Student: Megan Rust School: Northview Elementary School

IWU Supervisor: Dr. Karla Karr Co-op Teacher: Ms. Abbie Corn

Teaching Date: 11-15-17 Grade Level: 5

Lesson Title: Women of the American Revolution

Indiana Wesleyan University

Elementary Education Lesson Plan Template

Social Studies: DSS Lesson Plan

2007 ACEI Standards

Readiness

I. Goals/Objectives/Standards

A. Goal: The students will gain a better understanding of women who were a part of the

American Revolution, and the important roles they had. B. Objectives:

• Given text and videos, the students will investigate and describe the contributions of the

women during the American Revolution.

• The students will use evidence from videos and text to support their choice for the most

impressive woman from the American Revolution.

C. Standards:

• NCSS:

o 2: Time, Continuity, and Change

• IAS:

o 5.1.13 Identify contributions of women and minorities during the American Revolution.

Examples: Abigail Adams, Martha Washington, Mercy Otis Warren, Molly Pitcher, Phillis

Wheatley, Deborah Sampson, James Armistead and Joseph Brant.

II. Materials and Management

A. Materials: Center materials (See Resources at the end of lesson)

B. Time: 48 Minutes

C. Space: The students will travel around the room to different centers and then sit at their

desks to discuss what they learned in small groups, and as a large group.

D. Behavior: The students will be expected to keep a low volume level while they are engaging

in the centers, but discussion is encouraged. The students are also expected to be respectful

of their peers during the discussion that follows the centers.

E. Technology: Students will watch videos on computers at the centers.

III. (5 Minutes) Anticipatory Set

• We are going to start out today by watching the video “The History of Colonial America”

to review the concept that states were originally British Colonies. As you are watching

the video, try to remember what the difference is between the 13 colonies and the 13

states.

• Play Video: https://www.youtube.com/watch?v=Do4Ryapg3eU

• Can anybody tell me what the difference is between a state and a colony?

• Do you know what lead to the colonies becoming independent of England?

IV. Purpose: “Today we are going to focus on some of the important people involved in the

American Revolution, specifically many of the women who were a part of the American

Revolution that you may not have heard much about.”

Plan for Instruction

V. Adaptations to Diverse Students:

A. Remediation: Students will be going through the centers in groups, so the students

will have the support of their peers to help further explain anything they are

confused about and to answer questions.

B. Enrichment: Students who are interested in learning more about women from the

American Revolution can further investigate more women from this time period,

and can help their peers understand more about the women.

C. Special Needs: I will check in with Tristan’s group first, during centers, to make sure

that he is focused and on-task from the start.

(ACEI 3.2) VI. Lesson Presentation (Input/Output)

Use the major concepts and modes of inquiry from the social studies – the integrated study

of history, geography, the social sciences, and other related areas – to promote elementary

students’ abilities to make informed decisions as citizens of a culturally diverse democratic

society and interdependent world.

(ACEI 2.4)

A. Input:

a. (5 Minutes) “I am going to read you the first 5 stanzas of the poem “American

Revolution” written by Heather Ashley. Read the poem.

• “Did anyone notice anything interesting about the poem?” Allow students

to answer.

• If the students did not state it one their own, point out that “There are

not any women mentioned in this poem until the 5th stanza, and when a

woman is mentioned, she is crying over the death of her son. Although

many women during the American Revolution did mourn the loss of a son

or husband, they had other roles as well.”

• “What do you think were a few of the important roles that women played

during the American revolution?” Allow for a few students to respond.

“Women had lots of different roles to fulfill during the American

Revolution, and you are going to be able to learn about some important

women and what they did to help during the American Revolution.”

b. The students will work in groups of 5 (two group of 6) to find out more about

women involved in the American Revolution. They will go to two of the four

centers. a) 10 Minutes – Center 1: Women Who Were in Battle

• Margaret Crobin

a. Video: https://www.youtube.com/watch?v=8YhMxyn-n5o

b. Text:http://score.rims.k12.ca.us/score_lessons/women_american_rev

olution/corbin.html

• Elizabeth Burgin

a. http://score.rims.k12.ca.us/score_lessons/women_american_revolution/burgin.html

b. (Enrichment) https://founders.archives.gov/documents/Washington/99-01-

02-01137

b) 10 Minutes – Center 2: Women Who Had to Dress as Men

• Prudence Wright

a. Video: https://www.youtube.com/watch?v=6hyA7F7C9HY

b. Text:http://score.rims.k12.ca.us/score_lessons/women_american_rev

olution/wright2.html

• Deborah Sampson

a. Video: https://www.youtube.com/watch?v=iCqTeamz7tE

b. Text:http://www.softschools.com/facts/biography/deborah_sampson

_facts/983/

c) 10 Minutes – Center 3: Women Who Were Spies and Messengers

• “Mom” Rinker

a. Text:http://rovingcrafters.com/2016/09/26/the-spy-who-knitted-

socks/

• Sybil Ludington

a. Video: https://www.youtube.com/watch?v=5alJ9SB28iY

b. Text:http://score.rims.k12.ca.us/score_lessons/women_american_rev

olution/ludington.html

c. Picture: http://www.revolutionary-war.net/sybil-

ludington.html

d) 10 Minute – Center 4: The Daughters of Liberty

• Daughters of Liberty

a. Video: https://www.youtube.com/watch?v=YwVqB9F6Vgo

b. Text:http://www.newenglandhistoricalsociety.com/daughters-liberty-

fought-independence/

• Susan Boudinot

a. Text:http://somehistoryteacher.blogspot.com/2015/05/susan-

vergereau-boudinot.html

e) (3 Minutes) Alright, that was your last center rotation. Everybody please return to your

seats. Wait for students to be seated. Now that you have learned more about the role of

Women during the American Revolution, share with your table group to help fill in your

classmates about the women at the centers they did not go to.

f) (8 Minutes) Now, that you know a little bit about the women at each of the centers, as a

table choose the women that you found the most interesting, and I would like you to

make a poster about her. I want you to come up with a ‘tag line’ for your Revolutionary

women to put on your poster that you think describes the woman’s role in the American

Revolution well. Then draw an image that represents the woman, and add a fun fact as

well. Try not to spend too much time choosing your woman because then you won’t have

enough time to finish the poster.

VII. (3 Minutes) Review Learning Outcomes/Closure:

Now that you have created your posters about some of the amazing women of the American

Revolution, I would like for one person at each group to share your poster with the class.

VIII. (5 Minutes) Check for Understanding:

Please write down which of the women you found most impressive. Record at least two

pieces of evidence to support your reasoning.

B. Output:

Active Learning

a) The students will learn about women of the American Revolution by going through two

10 minute center rotations, to two of the four centers, learning through videos and text.

b) After the students have made discoveries at the centers, they will come back together

as a group and share what they learned.

c) The students will create posters (2 per group) about two different women from the

American Revolution that they found most interesting.

Plan For Assessment

A. Formative:

a. During Stations I will walk around and check that students are gaining the

knowledge that I want them to from the stations, and I will be asking the students

guiding questions.

b. I will check to see what the students are talking about in the groups and make sure

they are staying on task.

B. Summative:

a. The students will create posters showing their knowledge of one woman who

played an important role in the American Revolution.

Reflection and Post-Lesson Analysis

1. How many students achieved the lesson objectives? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?

a. Bloom’s Taxonomy

b. Gardner’s Multiple Intelligences

7. Were the students interested in the content? Was there a specific type of American

revolution woman who they did not seem interested to learn about?

8. Was there a variation in student response for the women they found most impressive?

Resources

• https://www.youtube.com/watch?v=8YhMxyn-n5o

• http://score.rims.k12.ca.us/score_lessons/women_american_revolution/corbin.html

http://score.rims.k12.ca.us/score_lessons/women_american_revolution/burgin.html

• https://founders.archives.gov/documents/Washington/99-01-02-01137

• https://www.youtube.com/watch?v=6hyA7F7C9HY

• http://score.rims.k12.ca.us/score_lessons/women_american_revolution/wright2.html

• https://www.youtube.com/watch?v=iCqTeamz7tE

• http://www.softschools.com/facts/biography/deborah_sampson_facts/983/

• http://rovingcrafters.com/2016/09/26/the-spy-who-knitted-socks/

• https://www.youtube.com/watch?v=-yW4-8KAROM

• http://www.american-revolutionary-war-facts.com/American-Revolutionary-War-Women-

Facts/Catherine-Moore-Barry-Facts.html

• https://www.youtube.com/watch?v=5alJ9SB28iY

• http://score.rims.k12.ca.us/score_lessons/women_american_revolution/ludington.html

• http://www.revolutionary-war.net/sybil-ludington.html

• https://www.youtube.com/watch?v=YwVqB9F6Vgo

• http://www.newenglandhistoricalsociety.com/daughters-liberty-fought-independence/

• http://somehistoryteacher.blogspot.com/2015/05/susan-vergereau-boudinot.html

Center #1 Women Who Were in Battle

Margaret Crobin

What did she do/Why is she important? ____________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Fun Facts: ____________________________________________________________________________

_____________________________________________________________________________________

Elizabeth Burgin

What did she do/Why is she important? ____________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Fun Facts: ____________________________________________________________________________

_____________________________________________________________________________________

Center #2 Women Who Had to Dress as Men

Prudence Wright

What did she do/Why is she important? ____________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Fun Facts: ____________________________________________________________________________

_____________________________________________________________________________________

Deborah Sampson

What did she do/Why is she important? ____________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Fun Facts: ____________________________________________________________________________

_____________________________________________________________________________________

Center #3 Women Who Were Spies and Messengers

“Mom” Rinker

What did she do/Why is she important? ____________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Fun Facts: ____________________________________________________________________________

_____________________________________________________________________________________

Sybil Ludington

What did she do/Why is she important? ____________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Fun Facts: ____________________________________________________________________________

_____________________________________________________________________________________

Center #4 Daughters of Liberty

Daughters of Liberty

What did she do/Why is she important? ____________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Fun Facts: ____________________________________________________________________________

_____________________________________________________________________________________

Susan Boudinot

What did she do/Why is she important? ____________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Fun Facts: ____________________________________________________________________________

_____________________________________________________________________________________

Centers Materials

Margaret Corbin:

Margaret Corbin was a follower and a leader. How could she be both? Well, many

women were followers during the Revolutionary War. They would follow the men

around, taking care of cooking and other needs. She stayed by her husband when the

British attacked Fort Washington in New York. She took over her husband's job as

matross, the person who loaded the cannon, when the gunner was killed. In the heat

of battle her husband was also killed. She was hit and left for dead. A passing doctor

saved her life. Her wounds left her permanently disabled. For her bravery, "Captain

Molly" became part of the Invalid Regiment. She was the first woman to receive a

lifetime pension for the wounds she suffered in battle.

Source: http://score.rims.k12.ca.us/score_lessons/women_american_revolution/corbin.html

Elizabeth Burgin:

Elizabeth Burgin helped people escape from prison. For this she should be hanged?

Right? She also smuggled in food, she conspired with enemy officers - officers in the

Revolutionary Army, no less. There was a price on her head! Okay, what did she

really do, or, rather how?

Well, you see, there were prison ships in New York harbor during the Revolutionary

War. Ships were cheaper than building prisons on land. Elizabeth visited these

prisoners as often as she could, bringing food and cheer to these lifeless souls. Oh,

how she wished she could do more for them. One day, a Patriot officer asked for her

help in planning an escape. She brought the men information about the planned

escape, assisting in the escape of over 200 prisoners. For her effort, she had to take

flight from the British, who were not too happy about what she had done. She,

herself, escaped to New England, destitute and friendless, but proud of what she had

done. In 1781, Congress awarded her a pension, citing her service to Patriot soldiers

in the Revolutionary War.

Source:

http://score.rims.k12.ca.us/score_lessons/women_american_revolution/burgin.html

Letter To George Washington From Elizabeth Burgin, 16 March 1780

Kind General Philada Marcth the 16 1780

When I Vew the Kind Prvidence of God in Delivering me Throw to many Dificultys I think I Canot Give him Sufficient Praise At the Same Time I Feel a hart Full of Gratitude For the Many Favours I have Recevd From Your Excelency your Order: For Rations for my Self and Children are Punktily Obeyd Wicth is Great Releif to me in A Strange Place I Recev’d a Kind Letter From Your Aidicamp Informing me that your Excelency had Recomended me to the honerable Continential Congress—Congress have Refferd me to the Board of War In Whose house I now Live Rent Free & in Some Measure as Comfortable As one under my Distitute Situation Could Expect I Should Be Glad to See a French Fleett Surrounding New York By Watter & the Brave Americans Storming the Lines By Land & Were I a man I Think I Should not Want Courage to Be one of the Foremost in Mounting one of their Strongest Fortreses Pardon me Dear Sir For these Expressions Probaly an Annesity of mind For the home Were I Lived Comfortably With my Children Caused me to Drop Them & Tho I Beleive With an Unshaken Faith that if Those Creatures Who now Poses New York Dont Sneak of as they Did From Boston Philada & Rode Iland the Will one Day or Other Be Cannonaded out in the mean Time I Should Be Glad I Were Able to Putt my Self in Some Way of Bussiness to Suport mySelf Children Without Being Chargeable to Congress recept of my hearty Thank For all the Favours I have Receved thus With my Prayrs For your Welfare I Conclude & Make Bold to Subscribe My Self Your Excelency Most Obeedent Humble Servant

Elizabeth Burgin

Source: https://founders.archives.gov/documents/Washington/99-01-02-01137

Prudence Wright:

Minutemen? How about Minutewomen? Could happen. In fact, it did. At least on

one night. With their men out looking for British soldiers, Prudence Wright gathered

the women of Groton, Massachusetts. They would defend the bridge leading into

town. Putting on their husbands clothes, they looked a sight. The armed themselves

with whatever they could get their hands on, some using pitchforks. They hid in the

reeds until a British officer came by, given away by his horse's hooves on the bridge.

The women removed the secret messages he was carrying, passing them on to the

local Patriot Committee of Safety. Back home, the women laughed at the surprise of

the British officer when he found out that he had been had by women. Prudence felt

that liberty was just as important to women as it was to me.

Source:

http://score.rims.k12.ca.us/score_lessons/women_american_revolution/wright2.ht

ml

Deborah Sampson:

Deborah Sampson is famous for disguising herself as a man so that she could serve in the

Continental Army during the Revolutionary War. In the spring of 1781, Deborah enlisted in the

Continental Army as Robert Shurtliff, and said that she was 17 years old, even though her actual age was

21. While on a scouting party with other soldiers, Deborah was shot in the leg and the head. She

thought she was going die, and the British thoughts she was dead, so they left her there. Then, another

soldier took her to the hospital and Deborah survived. While she was at the hospital, the doctor

discovered that she was a woman, but he kept her secret, and continued to fight for a while. She was

respectfully discharged. Deborah was given a small pension for her service in the army for her service in

the army.

Source: http://www.softschools.com/facts/biography/deborah_sampson_facts/983/

“Mom” Ricker:

Don’t you think the “They Spy Who Knitted Socks” sounds a bit like a movie title? Well, I

certainly think so. But its also a true story. There once was a spy, an American Revolutionary

spy, who knitted socks. In fact, knitting socks was her cover. She’d be knitting away on a pair of

socks while passing secrets to rebels (who carried those secrets direct to George Washington).

I’m talking about Molly Rinker, aka Mom Rinker, aka the spy who knitted socks. Molly Rinker

was an innkeeper/tavern keeper in Philadelphia and for six weeks General Washington was

camped with his men at Whitemarsh, which is just a few miles away. Molly had a bar full of

British soldiers and she heard things, sometimes very useful things. When she had something

useful to pass on, she would take her knitting and go sit on top of this huge rock which

overlooked a road. She wrote her useful bits of information down onto scraps of paper and hid

them in little balls of yarn. When the time was right, she dropped the little balls of yarn down

from her perch on the rock and one of General Washington’s guys would pick it up. Then she’d

pack up her knitting and go back to serving drinks to the British army.

Pretty clever right? Any one of us who have knitted or crocheted in public can attest to what an

innocent picture the talented crafter makes. When people see us doing our yarn thing they think

“aww, how sweet”, or “I wish I could do that”, or “what a waste of time!”. But they never think

“Oh look a knitter! I bet she/he is in cahoots with rebels and trying to overthrow the rightful rulers

of this land!”. Yep knitting is a pretty good cover when you want to do something devious right

under everyone’s nose. And Mom Rinker certainly knew that.

Source: http://rovingcrafters.com/2016/09/26/the-spy-who-knitted-socks/

Sybil Ludington

Why is Paul Revere known for his ride? How about the female Paul Revere? That's

what Sybil Ludington is known as. Sybil's ride was twice as far as Paul's.

Sybil's ride became necessary because the British had ransacked Danbury,

Connecticut. Danbury was a Patriot supply center. They were then headed for

Fredricksburg, New York. A young soldier arrived at Sybil's father's house. Colonel

Ludington was in charge of the local volunteers. Needing someone to go at once to

gather the troops, Sybil jumped at the chance. She rode to the many villages,

informing everyone what was happening. Thanks to her bravery, the Patriots were

able to force the British back to Long Island Sound. From there, they sailed away.

Chalk up another win for the women. We can't live without them.

Resources: http://score.rims.k12.ca.us/score_lessons/women_american_revolution/ludington.html

Resource: http://www.revolutionary-war.net/sybil-ludington.html

Daughters of Liberty

On August 14, 1768, the Daughters of Liberty cheered from windows as the Sons of Liberty paraded through Boston to commemorate their riots against colonial officials three years earlier.

They were far more than cheerleaders, though they did rally the men in Newport, R.I., to steer clear of taverns selling English whiskey. They organized boycotts of British goods, especially tea, and they manufactured replacement products, especially cloth. They put social pressure on men to embrace the patriot cause, refusing to date anyone unwilling to risk life and property for the sake of freedom. Some even took on dangerous military missions.

The Daughters of Liberty, though not as celebrated as the Sons, were crucial to the cause of liberty in the run-up to the American Revolution.

“With ladies on our side, we can make every Tory tremble,” Samuel Adams is reported as saying.

From early in 1766 to about 1771, spinning bees were all the rage in New England. Women

wanted independence from British textile manufacturers, and started making their own cloth.

Homespun became the politically correct fashion item.

Resources: http://www.newenglandhistoricalsociety.com/daughters-liberty-fought-independence/

Susan Boudinot

Most of Susan's early life was spent in northern New Jersey. From 1772 to 1777, Susan lived in

Elizabethtown at "Boxwood Hall", and from 1777 to 1784 she resided at Basking Ridge, her family's

residence in the Somerset Hills. Benjamin Franklin's son William became governor of New Jersey in

1763. William was an ardent Loyalist, and remained such, causing an irreparable, life-long split with his

father. The Boudino1ts visited Governor Franklin's residence in the spring of 1774, and given Elias'

boyhood familiarity with the Franklins, attending a tea party with old family acquaintances was probably

not out of the ordinary, despite the heated political divisions. As the story goes, nine year old Susan

showed herself a staunch patriot by refusing to drink the cup of tea that had been pressed on her.