RICHARD CASWELL:
First Governor,
Revolutionary War Hero, and the Father of NC
Students will acquire
knowledge about Richard Caswell, North Carolina's first governor, elected six
times governor, commander of the Patriot forces at the Battle at Moore's Creek,
representative at the Continental Congresses of 1774 and 1775, and a principal
author of the NC constitution.
A lesson plan for Grade 4 Information Skills, English
Language Arts, Social Studies and Computer Technology Skills. By Clair Hadley
Learning Outcomes
Goals
Students will:
- Read about and view
appropriate materials about Richard Caswell's life and discuss parts of
Caswell's life as they create a class chart with the teacher
- Select events from Caswell's
life that illustrate why he is considered an American hero and the father
of North Carolina
- Share information on Caswell
with their parents
- Write a follow-up letter to a
legislator
About the Author
Clair Hadley is a Caswell
researcher. She has taught Grade 7-9 English in Montgomery Co, Md., ESL for USIS
in Jiddah, Saudi Arabia and for the British Council in Abu Dhabi. She has
taught ESL at the University in the UAE (United Arab Emirates) in a pilot
program designed by the Univ. of Wisconsin. She was involved in curriculum
development during the 2nd and 3rd year of the program.
Teacher planning
Time required for lesson
Three 45-minute class periods. (Lesson one and three can stand alone )
Materials/resources
v Appropriate biographies of Richard Caswell's life
1. The site, OLD DOBBERS provides
material you will need. On the Education Resource page, you will find a 2-minute clip from News 14 Carolina and a second clip from News 9. Both honor the Governor
during the Caswell Celebration Week, Aug12-19th, 2007. The Old Dobber's Home Page contains a Family History Project link that leads Caswell researchers to several Caswell links, including the link to "The
Story of Governor Richard Caswell of Lenoir. This biography is split nicely into chronological headings. A large,
downloadable photograph is also there.
Old Dobbers Home Page - http://freepages.genealogy.rootsweb.com/~paday/dobbers/
2. Another online source for
primary documents, including Caswell's report of the Battle of Moore's Creek,
news clippings, a biography, and an inspiring letter to his son written in
Philadelphia at the Continental Congress.
https://sites.rootsweb.com/~usgenweb/nc/lenoir/caswell/caswell.htm
3. A third account of Caswell's
life and accomplishments is this news article
http://www.kinstonpress.com/kinston_gaz/caswell_forgotten.htm
v Battle of Moore¹s Creek Battle of Moore¹s Creek, focus on Feb 27th
to the end http://www.myrevolutionarywar.com/battles/760227.htm
http://www.nps.gov/archive/mocr/guide/teaching.htm
v Computers for group work
v White board and markers.
Technology resources
Computers that are Internet accessible.
Activities
Day 1 (45 minutes)
1. Brief class discussion:
What is a Hero? Make a class list of 4-5 attributes on the board. Name some
historical figures you consider heroes. George Washington will come up.
Remind
students that he was called
the father of our country (Richard Caswell has been called
the father of our state).
2. Download a photograph
(found online) of Caswell. Tell them he was an important figure in NC's
history. Ask if they know who this man is. What can you tell from the
photograph? This should result in guesses that he lived long ago, he might be
a war hero, and perhaps a governor give them a clue comparing GW, father of
our country to Caswell, who was called the father of his state.
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3 3. Share your interest
in him by telling the students a little about the Caswell Celebration Week in
Kinston
and the House Resolution 2068 passed Aug. 3rd, 2007 declaring Aug. 2007
Richard Caswell month.
4. After the guessing game with the photo, show the News 14
video on Caswell (about 2 minutes long) and the News 9 video clip if time
permits.
5. After the video, discuss the things that were mentioned
that tell a little about why Caswell was celebrated. To discover details, split
the class into pairs. At the computers, Google "The Richard Caswell Story" or
Google "Old Dobbers" website (above). Have each pair draw a slip from a bowl
with the title of a particular section, each of which is a period of Caswellss
life. Or distribute 8x11" papers with the headings already written at the top.
6. Ask the pairs to read their section and work together
to write down the important events and their dates as well as what attributes
of a hero that part of Caswell's life shows. *Note-you might want to assign one
pair the more detailed description of the Battle of Moore's Creek in place of a
section of the Richard Caswell Story. See Materials for link to webpage. Collect
the papers.
At home
Write 3 reasons why Caswell has been called "Father of our
State" Google further information at home if necessary.
Day 2 (45 Minutes)
Set-up Draw the event organizer you
select on the whiteboard.
Activities
Review the previous lesson.
Pass out the students' reports from Day 1.
1. Print out and distribute an
event organizer (such as the ones in the charts below) to each student.
Have the pairs, in chronological order, report on Caswell's life orally.
2. Teacher and students fill in
the events chart together, adding dates and phrases as the students
present their oral reports on Caswell. *Students could brainstorm on what "heroic" traits each part of his life and career embodies as you go along.
Ask the students to comment on why Caswell deserves to be called the "Father of North Carolina."
3. Whiteboard: Fill in any holes
in the Events Organizer which might have been omitted. You might add that
Caswell should have been a signer of the Declaration of Independence, and
the Federal Constitution had his health permitted. Stress that he is the
only governor to be elected six separate times and that he was a (the)
primary author of the NC State Constitution. *Wide-spread Opinion- had
Caswell lost the Battle of Moore's Creek, the British may well have taken
all of NC and SC would, in all probability, have then succumbed‹as a
result, the French would not have stepped in to help. And we may have lost
the War without the French
4. Take the completed Events
chart home. Point out that students¹ families might not be familiar with
Governor Caswell
At Home
Ask students to explain to their parents, referring
to their charts, who Richard Caswell was and why he was an American hero. Ask
parents to send a written comment on this information with their child the
following day.
Day 3 (45 minutes) This lesson can be combined with
Lesson 1 or follow Lesson 1 &2. It could also stand alone, perhaps using
the Photo Guessing Game as an introduction.
The goal is to familiarize students with a Resolution passed
by the NC General Assembly on August 3rd, 2007, declaring the month
of August 2007.as Richard Caswell month.
Students will:
v Read aloud the House Resolution naming August 2007 Richard
Caswell month
v Become familiar with what a Resolution is and how it is passed.
v Write a letter to their local representative asking that August
3rd, Caswell's birthday, be recognized every year in North Carolina as Richard
Caswell Day.
Materials:
1.Old Dobbers Website. Click on
House Resolution 2068
http://freepages.genealogy.rootsweb.com/~paday/dobbers/education_resources.htm
2. Steps to Passing a Resolution -
online at
http://keepusffair.org/img/gv2/nonstandard_files/keepusffair/resolution_091405.pdf
Activities
- Read aloud a few of the
parents' reactions to the students' verbal accounts of the night before.
- Mini lecture on what a
Resolution is. Refer to the steps needed to pass a Resolution. Summarize
how the Caswell resolution was conceived and passed (how long it took, the
steps they took, etc)
The resolution was written sometime
in May, 2007 by Dr. Keats Sparrow, editor of the new Caswell biography, The
first of Patriots and the Best of Men: Richard Caswell in Public Life. . It was presented in August 2007 and adopted a few
days later, without revision, ( which appears to indicate that the General
Assembly was knowledgeable of Caswell and in complete agreement with the
resolution).
- Read (or student read) aloud
the following account of what happened at the Assembly the day it passed:
Email Subject: Today at the General
Assembly; Date: Thu, 2 Aug 2007
from "Jane Phillips" <[email protected]> member of the
Lenoir Co. Colonial Commission and President of the Historical Preservation
Group.
I wish all of you could have gone to Raleigh today. Pat and I had a
great
time. We arrived at the Legislative building about 10 a.m. We met Guy
Potts upon
our arrival and we sat together. Van(our representative) came up into the
gallery to
speak with us several times throughout the day. The resolution
was not read until the
middle of the afternoon so we were there for a while.
The resolution was
read. Van got up and made some very nice and
appropriate comments about Caswell. This was followed by comments by Rep
Wainwright and then a lady representative. ( We did not know who she was)
.
This was followed by Van getting up and intorducing Pat and me to the
Assembly. It was at this time that Pat and I were caught off guard as
all the members of the House rose to their feet and looked to the gallery as
they raised their hands in applause. Wish all of you could have been
there
to share in that experience. The resolution was adopted unanimously.
Jane
- Print out and distribute the
Resolution, project it, or use Internet accessible classroom computers. Go
around the room and have each student read one "whereas" clause.
- Review orally the steps Mrs.
Phillips took to get the Resolution passed. Ask the class what steps we
could take to get a Resolution passed. Establish that we would begin by
writing a letter to our state representative.
- At the computer, locate the
name of students' state representatives by district. You could provide
names if time is too short-or make this a home assignment
- Write your delegate a letter
urging him to pass a resolution declaring August 3rd, Caswell¹s birthday,
Richard Caswell Day. Include the most important reasons why the "father of
our state" deserves such an honor. Be as persuasive as you can.
At Home
OPTIONAL- Type your letter.
Take it,
along with a petition, around your neighborhood, and get signatures of support.
You will probably need to tell people who Caswell was and why you think he
deserves this honor before they will sign. Mail it. Tell your classmates and
teacher how many signatures you were able to get.
Assessment
Assessment
should take into account students' understanding of primary sources, their oral
presentation of facts, and the letters they write to their state
representatives.
Scoring Rubric:
Oral presentation or class participation 20 points
Attention Grabbing Title 5 points
Background Information 30 points
Organization and content of letter 30 points
Grammar/Punctuation 10 points
Neatness 5 points
Total Points Available: 100
points
Supplemental
Information
Biography: THE FIRST OF PATRIOTS AND BEST OF MEN: RICHARD CASWELL IN PUBLIC LIFE,
written in 1930 by CLAYTON BROWN ALEXANDER and edited in 2007 by W.KEATS SPARROW:
published by the Lenoir Co. Colonial Commission and available in some libraries.
Related websites
1.Comparison of Caswell to George Washington
(http://books.google.com/books?id=vEgOAAAAIAAJ&pg=PA61&lpg=PA61&dq=gov+josiah+martin&source=web&ots=nE_2SK8AjT&sig=Q4X1_rX0Fdz_Wxi6NAYWPUWW8Ks#PPA90,M1
2.Gov. Martin¹s flight from Tryon Palace-use find button - Martin http://64.233.169.104/search?q=cache:LOSqCkklfvIJ:statelibrary.dcr.state.nc.us/nc/ncsites/tryon.htm+gov+josiah+martin+cabbage&hl=en&ct=clnk&cd=1&gl=us
3.The CSS Neuse and Governor Caswell State Historic Site
http://www.ah.dcr.state.nc.us/sections/hs/neuse/neuse.htm
4. Guilford Courthouse National Military Park- 0nline exhibitions
This site has information and photographs of military life during the Revolutionary War
http://www.nps.gov/history/museum/exhibits/revwar/guco/gucooverview.html
North Carolina Curriculum Alignment
Information Skills (2000)
Grade 4
- Goal 1: The
learner will EXPLORE sources and formats for reading, listening, and
viewing purposes.
- Goal 4: The
learner will EXPLORE and USE research processes to meet information needs.
Social Studies (2003)
Grade 4
- Goal 3: The
learner will trace the history of colonization in North Carolina and
evaluate its significance for diverse people's ideas.
- Objective 3.02: Identify
people, symbols, events, and documents associated with North Carolina's
history.
Computer Technology Skills (2005)
Grade 4
- Goal 3: The
learner will use a variety of technologies to access, analyze, interpret,
synthesize, apply, and communicate information.
- Objective 3.07: Locate,
select, organize, and present content area information from the Internet
for a specific purpose and audience, citing sources. Strand -
Telecommunications/Internet
English Language Arts (2004)
Grade 4
- Goal 2: The
learner will apply strategies and skills to comprehend text that is read, heard,
and viewed.
- Objective 2.02: Interact
with the text before, during, and after reading, listening, and viewing
by:
- setting a purpose using
prior knowledge and text information.
- making predictions.
- formulating questions.
- locating relevant
information.
- making connections with
previous experiences, information, and ideas.
- Goal 3: The
learner will make connections with text through the use of oral language,
written language, and media and technology.
- Objective 3.06: Conduct
research for assigned projects or self-selected projects (with
assistance) from a variety of sources through the use of technological
and informal tools (e.g., print and non-print texts, artifacts, people,
libraries, databases, computer networks).
- Goal 4: The
learner will apply strategies and skills to create oral, written, and
visual texts.
- Objective 4.02: Use oral and
written language to:
- present information and
ideas in a clear, concise manner.
- discuss.
- interview.
- solve problems.
- make decisions.
- Objective 4.03: Make oral
and written presentations using visual aids with an awareness of purpose
and audience.
- Objective 4.07: Compose
fiction, nonfiction, poetry, and drama using self-selected and assigned
topics and forms (e.g., personal and imaginative narratives, research
reports, diaries, journals, logs, rules, instructions).
- Objective 4.09: Produce work
that follows the conventions of particular genres (e.g., personal and
imaginative narrative, research reports, learning logs, letters of
request, letters of complaint).
- Objective 4.10: Use
technology as a tool to gather, organize, and present information.
- Goal 5: The
learner will apply grammar and language conventions to communicate
effectively.
- Objective 5.01: Use correct
capitalization (e.g., names of languages, nationalities, musical
compositions) and punctuation (e.g., commas in a series, commas in direct
address, commas and quotation marks in dialogue, apostrophes in
possessives).
- Objective 5.04: Compose
multiple paragraphs with:
- topic sentences.
- specific, relevant details.
- logical progression and
movement of ideas.
- coherence.
- elaboration.
- concluding statement
related to the topic.
- Objective 5.08: Demonstrate
evidence of language cohesion by:
- logical sequence of fiction
and nonfiction retells.
- time order sequence of
events.
- sustaining conversations on
a topic.
North Carolina Curriculum Alignment
Information Skills (2000)
Grade 4
- Goal 1: The
learner will EXPLORE sources and formats for reading, listening, and
viewing purposes.
- Goal 4: The
learner will EXPLORE and USE research processes to meet information needs.
Social Studies (2003)
Grade 4
- Goal 3: The
learner will trace the history of colonization in North Carolina and
evaluate its significance for diverse people's ideas.
- Objective 3.02:
Identify people, symbols, events, and documents associated with North
Carolina's history.
Computer Technology Skills (2005)
Grade 4
- Goal 3: The
learner will use a variety of technologies to access, analyze, interpret,
synthesize, apply, and communicate information.
- Objective 3.07:
Locate, select, organize, and present content area information from the
Internet for a specific purpose and audience, citing sources. Strand -
Telecommunications/Internet
English Language Arts (2004)
Grade 4
- Goal 2: The
learner will apply strategies and skills to comprehend text that is read,
heard, and viewed.
- Objective 2.02:
Interact with the text before, during, and after reading, listening, and
viewing by:
- setting a purpose using
prior knowledge and text information.
- making predictions.
- formulating questions.
- locating relevant
information.
- making connections with
previous experiences, information, and ideas.
- Goal 3: The
learner will make connections with text through the use of oral language,
written language, and media and technology.
- Objective 3.06:
Conduct research for assigned projects or self-selected projects (with
assistance) from a variety of sources through the use of technological
and informal tools (e.g., print and non-print texts, artifacts, people,
libraries, databases, computer networks).
- Goal 4: The
learner will apply strategies and skills to create oral, written, and
visual texts.
- Objective 4.02:
Use oral and written language to:
- present information and
ideas in a clear, concise manner.
- discuss.
- interview.
- solve problems.
- make decisions.
- Objective 4.03:
Make oral and written presentations using visual aids with an awareness
of purpose and audience.
- Objective 4.07:
Compose fiction, nonfiction, poetry, and drama using self-selected and
assigned topics and forms (e.g., personal and imaginative narratives,
research reports, diaries, journals, logs, rules, instructions).
- Objective 4.09:
Produce work that follows the conventions of particular genres (e.g.,
personal and imaginative narrative, research reports, learning logs,
letters of request, letters of complaint).
- Objective 4.10:
Use technology as a tool to gather, organize, and present information.
- Goal 5: The
learner will apply grammar and language conventions to communicate
effectively.
- Objective 5.01:
Use correct capitalization (e.g., names of languages, nationalities,
musical compositions) and punctuation (e.g., commas in a series, commas
in direct address, commas and quotation marks in dialogue, apostrophes in
possessives).
- Objective 5.04:
Compose multiple paragraphs with:
- topic sentences.
- specific, relevant details.
- logical progression and
movement of ideas.
- coherence.
- elaboration.
- concluding statement
related to the topic.
- Objective 5.08:
Demonstrate evidence of language cohesion by:
- logical sequence of fiction
and nonfiction retells.
- time order sequence of
events.
- sustaining conversations on
a topic.