Gaspee Affair-Perspectives - Teaching American History

Gaspee Affair-Perspectives
Unit Plan
Christina Louth
North Providence High School
Unit: Gaspee Affair-Perspectives
Unit Overview
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This unit was designed for 10 grade American History/ Civics I course, specifically eighth grade. This four-week long unit will explore the following
primary sources: letters, photographs, and reproduction artifacts. Students will be required to: recognize multiple perspectives; demonstrate an
understanding of points of view and bias. Students will demonstrate their understanding through class discussions and primary source analysis;
they will write a persuasive essay answering the essential question: Was the burning of the Gaspee a patriotic act or a criminal act? They will cite
specific evidence from primary sources to support their findings.
Modifications: Students will have the opportunity to engage in both small group and whole class discussions to promote understanding for
students of all abilities; students will use a guided note sheet to help them with note taking. Students will have a graphic organizer that details and
breaks down the steps in writing a persuasive essay; they also will be provided with a sample essay.
Established Goals
NSH: History, NSH: Grades 5-12, US His. Era 3:Revolution & New Nation
STANDARD 1
The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American
victory.
Standard 1A
The student understands the causes of the American Revolution.
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Reconstruct the chronology of the critical events leading to the outbreak of armed conflict between the American colonies and England.
[Establish temporal order] (Grades 5-12
Analyze political, ideological, religious, and economic origins of the Revolution. [Analyze multiple causation] (Grades 7-12)
Reconstruct the arguments among patriots and loyalists about independence and draw conclusions about how the decision to declare
independence was reached. [Consider multiple perspectives] (Grades 9-12)
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RI: GSE: Reading, RI: Grades 9-10, Reading Fluency & Accuracy
R–10–11 Reads grade-level appropriate material with:
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R–10–11.2 Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for
reading (Local)
RI: GSE: Reading, RI: Grades 9-10, Informational Texts
Initial Understanding of Informational Text R–10–7 Demonstrate initial understanding of informational texts (expository and practical texts) by…
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R–10–7.2 Using information from the text to answer questions; to state the main/central ideas; to provide supporting details; to explain
visual components supporting the text; or, to interpret maps, charts, timelines, tables, or diagrams (State)
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R–10–7.3 Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central
ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining) (State)
RI: GSE: Written & Oral Communication, RI: Grades 9-10, Oral Communication Strategies
Interactive Listening OC–10–1 In oral communication, students demonstrate interactive listening by …

OC–10–1.2 Summarizing, paraphrasing, questioning, or contributing to information presented (Local)
RI: GSE: Reading, RI: Grades 9-10, Informational Texts
Initial Understanding of Informational Text R–10–7 Demonstrate initial understanding of informational texts (expository and practical
texts) by…

R–10–7.2 Using information from the text to answer questions; to state the main/central ideas; to provide supporting details; to explain
visual components supporting the text; or, to interpret maps, charts, timelines, tables, or diagrams (State)
Analysis and Interpretation of Literary Text, Citing Evidence R–10–8 Analyze and interpret informational text, citing evidence as
appropriate by…
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R–10–8.1 Explaining connections about information within a text, across texts, or to related ideas (State)
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R–10–8.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions
or controlling ideas) (State)
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R–10–8.4 Distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across texts
(State)
RI: GSE: Written & Oral Communication, RI: Grades 9-10, Informational Writing
Reports, Procedures, or Persuasive Writing – Organizing Information W–10–6 In informational writing, students organize ideas/concepts
by …
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W–10–6.2 Selecting appropriate and relevant information (excluding extraneous details) to set context (State)
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W–10–6.3 Using transitional words or phrases appropriate to text structure (State)
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W–10–6.4a Drawing a conclusion by synthesizing information (State)
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W–10–6.4b Synthesizing information from multiple research studies, including primary sources (Local)
Reports, Procedures, or Persuasive Writing – Conveying Information W–10–7 In informational writing, students effectively convey purpose by…
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W–10–7.1 Establishing a topic (State)
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W–10–7.2 Stating and maintaining a focus/controlling idea/thesis (State)
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W–10–7.3 Writing with a sense of audience, when appropriate (State)
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W-10-7.5 Using precise and descriptive language that clarifies and supports intent (State)
Reports, Procedures, or Persuasive Writing – Using Elaboration Strategies W–10–8 In informational writing, students demonstrate use of
a range of elaboration strategies by …
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W–10–8.1 Including facts and details relevant to focus/controlling idea or thesis, and excluding extraneous information (State)

W–10– 8.2 Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing,
contrasting, or using visual images to support intended purpose (State)
W–10–8.4 Commenting on the significance of the information (in reports, throughout the piece; in procedural or persuasive writing, as
appropriate) (State)
Enduring Understandings
1.
2.
3.
4.
Essential Questions
The student will be able to orally discuss and categorize
topics in American history.
Students will be able to properly cite evidence from
documents to back up their opinion
Students will able to differentiate between primary and
secondary sources
The student will be able to write a persuasive essay and hold
a solid argument through writing.
Content Knowledge
1.
2.
3.
Skills
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How does perspective play a role in how we see
situations?
Why is perspective important in interpreting history?
Was the burning of the Gaspee a patriotic act or
criminal act?
Location of Gaspee Affair (Warwick, RI)
Knowledge of key players (John Brown, Lt. Dudingston,
Ephraim Bowen, Benjamin Lindsey, and others)
Ships involved (Hannah, Gaspee)
Motive for Gaspee Affair
Results of Gaspee Affair
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Students will create a chart that identifies actions that are
patriotic and actions that are criminal
Students will critique a photograph found in the John Brown
House of the burning of the Gaspee
Students will summarize the Gaspee Affair through
PowerPoint notes inspired by Gordon Wood’s A Revolution
Students will analyze two documents that portray the
burning of the Gaspee from the perspective of Ephraim
Bowen and Marjorie Geoff
Students will assess how the documents demonstrate a
particular point of view.
Students will cite evidence through marking the text that
proves what perspective these documents take.
Students will, as a formal assessment, develop a logical
argument in the form of a persuasive essay on the follow
question: Was the burning of the Gaspee a patriotic or
criminal act?
Stage 2: Assessment Evidence
Assessments
1. T-Chart-Students will keep track of actions that are considered "criminal" and actions considered "patriotic" in a t-chart
2.
Oral Discussion-Through oral discussion, students will be able to organize their thoughts for their summative assessments.
3.
Students will analyze two primary source documents: Lt. Dudingston's story and a letter from a Loyalist Spy; Through their analysis, they
will underline/ mark text anytime there is evidence that cites the burning of the Gaspee as a criminal actions
4.
Persuasive Essay on the Gaspee
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Students will use the chart that they created (patriot v. criminal), PowerPoint notes, and the documents that have been marked up
to structure a persuasive essay on the following topic: Was the Burning of the Gaspee a patriotic action or a criminal action? The
assessment is to write a persuasive essay on the following question: Was the burning of the Gaspee a patriotic action or a criminal
action?
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The teacher will explain that evidence cites the action was both. However, it is up to the students to choose a side and adamantly
defend it using primary source accounts of the affair.
Modification
The assignment will have a graphic organizer attached for those students who need extra help in structuring a persuasive essay. Students will also
need to summarize the event and use quotes from the documents as supporting evidence.
Stage 3: Learning Plan
Learning Activities Day 1
Students will engage in oral discussion on actions that can be
considered patriotic and actions that can be considered criminal. The
patriotic and criminal actions that the students mention can be relative
to modern day.
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Students will view a PowerPoint which includes lecture
notes. This PowerPoint will contain photographs of the
John Brown House and a painting found inside his home
of the Gaspee Affair.
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Students will take notes using a guided note sheets.
(This helps struggling writers catch up with those who
can take notes quickly.)
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Students will be asked to create a list, using a graphic
organizer, which is divided into two columns: patriotic
act and criminal act.
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As a class, the students will name various actions that
follow these two categories.
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The teacher will write them on the board, and the
students will copy them down into the appropriate spot
on their graphic organizer.
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After the list has been created, the teacher will then
explain the importance of perspective in our everyday
lives and ask the students to keep these actions in mind
during the lecture on the Gaspee Affair.
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The students will be asked to critique the photo through
class discussion; they will describe what is going on what
could possibly be the motive for lighting this ship on fire.
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Students will receive a direction sheet that describes
their assessment with a final due date TBA.
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The assessment is to write a persuasive essay on the
following question: Was the burning of the Gaspee a
patriotic action or a criminal action?
Learning Activities Day 2
Students will begin by reviewing material from the previous class. The
teacher will then summarize verbally the notes on the Gaspee affair.
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The students will then have the opportunity to analyze
primary source documents written around the time of
the incident.
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The teacher will pass out two documents: one from the
account of Lt. Dudingston (captain of the Gaspee) and a
Loyalist Spy (who witnessed the event).
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The students, independently, will read the two
documents. As they are reading, they are to underline/
highlight any information that could possibly suggest
that the burning of the Gaspee was a criminal action.
Once the students have completed this assigned task, students will
work with a partner.
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The pairs will then discuss what each of them
underlined. They will put a plus sign (+) anytime they
both underlined the same piece of evidence.
Once the pairs have engaged in about a ten minute
discussion, the teacher will ask students to go back to
their seats to discuss the information as a class.
Students will review the chart that was created on Day
1 and categorize evidence of criminal acts.
(For example, if the student wants to show an example
Resources
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Burning of the Gaspee Story PowerPoint
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Burning of the Gaspee Guided Notes

Wood, Gordon S. The American Revolution: A History. New
York, NY: Modern Library, 2003. Print.
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www.gaspee.org/
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Lt. Dudingston's Letter (Commander of the Gaspee)
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Letter from an Unknown Loyalist Spy
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Criminal v. Patriotic Chart
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Directions for Gaspee Essay
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Rubric used to grade essays
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Graphic organizer
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PDF copy of the PowerPoint presentation
of arson, s/he needs a direct quote from the argument
that supports how arson played a role in the Gaspee
Affair). This will provide students with a concrete
example on how to cite evidence for their persuasive
essay
Learning Activities Day 3
Students will begin by reviewing material from the previous class. The
students will then have the opportunity to analyze documents written
about the Gaspee Affair (both primary and secondary).

The teacher will pass out two documents: one from the
account of Ephraim Bowen (active participant) and
Marjorie Geoff (wrote a poem about the incident in
1976).

The students, independently, will read the two
documents. As they are reading, they are to underline/
highlight any information that could possibly suggest
that the burning of the Gaspee was a patriotic action.
Once the students have completed this assigned task, students will
work with a partner.




The pairs will then discuss what each of them
underlined. They will put a plus sign (+) anytime they
both underlined the same piece of evidence.
Once the pairs have engaged in about a ten minute
discussion, the teacher will ask students to go back to
their seats to discuss the information as a class.
Students will review the chart that was created on Day 1
and categorize evidence of patriotic acts.
(For example, if the student wants to show an example
of citizens gathering together for a cause, s/he needs a
direct quote from the argument that supports how this
action played a role in the Gaspee Affair). This will
provide students with a concrete example on how to
cite evidence for their persuasive essay.
Learning Activities Day 4
The teacher will review
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Directions and the persuasive essay rubric
A sample essay
a graphic organizer (to aid those students who need
extra support in constructing a persuasive essay)
Students will begin by reviewing material from the previous classes
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Primary source documents
Chart listing criminal actions and patriotic actions.
The students will have a class period to begin to
formulate their essays in which they have to pick a
perspective on the Gaspee Affair.
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Students will independently write their essays on the
burning of the Gaspee: Was the burning of the Gaspee a
patriotic action or a criminal action?
The actual formal essay will be due at a later date.
Was the “Gaspee Affair” a PATRIOTIC or CRIMINAL action?
Patriotic Actions
Definition: to be inspired by love for one’s country
Criminal Actions
Definition: to intentionally break the law and/or rules
The Burning of the HMS Gaspee
 Setting the Stage: There was already tension between the
_________________________________________________ when
the ___________________ arrived in March of 1772. The captain
of the Gaspee __________________________________________
proved to be determined to control the _____________________
_____________________________________________________ .
Dudingston was as determined as Charles Dudley (the captain of
the Liberty) to control smuggling. Dudingston was a
____________________________ whose taking of the cargo on
Rhode Island ships was sometimes _________________________.
 June 9th, 1772 (noon): ___________________________________
______________________________________________________
_____________________________________________________.
The Gaspee then followed the Hannah all the way up to
_____________________________, in order to check the Hannah
for ____________________________________. The Hannah tried
to out maneuver the Gaspee; the Hannah was a much smaller
ship, and it eventually lured the Gaspee into _________________
_____________________________________________________.
 What happened next?: Benjamin Lindsey and the Hannah made it to
Providence around ______________________. News travelled about
what had happened. One spectator was quoted to say,
“a man passed along the main street, beating a drum, and informing
the inhabitants of the fact that the Gaspee was aground on Namquit
Point [and] would not float until 3 o’clock the next morning… and
invited those persons who felt a desire to go and destroy the
troublesome vessel.”
A group of prominent Providence men including ______________
______________________________________________________
_____________________________________________________
decided to _________________________ and ________________
______________________________________________________
 Burning the Boat: The boats from Providence were rowed with
_______________________ until they reached the stranded ship.
Dudingston was ________________________________________.
______________________________ and Dudingston went down.
The _______________________________________ was boarded
and, while a doctor was found to dress the captain’s wounds, the
Rhode Islanders ________________________________________
_____________________________________________________.
The crew and Dudingston were brought ashore at the
_______________________________ and the Gaspee was burned
on site. Namquit Point is now called ________________________,
and the _____________________________________________ is
celebrated every June in Warwick, Rhode Island.
Wood, Gordon S. The American Revolution: A
History. New York, NY: Modern Library, 2003. Print.
Painting c1892 by Charles DeWolfe Brownell
RI Historical Society
John Brown House
52 Power Street
Providence, Rhode Island