Common+People+of+the+American+Revolution+Simulation

Anticipatory Set:
Did you know that the American Revolution was the largest Indian War in our nation’s history?

Did you know that 17 of George Washington’s slaves and 30 of Thomas Jefferson’s slaves fled to the British in search of their freedom?

Did you know that Lexington was not the beginning of the American Revolution? The first “revolution,” or overthrow of an existing government, happened the year before, when common farmers from throughout Massachusetts toppled all British authority.

We don’t usually hear about these stories because common people are not often taken seriously. They should be. We will take their actions seriously by placing ourselves in their places. How would you have responded if you were an Indian at the time of the American Revolution, or a slave on Washington’s plantation, or a farmer in Massachusetts who had just lost the power of his vote?

Situation #1: An Iroquois council in upstate New York, 1777.
Both British officers and American rebels have been trying to convince the Iroquois to become their allies in the Revolutionary War. At this particular council, British representatives have come with a lavish display of gifts. All adult Iroquois are allowed to attend this council, men and women alike.

Three Sachems from different tribes British officer
 * Roles:**

In deliberate and dignified style, appropriate to an Indian council, students debate the course of action they should take. Relevant points to consider:

lands. settled by whites, have been leaning toward siding with the Americans. Their missionary, Samuel Kirkland, has supplied them with material support while teaching them Christianity. west of the Appalachian Mountains, where most of the Iroquois live. In 1768 the British promised these people they could keep their lands. small community of Scottish people is siding with the British. The American military presence in the area is very strong. There are more white American militiamen than Iroquois warriors. concern about the impact of a large war on their people.
 * White settlers from New York have been moving closer and closer to Seneca
 * Two Iroquois nations (the Oneidas and Tuscaroras), living in areas already
 * Back in 1763, the British told white colonists they could not settle in lands to the
 * The British, being richer, give better gifts than the Americans.
 * Most whites in upstate New York are fighting on the side of the Americans. A
 * The Iroquois have a strong warrior tradition.
 * Some of the older sachems, who have lived through previous wars, express great

What should the Iroquois do? The council has to weigh all the alternatives and come to a collective decision.

Situation #2: George Washington’s Mount Vernon plantation in Virginia, 1781.
The British have just sailed up the nearby Potomac River. Over 300 slaves on Washington’s plantation are wondering if they should run to the British to obtain their freedom. They cannot discuss this out in the open, for slave informers, who hope to gain approval and special privileges, might tell the whites about any plans to escape.

Each student creates and assumes a character who is enslaved: age, gender, married or not, with or without children, with or without parents, etc. Preferably, the members within each group will be related to each other, although they can be close and trustworthy friends. Students meet in groups of two, three, or four — for the sake of secrecy, no more than that.
 * Roles:**

who set foot in England could not be claimed by his master. For years, slaves at Mount Vernon have known about this. slave who agreed to “join his Majesty’s Troops” in the war against the Americans. time. Some were captured. Others were never seen again. Nobody knows for sure whether they are dead, free, or enslaved somewhere else. There are rumors that some came down with small-pox (an often fatal illness) on board crowded British ships. of mouth from plantation to plantation: “Every Negro who shall desert the Rebel Standard will have full security to follow within these Lines, any Occupation which he shall think proper.” Clinton never actually used the word “freedom,” but most slaves think that Dunmore’s offer is still on. the Continental (American) Army. only by whipping, but by being sold away from their families. Slaves fear being sold to the West Indies, where owners are said to work their slaves to death. Some patriot masters in the path of the British Army have fled their own homes, leaving their slaves to fend for themselves slaves or sell them to the West Indies.
 * Things to consider:**
 * In 1772 a British court case, the Sommersett decision, determined that any slave
 * In 1775 the British governor of Virginia, Lord Dunmore, offered freedom to any
 * Stories are told about slaves from nearby plantations who tried to escape at that
 * Recently, the British General Clinton has issued a proclamation, spread by word
 * The master of Mount Vernon, George Washington, is Commander-in-Chief of
 * There are stiff penalties for trying to escape. Sometimes slaves are punished not
 * The British forces were driven from the South in 1776. Now, they seem stronger.
 * If the British take over Mount Vernon, nobody knows whether they will free the

As students weigh their options, they should consider: for each possible course of action, what is the best possible outcome? The worst? How likely is each one? Each student will decide upon his or her own course of action. Even within the group, individuals can decide differently. Those who wish to run can try to team up with students from other groups who hope to do the same, but beware: the teacher has pre- selected one slave informer from the class. If this person learns of any escape plans, the person or people trying to escape will at least be whipped, perhaps sold away.

Situation #3: Worcester, Springfield, or Plymouth Massachusetts, 1774.
The British Parliament has just passed the “Massachusetts Government Act.” This act has four key provisions: (1) It outlaws town meetings (unless approved in advance by the Crown- appointed Governor). (2) It allows the King to appoint the 36 members of the Council, without any approval by the people. The Council functions as the upper house of the legislature, the Governor’s cabinet, and the administrative arm of provincial government. (3) It permits the Governor to appoint all sheriffs, judges, and officials of the courts without the approval of the people. (4) It states that Crown-appointed officials will select all jurors.

The class breaks up into one town meeting. Students choose and assume a character, but within limits: all but one should be males (widows who owned property could sometimes vote, but there were not very many). Most should be farmers. A couple in each town can be artisans or merchants. No more than one or two in each town can be wealthy. All will own at least a small amount of property.
 * Roles:**

Each town meeting should decide on a response to the Massachusetts Government Act. The rules of New England town meetings apply: The first item of business is to choose a moderator. Any speaker must be recognized by the moderator. There will be only one speaker at a time. The speaker will stand up while addressing the meeting. No person can speak more than twice on the same issue without asking permission from the rest of the meeting. Although the majority prevails, every effort is made to obtain unanimity.

government, which states that governments are formed by the people for their own protection. boycotted British goods. Those acts were later repealed. first court session with judges appointed according to the new act. who decide on these cases turn out to be corrupt, there is no way to remove them from office. Commander-in-Chief of the British Army North America. What actions will your town take, if any? For each possible course of action, be sure to address how you think the British might respond, and how you might respond to their response Things to consider: Massachusetts have been holding town meetings ever since the towns were founded. house,” where this meeting takes place, is also the church. Council members are to be chosen by the people’s elected representative, jurors are to be chosen in town meetings, and sheriffs and judges must be approved by the elected Council. government, which states that governments are formed by the people for their own protection. boycotted British goods. Those acts were later repealed. first court session with judges appointed according to the new act. who decide on these cases turn out to be corrupt, there is no way to remove them from office. Commander-in-Chief of the British Army North America.
 * All citizens are familiar with John Locke’s “social contract” theory of
 * When the British passed the Stamp Act and Townshend Acts, colonists
 * The County Court will be convening in your town in three weeks. This is the
 * Many people in your town have recently been sued in court. If the new judges
 * Two of the new council members are from your county.
 * The new Governor of Massachusetts is Thomas Gage, who also serves as
 * There are 3,000 British soldiers stationed in Boston.
 * 95% of the population lives outside of Boston, in small towns such as yours.
 * The people of Worcester, Springfield, Plymouth, and every other town in
 * All members of each community are used to worshipping together. The “meeting
 * According to the Charter of 1691 that has been governing the colony until now,
 * The people of Massachusetts consider themselves to be British citizens.
 * All citizens are familiar with John Locke’s “social contract” theory of
 * When the British passed the Stamp Act and Townshend Acts, colonists
 * The County Court will be convening in your town in three weeks. This is the
 * Many people in your town have recently been sued in court. If the new judges
 * Two of the new council members are from your county.
 * The new Governor of Massachusetts is Thomas Gage, who also serves as
 * There are 3,000 British soldiers stationed in Boston.
 * 95% of the population lives outside of Boston, in small towns such as yours.

What actions will your town take, if any? For each possible course of action, be sure to address how you think the British might respond, and how you might respond to their response?

Situation #4: May 25, 1780. The camp of the Continental Army, in northern New Jersey.
Soldiers have not been paid for months, and once again, their rations are slim. Many have lived through the winter at Valley Forge in 1777-1778. The past winter at Morristown was harsher yet — snowbound soldiers, without a morsel of food for four days at a stretch, were forced to eat their dogs. Now it is spring, but food is still short. How long can this go on? How can they be expected to fight in such a state?

A number of privates from Connecticut are talking within their log hut. No officers are present.

Students assume a specific character, stating their age, occupation (if any) before enlisting in the army, family back home, date of enlistment, and time of service remaining. They discuss their options. Should they continue to serve without complaint? Grumble amongst themselves? Register complaints with their officers? Create some kind of a fuss? Refuse to obey further orders until conditions improve? Stage a full- scale mutiny? Desert the army altogether?
 * Roles:**

the army, soldiers had to be drafted instead — but if you were drafted and you had enough money, you could simply hire a substitute to serve in your place. Most soldiers were therefore men without much money or teenage boys willing to hire themselves out as substitutes. feeding, clothing, and paying the soldiers, was notoriously broke. With no power to tax, it relied on state governments to come through with money. Commissary Department did not succeed in procuring enough meat and flour to give the soldiers full daily rations. As one soldier recalled, “the monster Hunger, still attended us; he was not to be shaken off by any efforts we could use, for here was the old story of starving, as rife as ever.” fired guns in the air to call attention to their plight. “Flattery and promising” put an end to the protest. Rations improved for a few days, but promises of better food in the future were not honored. (possible execution). punished. than their civilian countrymen. Others had signed up for “three years or the duration of the war.” Soldiers who had served for three years thought this meant they were done; their officers, however, maintained that they must stay for “the duration of the war,” even if that was more than three years. described the soldiers’ plight at that time:
 * Things to consider:**
 * These men and boys are mostly poor. Since not enough people volunteered for
 * The Continental Congress, which employed the army and was responsible for
 * Payment to soldiers, although promised, was made only infrequently. Often, the
 * Back in January, 1779, soldiers from Connecticut paraded without orders and
 * There were strict punishments for desertion (thirty-nine lashes) and mutiny
 * Many men deserted nonetheless — so many, in fact, that few were captured and
 * Most soldiers considered themselves intensely patriotic — more so, they felt,
 * Some of the soldiers were due to have their terms expire at the end of the year.
 * After the war Joseph Plumb Martin, one of the privates considering their options,

The men were now exasperated beyond endurance; they could not stand it any longer. They saw no alternative but to starve to death, or break up the army, give all up and go home. This was a hard matter for the soldiers to think upon. They were truly patriotic, they loved their country, and they had already suffered everything short of death in its cause; and now, after such extreme hardships to give up all was too much, but to starve to death was too much also. What was to be done? Here was the army starved and naked, and there their country sitting still and expecting the army to do notable things while fainting from sheer starvation.

So what would you and your comrades do? Whatever you decide, will you act collectively or individually? Remember, your own personal survival, and perhaps the fate of your country, might hang on your decision.


 * Source:** Raphael, Ray. //A People’s History of the American Revolution: How Common People Shaped the Fight for Independence//. Harper Perennial: 2002. http://72.14.235.104/search?q=cache:nPISyIDnGzcJ:www.rayraphael.com/PH_Lesson_Plans.pdf+common+people+in+american+revolution&hl=en&ct=clnk&cd=10&client=firefox-a