From Thomas Jefferson to Martha Jefferson, 28 November 1783
02: Revolutionary America
From George Washington to Lieutenant Colonel Joseph Reed, 4 Ja …
From George Washington to Bryan Fairfax, 24 August 1774
From George Washington to Edmund Randolph, 28 March 1787
From George Washington to George Mason, 5 April 1769
Episode 027: Lisa Wilson, A History of Stepfamilies in Early America - Ben Franklin's World
After adding this to the overflowing collection of "history we don't teach", teachers can decide to include this as an option for student exploration. Students growing up in blended families have a unique connection to this history.
Dirty Little Secret | History | Smithsonian Magazine
Dear Sir, Ben Franklin Would Like to Add You to His Network | Innovation | Smithsonian
Boston 1775: Some Say the Tea Will End in Fire
It wasn't just Boston who was "destroying the King's peace"
Boston 1775: “Frantic reactions to the teaching of history”
J. L. Bell's comments on the legislation restricting the teaching of history takes an effective and particularly powerful approach, using Lincoln's "proposition" reference in the Gettysburg Address to concieve of history education as a means to prove that proposition true
Another Enemy at Morristown - YouTube
Three minute video that shows what Continental Army soldiers endured during their stay at Morristown. This video includes mention of Washington's choice to have soldiers inoculated against smallpox. This was a controversial decision that may have saved the army from destruction.
#AsktheBarracks How Did the United States Win the Revolution - YouTube
In May of 2020, the curators and interpreters at the Old Barracks in Trenton answered questions tweeted to them from students across the state. This is a great series of questions and answers to use in the classroom
Exhibits | Museum of the American Revolution
This one minute video introducing students to the museum should serve as the centerpiece of a lesson on thesis statements. The museum is a history, a way to draw understandings of the past. Every history has a thesis - this museum's thesis is in this video. Students should see it several times while teachers facilitate a whole class discussion on the thesis - what is it? What questions does it inspire us to ask? What evidence do we seek to find answers to our questions
45 Genuine George Washington Quotes During the Revolutionary War - Journal of the American Revolution
A Demand of Blood: The Cherokee War of 1776 | NMAI Magazine
Was Richard Stockton a Hero? - Journal of the American Revolution
To George Washington from Tobias Lear, 24 April 1791
Avalon Project - Great Britain : Parliament - The Declaratory Act; March 18, 1766
George Washington's Mount Vernon Estate and Gardens
Home site for Mount Vernon
Animated Revolutionary War Battles
Several battle campaigns are illustrated with unique map animations, showing troops dispositions. These maps show step by step what happened and who moved where. The Lexington and Concord map sequence as well as the Battle of Trenton stand out as useful in giving students a grasp of what happened.
How Betsy Ross Became Famous
Laurel Thatcher Ulrich looks at America's most enduring seamstress and her many historical incarnations in Common-Place, the web journal of the American Antiquarian Society. Ulrich argues that more than a century ago, the retellings of the Ross narrative "broke down boundaries between the supposedly male world of war and politics and the supposedly domestic worlds of women." Ross was no rabble-rousing suffragette, but her story did much for the political prospects of women "by elevating their devotion to the state."
A Kind of Revolution
Chapter from Zinn's "History of the American People" that addresses the nature of the American Revolution.
Boston Massacre Historical Society
More evidence that the internet opens us to enthusiasts of every stripe. The ones in this particular example reenact the Boston Massacre every year. This site has video of the reenactments but also basic facts and details organized by category. How many were involved, where it took place and the trial.
George Washington: The Living Symbol | EDSITEment
How does an individual become the embodiment of a nation? Can the process be reversed to permit a glimpse into the human life underlying the symbol? Lesson involves reading primary and secondary documents and categorizing images of George Washington
Religion and the Argument for American Independence | EDSITEment
Using primary documents, this lesson aims to introduce students to how the American revolutionaries employed religion in their arguments for independence.
Voices of the American Revolution | EDSITEment
In this lesson, students are taught how to make informed analyses of primary documents illustrating the diversity of religious, political, social, and economic motives behind competing perspectives on questions of independence and rebellion. Making use of a variety of primary texts, the activities below help students to "hear" some of the colonial voices that, in the course of time and under the pressure of novel ideas and events, contributed to the American Revolution.
The American Revolution: Digital History
This chapter examines the series of events that ruptured relations between Britain and the American colonies, and the long and bitter war that the colonists waged in order to gain independence.
Tyranny is Tyranny
from Howard Zinn's "A People's History of the United States"
Washington_Crossing_the_Delaware_by_Emanuel_Leutze,_MMA-NYC,_1851.jpg (6004×3847)
Great big size for analysis
Letter to H. Niles by John Adams
This letter includes the famous John Adams quote :"The Revolution was effected before the war commenced. The Revolution was in the minds and hearts of the people". Great primary document insight into the meaning of the Revolution according to one founding father 32 years after the Declaration of Independence