is difficult to load and shoot. Then you must call out the following commands:

“WORM!” The wormer, asoldier with a long piece ofiron, must step forward toclean out the barrel of thecannon.

“SPONGE!” The spongermust stick a wet sheepskininto the cannon barrel to coolit off and put out any sparksfrom the last use.

“LOAD!” The loader then stuffs a bag of powder into the barreland adds ammunition—a big iron ball or smaller grapeshot.

“RAM!” The rammer will push and pack the ammunitiondown the barrel with a pole.

“PICK AND PRIME!” The gunner must now open a bag of gunpowder. He puts a little powder in a vent hole.

“GIVE!” The gunner must light a fuse.

“FIRE!” The gunner lights the powder on top of the barrelwith the fuse. The flame jumps through the air vent andignites the powder inside the cannon.

“STAND BACK!” The cannon ball will explode out of the barrelat about 1,000 feet per second.

COLONIAL GAMES

Nine Man Morris Scores a Ten!What are all the colonial kids playing? It’s that entertaining game Nine Man Morris.

1. Get nine copper coins, nine silver coins, and a friend to play with you.

2. Make a drawing like the one shown on a piece of paper.

3. Give yourself the copper coins and your friend the silver ones.

4. Take turns placing your coins on the dots in the drawing.

5. Be the first to line up three of your coins in a row.

6. Capture one of the other player’s coins when you get three in a row.

7. Keep playing until one player is down to two coins. The other player wins!

BR

OW

N B

RO

THE

RS

BR

OW

N B

RO

THE

RS

171

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating a News Broadcast Form student groups. Have students choose an event from before orduring the American Revolution. Students should research the event and then create an on-the-scene news broadcast. One student should role-play a news anchor and another the on-the-scenereporter. For example, a “live” report of the Boston Tea Party could have the anchor interviewingtown officials or citizens asking for their reactions to the rebellion. Have students present their roleplays to the class. L2, SS: 8.31D; ELA: 8.24B

Use the rubric for a role play on pages 58–59 in the Performance Assessment Activitiesand Rubrics.

ELL

The biggest cannon ever used in combat was the German Doraaimed at Russia during World War II. Atleast 60 railroad cars were needed totransport the many parts that made upDora. It took 1,500 men laboring for 20 minutes to load a single 5-ton shell.Dora’s gun barrel was 107 feet long. Mencould crawl around inside to clean thebarrel by hand. It could lob shells 19miles, and its armor-piercing shells couldrip through 90 feet of solid rock.

CLOSEHave students look in a currentalmanac to list six facts about anevent that occurred within thepast year. After each fact stu-dents should note why they feelit is an important fact to know.

Alternative AssessmentHave students review the quotations inthe Verbatim section. Discuss each quota-tion and how it relates to the people andtimes. Students should choose a personfrom the unit to research. Have studentssearch Internet quotation sites or docu-ments in books to develop a list of quota-tions spoken by the person. Thequotations should present a completerepresentation of the character andbeliefs of their chosen individual.Students may want to create a posterwith a drawing of the individual sur-rounded by his or her quotations. SS: 8.30A; ELA: 8.13C

171

SOCIAL STUDIES:Page 170: 8.24E, 8.30C; Page171: 8.30C


October 1777Americans win Battle of Saratoga

February 1778France and U.S.form an alliance

Winter 1777–1778Patriot troops sufferat Valley Forge

1779Spain declareswar on Britain

Main IdeaAs the Revolutionary War continued,the Americans received support fromEuropean countries.

Key Termsdesert, inflation

Reading StrategyClassifying Information As you readthe section, re-create the chart belowand describe how each person helpedthe Americans fight for independence.

Read to Learn• why other nations helped the

Patriots.• how Washington’s troops survived

the winter at Valley Forge.• what challenges Americans faced at

home as a result of the war.

Section ThemeGroups and Institutions Patriotsfaced hardships but were encouragedby help from Europeans.

The War Continues

The Continental Congress sent Jonathan Austin of Boston to France to deliver thenews of the American victory at Saratoga. Benjamin Franklin was already in France trying to get that country to help the Americans against the British. As soon as Austinarrived, Franklin nervously inquired, “Is Philadelphia taken?” Austin answered, “It is, sir. But, sir, I have greater news than that. General Burgoyne and his whole army areprisoners of war.”

Gaining AlliesThe victory at Saratoga in October 1777 boosted American spirits. Even

more, Saratoga marked a turning point in the war. The European nations, espe-cially France, realized that the United States might actually win its war againstGreat Britain.

Now was the time for the Americans to seek support from Great Britain’srivals. By late 1777 Benjamin Franklin had been in Paris for a year, trying to getthe French to support the Americans’ fight for independence. With his skill and


Person Contribution

Lafayette

Pulaski

Von Steuben

De MirallesPreview of Events

Guide to Reading

✦1777 ✦1778 ✦1779

French medal showing Benjamin Franklin

Social Studies TAKS tested at Grade 8: Obj 1:8.4C Obj 1:8.4B

1 FOCUSSection OverviewThis section describes thePatriots’ hardships at war and at home and how Europeanshelped the Patriots.


Section 2, 172–176

Guide to Reading

Answers to Graphic: Lafayette:became an aide to Washington;Pulaski: fought as a calvary officer in the Continental Army; Von Steuben:taught military discipline to Continen-tal Army; De Miralles: lent money tothe Patriot cause

Preteaching VocabularyExplain that inflation is the noun formof inflate, which means “to blowinto” in Latin. Ask for examples ofthings that can be inflated.

172




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: Mary Hays went with her husband to the war.Teacher Tip: Remind students that time lines show thesequence of events. Have them look at the events prior tothe Battle of Monmouth for help answering the question.

UNIT

3Chapter 6

Interpreting and Organizing Information on Time Lines

Directions: Answer the following question based on the time line.

Why was Mary Hays at the Battle of Monmouth?

Mary Ludwig Hays McCauley “Molly Pitcher,” 1754–1832

1750 1760 1770 1780 1790 1800 1810 1820 1830

1822 Pennsylvaniagrants Mary apension of $40 a year

1783 Maryand John Haysreturn home

1778 GeneralGeorge Washingtonpublicly thanks Mary

1778 Mary takes herhusband’s place on thecannon crew whenJohn Hays is overcomewith heatstroke

1754 MaryLudwig is born in Trenton,New Jersey

1769 Marymarries JohnHays, a barber

1777–1778Mary spendsthe winterwith herhusband atValley Forge

1778 June 28, Battle of Monmouth—Mary brings water tothirsty soldiers



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Reproducible Masters• Reproducible Lesson Plan 6–2• Daily Lecture and Discussion Notes 6–2• Guided Reading Activity 6–2• Section Quiz 6–2• Reteaching Activity 6–2• Reading Essentials and Study Guide 6–2• Enrichment Activity 6–2

Transparencies• Daily Focus Skills Transparency 6–2

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

charm, Franklin gained many friends for theUnited States. The French gave the Americansmoney secretly, but they had not committed toan alliance.

FranceNews of the American victory at Saratoga

caused a shift in France’s policy. Realizing thatthe Americans had a chance of defeating Britain,the French announced support for the UnitedStates openly. In February 1778, the French andthe Americans worked out a trade agreementand an alliance. France declared war on Britainand sent money, equipment, and troops to aidthe American Patriots.

SpainOther European nations also helped the

American cause, mostly because they hated theBritish. Although Spain did not recognize Amer-ican independence until after the Revolution,Spain declared war on Britain in 1779. The Span-ish governor of Louisiana, Bernardo de Gálvez(GAHL•vez), raised an army. Gálvez’s soldiersforced British troops from Baton Rouge andNatchez. Then the army captured British forts atMobile in 1780 and Pensacola in 1781. Gálvez’scampaign through hundreds of miles of wilder-ness diverted British troops from other fronts.

Winter at Valley Forge Word of the French-American alliance did not

reach the United States until the spring of 1778.Meanwhile British general Howe and his forcesspent the winter in comfort in Philadelphia.Washington set up camp at Valley Forge, about20 miles to the west of the British. Washingtonand his troops endured a winter of terrible suf-fering, lacking decent food, clothing, and shelter.Washington’s greatest challenge at Valley Forgewas keeping the Continental Army together.

Joseph Martin, a young private from Con-necticut, spent the winter at Valley Forge. “Wehad a hard duty to perform,” he wrote yearslater, “and little or no strength to perform itwith.” Most of the men lacked blankets, shoes,and shirts. Martin made a rough pair of moc-casins for himself out of a scrap of cowhide.Although the moccasins hurt his feet, they werebetter than going barefoot, “as hundreds of mycompanions had to do, till they might be trackedby their bloods upon the rough, frozen ground.” ; (See page 597 for more accounts of the winter at Valley Forge.)

Not surprisingly, many men deserted, or leftwithout permission, while the Continental Armywas camped at Valley Forge. Some officersresigned. The army seemed to be falling apart.

The March to Valley Forge by William B.T. TregoWhile waiting for French aid, American soldiersspent a brutal winter at Valley Forge, Pennsylvania.What were the soldiers’ living conditions at Valley Forge?

History Through Art

Social Studies TAKS tested at Grade 8: Obj 1:8.4C Obj 1:8.4B Obj 5:8.30A

173


Section 2, 172–176

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating Concept Webs This section focuses on the idea of freedom, not only political freedomfor a country seeking independence, but also the lack of freedom of opportunity for women andAfrican Americans. Organize students into three teams; supply each team with poster board andmarkers. Within each team have some students specialize in political meanings of freedom, oth-ers focus on the status of women, and still others consider the status of African Americans. Thenask each team to create a concept web relating to this section. Have teams begin with the wordfreedom in the center of the poster, then branch out to show the kinds of or lack of freedomdiscussed, and note a few details about each one. Encourage teams to compare and discusstheir webs. L2 SS: 8.31D; ELA: 8.20B

2 TEACH

Solving Problems Have groupsof students create a problem/solution chart. In the left-handcolumn, they should list prob-lems that the Americans faced(such as the need for allies andfinancing the war); in the right-hand column, they should notehow each problem was handled.Have groups share their chartswith the class. L1 SS: 8.30C;ELA: 8.10L


I. Gaining Allies (Pages 172–175)

A. European nations helped the American cause. France and Spain were at war with theBritish in Europe and hated the British. They realized that the Americans had a chanceto win their war, so they offered assistance.

B. France at first secretly gave money to help the American war effort and then publiclyannounced its support. In February 1778, the French and the Americans worked out atrade agreement and an alliance. France declared war on Britain and gave the




Did You Know? The Saratoga battlefield in Stillwater, NewYork, was established as a New York state park in 1927 on the 150thanniversary of the battles. It was made part of the National ParkSystem in 1938 by Congress.

Illness at Valley Forge Of theapproximately 12,000 soldiers atValley Forge, more than 2,000 died ofvarious diseases that winter. Dysen-tery, pneumonia, typhus, and typhoidwere the leading killers.

What?Who?Where?When?

Answer: The soldiers lacked properclothing, food, and shelter. Supplies,such as shoes, blankets, and shirtswere scarce.

History Through Art

SOCIAL STUDIES:Page 172: 8.1B, 8.4B, 8.4C, 8.30B,8.30C; Page 173: 8.4B, 8.4C,8.27A, 8.30C


Yet somehow, with strong determination, theContinental Army survived the winter, and con-ditions gradually improved. The troops builthuts and gathered supplies from the country-side. Volunteers—including Washington’s wife,Martha—made clothes for the troops and caredfor the sick. Washington declared that no armyhad ever suffered “such uncommon hardships”with such “patience and fortitude.” New sol-diers joined the ranks in the spring.

“The army grows stronger every day,” one officer wrote. “There is a spirit of discipline amongthe troops that is better than numbers.”

In April 1778 Washington told his troops of thePatriots’ alliance with France. Everyone’s spiritsrose at the thought of help from overseas. TheContinental Army celebrated with a religiousservice and a parade.

Help From OverseasAmong the hardy soldiers who spent the win-

ter at Valley Forge was a French nobleman, theMarquis de Lafayette (lah•fay•EHT). Filledwith enthusiasm for the ideas expressed in theDeclaration of Independence, Lafayette hadbought a ship and set sail for America. He rushedto join the battle for freedom. Lafayette wrote tohis wife and children in France,

“The future of America is closely bound up with the future of all mankind.”

Upon his arrival in Philadelphia, Lafayetteoffered his services and those of his followers toGeneral Washington. Lafayette became a trustedaide to Washington.

Other Europeans also volunteered to work for the Patriot cause. Two Poles—Thaddeus Kosciusko (kawsh•CHUSH•koh), an engineer,and Casimir Pulaski, a cavalry officer—contributed to the American efforts. Pulaskidied in 1779, fighting for the Continental Army.

Friedrich von Steuben (STOO•buhn), a for-mer army officer from Germany, also came tohelp Washington. Von Steuben drilled the Patriottroops at Valley Forge, teaching them military dis-cipline. He turned the ragged Continental Armyinto a more effective fighting force.

Juan de Miralles (mee•RAH•yays) arrived inPhiladelphia in 1778 as a representative of Spain.At his urging, Spain, Cuba, and Mexico sentfinancial aid to the colonies. Miralles befriendedmany Patriot leaders and lent money to the cause.

EconomicsMoney Problems

Getting money to finance the war was a majorproblem. The Continental Congress had nopower to raise money through taxes. Although

$


• Longstanding hostility betweenBritain and France

• Conflict between Britain and Franceduring French and Indian War

• Victory at Saratoga boosts Frenchconfidence in Patriots

• France lends money to the Continen-tal Congress

• France sends soldiers and ships tohelp American forces

• Americans win independence

In 1777 Benjamin Franklin negotiated with French leaders for money and support for the American cause.

Drawing Conclusions Why was it important for France to recognize the independence of the American colonies?

Social Studies TAKS tested at Grade 8: Obj 1:8.4B Obj 5:8.30B, 8.30C

174


Section 2, 172–176

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSLogical/Mathematical Why would a European nation want to become involved in the Americans’war for independence? Encourage students who enjoy analytical questions to make up a list of proand con statements that a European leader might consider before committing to the Patriot cause.(You might ask students to do additional research to learn what various nations stood to gain orlose by siding against Britain.)


Guided Reading Activity 6–2Name Date Class


DIRECTIONS: Filling in the Blanks Use your textbook to fill in the blanksusing the words in the box. Use another sheet of paper if necessary.

Continental Congress gold and silver alliance FranceCasimir Pulaski Loyalists Spain inflationBernardo de Gálvez women MarthaMarquis de Lafayette Valley Forge slavery

Gaining Allies

The victory at Saratoga lifted the Patriots’ spirits and encouraged (1) to

form an (2) with America in 1778. Then (3) declared war on Great

Britain in 1779, and (4) , the Spanish governor of Louisiana, raised an army

that forced British soldiers from Baton Rouge and Natchez. While awaiting the

arrival of French troops, George Washington and his troops set up camp at (5)

, where they suffered a cold winter with little clothing, shelter, or decent food.

Volunteers, including Washington’s wife (6) , helped by making clothes and

caring for the sick. Several Europeans, such as French nobleman (7) and

Polish cavalry officer (8) , worked for the Patriot cause. The (9) had

no power to levy taxes. Therefore, Congress printed hundreds of millions of dollars

worth of paper money that soon lost its value because there was not enough

(10) to back it. This caused (11) .

Life on the Home Front

The war caused many (12) to flee their homes in America. The ideals of

liberty and freedom caused some (13) to question their place in society and

some Americans to question (14) .

Answer: Students may note thatFrance gained an ally by helping theAmericans with their money, rein-forcements, and supplies.



Section Quiz 6–2

Section Quiz 6-2


Column A

�� 1. William Howe’s winter camp

�� 2. George Washington’s winter camp

�� 3. French noble at Valley Forge

�� 4. fled the colonies for England

�� 5. essay writer for women’s education

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the

★


ScoreChapter 6

Column B

A. Valley ForgeB. Judith Sargeant MurrayC. LoyalistsD. Marquis de LafayetteE. Philadelphia

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the Congress received some money from thestates and from foreign countries, much moremoney was needed.

To pay for the war, the Congress and thestates printed hundreds of millions of dollarsworth of paper money. These bills quickly losttheir value, however, because the amount ofbills in circulation grew faster than the supply ofgold and silver backing them. This led to infla-tion, which means that it took more and moremoney to buy the same amount of goods. TheCongress stopped issuing the paper moneybecause no one would use it. However, theAmericans had no other way to finance thefighting of their war for independence.

Describing How did Lafayette helpthe Patriot cause?

Life on the Home FrontThe war changed the lives of all Americans,

even those who stayed at home. With thousandsof men away in military service, women tookover the duties that had once been the responsi-bility of their husbands or fathers. Other womenran their husbands’ or their own businesses.

Changing AttitudesThe ideals of liberty and freedom that

inspired the American Revolution caused somewomen to question their place in society. In anessay on education, Judith Sargeant Murrayof Massachusetts argued that women’s mindsare as good as men’s. Girls, therefore, should getas good an education as boys. At a time whenmost girls received little schooling, this was a radical idea.

Abigail Adams also championed women’sinterests. She wrote to her husband, JohnAdams, who was a member of the Second Con-tinental Congress:

“I cannot say that I think you are very gener-ous to the ladies, for, whilst you are proclaimingpeace and good will to men, emancipating allnations, you insist upon retaining an absolutepower over wives.”

Treatment of LoyalistsEvery state had some Loyalists. Thousands of

them fought with the British against the Patriots.To prove their loyalty to Britain, some Loyalistsspied and informed on the Patriots.

Many Loyalists, however, fled the Americancolonies during the Revolutionary War. Theypacked their belongings and sold whatever theycould. Some left hurriedly for England. Otherstook off for Spanish-owned Florida. Still others journeyed to the frontier beyond theAppalachian Mountains and to Canada.

Loyalists who remained in the United Statesfaced difficult times. Their neighbors oftenshunned them. Some became victims of mobviolence. Loyalists who actively helped theBritish could be arrested and tried as traitors.Patriots executed a few Loyalists, but suchextreme measures were unusual.

CitizenshipHopes for Equality

The Revolutionary War ideals of freedom andliberty inspired some white Americans to ques-tion slavery. As early as the Stamp Act crisis,

Paper notes issued by the Congress and the states rap-idly declined in value. By the time these South Carolinabills were printed, their real value was only 10 percentof their face value. Why did American notesquickly decline in value?

History

Social Studies TAKS tested at Grade 8: Obj 1:8.4B Obj 3:8.24E

175


Section 2, 172–176

Answer: He came to America withenthusiasm and fellow supportersand became an aide to Washington.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts Have students consider the personality of George Washington. Then have themcreate quotes that reflect what they think the general might have said about the following topics:the progress of the war thus far; conditions at Valley Forge; alliances with European nations; military experts who have arrived recently from Europe; and the army’s financial needs. L1,ELA: 8.15E

ELL

Reteaching Activity 6–2Name Date Class


DIRECTIONS: Completion In the space provided, write the word or wordsthat best complete the sentence.

By late 1777 (1) �� had been in Paris for a year trying unsuccessfully to get France to form an alliance with the United States. After the victory

at (2) �� , France realized the Patriots might win the war; they

declared war on Great Britain and sent money, equipment, and (3) ��

to aid the Americans. Soon, (4) �� also declared war on Great Britain.

While British general William Howe and his forces spent the winter in comfort inPhiladelphia, George Washington and his troops endured terrible suffering at their camp

at (5) �� . Because of the lack of decent food, clothing, and shelter,


THE WAR CONTINUES



Have you ever had to ask others for help when you had a problem you could not solve by your-self? How did the people you asked respond? Were they helpful? Did you feel they supportedyou? How did you feel when you shared your problem with someone who cared and was willingto help?

In the last section, you read about the advantages and disadvantages of the British and theAmericans. This section focuses on the hardships the Patriots faced and the help they receivedf E t i

KEY TERMS

desert To leave without permission (page 174)

inflation An increase in money supply causes the price of goods to rise (page 175)


This bill is a good example of whatAmericans of the time called a softdollar or soft currency. Both termsreferred to paper money, especiallypaper money that was not backed bysilver or gold.Answer: There were more bills in cir-culation than the available gold andsilver could back.

History

SOCIAL STUDIES:Page 174: 8.4B, 8.30B, 8.30C;Page 175: 8.4B, 8.22A, 8.24E,8.27A, 8.30C



in which you define the terms desertand inflation correctly. Use standardsentence structure and spelling inyour paragraph.

2. Reviewing Facts Explain why theFrench did not publicly support theAmericans until after the Battle ofSaratoga.

Reviewing Themes3. Groups and Institutions How were

the Loyalists treated by the Patriotsduring the war?

Critical Thinking4. Making Inferences The Americans

claimed to fight for liberty and free-dom. How did these ideals makewomen and enslaved Africans ques-tion their positions in society?

5. Determining Cause and EffectRe-create the diagram below anddescribe what happened when theContinental Congress tried to financethe war by printing money.

Analyzing Visuals6. Graphic Organizer Skills Study the

cause-and-effect chart on page 174.In what ways did France help theAmericans in their fight for independ-ence? What event led France to aidthe Americans in the first place?

religious groups and other groups had voted tocondemn slavery. In 1778 Governor William Liv-ingston of New Jersey asked the legislature tofree all enslaved people in the state. Slavery, Liv-ingston said, was “utterly inconsistent with theprinciples of Christianity and humanity.”

African Americans made similar arguments.In New Hampshire enslaved Africans asked thelegislature for their freedom

“so that the name of slave may not be heardin a land gloriously contending for the sweets offreedom.”

From the beginning of the war—at Lexington,Concord, and Bunker Hill—African Americansoldiers fought for the American cause. To somefighting for freedom, both African American andwhite, the Revolution seemed to bring nearer theday when slavery would be abolished. Vermont,New Hampshire, Massachusetts, and Pennsylva-nia attempted to end slavery in their states. Theissue of slavery would remain unsettled formany years, however.

Explaining What contributions didwomen make during the war?


Expository Writing Why wasWashington such an effectiveleader? Write a one-page paperdescribing both his personal andprofessional characteristics.

Printing money

This cartoon, drawn in 1779, shows arider being thrown by a horse. Cartoon-ists often use animals as symbols. Forexample, an eagle is often used to sym-bolize the United States. The RepublicanParty is often represented by an elephant,while the Democratic Party symbol is the donkey. Who do the horse andrider represent? What idea is the cartoon presenting?

Analyzing Political Cartoons

Social Studies TAKS tested at Grade 8: Obj 5:8.30B, 8.30E Obj 3:8.24D Obj 3:8.24E

176


Section 2, 172–176

Answer: took over husband’sresponsibilities, ran family businesses, and worked toward newindependence for women

Answer: The cartoon was most likelydrawn by an American cartoonistbecause it shows an English soldierbeing thrown from his horse, depict-ing the overthrow of English rule. Thecartoonist appears to be supportive ofthe American cause. The horse repre-sents the Americans, and the riderrepresents the British. The cartoonpresents the spirit felt by Americans asthey fought for their independencefrom Britain.

Analyzing Political Cartoons

Name Date Class


The Unusual Battle of the KegsDuring the British occupation of Philadelphia during the Revolutionary

War, Americans began experimenting with floating mines. Read theexcerpts from a January 1778 satire, which pokes fun at the British. Do youthink the writer for the New Jersey Gazette really thought the British navyshowed “activity, bravery, and military skill” in this action?

P hiladelphia has been entertainedwith the most astonishing instanceof the activity, bravery, and military

skill of the royal navy of Great Britain. . . .Yesterday . . . several kegs . . . made theirappearance [on the Delaware River]. Analarm was immediately spread through the city Some reported that the kegs

the Roebuck and other ships of war, wholebroadsides were poured into the Delaware.In short, not a wandering ship, stick or driftlog but felt the vigor of the British arms.

The action began about sunrise, andwould have been completed with greatsuccess by noon, had not an old marketwoman coming down the river with


4 CLOSEAsk students how the Contin-ental Army’s experience atValley Forge reflected problemsthat many of the Patriots—bothmilitary and civilian—faced.


2. After the Battle of Saratoga, theFrench believed the Americans had a chance of defeating Britain.SS: 8.4C

3. They were shunned by neighborsand were occasionally victims of mob violence; some werearrested and tried as traitors;

a few were executed. SS: 8.22A4. These ideals highlighted the fact

that they did not have equal rightsor the same freedoms and oppor-tunities that white American maleshad at the time. SS: 8.30B

5. The bills lost their value due to thelack of gold and silver backing;inflation SS: 8.4C

6. lent money to the ContinentalCongress, sent soldiers and ships;the Battle of Saratoga SS: 8.4C,8.30C; ELA: 8.22B

Interdisciplinary Activity Essaysshould include ideas about Wash-ington’s leadership such as respect,concern for his soldiers, and integrity.SS: 8.23A; ELA: 8.15A

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Throughout the Revolutionary War,Washington succeeded in holding hisarmy together, despite many difficulties.He had to deal with low morale amongsoldiers who lived on poor rations andreceived low pay. The Continental Con-gress often interfered with his conductof military operations. During thegloomy winter at Valley Forge, somecongressmen and army officers plottedto replace Washington as commanderin chief.

One of his critics was Dr. BenjaminRush, who served for a time as surgeongeneral of the Continental Army. In aletter to John Adams, Rush comparedWashington unfavorably to the hero ofSaratoga, Horatio Gates.

“I am more convinced than everof the necessity of discipline andsystem in the management of ouraffairs. I have heard several officerswho have served under GeneralGates compare his army to a well-regulated family. The same gentle-men have compared Gen’lWashington’s imitation of an army to an unformed mob. Look at thecharacters of both! The one [Gates]on the pinnacle of military glory—exulting in the success of schemesplanned with wisdom, and executedwith vigor and bravery. . . . See theother [Washington] outgeneraledand twice beaten. . . . ”—Dr. Benjamin Rush, October 21, 1777

Washington Had Stepped Down?

West of the Appalachian Mountains, the Britishand their Native American allies were raidingAmerican settlements. Mohawk chief JosephBrant led a number of brutal attacks in southwest-ern New York and northern Pennsylvania. Afterthe war, Brant served as a representative of theMohawk people to the Continental Congressand tried to get a fair land settlement for hispeople. Unable to reach an agreement, Brant andhis people moved to Canada.

Henry Hamilton commanded Detroit, themain British base in the West. Some called Hamil-ton the “hair buyer” because of rumors that hepaid Native Americans for the scalps of settlers.

GeographyVictory at Vincennes

George Rogers Clark, a lieutenant colonel inthe Virginia militia, set out to end the Britishattacks on western settlers. In July 1778, Clarkand 175 soldiers sailed down the Ohio River tothe mouth of the Tennessee River. After march-

ing about 120 miles, the Patriots seized theBritish post at Kaskaskia (ka•SKAS•kee•uh) inpresent-day Illinois. Then, in July 1778, theycaptured the British town of Vincennes(vihn•SEHNZ) in present-day Indiana.

During Clark’s absence in December, Britishtroops under Henry Hamilton’s commandrecaptured Vincennes. Clark vowed to get itback. In February 1779, after marching for daysthrough countrysides flooded with icy waters,Clark and his troops surprised the British, forc-ing Hamilton to surrender. George RogersClark’s victory at Vincennes strengthened theAmerican position in the West.

Explaining What British outpostsdid George Rogers Clark’s troops capture?

Glory at SeaAs fighting continued on the western frontier,

other battles raged at sea. Great Britain used itspowerful navy to patrol American waterways,


Answer: Kaskaskia and Vincennes


Section 3, 177–182

2 TEACHDaily Lecture and Discussion Notes 6–3

I. War in the West (Pages 177–178)

A. The war in the West took place along the frontier, west of the Appalachian Mountains,and involved Native Americans. They often helped the British by raiding Americansettlements.

B. George Rogers Clark went west to end the attacks. In June 1778, he and 175 soldiers




Did You Know? Naval hero John Paul Jones is considered to beone of the founders of the United States Navy. He was the first per-son to hoist the new American flag on a warship. In 1778 Jonessailed into a French bay and exchanged gun salutes with a Frenchship. This was the first time the United States flag was officially recognized by a foreign government.

Reviewing Facts Have studentsturn back to Sections 1 and 2 toreview the progress of theAmerican Revolution. Havethem list major confrontations.Students should note who wonthe confrontation, including thesignificance of the victory. L2SS: 8.4C; ELA: 8.13B

Answers:1. Answers will vary but should

include that many soldiers feltempowered by GeorgeWashington and, therefore, might have left the military if he stepped down.

2. Answers may include that manyEuropean countries may nothave provided support if GeorgeWashington stepped down andthis would have decreasedAmerica’s chances of gainingindependence.

178

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYOrganizing a Battle Chart Students may find it hard to distinguish the various battles discussed in this section. To aid their memories, organize the class into groups representing battles along thewestern frontier and in the South. You also might designate a group to document the naval battlebetween the Bonhomme Richard and the Serapis. Have each group complete a column in a class-room battle chart noting dates, giving details of the battles, and relating the battles to the war’sprogress. Assign students to create a detailed time line of the battle, research important people inthe battle, and illustrate the crucial turning point in the battle. L2 SS: 8.1B, 8.20B

ELA: Page 178: 8.10K; Page 179:8.10K, 8.13D



1. How do you think the soldiers might have reacted toWashington stepping down?

2. Washington wrote that he would resign his post if hecould not count on support. Would the American Rev-olution have taken a different course with anothercommander? Explain your answer.

keeping the ships of the Patriots and the ships oftheir allies from entering or leaving Americanharbors. This British blockade prevented sup-plies and reinforcements from reaching the Continental Army.

PrivateersTo break the British naval blockade, the Sec-

ond Continental Congress ordered the construc-tion of 13 American warships. Only two ofthese, however, sailed to sea. The Americansdestroyed four of their own ships to keep themout of British hands. Others were quickly cap-tured by the British. Several states maintainedtheir own small fleets, but the American navywas too weak to operate effectively.

American privateers captured more British vessels at sea than did the American navy. Theprivateers were privately owned merchantships equipped with weapons. The Congressauthorized approximately 2,000 ships to sail asprivateers and attack enemy shipping. Findingcrews for these ships was not difficult. Sailors

from the whaling and fishing ports of New Eng-land signed on eagerly for the profitable priva-teering trade.

John Paul JonesA daring American naval officer, John Paul

Jones, began raiding British ports in 1777. Hesailed in an old French ship that BenjaminFranklin had obtained for him. Jones gave theship a French name, Bonhomme Richard, in honorof Franklin’s Poor Richard’s Almanack.

Sailing near the coast of Great Britain in Sep-tember 1779, the Bonhomme Richard met a largefleet of British merchant ships escorted by thewarship Serapis. The Bonhomme Richard movedclose to the Serapis before attacking. The twoships fought for more than three hours. At onepoint Jones’s ship was so badly damaged thatthe British captain asked whether Jones wishedto surrender. Jones is said to have answered, “I have not yet begun to fight.”

In the end the Serapis surrendered, but theBonhomme Richard sank not long after the battle.Still, his victory made John Paul Jones a navalhero to the American Patriots.

Describing How did John PaulJones contribute to the war effort?

Struggles in the SouthIn the early years of the war, the Americans

had won some battles in the South. In 1776 theyhad crushed Loyalists at the Battle of Moore’sCreek, near Wilmington, North Carolina, andhad saved Charles Town, South Carolina, fromthe British. Although a small battle, its impactwas great.

By 1778 the British realized that bringing theAmerican colonies back into the empire wouldnot be easy. As a result they changed their strat-egy and planned a hard-hitting offensive to finish the war.

The British concentrated their efforts in theSouth, where there were many Loyalists. Theyhoped to use British sea power and the supportof the Loyalists to win decisive victories in theSouthern states. Initially the strategy worked.

Social Studies TAKS tested at Grade 8: Obj 1:8.4B, 8.4C; Obj 4:8.23B Obj 5:8.30C

179

Answer: He raided English ports andbecame a naval hero by causing thesurrender of the English vesselSerapis.


Section 3, 177–182



DIRECTIONS: Recalling the Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.1. Explain why more Native Americans sided with the British than with

the Patriots.

��

��

2. Who set out to end the British attacks on western settlers? ��

��

3. Where was the victory that strengthened the American position in

the West? ��4. What did the British do to prevent supplies and reinforcements from reaching

the Continental Army? ��

5. What were privateers? ��

6. Describe how privateers helped the American cause. ��

7. Who was the daring commander of the privateer Bonhomme Richard?

��

8. What response did this commander give to the British captain of the Serapiswhen asked whether he wished to surrender during a long, fierce battle at sea?

��

9. What strategy did the British use in an attempt to finish the war and bring the

colonies back into the empire? ��

10. Where and when did the worst American defeat of the war take place?

��

11. Who was in command of the British forces in the South? ��

12. Why was the hit-and-run technique of guerrilla warfare successful against the British?

��

13. Who was known as the Swamp Fox? ��

14. When did Charles Cornwallis retreat north to Virginia? ��

15. Where did Cornwallis set up camp? ��

Many Patriots wore theirown clothing, such as breeches, vests,hose, and tricorner hats, rather than uni-forms. They carried muskets and knivesinto battle.

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSKinesthetic As evidenced by the forces led by Francis Marion, guerrilla warfare was an effectivePatriot tactic. Organize the class into groups. Use a wooden surface as a base. Using air-dry clay,have one group make trees found in South Carolina. Have another group make other natural fea-tures, such as swamp areas. Have other groups make both Patriot and British soldiers. Have thegroups paint their contributions. Create a display of Francis Marion’s forces waiting in ambush asthe British troops march in file. SS: 8.10A; ELA: 8.24A


SOCIAL STUDIES:Page 178: 8.4B, 8.23A, 8.24C,8.30C; Page 179: 8.4B, 8.4C,8.23B, 8.30C, 8.30E


Guerrilla WarfareThe British received less help than they had

expected from Loyalists in Southern states.Instead, as British troops moved through thecountryside, small forces of Patriots attackedthem. These bands of soldiers appeared sud-denly, struck their blows, and then disappeared.This hit-and-run technique of guerrilla warfarecaught the British off guard.

One successful guerrilla leader, Francis Marion, operated out of the swamps of easternSouth Carolina. Known as the Swamp Fox, Mar-ion was quick and smart. One British colonelgrumbled that “the devil himself” could notcatch Marion.

Help From SpainWhen 30-year-old Bernardo de Gálvez

became governor of the Spanish territory ofLouisiana in January 1777, Spain was neutral.That did not stop Gálvez from helping thecolonists. He loaned thousands of dollars to theAmericans and opened the port of New Orleansto free trade on the part of the colonists. Gálvezalso organized the shipment of tons of supplies


British VictoriesIn late 1778 General Henry Clinton sent 3,500

British troops from New York to take Savannah,on the coast of Georgia. The British occupied thecity and overran most of the state.

Clinton himself headed south with a largearmy in early 1780 to attack the port of CharlesTown, South Carolina. Charles Town surren-dered in May, and the British took thousands ofprisoners. It marked the worst American defeatof the war. A member of Britain’s Parliamentgloated, “We look on America as at our feet.”

Clinton returned to New York, leaving General Charles Cornwallis in command ofBritish forces in the South. The Continental Con-gress sent forces under General Horatio Gates toface Cornwallis. The two armies met at Camden,South Carolina, in August 1780. Although theBritish won, Cornwallis soon found that he couldnot control the area he had conquered. He andhis troops faced a new kind of warfare.

200 kilometers0Lambert Equal-Area projection

200 miles0

N

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EW

HA

M

ILTON

CLA

RK

APPAL

ACHI

ANM

OUN

TAIN

S

W

abash R.

Ohio

R.

LakeErie

FortDetroit

Fort Miami Fort Pitt

Vincennes(Feb. 1779)

Cahokia(1778)

Kaskaskia(July 1778)

George Rogers Clark captured the key pointsof Kaskaskia, Cahokia, and Vincennes, savingthe west region for the Colonies.

The Revolutionary War in the West, 1778–1779

American troops

Fort

Present-dayboundaries

British troops

American victory

“I know the caseis desperate,

sir . . . notime is tobe lost.”

—letter to Patrick Henry,

February 1779

Social Studies TAKS tested at Grade 8: Obj 2:8.11A; Obj 5:8.30C Obj 1:8.4B

The Revolutionary War spread west of the Appalachian Mountainswhere American troops won key victories.1. Region What victories did the American forces win in

the West?2. Analyzing Information From what fort did Clark’s

troops set out?

180


Section 3, 177–182

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYCivics As the text points out, many Native Americans of this era sided with the British, but somesupported the Patriot cause. How political was their reasoning? Students may work independentlyor in small groups to chart some reasons for supporting either side. Have them discuss questionssuch as the following: How had each side treated Native Americans before the war? Which sideseemed more likely to win? What might Native Americans have to gain from a British victory? Froma Patriot victory? L2, SS: 8.30D; ELA: 8.13BELL

Answers:1. Vincennes, Cahokia, and

Kaskaskia2. Fort Pitt

Geography Skills PracticeAsk: What waterway didHamilton’s troops follow for part of their trip from Fort Detroit toVincennes? (the Wabash River)

Medical Practices For every Patriotsoldier killed by the British, aboutnine died from disease or poor med-ical practices. In some cases, doctorsdrained about three-fourths of a sol-dier’s blood. Draining “sick” blood tospur the production of “healthy”blood later proved fatal to the Patriots’commander. In 1799 the ailingGeorge Washington gave his permis-sion to be bled three times and diedshortly afterward.

What?Who?Where?When?

Guerrilla Guerrilla is a Spanish wordmeaning “little war.”

ELA: Page 180: 8.11C, 8.22B;Page 181: 8.10K, 8.13D


and ammunition up the Mississippi River to thearmy of George Rogers Clark in the NorthwestTerritory. With this help from Gálvez, Clark wasable to capture the key points of Kaskaskia,Cahokia, and Vincennes.

In the summer of 1779, Spain declared war onBritain. Gálvez raised an army of Spanish sol-diers along with Creoles, Native Americans, andAfrican Americans and marched on British postsalong the lower Mississippi. Striking quickly, hecaptured British forts at Baton Rouge andNatchez. Then, in March 1780, Gálvez forcedBritish Mobile to surrender. In May 1781 he tookPensacola, the British capital of West Florida.

These victories opened supply lines for militarygoods from Spain, France, Cuba, and Mexico.According to historian Buchanan Parker Thom-son, Gálvez had given

“the most vital aid contributed by any oneman to the struggling American colonies. In win-ning this triumphant victory over the last greatBritish outpost, he had not only served his Kingto the limit of his strength but had made to theUnited States the most important gift an allycould offer: the security of their southeasternand western frontiers.”

GREENE

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BRITISH FLEET, 1778BRITISH

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BRITISH FLEET, 1781

Atlantic

Ocean

22

55

33

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2

2

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1

GA.

S.C.

N.C.

VA.

MD.

PA.

N.J.

DEL.

R.I.

N.Y.

CONN.

MASS.

Savannah

Charles Town

Camden

Cowpens Wilmington

New York City

Kings Mt.

Yorktown

ValleyForge

West Point

The Revolutionary War in the South, 1778–1781

American and allied forces

British forces

American victory

British victory

Fort

22

11 British capture Savannah, 1778

British capture Charles Town andCamden, but are defeated atCowpens and Kings Mountain, 1780

Washington and Rochambeau rushtoward Virginia, August 1781

French Admiral De Grasse keepsBritish ships away

Cornwallis trapped; the Britishsurrender at Yorktown, 1781

33

44

55

Social Studies TAKS tested at Grade 8: Obj 1:8.4B; Obj 5:8.30C

Most of the fighting took place in the South during the latteryears of the Revolutionary War.1. Location What British general was trapped at Yorktown,

Virginia?2. Drawing Conclusions How did the French navy help

the Americans win the war?

181


Section 3, 177–182

Reteaching Activity 6–3



Section Quiz 6–3

Name Date Class


DIRECTIONS: Sequencing Events Number the events in the order in which theyoccurred.

�� A. General Henry Clinton sends 3,500 British troops to Savannah.

�� B. The British attempt to invade central North Carolina.

�� C. General Clinton attacks the port of Charleston, South Carolina.

�� D. General Cornwallis retreats to Virginia.

�� E. George Rogers Clark sails down the Ohio River in an attempt toend the British attacks on western settlers.

�� F. The armies of General Charles Cornwallis and General HoratioGates meet at Camden, South Carolina.

G h h h d h h

★

Section Quiz 6-3

DIRECTIONS: Matching Match the items in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each)

Column A

�� 1. privately owned warships

�� 2. privateer commander

�� 3. surrendered to John Paul Jones

�� 4. worst American defeat of the war

�� 5. American victory, September 1780

DIR CTIONS: Multiple Choice In the blank at the left write the letter of the


ScoreChapter 6

Column B

A. John Paul JonesB. CharlestonC. privateersD. Kings MountainE. Serapis

Answers:1. Cornwallis2. It kept British fleets from reach-

ing Yorktown and Cornwallis’stroops from escaping by sea; it also cut off supplies and reinforcements.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYPredicting Consequences Assign students to groups. Have each group work together to create awall-length time line. Use wall-length rolls of paper. As a class, discuss important dates from thissection to include on each time line. Then discuss events that might occur over the following fouryears. Encourage students to base their predictions on what they have already learned in this chap-ter. The predicted events should stand out in design. For example, they could be written in a colordifferent from the rest of the time line. Student groups should add important information aboutthe American Revolution to their time lines. Pictures, illustrations, magazine cuttings, and similaritems can be added. Hang the time lines in the class or hallway. L1 SS: 8.1B, 8.30B, 8.31D; ELA: 8.20D

SOCIAL STUDIES:Page 180: 8.4B, 8.11A, 8.30B,8.30C; Page 181: 8.4B, 8.30C



in which you use the following terms:blockade, privateer, guerrilla warfare.

2. Reviewing Facts Explain why mostNative Americans sided with theBritish in the conflict.

Reviewing Themes3. Geography and History How did

the British navy use the location ofthe colonies to their advantage?

Critical Thinking4. Drawing Conclusions Why was

guerrilla warfare effective against theBritish?

5. Analyzing Information Re-createthe diagram below and describe the results of the battle at GuilfordCourthouse.

Analyzing Visuals6. Geography Skills Study the maps

on pages 180 and 181. Who won thebattle at Cowpens, South Carolina? At Kings Mountain, South Carolina?Whose forces did George RogersClark face at Vincennes?

In October 1780, Nathanael Greene replacedGates as commander of the Continental forces inthe South. Rather than lead an all-out attack onCornwallis’s forces, Greene split his army intwo. In January 1781, one section of the army,led by General Daniel Morgan, defeated theBritish at Cowpens, South Carolina. Anothersection joined Marion’s guerrilla raids. In MarchGreene reunited his forces to meet Cornwallis’sarmy at Guilford Courthouse, in present-dayGreensboro, North Carolina. Greene’s army wasforced to retreat, but the British sustained greatlosses in the process. General Cornwallis aban-doned the Carolina campaign.

British RetreatCornwallis decided to march north to Virginia

in April 1781. His troops carried out raidsthroughout the state, nearly capturing GovernorThomas Jefferson and the Virginia legislature inJune. Jefferson fled on horseback, just ahead ofthe advancing British troops.

General Washington sent Lafayette and Gen-eral Anthony Wayne south to fight Cornwallis.Meanwhile Cornwallis set up camp at York-town, which was located on the Virginia coast,and awaited further orders from Clinton in NewYork. The battle for control of the South wasentering its final phase.

Evaluating What effect did thePatriot victory at Kings Mountain produce?

Patriot VictoriesAfter the British victory at Camden, South

Carolina, the British moved northward throughthe Carolinas in September 1780. At KingsMountain, a British officer and more than 1,000Loyalists defended an outpost against the attackof Patriot sharpshooters. The Patriots forced the British to retreat. The victory brought newsupport for independence from Southerners.They wanted to see an end to the war that wasdestroying their homes and farms.


Art Create a symbol or emblemthat captures the spirit of thePatriot soldiers.

Battle at Guilford Courthouse

“I shall not spareany effort or

trouble . . . forthe benefit of the colonies.”

—Bernardo de Gálvez, letter May 6, 1778,

to Patrick Henry

Social Studies TAKS tested at Grade 8: Obj 1:8.4B, 8.4C

182


Section 3, 177–182

4 CLOSEAsk students to speculate abouthow British military leaders jus-tified their losses to the Patriotsat this point in the war.



Answer: The victory brought newsupport for independence fromSoutherners because they wanted to see an end to the destruction oftheir homes brought about by the war.

Name Date Class


Science and HumanityIn 1780 Benjamin Franklin wrote a letter, excerpted below, to Joseph Priestley,

a British chemist who supported the American Revolution.

Dear Sir,. . . I always rejoice to hear of your being still employed in

experimental researches into nature. . . . The rapid Progress trueScience now makes, occasions my regretting sometimes that I wasborn so soon. . . . [I]n a thousand years . . . [we] may perhaps learnto deprive large masses of their gravity, and give them absolutelevity, for the sake of easy transport. Agriculture may diminish itslabour and double its produce; all diseases may by sure means beprevented or cured, not excepting even that of old age, and our


THE WAR MOVES WEST AND SOUTH


KEY TERMS

blockade To close off cities and ports with ships (page 178)

privateer Privately owned merchant ships equipped with weapons (page 178)

guerrilla warfare A small band of soldiers appears suddenly, attacks, and disappears (page 180)


Have you ever wondered what it would be like to have a war fought on American soil or at seaalong our coasts? How would your life change? How would you feel if your father or brothershad to go off to war? What would happen if members of your family supported different sides?

In the last section, you read about the hardships the Patriots faced and the help they receivedfrom European countries. This section focuses on how the war spread to the West and South.

ELA: Page 182: 8.10H, 8.11A,8.24A; Page 183: 8.10B, 8.13E



2. The British seemed less of a threatthan the Americans did. They knewthe Americans wanted to expandonto their lands. SS: 8.4C

3. The colonies bordered the Atlantic,which allowed the British to block-ade harbors. SS: 8.4C

4. Students may suggest that theBritish, more formal in their fight-ing style, were not familiar withguerrilla hit-and-run tactics. TheBritish also were unfamiliar withthe terrain, giving the guerrillas anadded advantage. SS: 8.30B

5. Green’s troops retreated; Cornwallisabandoned the Carolina campaigndue to heavy losses. SS: 8.4C

6. the Americans; the Americans;Hamilton’s forces SS: 8.10B,8.30C

Interdisciplinary Activity Symbolsand emblems should represent thespirit of the Patriots during the war.ELA: 8.24A


A popular children’s tune in eighteenth-century Britain went like this:“If ponies rode men and if grass ate the cows,And cats should be chased into holes by the mouse . . .If summer were spring and the other way ‘round,Then all the world would be upside down.”

This song would hold special meaning for the British troops in America as the Revolution reached its peak.

Victory at YorktownThe Revolutionary War was at a critical point. Both armies needed a victory

to win the war. While General Washington made plans to attack the British atYorktown, Virginia, rather than New York City, the Patriots hoped for help fromthe French.

In July 1780, French warships appeared in the waters off Newport, RhodeIsland. The ships carried more than 5,000 soldiers under the command of theFrench general, the Comte de Rochambeau (ROH•SHAM•BOH). Cheeringcrowds greeted the French soldiers, who were well armed and clad in colorful

Main IdeaThe American colonies overcamemany disadvantages to win independence.

Key Termsratify, ambush

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and list the reasons why theAmericans were able to defeat theBritish in the Revolutionary War.

Read to Learn• how George Washington changed

his military strategy.• why the Americans won the

Revolutionary War despite manydisadvantages.

Section ThemeGroups and Institutions A combinedPatriot force secured final victory,ensuring an independent United States.

The War Is Won

Preview of Events

Guide to Reading

✦1780 ✦1781 ✦1782

July 1780French troopsarrive in colonies

August 1781Washington advancestoward British at Yorktown

October 1781Cornwallis surrendersat Yorktown

September 1783Treaty of Paris is signed

✦1783

General Rochambeau, French commander

Reasons for theBritish defeat

Social Studies TAKS tested at Grade 8: Obj 1:8.4C; Obj 5:8.30C Obj 1:8.4B

183


Section 4, 183–187

1 FOCUSSection OverviewThis section highlights theevents that led to the end of the American Revolution, andidentifies the reasons why thePatriots won.

Guide to Reading

Answers to Graphic: British werenot on home land; American’s victoryat Yorktown; other nations helpedAmerica

Preteaching VocabularyUse the Vocabulary PuzzleMaker

CD-ROM to create crossword andword search puzzles.


Reproducible Masters• Reproducible Lesson Plan 6–4• Daily Lecture and Discussion Notes 6–4• Guided Reading Activity 6–4• Section Quiz 6–4• Reteaching Activity 6–4• Reading Essentials and Study Guide 6–4• Enrichment Activity 6–4

Transparencies• Daily Focus Skills Transparency 6–4

MultimediaVocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: the Americans and the French because they havesurrounded the British troops and cut them off from suppliesTeacher Tip: When making predictions, students shouldanalyze the facts to determine a pattern. Then they canincorporate their knowledge and observations from similarsituations to predict an outcome.

UNIT

3Chapter 6

Making Predictions

Directions: Answer the following question based on the map.

Who would you expect to win the battle at Yorktown? Why?

Victory at Yorktown

Chesapeake Bay

Cape Charles

Cape Henry

YORKTOWN

AmericanTroops

FrenchTroops

British Troops

James River

York River

Potomac River

French Fleet

French Fleet



SOCIAL STUDIES:Page 182: 8.4B, 8.4C, 8.10B,8.30B, 8.30C, 8.31A; Page 183:8.1B, 8.4B, 8.4C, 8.30B, 8.30C



The Marquis de Lafayette (left) relied on James Armistead(right), an enslaved African American, to gather militaryinformation about the British. Armistead was later freed and took the name James Armistead Lafayette.How did the French help the Patriots win the war?

History

uniforms and plumed caps. The promisedFrench aid had arrived at last. Unfortunately theBritish fleet arrived soon afterward and trappedthe French ships in Newport.

In the autumn of 1780, Washington campednorth of New York City waiting for a second fleetof French ships. From this position he could keepa close eye on the British army based in NewYork that General Clinton commanded. Wash-ington planned to attack Clinton’s army as soonas this second French fleet arrived from the WestIndies. He had to wait a year to put his plan intoaction, however, because the fleet did not set sailfor America until the summer of 1781.

Change in PlansWashington had followed reports of the fight-

ing in the South during 1780 and 1781. He knewthat the British army commanded by Cornwalliswas camped in Yorktown, Virginia. Washingtonalso knew that Patriot forces under the Marquisde Lafayette were keeping Cornwallis and histroops bottled up on the Yorktown peninsula.

In August 1781, Washington learned thatAdmiral François de Grasse, the French naval

commander, was heading toward ChesapeakeBay instead of New York. Washington quicklychanged his plans. He would advance on theBritish at Yorktown rather than at New York City.

Washington took steps to keep the new Amer-ican strategy secret. He wanted Clinton to thinkthe Patriots still planned to attack New York.This, he hoped, would keep Clinton from send-ing aid to Cornwallis.

General Rochambeau had marched his troopsfrom Newport to join General Washington inJuly. Washington and Rochambeau then rushedsouth with their armies. The secrecy was sostrict that most of the soldiers did not knowwhere they were going. One soldier wrote,

“We do not know the object of our march,and are in perfect ignorance whether we aregoing against New York, or . . . Virginia.”

Washington’s troops marched 200 miles in 15days. General Clinton in New York did notdetect the forces heading south toward Virginia.Three groups—Lafayette’s troops, Washington’sand Rochambeau’s main American-Frencharmy, and the French fleet under Admiral De Grasse—would meet at Yorktown.

The Siege of YorktownWashington wondered whether his compli-

cated plan had fooled Clinton, and whether theFrench fleet would reach Yorktown in time. OnSeptember 5, to his great relief, Washingtonreceived news that Admiral De Grasse’s shipswere nearing Yorktown.

The plan worked perfectly, and the Britishwere thoroughly confused. By the end of Sep-tember, 14,000 American and French troops hadtrapped Cornwallis’s 7,500 British and Hessiantroops at Yorktown. Meanwhile, De Grasse’s

Social Studies TAKS tested at Grade 8: Obj 1:8.4B, 8.4C; Obj 4:8.23B

184


Section 4, 183–187

2 TEACH

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYDiscussing the Revolution Use a press-conference format to help students focus on the conclu-sion of the American Revolution. Call on volunteers to portray Jean Baptiste de Rochambeau,Anthony Wayne, Charles Cornwallis, George Washington, and General Clinton. Have the remainderof the class portray reporters and ask questions about the end of the war. Encourage questionsthat elicit details about battles. Also encourage discussion of the Treaty of Paris and the significanceof a newly independent United States. L1 SS: 8.4C

Making Inferences Read aloudthe first full paragraph on thispage. Ask: What do you supposeWashington was thinking aboutas he waited for the arrival ofthe next group of French ships?Discuss students’ answers andhow Washington might lead thePatriots to victory. L1 SS: 8.4B;ELA: 8.10H


I. Victory at Yorktown (Pages 183–185)

A. Washington planned a complex and secretive takeover at Yorktown, Virginia, in hopesof surprising Cornwallis. Washington was originally going to attack New York Citybecause he was expecting a French fleet to arrive there to help. The French fleet never




Did You Know? The song, “Yankee Doodle,” played as theBritish surrendered at Yorktown, was reportedly written by a Britisharmy surgeon in the 1750s. The lyrics of the song make fun of theclothing Americans wore to battle during the French and Indian War.Americans wore buckskins, furs, and ragged, unmatched clothing,while the British wore spotless uniforms. Even though “YankeeDoodle” began as a song that ridiculed the American soldiers, theyadopted it as their own and sang it with pride.

James Armistead was a courier andspy for the Patriots. He even workedas a servant—gathering military infor-mation as he did so—in the headquar-ters of General Cornwallis.Answer: They contributed ships,troops, leaders, and money to thePatriot cause.

History

ELA: Page 184: 8.10K, 8.22B;Page 185: 8.10K



fleet kept Cornwallis from escaping by sea. Gen-eral Clinton and the rest of the British armywaited in New York, unable to help Cornwallis.

Cornwallis’s DefeatOn October 9 the Americans and French

began a tremendous bombardment. A Hessiansoldier described the dreadful scene in his diary:

“One saw men lying nearly everywhere whowere mortally wounded and whose heads,arms, and legs had been shot off. . . . Likewiseon watch and on post in the lines, on trench andwork details, they were wounded by the fear-fully heavy fire.”

British supplies began running low, andmany soldiers were wounded or sick. Cornwal-lis realized the hopelessness of his situation. OnOctober 19 he surrendered. The Patriots hadwon the Battle of Yorktown.

Handing over their weapons, the Britishmarched between rows of French and Americantroops—the French in fancy white uniforms onone side and the raggedly clothed ContinentalArmy on the other. A French band played “Yankee Doodle,” and a British band respondedwith a children’s tune called “The World TurnedUpside Down.” Indeed it had.

Explaining Why did Washingtondecide to advance on the British camp at Yorktown?

IndependenceThe fighting did not really end with Yorktown.

The British still held Savannah, Charles Town,and New York, and a few more clashes took placeon land and sea. The Patriot victory at Yorktown,however, convinced the British that the war wastoo costly to pursue.

The two sides sent delegates to Paris to workout a treaty. Benjamin Franklin, John Adams,and John Jay represented the United States. TheAmerican Congress ratified, or approved, thepreliminary treaty in April 1783. The final Treatyof Paris was signed on September 3, 1783. Bythat time Britain had also made peace withFrance and Spain.

The Treaty of Paris was a triumph for theAmericans. Great Britain recognized the UnitedStates as an independent nation. The territorythat the new nation claimed extended from the Atlantic Ocean west to the Mississippi Riverand from Canada in the north to Spanish Floridain the south. The British promised to withdraw all their troops fromAmerican territory. Theyalso agreed to giveAmericans the right tofish in the waters off thecoast of Canada.

The United States, inturn, agreed that Britishmerchants could collect

HISTORY

Student Web ActivityVisit and click on Chapter 6—Student Web Activitiesfor an activity on the Battle of Yorktown.


Surrender of Lord Cornwallis byJohn Trumbull Trapped by Ameri-can and French forces, GeneralCharles Cornwallis surrendered atYorktown. The victory would guar-antee America’s independence.What were the two majorterms of the Treaty of Paris?

History Through Art


185


Section 4, 183–187

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVisual/Spatial Have students research and draw uniforms worn by Continental and British forces.Remind students to color the uniforms correctly. Have them provide labeling as well. Work withstudents to create a classroom display of the uniforms. Then lead a discussion of why the uniformswere different and in what ways the uniforms might symbolize the two sides of the conflict. SS: 8.31D; ELA: 8.24A




DIRECTIONS: Outlining Locate the heading in your textbook. Then use theinformation under the heading to help you write each answer. Use anothersheet of paper if necessary.I. Victory at Yorktown

A. Introduction—In 1780 George Washington camped north of New York City,waiting to attack whose army?��

B. Change in Plans1. Who commanded the British army at Yorktown, Virginia? ��

2. Why did Washington decide to attack the British at Yorktown? ��

3. What three groups would meet for the attack? ��C. The Siege of Yorktown—By the end of September, how many American and

French troops had trapped how many British and Hessian troops? ��D. Cornwallis’s Defeat—When did Cornwallis surrender? ��

Answer: because his original planhad to be changed once he learnedthat the French fleet was not headingto New York

Answer: Britain had to recognizeAmerica’s independence and with-draw its troops.

History Through Art

For a little more than twoyears after the Battle of Yorktown and forseven months after Congress ratified theTreaty of Paris ending the war, New Yorkremained securely under the control ofSir Guy Carleton and his British forces.

HISTORY

Objectives and answers to the student activity can be found in the Web Activity Lesson Planfeature at tx.tarvol1.glencoe.com

SOCIAL STUDIES:Page 184: 8.4B, 8.4C, 8.23A,8.23B, 8.27A; Page 185: 8.4B,8.4C, 8.23B, 8.30C



http://www.glencoe.com/qe/qe36tx.php?&st=632&pt=2&bk=19

debts owed by Americans. The treaty alsostated that the Congress would advise thestates that property taken from Loyalists was tobe returned to them.

The Newburgh ConspiracyAfter the British surrender, Washington main-

tained a strong army with headquarters at New-burgh, New York, planning to disband it whenthe peace treaty was signed. The period follow-ing the British surrender at Yorktown was noteasy for American soldiers. Anger mountedwhen Congress refused to fund their pensionsand failed to provide other pay. In disgust someofficers circulated a letter in March 1783. If theirdemands were not met, the letter said, the armyshould refuse to disband.

Shocked and worried, General Washingtonrealized that such an action could lead to arevolt that would threaten to destroy the newnation. He persuaded the angry officers to bepatient with Congress. Then he urged Congressto meet the soldiers’ just demands: “If, retiringfrom the field, they [the officers] are to grow oldin poverty…then shall I have learned whatingratitude is.”

Washington’s leadership ended the threat tothe new nation, and Congress soon acted on thedemands.

Washington’s FarewellBritish troops left New York City in late

November 1783. The war had truly ended, andGeorge Washington could at last give up hiscommand. On December 4 Washington saidfarewell to his officers at Fraunces’ Tavern inManhattan. “With a heart full of love and grati-tude, I now take my leave of you.”

Nearly three weeks later Washington for-mally resigned from the army at a meeting ofthe Second Continental Congress in Annapolis,Maryland. A witness described the scene: “Thespectators all wept, and there was hardly amember of Congress who did not drop tears.”Washington said,

“Having now finished the work assigned me I retire . . . and take my leave of all the employ-ments of public life.”

He returned to his home, Mount Vernon, intime for Christmas. There he planned to live qui-etly with his family.


Peter Francisco wasfound abandoned in Colo-nial America in 1765when he was about fiveyears old. It was laterlearned that he was froman island in the Por-tuguese Azores. Theabandoned boy wasadopted by an uncle ofPatrick Henry.

When the Revolutionbegan, 16-year-old Fran-

cisco joined the Tenth Virginia Regiment andearned a reputation forbravery and dedication tothe revolutionary cause.George Washington wasreported to have saidabout Francisco, “Withouthim we would have losttwo crucial battles, per-haps the war, and with itour freedom. He wastruly a one-man army.”

After the war, Fran-cisco served as sergeantat arms in the VirginiaHouse of Delegates. In1974 the Portuguese Con-tinental Union of theUnited States of Americabegan bestowing a “PeterFrancisco Award” upondistinguished Americanswho have contributed tothe Portuguese cause.


186


Section 4, 183–187

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts Have students brainstorm words that describe the ideals of the Declaration ofIndependence. Make a list of these terms on the chalkboard. Ask how each word applies to today.Students should relate the ideals of liberty and equality to present-day events in their community.Student essays should be well structured and draw a relationship between the ideals of the pastand concerns for the common good today. L2, SS: 8.31D; ELA: 8.15AELL

3 ASSESSAssign Section 4 Assessment ashomework or as an in-classactivity.


Section Quiz 6–4

Section Quiz 6-4


Column A

�� 1. French commander

�� 2. British commander at Yorktown

�� 3. September 3, 1783

�� 4. Patriot commander in western territories

�� 5. December 4, 1783

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the

★


ScoreChapter 6

Column B

A. Treaty of ParisB. Jean Baptiste de

RochambeauC. George Washington bid

farewell to his troopsD. Charles CornwallisE. Anthony Wayne

Peter Francisco was a valiant soldierof the American Revolution. He waswounded five times in battle and hewas present at Yorktown for the sur-render of General Cornwallis. Ask:Where was Peter Francisco from?(an island in the Portuguese Azores)

Reteaching Activity 6–4Name Date Class


DIRECTIONS: Completing a Time Line In the blanks on the time line, writethe letter of the event in the Fact Bank that took place at the time given.

The War Ends

1780 1781 1784

Autumn 1780

��

1782

September 1781

��September 1783

��

October 19, 1781

��

b il

December 1783

1783

ELA: Page 186: 8.8C; Page 187:8.10K, 8.10L, 8.11A, 8.13E, 8.22B


Checking for Understanding1. Key Terms Use each of these terms

in a sentence that will help explain itsmeaning: ratify, ambush.

2. Reviewing Facts Describe how theFrench navy helped George Washing-ton at Yorktown.

Reviewing Themes3. Groups and Institutions What influ-

ence did the American Revolutionhave around the world?

Critical Thinking4. Predicting Consequences What

might have happened if the Frenchfleet had not arrived at Yorktown?

5. Organizing Information Re-createthe diagram below and describe theterms that the Americans agreed toin the Treaty of Paris.

Analyzing Visuals6. Picturing History Look at the paint-

ing on page 185. Describe how the artist tries to focus the viewer’sattention on George Washington.

CHAPTER 6 The American Revolution 187

Geography Create a map of theUnited States that shows theboundaries of the country at thetime of the Treaty of Paris. Use col-ored pencils to show the lands thatthe British gave to the Americans.

and wish the troops well. Washington pointed tothe crowd and said,

“We may be beaten by the English . . . buthere is an army they will never conquer.”

The Influence of the American RevolutionIn 1776 the American colonists began a revo-

lution, making clear the principles of freedomand rights outlined in the Declaration of Inde-pendence. These ideas bounded back across theAtlantic to influence the French Revolution.French rebels in 1789 fought in defense of “Lib-erty, Equality, and Fraternity.” French revolu-tionaries repeated the principles of theAmerican Declaration of Independence: “Menare born and remain free and equal in rights.”

In 1791 the ideals of the American and FrenchRevolutions traveled across the Caribbean and theAtlantic to the French-held island colony of SaintDomingue. Inspired by talk of freedom, enslavedAfricans took up arms. Led by Toussaint-Louverture, they shook off French rule. In 1804,Saint Domingue—present-day Haiti—became thesecond nation in the Americas to achieve inde-pendence from colonial rule. “We have assertedour rights,” declared the revolutionaries. “Weswear never to yield them to any power on earth.”

Summarizing What were three rea-sons the Americans were successful in their fight?

Treaty of Paris

Why the Americans Won How had the Americans managed to win the

Revolutionary War? How had they defeatedBritain, the world’s strongest power?

The Americans had several advantages in thewar. They fought on their own land, while theBritish had to bring troops and supplies fromthousands of miles away. The siege of Yorktownshowed how the British depended on supportfrom the sea. When their ships were blocked, theBritish troops were without support.

The British succeeded in occupying cities but had difficulty controlling the countryside.They had not been successful at Saratoga or inthe Carolinas. The Patriots, however, knew the local terrain and where to lay an ambush—a surprise attack.

Help from other nations contributed to theAmerican victory. The success at Yorktownwould not have been possible without Frenchsoldiers and ships. Loans from France helpedthe Americans win the war. The Spanish alsoaided the Patriots by attacking the British in the Mississippi Valley and along the Gulf of Mexico.

Perhaps most important, the American Revo-lution was a people’s movement. Its outcomedepended not on any one battle or event but onthe determination and spirit of all the Patriots.As the Continental Army marched from NewYork to Yorktown, crowds came out to watch

Social Studies TAKS tested at Grade 8: Obj 3:8.24D Obj 1:8.4C; Obj 5:8.30B

187


Section 4, 183–187

4 CLOSEAsk students to explain why theend of the Revolutionary Warmeant a “world turned upside-down” for the British.

Answer: The Americans fought onfamiliar territory and could controlthe countryside; they had help fromother countries; it was a people’smovement built on determinationand spirit.


Enrichment Activity 6–4Name Date Class


Revolutionary TransportationWhile the American Revolution smoldered and raged, inventors developed

new ways to travel. Study the two inventions below.


THE WAR IS WON



Have any of your relatives served in a war? In which war did they serve? What role did they playin the war? Were they honored for their service?

In the last section, you read about how Revolutionary War fighting spread to the South and West. This section focuses on how American colonies overcame many disadvantages to win theirindependence.

KEY TERMS

ratify To approve (page 185)

ambush A surprise attack (page 186)

SOCIAL STUDIES:Page 186: 8.4B, 8.4C, 8.23A,8.23B; Page 187: 8.4C, 8.10A,8.24D, 8.30B, 8.30C, 8.31A, 8.31B,8.31D

Student Edition TEKS1. Student work should reflect correct

use of terms. SS: 8.31A2. It prevented Cornwallis and his

soldiers from escaping by sea. SS: 8.4C

3. It inspired the ideals of freedomand democracy in France, influenc-ing the French Revolution. SS: 8.4C

4. Washington’s troops may not havebeen victorious because Cornwallismost likely would have been ableto escape by sea. SS: 8.30B

5. British merchants could collectAmerican debts; Congress wouldadvise the states that propertybelonging to the Loyalists bereturned to them. SS: 8.4C

6. Washington is in the center of thepicture, and his white horse appearsbrighter than the other horses.ELA: 8.22B

Interdisciplinary Activity Studentmaps should include a key and compass rose. Areas should be well defined. SS: 8.10A

CHAPTER 6Assessment and Activities

MJ

MindJogger VideoquizUse MindJogger Videoquiz to review the Chapter 6 content.

Available in VHS

188

Reviewing Key TermsExamine the pairs of words below. Then write a sentenceexplaining what each of the pairs has in common.

1. mercenary, recruit

2. blockade, privateer

3. guerrilla warfare, ambush

Reviewing Key Facts4. Why did the British think their military forces were

superior to those of the Americans?

5. Why did Loyalists support Britain?

6. How did Thomas Paine help the Patriots during theRevolutionary War?

7. What European nations fought with the Americansagainst the British?

8. What were some of the problems that troops facedduring the winter at Valley Forge?

9. What ideas did Judith Sargeant Murray promote about education?

10. Why did many Native Americans give their support tothe British?

11. What fighting method did the Americans use to keepthe British from taking the Southern Colonies?

12. Which battle convinced the British that fighting theAmericans was too costly?

13. Why was fighting on their own land an advantage forthe Patriots?

Critical Thinking14. Compare and Contrast What advantage did the

Patriots have over the British mercenaries?

15. Analyzing Information How did women help in thewar effort?

16. Drawing Conclusions Why do you think the Britishfound it easier to capture American cities than to takeover the American countryside?

17. Determining Cause and Effect Re-create the diagrambelow and describe two ways America’s fight for inde-pendence influenced other countries.


1776 • Thomas Paine writes the

inspiring Common Sense.

• The Continental Army is

defeated at the Battle of

Long Island.

• George Washington leads

troops across the Delaware

River to surprise the British

at Trenton.

1777 • The Patriots defeat the

British at Saratoga, New York.

• The British capture

Philadelphia.

1778 • France provides money,

troops, and equipment to the Patriots.

• The Continental Army suffers from the

lack of supplies at Valley Forge.

1779 • John Paul Jones forces the surrender of

the British warship Serapis.

1780 • The British capture Charles Town and take

thousands of prisoners.

1783• The Treaty of Paris is

signed, marking the

end of the Revolution.

1781 • The Americans win the

Battle of Yorktown.

Independence

188

Reviewing Key TermsExamine the pairs of words below. Then write a sentenceexplaining what each of the pairs has in common.

1. mercenary, recruit

2. blockade, privateer

3. guerrilla warfare, ambush

Reviewing Key Facts4. Why did the British think their military forces were

superior to those of the Americans?

5. Why did Loyalists support Britain?

6. How did Thomas Paine help the Patriots during theRevolutionary War?

7. What European nations fought with the Americansagainst the British?

8. What were some of the problems that troops facedduring the winter at Valley Forge?

9. What ideas did Judith Sargeant Murray promote about education?

10. Why did many Native Americans give their support tothe British?

11. What fighting method did the Americans use to keepthe British from taking the Southern Colonies?

12. Which battle convinced the British that fighting theAmericans was too costly?

13. Why was fighting on their own land an advantage forthe Patriots?

Critical Thinking14. Compare and Contrast What advantage did the

Patriots have over the British mercenaries?

15. Analyzing Information How did women help in thewar effort?

16. Drawing Conclusions Why do you think the Britishfound it easier to capture American cities than to takeover the American countryside?

17. Determining Cause and Effect Re-create the diagrambelow and describe two ways America’s fight for inde-pendence influenced other countries.


1776 • Thomas Paine writes the

inspiring Common Sense.

• The Continental Army is

defeated at the Battle of

Long Island.

• George Washington leads

troops across the Delaware

River to surprise the British

at Trenton.

1777 • The Patriots defeat the

British at Saratoga, New York.

• The British capture

Philadelphia.

1778 • France provides money,

troops, and equipment to the Patriots.

• The Continental Army suffers from the

lack of supplies at Valley Forge.

1779 • John Paul Jones forces the surrender of

the British warship Serapis.

1780 • The British capture Charles Town and take

thousands of prisoners.

1783• The Treaty of Paris is

signed, marking the

end of the Revolution.

1781 • The Americans win the

Battle of Yorktown.

Independence

Reviewing Key Terms1. A mercenary was a hired soldier,

whereas a recruit was an enlistedsoldier. SS: 8.31A

2. A privateer ship attacked enemyshipping to break the British navalblockade. SS: 8.31A

3. Revolutionary soldiers used the tac-tics of guerrilla warfare to ambushEnglish troops. SS: 8.31A

Reviewing Key Facts4. Its forces were larger and more expe-

rienced; Britain had the most power-ful navy in the world. SS: 8.4C

5. Some were members of the AnglicanChurch; some depended on Englandfor their jobs; some feared the disor-der that was sure to come; othersdid not understand the issues. SS: 8.4C

6. Thomas Paine published The Crisis, apamphlet that boosted American spir-its and determination for freedom. SS: 8.4B

7. France and Spain sent money, sup-plies, and troops to aid theAmericans. SS: 8.4C

8. Problems included a lack of food,clothing, blankets, and shoes; harshwinter conditions; desertion; illness;and a lack of morale. SS: 8.4C

9. education for girls equal to that for boys SS: 8.24E

10. They knew that many Americanswanted to take their land. SS: 8.4C

11. guerrilla warfare SS: 8.4C12. the Battle of Yorktown SS: 8.4C13. The Americans were familiar with

the terrain, allowing them to controlthe countryside, plan ambushes, andchart routes through the forest. SS: 8.11C

Critical Thinking14. The Patriots had a personal interest in the outcome of

the war; the mercenaries were fighting for money. SS: 8.4C

15. They took over the management of farms and busi-nesses, made clothes for the troops, and cooked andcared for the sick and injured. SS: 8.24E

16. Patriots had an advantage in rural areas because theywere more familiar with the terrain. Guerrilla warfareused this advantage. SS: 8.30B

17. Ideals of independence helped to fuel the FrenchRevolution and inspired enslaved Africans to fight forfreedom on the French-held island of Saint Domingue.SS: 8.30C

188

CHAPTER 6Assessment and Activities

189

Ask: By what nickname wasAnthony Wayne known, and why? (He was called “Mad” AnthonyWayne because of his eagerness for battle.)

Bonus QuestionBonus Question ??

Alternative Assessment26. Student charts should include infor-

mation about people such asBernardo de Gálvez, Marquis deLaFayette, and Casimir Pulaski. SS: 8.24A

Self-Check QuizVisit and click on Chapter 6—Self-Check Quizzes to prepare for the chapter test.


HISTORY

Directions: Choose the bestanswer to the following question.

What American victory convinced the French to form an alliance with the colonies?A Saratoga C Bunker HillB Ticonderoga D Trenton

Test-Taking Tip

Remember to eliminate answers that you know arewrong. For example, the Patriots did not win the battle

of Bunker Hill; therefore, choice C is not correct.

Geography and History ActivityThe Treaty of Paris in 1783 established the boundaries of thenew United States. The newly independent nation shared landclaims on the North American continent with several nations.Study the map below and answer the questions that follow.

18. Location What natural landmark formed the new west-ern boundary of the United States?

19. Region Which country claimed the most land in NorthAmerica in 1783? The least land?

Practicing SkillsReading a Military Map Study the military map on page181. Then answer the questions that follow.

20. What color symbolizes British troop movement?21. What symbol represents battles?22. When did the British capture the city of Savannah?23. Who was victorious at the Battle of Cowpens?

Citizenship Cooperative Activity24. Expository Writing As citizens, we have

responsibilities to our communities. For a community tobe successful, its citizens must take an active role in it.Write a one-page paper in which you discuss the topic,“My responsibilities to my community.”

Economics Activity25. Look up the word inflation in a dictionary or another

reference book. Write a definition of the term in yourown words. Then write answers to these questions: • What happens to the price of goods during periods

of inflation?• How would inflation affect your standard of living?

Alternative Assessment26. Portfolio Writing Activity Scan the chapter for details

about people who came to the United States from othercountries to help in the war effort. Record the names inyour journal. Then create a chart that shows the people’snames, their home countries, and what they did to aidthe Americans.

N

S

EW

500 kilometers0Azimuthal Equidistant projection

500 miles0

10°N

20°N

30°N

40°N

50°N

60°N

80°W100°W 90°W

Gulf ofMexico

MississippiR

.

HudsonBay

CANADA

SPANISHLOUISIANA

NEWSPAIN

UNIT

EDST

ATES

Land Claims in North America, 1783

United States

British

French

Disputed

Spanish

Russian

CHAPTER 6 The American Revolution 189

Geography and History Activity18. the Mississippi River SS: 8.30C19. Spain; Russia SS: 8.30C

Practicing Skills20. red SS: 8.10B 22. 1778 SS: 8.10B21. a star burst SS: 8.10B 23. American forces

SS: 8.10B

Citizenship Cooperative Activity24. Students’ papers should include ideas about obeying

laws and voting. SS: 8.20D

Economics Activity25. Inflation is the continual rise in the cost of goods and

services; the price increases; if salaries remain thesame while inflation is rising, a person’s standard ofliving decreases because the individual buys less thanbefore for the same amount of money. SS: 8.31A

HISTORY

Have students visit the Web site atto review

Chapter 6 and take the Self-CheckQuiz.


Answer: AQuestion Type: HistoryAnswer Explanation: Accordingto page 173, when the Frenchrealized that the Americans had achance of defeating the Britishafter the Battle of Saratoga, theysent money, equipment, andtroops to the Patriots. SS: 8.4C



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