Classroom Resources
Grades 6-9
by Michelle Isenhoff
Cover image by Jon Connell
Copyright, 2012 by Michelle Isenhoff at Smashwords
Smashwords Edition License Notes:
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A paperback edition with
printable, reproducible pages for classroom use is
available at http://www.michelleisenhoff.com
or http://www.michelleisenhoff.wordpress.com
For use with young adult historical fiction novel,
by Michelle Isenhoff
A Note to Teachers:
Thank you for choosing to use The Color of Freedom in your classroom. I’ve always had a strong interest in history and in literature. Blended into a volume of historical fiction, they form a powerful teaching platform. Now I’ve drawn on my education background to create what I hope will be a useful tool for getting the most mileage out of my novel in a classroom setting.
Sincerely,
Michelle Isenhoff
Meeting Grade Level Content Expectations and Common Core Standards
Social Studies Extension Ideas
Account of the Boston Tea Party
Account of the Siege of Boston
Accounting of Bunker Hill Battle
Paul Revere’s Account of his Midnight Ride
Broadside Printed after Lexington and Concord
Meeting Grade Level Content Expectations and Common Core Standards
The Color of Freedom contains a wealth of material useful for meeting Grade Level Expectations and Common Core standards. Of particular value is the figurative language which characterize my writing. In addition, vivid settings, dynamic dialogue, suspense, plot-driving conflict and a realistic heroine who moves toward maturity all help create an unforgettable literary experience.
I have created a list of high-level study questions, organized by chapter, to help make full use of The Color of Freedom’s strengths and meet a wide variety of the required mastery skills. Some of the things students are asked to do include:
*compare and contrast characters
*describe settings by citing details from the text
*make predictions
*analyze story structure and give examples of rising action, climax, and falling action
*make inferences and support them with text
*summarize text
*explain how word choice affects meaning and mood
*identify figurative language (metaphors and similes) and explain how they enhance meaning
*identify sensory details and understand how they create image, sensation and emotion
*respond to conflict and suspense and explain how they drive the plot
*identify literary devises such as foreshadowing, personification, irony, stereotypes, *understatement, plot twists, alliteration, exaggeration and cliffhangers
*understand importance of primary sources and compare and contrast them with story account
*analyze the uses of dialogue
*connect story to history and current events and make judgments
*summarize themes
*identify bias
*respond to universal truths conveyed within the story
*define vocabulary words, which are organized by chapter
In addition, The Color of Freedom contains accurate colonial American context, including indentured servitude, and illustrates the causes and first engagements of the American Revolution, making it an ideal accompaniment to an American History social studies course. I’ve listed some extension ideas for this purpose.
The Color of Freedom brings history to life. With ample suspense, some surprising plot twists and Meadow’s engaging personal struggle, perhaps the book will even help meet that most elusive goal – creating enthusiastic readers.
Chapter One
Vocabulary – queue, mundane, acquisition, placid, detrimental, routed, austere, trestle table, lavish, trencher
1. Describe Wellshire. Does Meadow like it there? How do you know? Cite examples from the text to support your answer.
2. Conflict is a problem in a story. Conflict creates interest and keeps the plot moving forward. What broad conflict is described in the first chapter? Explain each opposing position. Has Meadow chosen a side? Determine her position. Cite text to support your answer.
3. Explain how the dialogue that takes place around Lord Dennison’s dinner table is more effective at teaching a reader about the conflict than simple narration.
4. Compare and contrast Hathbane Dennison and Dobbs.
5. Estimated a year in which this story takes place. What clues help you pinpoint a date?
6. What contrasts are given between Amos and Meadow? How are they alike?
7. What do you think “the scorn of race and poverty” means? What context clues helped you decide?
Chapter Two
Vocabulary – infernal, pedigree, impartial, incorrigible, delinquents, tentatively, luxurious
1. Lord Percival says the British will “cut off the hand that works the mischief.” What does he mean? What context clues helped you decide? How does this word picture help a reader understand the British army’s intentions?
2. Explain the simile “like mice defying lions.” How does this help define the speaker’s persuasions?
3. An action verb is a verb that shows action, as opposed to a passive verb that simply is. Authors use action verbs to hold interest and heighten meaning. Find the action verbs in the following example: “Her tears began to flow again with the stirring of the memory.” Evaluate its effectiveness as compared to a passive version such as “She was sad when she remembered.”
4. When Meadow burst into the barn in tears, Daniel’s smile “crumbled.” Analyze the effectiveness of this action verb. Find three more action verbs in this chapter.
5. Tone is the attitude a book or passage takes toward its subject (for example, sarcastic, playful, ironic, serious, condescending, etc.). What is the subject of The Color of Freedom? What tone does it take? How can you tell?
6. Determine how the dialogue between Meadow and Daniel (when he tries to persuade her to flee) hustles the story along and sets a mood for the scene. Consider sentence length, word choices, and percentage of dialogue to narration. What emotions are conveyed?
7. What specific words and actions give away Meadow’s emotion as her hair is cut and she’s forced to flee?
Chapter Three
Vocabulary – silhouettes, thrice
1. Imagery is using descriptive words and ideas to create a mental image, sensation or emotion. Often imagery includes details that make use of our senses (sensory details). Read the first paragraph of chapter three. List any sensory details. What senses are represented? What metaphor is used to describe the sun? What mood has this paragraph set? How?
2. Suspense is the revealing of information a bit at a time. Authors use this technique to hook an audience and keep them reading to the end. How does the mystery of Meadow’s Bible utilize suspense? How does it contribute to the movement of the plot? How does it affect a reader?
3. What imagery words are used to describe Meadow’s Bible?
4. Story structure refers to the way a story is built. The plot can be broken down into complete episodes, or scenes, which are sequenced in order to move the story to its conclusion. Sometimes shorter scenes are grouped together in a chapter. Other times a chapter may be one complete scene. How many scenes comprise chapter three? Explain the logic of breaking the chapter into scenes and placing them in this order? Could they be switched effectively? Why or why not?
5. Analyze Meadow’s response when Dobbs asks if she is American. What emotion does his question evoke? How do you know? Cite examples and tell whether they are Meadow’s own words, her actions, or narration. Make a prediction about her loyalties.
6. This chapter contains a long dialogue between Meadow and Dobbs. Explain how the exchange is more effective than a long narration. What information does it give the reader? How does it fuel this scene and push toward the next?
Chapter Four
1. Word choice is when authors choose specific words to convey emphasis, emotion or meaning. Find the sixth paragraph of chapter four. What mood has the author set? Identify some key words the author uses to set that mood. How does each contribute to the emotion of the scene?
2. Irony is when what actually happens differs from what might be expected to happen. Explain the irony of Meadow “hiding in plain sight.”
3. What sensory details are given to describe the farmer’s market? Choose three. Decide why the author chose to include them. How does each create a picture, sensation or emotion?
4. A dynamic character is one who changes as he or she experiences the events of the plot. Describe how Meadow is already beginning to change because of her circumstances. What circumstances are causing her to change? Make a prediction about what she may be like by the end of the story.
5. Quirky traits make characters interesting. Identify some of Salizar’s interesting traits.
6. Imagery might include figurative language, or word pictures, to help get an idea across. A simile is a word picture that makes a comparison using the words “like” or “as.” Find the simile in the following sentence: “Sometimes in the muddiest places, the beast would grind slowly to a stop, like a giant mill wheel at the end of a workday.” How does this description give the reader a more vivid understanding of this idea?
7. What sensory details are given in the description of winter changing to spring? What similes? How does the use of these techniques establish images, sensation and emotion?
Chapter Five
Vocabulary – beleaguered, buxom, joist, audacious, fledgling
1. Describe the mood going into the Blackburn residence. What dialogue, actions, or key words work to convey this mood?
2. Examine the role religion plays in this story. What examples have you seen so far? What role did religion play in the settling of America? Meadow is traveling through New England, which was settled primarily by Puritans who were generally strict and intolerant of other faiths. What religion does Meadow hold to? What predictions might you make?
3. Summarize the information given in the dinner dialogue between Salizar and John Blackburn. Explain each man’s position in the conflict. How has this dialogue driven the plot forward? What information is given?
4. Bias is the presentation of information in a way that favors one side of an issue. Does this book have a British or American slant? What clues make this apparent? How might it differ if it was written with the opposite bias?
5. Personification is giving human traits to non-living objects. How is personification used in the following sentence? “She backed softly from the room, but an uncooperative floorboard betrayed her.” Explain how this technique helps a reader more fully understand this thought.
6. Find a simile in this chapter.
Chapter Six
Vocabulary – monotonous, reconciliation, infused, equilibrium, colicky, euphoria, popish, hogshead, volatile, translucent, conciliatory, succumb, Tory
1. Doc Baker claims that Boston is “blocked up tighter than the bowels of a colicky horse.” What does he mean? Explain how his comparison adds meaning to this idea.
2. What details provided by Isaac the dockworker hint at the treatment of Irish in early America. What other people groups were ill-treated in America? Give another example using your knowledge of history. Do you believe there are modern social injustices? Explain your position.
3. Analyze how Salizar’s exchange with the Tory farmer illustrates Salizar’s political position. What role does dialogue play? What role does action play? Use examples to illustrate how each is used.
4. What does “I’d rather be devoured by a lion than gnawed to death by rats” mean? How do these images aid understanding of this speakers’ political persuasion?
5. Authors use a variety of words for “said.” List several from this chapter.
Chapter Seven
1. How does Meadow feel about Duncan? Cite examples that let you know. Were the clues given as action, dialogue or narration? Does Salizar feel the same as Meadow? Does John Blackburn? Do you believe her feelings are justified? Make a prediction concerning Duncan. Why do you think this might happen?
2. How does the dialogue in the tavern escalate conflict? How does it work to drive the scene? How do the townsmen’s opinions differ from John Blackburn’s? How are they similar?
3. Determine why the conflict with England could be called a civil war.
4. Another example of figurative language is the metaphor, a word picture that makes a comparison without using “like” or “as.” Often, but not always, it includes a form of the verb “is.” “My hands are ice” is an example of a metaphor. Notice how it differs from the following simile: “My hands are like ice.” Identify the metaphor in the following sentence: “He reminded her of a tomcat awakened from a snooze.” Explain how the metaphor adds meaning.
5. Foreshadowing is when an author plants clues into the text to hint at what might happen later in the story. It is often, but not always, placed at the end of a scene. Identify an example of foreshadowing in this chapter.
6. The creative use of a word sometimes becomes commonplace. For example, Salizar was “milking every cent” from his customers. What is the original meaning of “milking”? How was it used creatively? How does the creative usage convey meaning to the action? This meaning of the word has now become commonly used. This is called an idiom. Why do you suppose some words or phrases become idioms? Can you think of others?
7. How is Salizar’s observation that Meadow is as “ornery as a woman” an example of irony?
Chapter Eight
Vocabulary – scruples
1. A primary source is a document, letter, diary, photograph or other source of information close to the subject being studied. Read Paul Revere’s own account of his capture during his midnight ride (Teacher’s book, p. 34). Compare and contrast this primary source with the account given in the story.
2. Identify sensory details given in the account of the battle on Lexington Green. What word pictures (similes, metaphors, comparisons) are used? Analyze how these techniques are used to set the mood.
3. Point out any bias in the battle account. Explain why it is biased.
4. How does Meadow’s reaction to the battle fit with her view of the British? Of the conflict? Is it consistent with her character? Explain why or why not. Support your answer with examples.
5. Examine Meadow’s view of Salizar. How does she feel about him? How do you know? Why do you think her opinion of him is changing? Would you expect this of her? Why or why not?
6. A cliffhanger is extreme suspense at the end of a scene or chapter. Identify the cliffhanger in this chapter. What effect does it have on a reader? Why do you think authors use cliffhangers?
Chapter Nine
1. Analyze the effect of dialogue as the chapter opens in regards to mood, information given, and the story’s pace.
2. Word choice can include using carefully-selected adjectives (which describe nouns) and adverbs (which clarify verbs) to help describe a setting or character, to convey emotion, or to set a mood. What adjectives and adverbs help convey mood at the beginning of the chapter?
3. Give an example of foreshadowing in this chapter.
4. Find and analyze one simile and one metaphor in this chapter.
5. You have learned how stories are structured out of scenes and chapters. These episodes can be grouped into larger categories. Rising action includes all the action, starting at the very beginning, that builds up to a main confrontation. This confrontation, or the most exciting point in the story, is called the climax. Events that occur after the climax and work to conclude the story are called falling action. In this chapter, the plot builds significantly. Give two examples of rising action.
6. Conflict often grows along with rising action. How has conflict escalated in this chapter?
7. A theme is a main idea conveyed in a sentence, paragraph, scene or story. What is a theme of this story? What is the theme of the following paragraph? “The debris of war littered the countryside. Hot, smoking hulks of buildings stood at intervals like glowing skeletons in the gloom. Some still burned, igniting trees and defying the shadowy figures that sought to stamp out their angry, spreading sparks. The few houses that had escaped the inferno shone brightly from every window, crammed to the eaves with family and neighbors waiting for word or mourning their dead.”
Chapter Ten
1. Explain what Meadow means when she says the Battles of Lexington and Concord had “torn a rift in the fabric of the empire.” What metaphor is used? What action verb? Using your own knowledge of history, decide if Meadow’s assessment turned out to be accurate. Support your position with historical evidence.
2. Describe Boston. Cite several sensory details. Decide what sense each represents. What key adjectives, adverbs or action verbs assist in the feel of the city?
3. How has Meadow’s character remained consistent since the beginning of the story? Give an example. How has she changed? Which of her later words or actions would you never expect of the girl she was at Wellshire? What has prompted the change?
4. Explain what is meant by a British man-o-war being “the clutching fist of a king maintaining his strangle-hold on a rebellious colony.” Is this a metaphor or a simile?
5. Exaggeration is overstating something to make a point. When Sarah Revere asked about her father, Meadow’s heart “sank past her toes.” How does exaggeration drive home how Meadow is feeling?
Chapter Eleven
Vocabulary – brogue, confounded, concocting
1. Give an example of rising action in this chapter.
2. A story often contains multiple conflicts. Aside from the war, identify another external conflict (between different people). Identify an internal conflict (conflicting emotions within a person).
3. How do Meadow and Amos differ in their views of the war? How can you tell? Why do you suppose two people with similar backgrounds might have such different opinions?
4. If you were faced with a choice between family and freedom, which do you think you would choose? Why? Can you think of other difficult choices that have faced people in history? (Consider immigrants, citizens of Nazi Germany, disasters, pioneers, etc.)
5. Cite several details that prove Boston suffers from a blockade in the harbor.
6. What do we learn here about why Bostonians treat Catholics as they do? How do we learn it? Why do you suppose Catholics were singled out? What effect might this have on any possibility that Meadow might join the rebel cause?
Chapter Twelve
Vocabulary – commandeered, asylum, itinerant
1. In your opinion, is an action such as tarring and feathering justified in a time of war? Why or why not? How does it make Meadow feel? How do you know? What effect do her emotions have on her inner conflict over the war? How do you know?
2. What does “hang your pity around your neck for all to see” mean?
3. What does the end of the teaching scene reveal about Abigail? Describe her. Can you identify any irony in her words or actions in this scene? Explain it.
4. What does Meadow’s bedtime story reveal about her? How does it show a bias? How might Lord Dennison tell the story differently?
5. How does Amos’ fight reveal another side of Abigail?
6. Abigail mutters that when men fight, women are left to pick up the pieces. Using your knowledge of history, how might you prove her words accurate or inaccurate? Give examples.
Chapter Thirteen
Vocabulary – reticule, libation, procure, corpulent
1. An important part of characterization, or the creation of characters, is keeping their words and actions consistent with their personality throughout the entire story. For example, evidence has been given all through the story of Meadow’s Catholic faith. List some. Now explain how this aspect of her personality has influenced her actions. Give two examples.
2. How do the British soldiers at the church amplify the tension in the story? What effect does this have?
3. Define Meadow’s emotions during mass. How do you know? Cite examples from the text. Evaluate why the service might evoke such strong feelings?
4. Explain how Meadow feels when Willy gets caught doing laundry. How does that change when the officers laugh at him? How would you explain her tangled feelings for him? How do these feelings affect her? How does this add interest to the story? How does it drive the story?
5. Explain how Meadow’s internal conflict over the war has escalated in this chapter. What new information is given about her conflicting thoughts? Is it given in action, dialogue or narration? Use this information to summarize the two directions in which she’s pulled.
6. Analyze the dialogue between Meadow and her father at the end of the chapter. What does it accomplish? How does it accomplish these things?
7. What words and actions of Meadow’s demonstrate a change in her personality? In her beliefs? How have these details amplified her inner conflict? What has caused this change?
Chapter Fourteen
1. Identify an example of suspense and analyze its effect on the scene. How is the suspense created? What role does conflict play in creating suspense?
2. Identify personification in the following sentence: “Though the season had grown warm, the water remembered the chill of winter.” Explain what this means and how personification adds meaning to the idea.
3. A stereotype is a common expectation about a character. For example, you might expect a football player to be big and dumb, or a chess-player to be socially awkward. How might you assume a commander of the army would look and act? What does Meadow think about Artemas Ward? How can you tell? What famous historical figure eventually took command over the American army? Did he fit a stereotype?
4. Describe the camp, identifying various types of imagery. What mood or emotion does it work to convey?
5. How are Matthew and Meadow alike? How are they different? How do Matthew’s words help us understand Meadow’s fear? How do they further clarify her inner conflict?
6. With your knowledge of history, explain the irony of Matthew fighting for America’s freedom.
7. Would you give your life for freedom? Would you say our service men and women deserve our admiration and respect? Why or why not?
Chapter Fifteen
1. What are some of Meadow’s flaws? How do her flaws add depth to her character and make her realistic? How do they lend themselves to conflict? How do they help make her a dynamic character (one who changes)?
2. How has Willy’s explanation of a soldier’s life affected her emotionally? How does it make her more interesting or realistic? How does her confusion move the story forward? How might it affect her persuasions regarding the war?
3. Alliteration is the repeated use of similar sounds used to create mood or emotion. At the end of the day at the beach, Meadow and the girls are “wet, weary and wonderfully happy.” What sounds are repeated? What do they sound like? What effect does it create?
4. How has Meadow’s perception of the night changed after she accepts Mrs. Whitaker’s note? How do you know? What details or key words illustrate this?
6. Give an example of rising action in this chapter. Analyze the effect of a thickening plot. How can you tell the climax is drawing closer? Are any conflicts nearing a resolution? Which? Are any growing more complicated? Which?
7. Do you think Amos’s words or actions deserve the treatment he receives from the patriots? Why or why not? Use examples from the text to support your position. How does Amos react? Do you believe this is wise? Why or why not?
Chapter Sixteen
Vocabulary – abominable, fortitude
1. How are Meadow’s actions showing her changing thoughts regarding the war? What has caused the change? Make a prediction about what side she might join. What role did the book’s bias play in your guess?
2. Drawing from everything you know about Abigail, would you say her actions in this chapter are in keeping with her character? Are the circumstances that prompt her change sufficient to warrant the change in her behavior? Explain your answer.
3. Understatement is making a statement less emphatic than might be expected for the purpose of drawing attention to it. Understatement is often done with humor. How is Jonathan’s comment that Meadow was “a girl all this time” an example of understatement? For what purpose did the author use understatement in this example?
4. A plot twist is an unexpected event. Summarize the plot twist in this chapter. Make a prediction based on this new information.
5. Evaluate the effectiveness of the plot twist. Was it done smoothly, or did it seem unlikely? Were enough clues planted along the way to lead up to the twist? What where they? How successfully does it build tension and push toward a climax?
6. Compare and contrast Salizar and Amos.
Chapter Seventeen
1. Meadow sees Amos’ confession as a betrayal and reacts strongly. Is her reaction justified? What other factors might have helped to trigger her deep feelings? How does her reaction contribute to the bias of the book? What new problems does she cause? Can you come up with a wiser way she might have handled the situation? From a literary standpoint, could a wiser way effectively build suspense and work toward a climax?
2. Consider the following paragraph: “Meadow felt lost. She wandered between the buildings like a dingy drifting on the Charles with its moorings severed. Where would she go now? Amos, so long her anchor, no longer tied her to Boston. All of America – all of the world – lay open to her but she didn’t belong anywhere.” Identify and explain the imagery in this paragraph. Evaluate its effectiveness. What new problem has Meadow identified? What effect does this new problem have on her thoughts about the war?
3. Summarize the new plot twist that takes place in this chapter. Explain how this twist works to unify different sections of the book.
4. Condense the climax into one sentence. How has rising action led the story to this point? Give specific examples. Explain how conflicts thicken as the action builds to the climax. What different conflicts merge at the height of excitement?
5. Resolution is when a problem reaches a conclusion. What significant change takes place in Meadow at the end of the chapter? What prompts it? How does this change act as a resolution to one of Meadow’s conflicts?
6. Summarize the cliffhanger.
Chapter Eighteen
Vocabulary – penchant
1. When faced with the choice between freedom and family, what choice does Meadow finally make? What circumstances force her to decide? Do you think she would have reached the same choice if circumstances had been different? Support your answer. How does this choice resolve another conflict?
2. List as many conflicts and resolutions as you can. Must all resolutions be happy? Are all this book’s resolutions happy? Are they satisfactory (believable, logical, conclusive)? If so, how are they satisfactory or not?
3. Falling action is the events that occur after a story’s climax. Give an example of falling action.
4. Explain how Meadow’s letter is timely.
5. Identify all the changes in Meadow since she left Wellshire and determine which factors prompted each change. Would you say the changes are for the better or worse? What has Meadow learned on her journey? Have you learned anything from her experiences? If so, what?
These are also included in the study questions.
Chapter One
queue, mundane, acquisition, placid, detrimental, routed, austere, trestle table, lavish, trencher
Chapter Two
infernal, pedigree, impartial, incorrigible, delinquents, tentatively, luxurious
Chapter Three
silhouettes, thrice
Chapter Five
beleaguered, buxom, joist, audacious, fledgling
Chapter Six
monotonous, reconciliation, infused, equilibrium, colicky, euphoria, popish, hogshead, volatile, translucent, conciliatory, succumb, Tory
Chapter Eight
scruples
Chapter Eleven
brogue, confounded, concocting
Chapter Twelve
commandeered, asylum, itinerant
Chapter Thirteen
reticule, libation, procure, corpulent
Chapter Sixteen
abominable, fortitude
Chapter Eighteen
penchant
Social Studies Extension Ideas
1. Research indentured servitude. From which countries did indentured servants come? What were some of the laws that governed the practice (for bound servant and for master)? Were terms of indenture different for men, for women, for children? If so, how? Who benefitted from the practice? Compare and contrast indentured servitude with slavery. Do you suppose a slave or an indentured servant might be treated better by the master? Why? Do you think indenturing was a positive or negative practice? Why?
2. Explore the rift between Catholics and Protestants. Research the Protestant Reformation. Why did it take place? Who were its major leaders? Explain the rivalry that arose between Catholics and Protestants, particularly in England, and identify some major conflicts. Why did such rivalry evolve? How do you suppose the conflict extended to New England? Explain the reasons the people of Boston treated Amos so poorly.
3. Research the migration of Irish to America. When did the majority come? Why? Summarize British treatment of Irish and cite examples. (As religion played a significant role in this, it may be wise to answer this in conjunction with the previous topic.) Summarize the treatment of Irish in America and cite examples. Research, specifically, the treatment of Catholics in Boston.
4. Who were the Sons of Liberty? Who were its leaders? Where were they located? Why were they formed? What were their objectives? What role did they play in bringing about revolution? Did they have a continuing role during and after the war? If so, what?
5. What was the Committee of Safety? Why was it formed? What were its objectives? Who were its leaders? What role did it play in bringing about the Revolution? Did it have a continuing role during and after the war? If so, what?
6. Find background information on the powder raids at Salem and at Winter Hill.
7. Describe the Georgian era. What years did it include? Why was it so named? What geological areas (countries) figured prominently in this era? What major events happened during this era? Describe the social classes. Who held power? How did people dress (See Links page)? What artists were popular? What inventions were discovered?
8. Explore the evolution of the English language. What modern word came from slaughtering “God be with you”? What other words and expressions have carried over from old English? (Note of caution: slang words and their origins can get inappropriate.)
9. Investigate the occupation of traveling tinkers. What is a tinker? Typically, what did he sell? When did he travel? Where did he travel? Why did he collect rags and bones? Describe his way of life. Why do you suppose that way of life died out?
10. Study colonial food preparation. What staples did their diet consist of? Where did their food come from? What methods did the middle class use to cook their food? Describe what technology was available for cooking at the time. Describe some common dishes. Come up with a collection of colonial recipes. If possible, prepare some.
11. Explore colonial architecture. What features typify Georgian architecture? What cultures influenced it? Find some picture examples of Georgian architectural styles. Include examples of government buildings, wealthy homes and middle class homes. Explain how each picture is an example of Georgian architecture. (Colonial Williamsburg might be a valuable resource.)
12. Explain the layout of a typical colonial farmhouse. What were some of the common features of a farmhouse? Explain the role function played in this type of building. Were farmhouses examples of Georgian architecture? Why or why not?
13. What was life like in the colonies? What were some of the common occupations? What everyday items made life easier? (Some examples from The Color of Freedom include spinning wheel, wooden tub, trenchers, and wooden teeth.) What common modes of transportation did they use? Where and for how long did children go to school? Were there public schools? Were girls educated? What did colonists do for fun? What was the average life expectancy? What kind of medical care was available? Compare and contrast life now with life then. What time period would you choose to live in? Why?
14. Explore the role of taverns in New England culture. Describe a tavern. What do you suppose drew men more than food and drink? Why? Explain the significance of taverns in the spread of political unrest.
15. Research the position of Tories/Royalists. What were their political objectives? Who were the major leaders? Research the position of Patriots/Whigs. What were their objectives? When was the Whig party formed? Who were its major leaders?
16. What monetary system was primarily used in colonial America? Why? Explain the values of common coins in this system. What other types of currency were found in the colonies? Why? Explain the significance of the Spanish American dollar.
17. Explore the origin and lyrics of Yankee Doodle. What significance did the song eventually take on for the Americans? What other songs were popular during this era? Are any of them still familiar today? What other styles of music were in vogue during the Georgian era? Who were some of the major composers?
18. Look up the painting of Paul Revere by John Singleton Copely (See Links page.). Describe what you see in the picture. What can you tell of Paul Revere from this picture? What might you infer about him? Based on this picture, tell what you might expect Paul Revere to be like.
19. Look up some primary source materials for Paul Revere’s capture, the Battle of Lexington, the Battle Road, the siege of Boston, and the Battle of Bunker Hill. Compare and contrast the primary accounts with those given in The Color of Freedom (See Links page.).
20. How did the French and Indian War contribute to the Revolutionary War? Explain the role the Proclamation of 1763 played in bringing about the Revolution? Why was the reason for the Proclamation? What other events contributed to the conflict? Create a timeline for the events leading up to the Revolutionary War.
21. Research some of the uniforms and weapons of the British army.
22. Choose a historical character to report on: Paul Revere, Major John Pitcairn, Samuel Adams, Patrick Henry, Colonel James Barrett, General Artemas Ward, General Thomas Gage, Dr. Joseph Warren, James Otis, etc. Explain their persuasions and their role in the events leading up to and beyond the Revolutionary War.
23. Map skills. Locate authentic 1775 maps of Boston, its surrounding countryside, and the New England colonies (See Links page). Locate familiar landmarks from the story. Study details of Boston and relate them to events in the story. Research the route taken by the British army both to and from Concord. Trace the route on the map. Note the towns through which they passed. Measure the distance the British marched. Locate Philadelphia and New York. Measure the distance of each from Boston.
24. Explore further the Battles of Lexington and Concord, the Battle Road, and/or the Battle of Bunker Hill. Locate relevant primary sources.
25. Research the occupation of silversmith. What tools were used? What methods were used? What needs did a silversmith meet for society? Do you think you would have enjoyed being a silver smith? Why or why not?
26. Read Johnny Tremain, by Esther Forbes. Compare and contrast with The Color of Freedom.
27. Some of the earliest welfare programs in America were put into place during the siege of Boston. What programs did city leaders implement? What needs did they try to meet with these programs? Were the programs effective? Why or why not? Explain some of the benefits of welfare programs in Boston. What were some drawbacks? Compare and contrast with welfare today. What conclusions have you reached about welfare in general? Why?
Account of the Boston Tea Party
by participant George Hewes
The tea destroyed was contained in three ships, lying near each other at what was called at that time Griffin's wharf, and were surrounded by armed ships of war, the commanders of which had publicly declared that if the rebels, as they were pleased to style the Bostonians, should not withdraw their opposition to the landing of the tea before a certain day, the 17th day of December, 1773, they should on that day force it on shore, under the cover of their cannon's mouth.
On the day preceding the seventeenth, there was a meeting of the citizens of the county of Suffolk, convened at one of the churches in Boston, for the purpose of consulting on what measures might be considered expedient to prevent the landing of the tea, or secure the people from the collection of the duty. At that meeting a committee was appointed to wait on Governor Hutchinson, and request him to inform them whether he would take any measures to satisfy the people on the object of the meeting.
To the first application of this committee, the Governor told them he would give them a definite answer by five o'clock in the afternoon. At the hour appointed, the committee again repaired to the Governor's house, and on inquiry found he had gone to his country seat at Milton, a distance of about six miles. When the committee returned and informed the meeting of the absence of the Governor, there was a confused murmur among the members, and the meeting was immediately dissolved, many of them crying out, "Let every man do his duty, and be true to his country"; and there was a general huzza for Griffin's wharf.
It was now evening, and I immediately dressed myself in the costume of an Indian, equipped with a small hatchet, which I and my associates denominated the tomahawk, with which, and a club, after having painted my face and hands with coal dust in the shop of a blacksmith, I repaired to Griffin's wharf, where the ships lay that contained the tea. When I first appeared in the street after being thus disguised, 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.
When we arrived at the wharf, there were three of our number who assumed an authority to direct our operations, to which we readily submitted. They divided us into three parties, for the purpose of boarding the three ships which contained the tea at the same time. The name of him who commanded the division to which I was assigned was Leonard Pitt. The names of the other commanders I never knew.
We were immediately ordered by the respective commanders to board all the ships at the same time, which we promptly obeyed. The commander of the division to which I belonged, as soon as we were on board the ship appointed me boatswain, and ordered me to go to the captain and demand of him the keys to the hatches and a dozen candles. I made the demand accordingly, and the captain promptly replied, and delivered the articles; but requested me at the same time to do no damage to the ship or rigging.
We then were ordered by our commander to open the hatches and take out all the chests of tea and throw them overboard, and we immediately proceeded to execute his orders, first cutting and splitting the chests with our tomahawks, so as thoroughly to expose them to the effects of the water.
In about three hours from the time we went on board, we had thus broken and thrown overboard every tea chest to be found in the ship, while those in the other ships were disposing of the tea in the same way, at the same time. We were surrounded bv British armed ships, but no attempt was made to resist us.
We then quietly retired to our several places of residence, without having any conversation with each other, or taking any measures to discover who were our associates; nor do I recollect of our having had the knowledge of the name of a single individual concerned in that affair, except that of Leonard Pitt, the commander of my division, whom I have mentioned. There appeared to be an understanding that each individual should volunteer his services, keep his own secret, and risk the consequence for himself. No disorder took place during that transaction, and it was observed at that time that the stillest night ensued that Boston had enjoyed for many months.
During the time we were throwing the tea overboard, there were several attempts made by some of the citizens of Boston and its vicinity to carry off small quantities of it for their family use. To effect that object, they would watch their opportunity to snatch up a handful from the deck, where it became plentifully scattered, and put it into their pockets.
One Captain O'Connor, whom I well knew, came on board for that purpose, and when he supposed he was not noticed, filled his pockets, and also the lining of his coat. But I had detected him and gave information to the captain of what he was doing. We were ordered to take him into custody, and just as he was stepping from the vessel, I seized him by the skirt of his coat, and in attempting to pull him back, I tore it off; but, springing forward, by a rapid effort he made his escape. He had, however, to run a gauntlet through the crowd upon the wharf nine each one, as he passed, giving him a kick or a stroke.
Another attempt was made to save a little tea from the ruins of the cargo by a tall, aged man who wore a large cocked hat and white wig, which was fashionable at that time. He had sleightly slipped a little into his pocket, but being detected, they seized him and, taking his hat and wig from his head, threw them, together with the tea, of which they had emptied his pockets, into the water. In consideration of his advanced age, he was permitted to escape, with now and then a slight kick.
The next morning, after we had cleared the ships of the tea, it was discovered that very considerable quantities of it were floating upon the surface of the water; and to prevent the possibility of any of its being saved for use, a number of small boats were manned by sailors and citizens, who rowed them into those parts of the harbor wherever the tea was visible, and by beating it with oars and paddles so thoroughly drenched it as to render its entire destruction inevitable.
Account of the Siege of Boston
Letter from Boston Resident, Peter Oliver, 1775
Dear Brother,
We learn by the Cerberus man-of-war, which arrived last Thursday the 25th of May, that you have done with the thoughts of coming to Boston at present, which rejoices your friends.
I received yours dated at Bath, and am much obliged to you.
Our situation here, without any exaggeration, is beyond description almost; it is such as eye has not seen nor ear heard, nor hath it ever entered into the heart of men to conceive Boston ever to arrive at.
We are besieged this moment with 10 or 15,000 men, from Roxbury to Cambridge; their rebell sentrys within call of the troops' sentrys on the Neck. We are every hour expecting an attack by land or water. All marketing from the country stopt ever since the battle. Fire and slaughter hourly threatened, and not out of danger from some of the inhabitants within, if setting the town of [on] fire. All the interest the Judge and I ouned [owned] in Middleborough exposed to the ravage of a set of robbers, Mr. Conant at the head of them. Poor Jenny and Phoebe, and children, we can't hear of, or get any word to; whether they are all living or not, or whether the works and buildings are left standing is rather a doubt with me, for we have heard since the battle that a number set out to destroy and burn our interest, but that the selectmen interposed and saved them.
You seem in England to be entirely ignorant of the temper of our people. They are as much determined from Florida to Halifax to oppose you at home, do what you will, as I hear the Ministry are determined to pursue their plan. I am in no doubt but you will be able to conquer America at last, but a horrid bloody scene will be opened here as never was in New England before. What comfort or satisfaction do you think we take now, or can take, when the dreadful scene opens?
Your wife is in Plymouth, yet we can't get any intelligence of her, good or bad.
It is said by the rebels at Roxbury that Col. Watson has given his quota to support the people.
Good God! Do thou avert the impending calamity that threatens this former happy land, and turn the hearts of those deluded wretches from the power of sin and Satan to thy unerring precepts, and then, and then only, shall we be once more a happy people favoured of Heaven.....
O tempora! O mores! Yrs as usual,
Peter Oliver Junr.
Account of the Lexington Battle
by participant, Sylvanus Wood
"I, Sylvanus Wood, of Woburn, in the county of Middlesex, and commonwealth of Massachusetts, aged seventy-four years, do testify and say that on the morning of the 19th of April, 1775, I was an inhabitant of Woburn, living with Deacon Obadiah Kendall; that about an hour before the break of day on said morning, I heard the Lexington bell ring, and fearing there was difficulty there, I immediately arose, took my gun and, with Robert Douglass, went in haste to Lexington, which was about three miles distant.
When I arrived there, I inquired of Captain Parker, the commander of the Lexington company, what was the news. Parker told me he did not know what to believe, for a man had come up about half an hour before and informed him that the British troops were not on the road. But while we were talking, a messenger came up and told the captain that the British troops were within half a mile. Parker immediately turned to his drummer, William Diman, and ordered him to beat to arms, which was done. Captain Parker then asked me if I would parade with his company. I told him I would. Parker then asked me if the young man with me would parade. I spoke to Douglass, and he said he would follow the captain and me.
By this time many of the company had gathered around the captain at the hearing of the drum, where we stood, which was about half way between the meetinghouse and Buckman's tavern. Parker says to his men, 'Every man of you, who is equipped, follow me; and those of you who are not equipped, go into the meeting-house and furnish yourselves from the magazine, and immediately join the company.' Parker led those of us who were equipped to the north end of Lexington Common, near the Bedford Road, and formed us in single file. I was stationed about in the centre of the company. While we were standing, I left my place and went from one end of the company to the other and counted every man who was paraded, and the whole number was thirty-eight, and no more.
Just as I had finished and got back to my place, I perceived the British troops had arrived on the spot between the meeting-house and Bucknian's, near where Captain Parker stood when he first led off his men. The British troops immediately wheeled so as to cut off those who had gone into the meeting-house. The British troops approached us rapidly in platoons, with a general officer on horseback at their head. The officer came up to within about two rods of the centre of the company, where I stood, the first platoon being about three rods distant. They there halted. The officer then swung his sword, and said, 'Lay down your arms, you damned rebels, or you are all dead men. Fire!' Some guns were fired by the British at us from the first platoon, but no person was killed or hurt, being probably charged only with powder.
Just at this time, Captain Parker ordered every man to take care of himself. The company immediately dispersed; and while the company was dispersing and leaping over the wall, the second platoon of the British fired and killed some of our men. There was not a gun fired by anv of Captain Parker's company, within my knowledge. I was so situated that I must have known it, had any thing of the kind taken place before a total dispersion of our company. I have been intimately acquainted with the inhabitants of Lexington, and particularly with those of Captain Parker's company, and, with one exception, I have never heard any of them say or pretend that there was any firing at the British from Parker's company, or any individual in it until within a year or two. One member of the company told me, many years since, that, after Parker's company had dispersed, and he was at some distance, he gave them 'the guts of his gun.'"
Letter from Participant Peter Brown
(On fold as cover sheet:) Mrs. Sarah Brown Newport Rhode Island
Cambridge June 25, 1775
Dear and Hon'd Mother
As per my Duty to you, I would inform you of my present state and employment, being rather scrupulous whether you ever may receive these lines, shall give but a short sketch of affairs, which if otherwise I would.
Before these long threat'ned difficulties begain among us, I had plan'd out to go to Connecticut where I expected to work the Summer; but the Allwise in his providence hath very differently plann'd my summers work, which I hope may turn to his Glory and my good.
I suppose I need not acquaint you of the manner in which the enemy first approach'd us at Concord, it is more than probable you have had it in print long since. When I was first alarmed I was at Westford, whither I went to take leave of my Friends, and settle some affairs that I had in hand, was call'd about Day light, or a little after, and rode as post that forenoon, before I could get to Concord, after which I pursu'd with the rest and fought that day, tarried at Cambridge that Night, being forbid to go home. Soon after this there was an Army establish'd all business then being stagnated, and a great deal wholly broke up. I did not know what I could do better than to enlist. Therefore being hearty in the cause I did it directly (and listed) under Captn Oliver Bates, in Collo Prescott's Regiment with whom I tarried a while till he our Captain was taken sick and went home, when Mr. Joshua Parker by succession took his place, and makes his ground good, in whose company I remain yet, where I do a Clerk or Orderly Sergants business; which requires much care but the duty is easier, and the pay higher than a private soldier. ---- Friday the 16th of June we were orderd to parade at six o'Clock with one days provisions and Blankets ready for a March somewhere but we knew not where but we readily and cheerfully obey'd the whole that were call'd for, were these three Collo Prescotts, Frys, and Nicksons Regiments -- after tarrying on parade till Nine at Night, we march'd down, on to Charlston Hill against Copts [Copp's] hill in Boston, where we entrench'd & made a Fort, ten rod long, and eight wide, with a Breastwork of about eight more, we work'd there undiscovered till about five in the Morning, when we saw our danger, being against Ships of the Line, and all Boston fortified against us. The danger we where in made us think there was treachery and that we were brought there to be all slain, and I must and will say that there was treachery oversight or presumption in the Conduct of our Officers, for about 5 in the morning, we not having more than half of our fort done, they began to fire (I suppose as soon as they had orders) pretty briskly for a few minutes then ceas'd but soon begun again, and fird to the number of twenty minutes (they killed but one of our men) then ceas'd to fire till about eleven o'clock when they began to fire as brisk as ever, which caus'd many of our young Country people to desert, apprehending the danger in a clearer manner than others who were more diligent in digging & fortifying ourselves against them. We began to be almost beat out, being fatigued by our Labour, having no sleep the night before, very little to eat, no drink but rum, but what we hazzarded our lives to get, we grew faint, Thirsty, hungry and weary. --- The enemy fir'd very warm from Boston, and from on board their Ships till about 2 o'clock when they begain to fire from Ships that lay in Ferry way and from a Ship that lay in the river against us, to stop our reinforcement, which they did in some Measure one cannon cut three men in two on the neck, Our officers sent time after time for Cannon from Cambridge in the Morning & could get but four, the Captn of which fir'd a few times then swung his hat three times round to the enemy and ceas'd to fire, then about three o'clock there was a cessation of the Cannons roaring, soon after we espied as many as 40, boats or barges coming over, full of troops it is supposed there were 3000 of them, and about 700 of us left, not deserted, besides 500 reinforcement that could not get nigh enough to us to do us any good till they saw that we must all be cut off of some of them then they ventur'd to advance. --- When our Officers perceivd that the enemy intended to Land, they ordered the Artillery to go out of the fort & prevent, it if possible from whence the Artillery Captn took his pieces and return'd home to Cambridge with much haste, for which he is now confined and it is expected must suffer death. --- The enemy landed, fronted before us, and form'd themselves in an oblong square, in order to surround, which they did in part. After they were well form'd they advanced towards us, in order to swallow us up, but they found a Choaky mouthful of us, 'tho we could do nothing with our small arms as yet for distance, and had but two cannon, and no gunner, and they from Boston, and from the shipping firing and throwing Bombs, keeping us down, till they almost surrounded us. --- But God in Mercy to us fought our battle, and tho' we were but few in number, and suffer'd to be defeated by our enemy, yet we were preserv[ed] in a most wonderful manner, far beyond our expectation and to our admiration for out of our Regiment there were but 37 kill'd 4 or 5 taken captive, about forty seven Wounded & Oh may I never forget Gods distinquishing Mercy to me, in sparing my Life, when they fell on my right hand, and on my left, and close by me, they were to the eye of reason no more expos'd than myself. --- When the Arrows of death flew thick around me, I was preserv'd while others were suffer'd to fall a prey to our cruel enemies O may that God whose Mercy was so far extended in my preservation, grant me his grace to devote my future Life to his devine service. --- Nor do I conclude that the danger is yet over, unless God in his Mercy either remove our enemy, or heal the breach --- but if we should be call'd again to action I hope to have courage and strength to act my part valiently in defence of our Liberties & Country trusting in him who hath hitherto kept me, and hath cover'd my head in the day of battle, and altho' we have lost four out of our Company & several taken captive by the enemy of
America, I was not suffer'd to be touched I was in the fort when the enemy came in, Jump'd over the wall and ran half a Mile, where balls flew like hail stones and Cannon roared like thunder, but tho I escap'd then it may be my turn next after asking your Prayers must conclude wishing you the best of Blessings, still remain your Dutiful Son
Peter Brown
PS, I wish very much to come and see you, 'tis in vain to think of that now, I desire you to write to me, direct to Peter Brown Cambridge, to be left at Colo Prescotts Chambers in the South Colledge, & send by way of Providence to Roxbury from whence it will be likely to come safe my love to Polly, Sally & Patty have not leisure to write to them in particular, and Conveyance very uncertain, hope they will excuse me this time.
To day at Cambridge, to morrow
To morrow the Lord only knows where
PBrown
Paul Revere’s Account of his Midnight Ride
I, PAUL REVERE, of Boston, in the colony of the Massachusetts Bay in New England; of lawful age, do testify and say; that I was sent for by Dr. Joseph Warren, of said Boston, on the evening of the 18th of April, about 10 o'clock; when he desired me, ''to go to Lexington, and inform Mr. Samuel Adams, and the Hon. John Hancock Esq. that there was a number of soldiers, composed of light troops, and grenadiers, marching to the bottom of the common, where there was a number of boats to receive them; it was supposed that they were going to Lexington, by the way of Cambridge River, to take them, or go to Concord, to destroy the colony stores.''
I proceeded immediately, and was put across Charles River and landed near Charlestown Battery; went in town, and there got a horse. While in Charlestown, I was informed by Richard Devens Esq. that he met that evening, after sunset, nine officers of the ministerial army, mounted on good horses, and armed, going towards Concord.
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