teaching youth america's legacy of liberty - american village
TRANSCRIPT
Teaching Youth America’s Legacy of Liberty
Lesson Title: History’s Heroes: America Through Their Eyes, Part 1 -‐ Patrick Henry
This is a three-‐part lesson plan supporting the History’s Heroes program (field trip) to the American Village. The lesson can be used in preparation for the field trip and/or as a follow up reinforcement to the concepts gained at the American Village program. This lesson correlates to the Alabama High School
Course of Study: Standards I,II; Objectives 1 & 2.
Introduction:
There were many men and women who were passionate about the colonies and their relationship to Mother England. Among them was Patrick Henry, often considered the “Trumpet of the Revolutionary War”. Patrick Henry was one of Virginia’s greatest sons and commanded the respect of
his contemporaries – Washington, Jefferson and Madison.
Henry’s entrance into the legal profession was the critical move of his early career. Specifically, his claim to fame in the case called Parson’s Cause; his famous Stamp Act Resolves which resulted in a repeal by England on March 18, 1766; and his memorable and masterful speech at St. John’s Church at the Second
Virginia Convention.
This lesson, Part I is suggested as a pre-‐lesson; prior to coming to the American Village program – History’s Heroes. Part II is suggested as a post-‐lesson for reinforcement and learning after the field trip experience.
Objectives:
In this lesson, students will:
Gain an understanding of the man, his early life, family and interests – Patrick Henry
Identify the key issues which contributed to his impact on the colonies’ Declaration of
Independence
Develop a position paper on Patrick Henry’s opposition to the Constitution and his concerns about Federal Power. You may include issues of the Federal Government today.
Materials and Resources:
Fact Sheet-‐True or False Vocabulary Sheet Issues Chart Position Paper Guideline
Book: Give Me Liberty by David Vaughan A Copy of the Virginia Declaration of Rights Patrick Henry: Liberty or Death by Jason Glaser
Prior Content Knowledge: Students should be aware of the events and causes which led to the Revolutionary War. They need to
be aware that there was a lot of indecision as to whether the colonies should fight for independence or remain loyal to England. Patrick Henry was an avid supporter of the Revolutionary War and one of the first who had the candor and courage to acknowledge and speak publicly about the necessity of
preparing for war. He realized the need for the colonies to be separated from England and he spoke heatedly on the subject. In a little church in Richmond he gave an impassioned speech entreating his fellow countrymen to take up arms against King George III and fight for their freedom. He declared that
he would rather die fighting than remain under the rule of England. Strategy:
1. Distribute the True/False Fact sheet as a pre-‐test to assess what the students know about
Patrick Henry.
2. Provide resources to groups of students (3-‐5 students per group) to report/respond to the questions on the True/False Fact sheet.
3. Distribute the vocabulary sheet; students should be able to define each at the conclusion of the 4. Select 7 students to divide, read and report on the first section of the book, Part I, The Life of
Patrick Henry from the source, Give Me Liberty by David Vaughan. Each student will then report
to the class the main points they learned about Patrick Henry’s early life. 5. Select 10 students divide, read and report on Part II: The Character of Patrick Henry from the
source, Give Me Liberty by David Vaughan; select 2 students to report on the Part III: The Legacy
of Patrick Henry. 6. Ask students to record at least 10 interesting facts/findings that are presented from the oral
reports.
7. Discuss the following issues and significance of each of the following. Assign one issue per student and distribute the Issues Chart for students to complete:
a. The Parson’s Cause
b. The Stamp Act Resolutions c. The Virginia House of Burgesses d. Henry’s “treason” speech
e. The Second Virginia Convention
8. Explain to students guidelines for developing a position paper. Ask each student to take a stand, a view and develop their position regarding Patrick Henry’s opposition to the Constitution.
Specifically, students should address Henry’s determination for the inclusion of a “Bill of Rights.”
Lesson Extension:
Analyze cause and effect relationships in Patrick Henry’s life, bearing in mind multiple causation including:
a. the importance of the individual in history
b. the influence of ideas, human interests, and beliefs c. the role of chance, the accidental and the irrational.
Create a cause and effect chart reflecting the information you have assessed.
Evaluate Patrick Henry’s three major speeches and how they impacted the American Revolution. Write a press release on each of the following answering these and other questions you may have related to
Henry’s orations.
a. Parson’s Cause speech – where, when and why; results of the speech b. Stamp Act Speech – where, when and why; results of the speech c. “Give Me Liberty” speech – where, when and why; results of the speech
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Teaching Youth America’s Legacy of Liberty
Patrick Henry – Fact or Fiction
“His legacy of liberty is inseparable from his legacy of character. “
Respond to each of the following statements with a T for true or F for false.
Patrick Henry…
_____ 1. was a powerful speaker.
_____ 2. was a friend of the British.
_____ 3. represented Virginia in the First Continental Congress.
_____ 4. was a very religious man.
_____ 5. was the 5th President of the United States.
_____ 6. had seventeen children.
_____ 7. kept a detailed journal.
_____ 8. was the acknowledged leader of the Virginia colony at the age of twenty-‐nine.
_____ 9. was a successful farmer and country store owner.
_____10. earned his law degree at Harvard.
_____11. is often referred to as the Trumpet of the Revolution.
_____12. did not serve in the militia during the Revolutionary War.
_____13. was the first governor of Virginia.
_____14. wrote the stamp act resolves which proved to be the “alarm bell” of resistance and the beginning of the revolution.
_____15. enjoyed hunting, music, his family and entertaining guests in his home.
Patrick Henry – Vocabulary Matching
1. Legislators ____ a) a person’s attitude or perspective based primarily on emotion
2. Resolution ____ b) Freedom; self-‐government; the right and power to act in a manner of one’s choosing
3. Patriot ____ c) Britain required colonists to pay taxes on any printed document
4. Militia ____ d) Legislative house in colonial Virginia
5. Radical ____ e) on the alert; watchful
6. Stamp Act 1765 ____ f) a formal decision
7. House of Burgesses ____ g) a member of a lawmaking group
8. Sentiments ____ h) a person who favors major changes or reforms
9. Liberty ____ i) an army of citizens trained for emergencies
10. Vigilant ____ j) a person who loves and supports his/her country
Position Paper: Patrick Henry’s Opposition to the Constitution
The purpose of a position paper is to generate support of an issue. Patrick Henry was elected as a delegate to the Constitutional Convention, but declined, because he “smelt a rat.” Determine your position, i.e. support for Henry’s concern or disagreement with Henry’s opposition to the Constitution.
Your position should be based on facts that provide a sound argument for your position. In the position paper you should:
• Use evident to support your position, such as dates, events, oratory etc. • Validate your position with authoritative references or primary source quotations.
• Examine the strengths and weaknesses of your position. • Evaluate possible solutions and suggest courses of action.
The following structure may be used as a guideline for writing your position paper.
• Introduction: Identifying the issue and stating your position • Body: Background information; supporting evidence or facts; a discussion of both sides of the
issue • Conclusion: Suggested courses of action; possible solutions
Students are encouraged to use primary source quotations, interviews with experts (please call on the Interpretive Staff at the American Village), and indisputable dates or events.
Issues Chart: Patrick Henry’s Voice in the American Revolution
Issue What was it/what did it mean? How did it impact the influence and political position of Patrick Henry?
The Parson’s Cause
The Stamp Act Resolutions
The Virginia House of Burgesses
Henry’s “treason” speech
The Second Virginia Convention
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Charts courtesy of “Makes Sense Strategies.” Used by permission.
Lesson Title: Patrick Henry: Liberty or Death
Lesson Objectives:
• Students will analyze Patrick Henry’s “Liberty or Death” speech • Students will compare Henry’s message to the 18th century citizen to what his message
could mean to citizens today
Assessment:
• Students will complete the analysis chart • Students will discuss importance of liberty to our Founding Fathers • Students will compare and contrast citizenship ideals in the 18th century with those of
the 21st century.
Materials and Resources:
• A copy of a film or sound clip of Patrick Henry’s “Liberty or Death” speech • Liberty or Death Analysis Chart
Patrick Henry delivered his “Liberty or Death” speech at the Second Virginia Convention at St. John’s Church in Richmond, Virginia, March 23, 1775. He presented a Resolution to arm and discipline men to be ready to defend Virginia against Great Britain. Before the vote was taken, Patrick Henry delivered his famous speech to convince the delegates to vote to pass it.
Divide students into small groups and have them complete the Liberty or Death Analysis Chart. Upon completion, have each group report what they recorded. Discuss each point with the students. After completing the chart, ask the following questions:
• Is the message pertinent to today’s world? • How does Patrick Henry’s speech transcend time? • What can Americans learn from his speech? • Does anyone know an individual or individuals who reflect the theme of Henry’s speech? • What citizenship qualities will you take away from analyzing Patrick Henry’s “Liberty or Death”
speech?
Patrick Henry’s Liberty or Death Speech
No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope that it will not be thought disrespectful to those gentlemen, if, entertaining as I do opinions of a character very opposite to theirs, I shall speak forth my sentiments freely and without reserve.
This is no time for ceremony. The question before the House is one of awful moment to this country. For my own part I consider it as nothing less than a question of freedom or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country. Should I keep back my opinions at such a time, through fear of giving offense, I should consider myself as guilty of treason towards my country, and of an act of disloyalty towards the majesty of heaven, which I revere above all earthly kings.
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. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and having ears, hear not, the things which so nearly concern their temporal salvation?
For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth -- to know the worst and to provide for it. I have but one lamp by which my feet are guided; and that is the lamp of experience. I know of no way of judging of the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years, to justify those hopes with which gentlemen have been pleased to solace themselves and the House?
Is it that insidious smile with which our petition has been lately received? Trust it not, sir; it will prove a snare to your feet. Suffer not yourselves to be betrayed with a kiss. Ask yourselves how this gracious reception of our petition comports with these warlike preparations which cover our waters and darken our land. Are fleets and armies necessary to a work of love and reconciliation? Have we shown ourselves so unwilling to be reconciled that force must be called in to win back our love? Let us not deceive ourselves, sir. These are the implements of war and subjugation -- the last arguments to which kings resort. I ask gentlemen, sir, what means this martial array, if its purpose be not to force us to submission? Can gentlemen assign any other possible motives for it? Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies?
No, sir, she has none. They are meant for us; they can be meant for no other. They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging. And what have we to oppose to them? Shall we try argument? Sir, we have been trying that for the last ten years. Have we anything new to offer on the subject? Nothing.
We have held the subject up in every light of which it is capable; but it has been all in vain. Shall we resort to entreaty and humble supplication? What terms shall we find which have not been already exhausted? Let us not, I beseech you, sir, deceive ourselves longer.
Sir, we have done everything that could be done to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament.
Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned, with contempt, from the foot of the throne. In vain, after these things, may we indulge the fond hope of peace and reconciliation. There is no longer any room for hope.
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 by irresolution and inaction? Shall we acquire the means of effectual resistance, by lying supinely on our backs, and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot?
Sir, we are not weak, if we make a proper use of the means which the God of nature hath placed in our power. Three millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us.
The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable -- and let it come! I repeat it, sir, let it come!
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! I know not what course others may take; but as for me, give me liberty, or give me death!
Patrick Henry - March 23, 1775
Patrick Henry: Written Assessment – “Give Me Liberty or Give Me Death” Speech
Name:_________________________________________ Score:_______________
Write T or F
1. _____ History is open to interpretation.
2. _____ Patrick Henry’s speech has been preserved word for word.
3. _____ Historians are very careful to report only the facts and are careful not to let their viewpoint interfere with the writing of history.
4. _____ Historians base all their work on primary sources.
Short Answer:
5. Who wrote the only first-hand description of the speech in 1775? How did he characterize Patrick Henry? Did he sound like an admirer of Patrick Henry?
6. Do you think we look at “heroes” the same even after we find out something negative about them? Do we still consider them heroes? Explain.
7. What was the purpose of Henry’s speech? What did he want to accomplish?
8. What other “hero” or historic event might you question? Why? What should be the focus of our opinion?
LIBERTY or DEATH: Patrick Henry’s speech delivered to The Second Virginia Convention
TIME & PLACE What is the historical The Second Virginia Convention, St. John’s Church, Richmond, Virginia, March 23, 1775 period and place where the speech was delivered?
TONE Henry was attempting to move the colonists of Virginia to action. He believed that if the colonies How does the speaker seem did not raise militias and prepare to fight, then the English occupation was unavoidable, and eminent. to feel about the subject of His tone would have been one of desperation coupled with national pride. the speech?
SYMBOLISM The speech is directly about Virginia raising and outfitting their militia, but it really captures the essence of true Do objects or things in the American citizenship. Great changes require great risk, and whether it is a soldier facing enemy fire, a freedom speech represent other rider during the 1960’s facing vicious clansmen, or a leader whose political acts place him in harm’s way, How? this speech transcends time and station, and defines America’s identity.
IS LIKE In a very strong way, Henry is comparing the “old” to the “new” or action to inaction. He is comparing the Is the speaker comparing traditional loyalist view, which states that citizens should remain loyal to the British Empire at any cost; things or saying what to the young and fresh patriot view that really faces what Britain is doing to America and what potential something is like? will be lost if citizens cannot change and identify what is really important. How?
THEME The message is, when people are faced with insurmountable odds and their freedom is threatened, they must find What’s the message about find the courage to stand for their beliefs no matter what,. If no, the people will be governed by fear. life in this speech? “Liberty or Death” is a citizen’s willingness to sacrifice their own personal well being, for the ideal of freedom.
©2012 American Village Citizenship Trust
Patrick Henry Assessment for Persuasive Speech
Evaluation Rubric
Student ____________________ Score = _______/ 15
CATEGORY
3
2
1
0
SCORE
A
Personalization and Emotional Content
Many statements personalized;
strong emotional content.
Some personalization and emotional
content.
Limited personalizing,
lacks emotional content.
No statements are
personalized.
B
Understanding Of Situation
Strong awareness of situation and
request.
General awareness of situation and
request
Awareness of situation and
request unclear.
Not relevant to situation and
request
C
Number of statements/ points in speech
At least three convincing
points about the request.
Contains two convincing
points about the request.
Contains one convincing
points about the request.
Contains no convincing
points about the request.
D
Presentation Style Articulation Expression Commanding
Knows material Well and
communicates with expression;
makes the audience want to
sign up
Knows material; reads
much of speech; shows some emotion in presentation
Reads most of speech; poor
articulation; no emotion in
presentation
Does not know material; no evidence of practice or preparation
E
Research and Content
Provides current data; includes
past and present facts about the
military
Shows some evidence of
research and knowledge of the military:
past and present
Includes minor/general
references to the military; past and
present
No evidence of research and
minimal preparation of
speech
Meaning of Terms: A Personalizing – Personal feelings about serving our country; communicates passion B Setting/Situation – Persuasive speech to recruit citizens to the military