Teacher's Guide for APPLESEEDS: Founding Mothers
December, 2005
Teachers' Guide prepared by Polly Flaum Zieper, B.S., M.Ed. Mrs. Zieper is a fifth grade teacher at Everglades Elementary School in Weston, Florida.
Objectives: to increase historical perspective to increase understanding of the role of women in the American Revolution reading comprehension verbal communication skills
Before reading the Issue:
Assess the students' understanding of the following terms: community, worship, fort, captors, hold, captive, rebellion, seamstress, confederacy, household, boycott, liberty, repeal, warrior. Define and discuss where necessary.
''Susanna's Promise", pp. 4-7
1. Read ''Susanna's Promise" aloud with the class. Have the students look for the word "resolved'' in the dictionary. Discuss the definition. Ask the students why they think Susanna White named her son 'Resolved'. Have students look at the Mayflower passenger list at http://members.aol.com/calebj/passenger.html. Ask them to make a list of common names and unusual names among the passengers and crew.
2. Make a list of the problems faced by the sailors and passengers aboard the Mayflower.
3. Visit http://teacher.scholastic.com/thanksgiving/mayflower/tour/navig.htm to see what the Mayflower looked like. How do you think you would feel, living aboard this ship for more than two months?
4. Why do you think Susanna named her new baby "Peregrine''?
''We Were Here, Too'', pp. 8-10
Fold a piece of lined paper into 3 columns. Write the name 'Angela' at the top of the left-hand column, 'Phillis Wheatley' at the top of the middle column, and 'Oney Judge' at the top of the right-hand column. Under each name, take notes as you read. Include details about each woman, such as how they came to live in the United States, and about their lives as slaves. Have a class discussion about George Washington. What had they already known about him before reading this article? Why might he had treated Phillis Wheatley so differently than Oney Judge?
''Queen Alliquippa, Seneca Leader", p. 11
- Look up ''Pennsylvania'' in the dictionary or encyclopedia.
- What does it mean?
- According to Queen Alliquippa, what kind of person was William Penn?
- What was life like for Queen Alliquippa and the other leaders of the Iroquois?
- What difficult decisions did she have to make for her people?
Indigo for Sale, pp. 12-13
The Wild Colt: Abigail Adams, pp. 14-17
Abigail Adams wrote to her husband to "remember the ladies and be more generous and favorable to them than your ancestors". What do you think she meant? Pretend that you are Abigail, and continue writing her letter. Go into detail about a woman's role in her family and community, and women's rights.
Just Say No! The Daughters of Liberty, pp. 18-21
1. Who were the "Daughters of Liberty''? Why did they call themselves that?
2. How did the women of colonial times protest the unfair policies of the British government? 3. What is a "boycott''? How did the boycotts of the 1770's put pressure on the British merchants?
4. Can you think of any boycotts that took place in modern times? (Discuss the Montgomery Bus Boycott)
5. How did colonial women adapt to not having British-made cloth and tea?
Riding for Freedom, pp. 22-23
Discuss with the class what Sybil Luddington, Deborah Champion and Paul Revere had in common. Draw a Venn diagram on the board, recording the traits and experiences of each, comparing and contrasting the contributions of Luddington, Champion and Revere.
Women Warriors, pp. 24-27
Pose the following discussion questions to the class: Why do you think women were not allowed to join the army during the American Revolution? In what ways did women help the colonists' cause? Review the other articles in the magazine and keep a running list of women who contributed to the colonists' success, and how they contributed.
From Eavesdroppers to Secret Agents-Women Spies of the American Revolution, pp. 29-30
1. Why do you think women and girls made good spies?
2. How did each woman or girl in this article help the colonial army?
3. Explain the risks or danger each woman or girl experienced.
The First "First Lady'': Martha Washington, pp. 31-32
After reading this article, elicit from the students the many ways Martha Washington helped her husband, General George Washington, and the other men of the colonial army. For more information, go to:
http://www.whitehouse.gov/history/firstladies/mw1.html
Concluding Projects
Oral Reports-Individually or in groups, students choose one of the women featured in this issue of Appleseeds. Each student/group researches that women and her contribution to the American Revolution. Students prepare oral reports, with which they will teach the class more about their subject.
Molly Pitcher (Mary Hays or Margaret Corbin)
Lydia Darragh
Patience Wright
Betsy Ross
Susanna White
Phillis Wheatley
Queen Alliquippa
Eliza Lucas
Abigail Adams
Sarah Bradlee Fulton
Sybil Luddington
Deborah Champion
Deborah Samson
Emily Geiger
Interviews
Students each choose one woman featured in this issue of Appleseeds to study. After doing research on their own (from books or the internet), the class conducts interviews of the women. Girls in the class dress up as their subject, the boys ask questions, playing the part of the reporter. Reporters might ask the following questions: - Where are you from?
- What were your feelings about the British during the 1770's?
- How did you help the colonists?
- What were your fears during that time?
- What do you think would have happened if women had not helped during the war?
Make a web on the board with the name "Eliza'' in the middle. Solicit from the students words they would use to describe Eliza Lucas. How did she help her family? How did she help the colony of South Carolina?
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