the american revolution: FREEDOM vs LIBERTY

1. the american revolution:FREEDOM vs LIBERTY

2. figures in time…benjamin franklin "They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety."

3. TEACHING NOTES • Lesson Summary: In this lesson, students examine the ways in which the terms "liberty" and "freedom" have been used in the United States in various historical, cultural, and political contexts. After researching and analyzing information from the past and present, students complete a webquest. • Objectives: Students will: 1. Reflect on the ways in which the words "liberty" and "freedom" are used in American English. 2. Trace the historical, cultural, and political evolution of the words by reading and discussing "Freedom: More Than Just Another Word for Nothing Left to Lose." 3. Research and explore the origins, authors, primary sources, and historical contexts of famous American quotations or expressions containing "liberty" and "freedom;" create an illustrated timeline analyzing these quotations. 4. Reflect on and respond to Benjamin Franklin's words: "They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety."

4. 6.1 Social Studies Skills 6.2 Civics Civic Life, Politics, and Government American Values and Principles The Constitution and American Democracy Citizenship International Education: Global Challenges, Cultures, and Connections 6.4 United States/New Jersey History Family and Community Life State and Nation Many Worlds Meet (to 1620) Colonization and Settlement (1585-1763) Revolution and the New Nation (1754-1820) Expansion and Reform (1801-1861) Civil War and Reconstruction (1850-1877) The Industrial Revolution (1870-1900) The Emergence of Modern America (1890-1930) The Great Depression and World War II (1929-1945) Postwar Years (1945-1970) Contemporary America (1968-present) By the end of Grade 2, students will: 6.1A 6.2A-D 6.4B By the end of Grade 4, students will: 6.1A 6.2A-E 6.4B By the end of Grade 8, students will: 6.1A 6.2A-D 6.4B,E By the end of Grade 12, students will: 6.1A 6.2A-E 6.3E 6.4B NEW JERSEY CORE CONTENT STANDARDSCORRELATION

5. LESSON PLANPROCEDURES and ASSESSMENT • Procedures: Anticipatory Set- DO NOW- Individual Reading and Response- Notes and Discussion-Student Centered Activity- Teacher Wrap-Up- Homework-Assessment Extension Activity • Assessment: Independent Study is a research project where students learn how to develop the skills for independent learning. The degree of help and structure will vary between students and depend on their ability to manage ideas, time and productivity.

7. ANTICIPATORY SETHISTORICAL BACKGROUND “…We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with certain unalienable rights that among these are life, liberty, and the pursuit of happiness…” With these words, the adventure began. Although much earlier than 1775, the quest to live life to its fullest began on a continent in which individuals were allowed every opportunity to grasp success. For each, that success was defined to their particular struggle; yet in the writing of this most telling document, we as a people come together in true appreciation of life’s most treasured ideal. Over the course of time, the “American experiment,” as some would call it, has challenged mankind to strive toward an ideal that for many is an unnatural concept. Liberty and Freedom are cornerstones of who we are and what we believe. It behooves all of us to appreciate the many heroic examples that are forefathers have provided over time. In the life and times of men such as Benjamin Franklin, Thomas Paine, Patrick Henry, we can see a genuine essence of the America created for all to enjoy. In Benjamin Franklin, we see a career statesman, who through patience and passion guided national leaders toward finding the necessary compromises in order to make the American idea a reality. A life-long proponent of ending Slavery in America, Dr. Franklin, shows a true compassion for humanity and a stalwart for the idealism found in cause of liberty and freedom. Thomas Paine was the voice of the cause for American freedom from British rule. Much credit is given to Paine’s pamphlet, “Common Sense,” in which he argued that the colonies had outgrown any need for English domination and should be given independence. Through the use of his pen, thousands of Americans joined the battle against Great Britain. Ever for the cause of the rights of man, Paine never shied away from the opportunity to champion the cause of liberty and freedom for all. Finally, a glimpse into the life and times of Patrick Henry, offers a view at one of American’s greatest patriots. In Henry’s call for American independence, he never compromised his support for the individual in deference to those who called for the formation of a strong centralized government. In his call of “…give me liberty or give me death..,” Henry instilled in those around him a true sense of the important struggle at hand. America became what it has because of Henry’s commitment to the freedoms we all hold dear. At its heart, the struggle of understanding the concepts of Liberty and Freedom come down to an appreciation of the struggles fought at the early beginnings of our nation. In a larger sense the two terms, find a means to cohabitate our landscape. Neither liberty nor freedom exists on their own. America is a shining example of such a case.

8. FOCUS QUESTIONS • How does the Colonial American experience impact the cause of liberty and freedom? • What role is played by Franklin, Paine, and Patrick in defining the course taken by colonial America? • Is the American Revolution an example of Liberty or Freedom?

9. Do-Now Activity The words 'liberty' and 'freedom' have often been used interchangeably in the English language. Do you think these terms describe the same concept? Why or why not? How are they being used today? Write two sentences using each term.

10. INDEPENDENT READING AND RESPONSE • As a class, read and discuss "Freedom: More Than Just Another Word for Nothing Left to Lose," using the following questions: a. According the President Bush, for what reason is the United States waging war against Iraq? b. According to the article, what word used to be used more often than "freedom" when talking about war? c. To which World War I examples does the author compare the re-naming of "French fries" to "freedom fries"? d. What are some examples of cases in which "freedom" might be used synonymously with "liberty," according to the article? e. How are the terms distinct, or used differently? f. What are some other examples of Anglo-Saxon and Latin words that have similar meanings? g. According to the article, at what point in American history did "freedom" become more widely used than "liberty"? h. Which groups used the term "freedom" to argue for more civil and personal liberties? i. How was "freedom" used during the Cold War? j. What does "the conservative reclaiming of the word" mean? k. What did Isaiah Berlin mean by "the negative sense" of freedom, according to the article? l. How do modern conservatives use the word freedom? How does this compare to the way the word was used by past New Deal Democrats or during the civil rights movement? m. How does the author describe the Bush Administration's use of the word "freedom"? n. What are some examples of "homeland security measures"? o. How does Benjamin Franklin's quotation about liberty and safety apply to the current discussion of freedom? p. What message does the expression "Iraqi Freedom" convey, according to the author?

11. the colonial experience- NOTES and DISCUSSION

12. On the road to revolution- an introduction • By 1763, American interest and goals were distinct from those in Great Britain • British failed to make adjustments to a changing America • Seven Years’ War sets stage for revolution by freeing colonists from the need of British protection from the French • Imposition of various taxes on colonists by British government • Declaration of martial-law in Massachusetts colony

13. The British strategy was to blockade the American coast using their powerful navy to prevent colonists from receiving supplies. The British also sought to cut off the New England colonies by securing the Hudson Valley. The British would later turn to a capture and hold strategy, attempting to control the colonies by occupying the major cities. The Americans believed that they needed a quick victory over the British to prove that they were serious about independence. A few quick victories might also convince Britain’s rivals in Europe to aid the American cause. Washington would later depend on a hit and run strategy that kept his army together and frustrated the British at the same time. Strategies

14. defining the action taken Benjamin Franklin at the Court of St. James. Patrick Henry in the House of Burgesses. Thomas Paine and his pamphlet, “Common Sense.”

15. figures in time…thomas paine “I am certain that when opinions are free, either in matters of government or religion, truth will finally and powerfully prevail.”

16. Background Information on Thomas Paine • Anglo-American political theorist and writer. • b. Thetford, Norfolk, England(1737); Son of a Quaker. • An excise officer, he was dismissed from the service after leading (1772) agitation for higher salaries. • Paine emigrated to America in 1774, bearing letters of introduction from Benjamin Franklin, who was then in England. • He soon became involved in the clashes between England and the American colonies and published the enormously successful pamphlet Common Sense (Jan., 1776), in which he argued that the colonies had outgrown any need for English domination and should be given independence. • In Dec., 1776, Paine wrote the first of a series of 16 pamphlets called The Crisis (1776-83). These essays were widely distributed and did much to encourage the patriot cause throughout the American Revolution. After the war he returned to his farm in New Rochelle, N.Y. • In 1787 he went to England and while there wrote The Rights of Man (2 parts, 1791 and 1792), which defended the French Revolution in reply to Edmund Burke's Reflections on the Revolution in France. Its basic premises were that there are natural rights common to all men and that only democratic institutions are able to guarantee these rights. Paine's attack on English institutions led to his prosecution for treason and subsequent flight to Paris (1792). There, as a member of the National Convention, he took a significant part in French affairs. • During the Reign of Terror he was imprisoned by the Jacobins from Dec., 1793, to Nov., 1794. During this time he wrote his famous deistic, anti-biblical work The Age of Reason (2 parts, 1794 and 1795), which alienated many people. His diatribe against George Washington, Letter to Washington (1796), added more fuel to the persisting resentment against him. • When Paine returned to the United States in 1802, he was practically ostracized; he died in poverty seven years later. An idealist, a radical, and a master rhetorician, Paine wrote and lived with a keen sense of urgency and excitement.

17. Excerpts from Paine’s Common Sense -1776 • “The cause of America is, in a great measure, the cause of all mankind. Many circumstances have, and will arise, which are not local, but universal, and through which the principles of all lovers of mankind are affected, and in the event of which, their affections are interested. The laying a country desolate with fire and sword, declaring war against the natural rights of all mankind, and extirpating the defenders thereof from the face of the earth, is the concern of every man to whom nature hath given the power of feeling; of which class, regardless of party censure, is the author.” • “Here then is the origin and rise of government; namely, a mode rendered necessary by the inability of moral virtue to govern the world; here too is the design and end of government, viz., freedom and security. And however our eyes may be dazzled with snow, or our ears deceived by sound; however prejudice may warp our wills, or interest darken our understanding, the simple voice of nature and of reason will say, it is right. “

18. Background Information on Benjamin Franklin • American politician-statesman; printer, writer, postmaster. • b. Boston, Massachusetts(1706); Son of a soap and candle-maker. • He received some formal education but was principally self-taught. After serving an apprenticeship to his father between the ages of 10 and 12, he went to work for his half-brother James, a printer. • In 1721 the latter founded the New England Courant, the fourth newspaper in the colonies. Benjamin secretly contributed 14 essays to it, his first published writings. • In 1723, because of dissension with his half-brother, Franklin moved to Philadelphia, where he obtained employment as a printer. He spent only a year there and then sailed to London for 2 more years. Back in Philadelphia, he rose rapidly in the printing industry. He published The Pennsylvania Gazette (1730-48), which had been founded by another man in 1728, but his most successful literary venture was the annual Poor Richard 's Almanac (1733-58). It won a popularity in the colonies second only to the Bible, and its fame eventually spread to Europe. • Franklin served as clerk (1736-51) and member (1751-64) of the colonial legislature and as deputy postmaster of Philadelphia (1737-53) and deputy postmaster general of the colonies (1753-74). In addition, he represented Pennsylvania at the Albany Congress (1754), called to unite the colonies during the French and Indian War. The congress adopted his "Plan of Union," but the colonial assemblies rejected it because it encroached on their powers. • During the years 1757-62 and 1764-75, Franklin resided in England, originally in the capacity of agent for Pennsylvania and later for Georgia, New Jersey, and Massachusetts. During the latter period, which coincided with the growth of colonial unrest, he underwent a political metamorphosis. • Franklin returned to Philadelphia in May 1775 and immediately became a distinguished member of the Continental Congress. Thirteen months later, he served on the committee that drafted the Declaration of Independence. He subsequently contributed to the government in other important ways, including service as postmaster general, and took over the duties of president of the Pennsylvania constitutional convention. • In the years 1776-79, as one of three commissioners, he directed the negotiations that led to treaties of commerce and alliance with France, where the people adulated him, but he and the other commissioners squabbled constantly. While he was sole commissioner to France (1779-85), he and John Jay and John Adams negotiated the Treaty of Paris (1783), which ended the War for Independence. • Back in the United States, in 1785 Franklin became president of the Supreme Executive Council of Pennsylvania. At the Constitutional Convention, though he did not approve of many aspects of the finished document and was hampered by his age and ill-health, he missed few if any sessions, lent his prestige, soothed passions, and compromised disputes.

19. Excerpts from Franklin’s Information To Those Who Would Remove To America - 1794 • The truth is, that though there are in that country few people so miserable as the poor of Europe, there are also very few that in Europe would be called rich; it is rather a general happy mediocrity that prevails. There are few great proprietors of the soil, and few tenants; most people cultivate their own lands, or follow some handicraft or merchandise; very few rich enough to live idly upon their rents or incomes, or to pay the highest prices given in Europe for painting, statues, architecture, and the other works of art, that are more curious than useful. Hence the natural geniuses, that have arisen in America with such talents, have uniformly quitted that country for Europe, where they can be more suitably rewarded. It is true, that letters and mathematical knowledge are in esteem there, but they are at the same time more common than is apprehended; there being already existing nine colleges or universities, viz. four in New England, and one in each of the provinces of New York, New Jersey, Pennsylvania, Maryland, and Virginia, all furnished with learned professors; besides a number of smaller academies; these educate many of their youth in the languages, and those sciences that qualify men for the professions of divinity, law , or physic. Strangers indeed are by no means excluded from exercising those professions; and the quick increase of inhabitants everywhere gives them a chance of employ, which they have in common with the natives. • With regard to encouragements for strangers from government, they are really only what are derived from good laws and liberty. Strangers are welcome, because there is room enough for them all, and therefore the old inhabitants are not jealous of them; the laws protect them sufficiently, so that they have no need of the patronage of great men; and every one will enjoy securely the profits of his industry. But, if he does not bring a fortune with him, he must work and be industrious to live. One or two years residence gives him all the rights of a citizen; but the government does not, at present, whatever it may have done in former times, hire people to become settlers, by paying their passages, giving land, negroes, utensils, stock, or any other kind of emolument whatsoever. In sort, America is the land of labor, and by no means what the English call Lubberland, and the French Pays de Cocagne, where the streets are said to paved with half-peck loaves, the houses tiled with pancakes, and where the fowls fly about ready roasted, crying, Come eat me!

20. figures in time…patrick henry “Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts.”

21. Background Information on Patrick Henry • American political leader and orator. • b. Hanover County, Virginia(1736). • Henry failed as both a storekeeper and a farmer before being admitted to the Virginia bar in 1760. However, he won fame in 1763 after his impassioned pleading in the Parsons' Cause, a case in which he defended the right of the colony to fix the price of the tobacco in which the clergy were paid, despite a contrary ruling from London. • When Henry entered the House of Burgesses in 1765, he and Richard Henry Lee successfully compelled the entrenched oligarchy to share power with them. Henry's effectiveness as an orator gave him a commanding influence in the legislature throughout his life. • Henry was the focal point of Virginia's opposition to British policy. When the royal governor, Lord Dunmore, dissolved the Virginia legislature after the closing of the port of Boston in 1774, Henry organized a rump session of the legislature, which met in the Raleigh Tavern in Williamsburg. • With the outbreak of the Revolution, Henry became commander in chief of the Virginia troops, but he was prevented from actively exercising his command by state leaders who considered him too erratic. • In June 1776 he was elected governor. In this position, which he held till 1779, he vigorously supported the war effort, dispatching George Rogers Clark to secure the western regions. • Henry served as governor again from 1784 to 1786 but declined to attend the Constitutional Convention of 1787. An ardent supporter of state rights, he led the Virginia opposition to ratification of the federal Constitution, losing the vote by a small margin. His hostility to centralized government and to measures favoring commercial interests led him initially to protest the Federalist program of the Washington administration.

22. Excerpts from Henry’s The War Inevitable Speech -1775 • “If we wish to be free -- if we mean to preserve inviolate those inestimable privileges for which we have been so long contending -- if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained -- we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of hosts is all that is left us! They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength but irresolution and inaction?” • “It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace -- but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God!”

23. STUDENT-CENTER ACTIVITYWEB-QUEST • Task Students will complete the assignment in groups or individually. Students will use the websites provided, and information already presented in class to research causes of the American Revolution. After researching, groups will be assigned one or more major cause and will be responsible for gathering information on the causes for a presentation. Information can be presented in a form of their or the teacher’s choice. Examples of presentations could be PowerPoint’s, newspaper articles, oral presentations, etc. • Process 1. After groups are formed, topics will be assigned. 2. Topics include, but are not limited to: The Stamp Act, The Sugar Act, The Boston Massacre, The Intolerable Acts, The Boston Tea Party, The First Continental Congress, and Thomas Paine’s Common Sense. • Questions to keep in mind when creating a presentation: When did the event take place? What were some causes and effects of the event? Who were some major people involved? Why was this event a cause of the American Revolution? What kind of opinion does the research tend to suggest about the event? How important a cause is this event? 3. Students will research the topic assigned and create a presentation of the information found. 4. Students will record where they found the information and include a works cited.

24. STUDENT-CENTER ACTIVITYWEB-QUEST RUBRIC STUDENT SCORE:____________

25. liberty vs freedom

26. CONCLUSIONS • How does the Colonial American experience impact the cause of liberty and freedom? • What role is played by Franklin, Paine, and Patrick in defining the course taken by colonial America? • Is the American Revolution an example of Liberty or Freedom?