Close Reading Note-catcher: “American Indians and the American Revolution”
(Example, for Teacher Reference)
RI.4.1, RI.4.2, RI.4.4, RI.4.5, L.4.4, L.4.5c
How did American Indians contribute to the American Revolution? Why?
Source: “American Indians and the American Revolution” by Collin G. Calloway
How did American Indians contribute to the American Revolution? Why? / Evidence from the textHow and why? Some weren’t on either side, some were on the American side, and some fought with the British because they wanted to protect their homelands from colonists. / “But many Indian nations tried to stay out of the war. Some sided with the Americans, and those who allied with the Crown did so only to protect their homelands.”
How and why? Cherokee warriors attacked colonies because they were frustrated about land loss. / “Cherokee warriors, frustrated by losing land, attacked colonists.”
How and why? Most New England American Indians supported the colonists. / “On the other hand, most New England Indians supported their colonist neighbors.”
How and why? Mohawks, Cayugas, Onondagas, and Senecas supported the British / “Mohawks led by Joseph Brant allied with the British, and in time most Cayugas, Onondagas, and Senecas joined them.”
How and why? Oneidas and Tuscaroras sided with the colonists. / “But Oneidas and Tuscaroras sided with the Americans.”
How and why? Ohio Indians joined the British side after American colonists killed White Eyes, Cornstalk, and other American Indians. / “However, after Americans killed White Eyes, Cornstalk, and unarmed Moravian Delawares, Ohio Indians allied with the British.”
How and why? fought for American Indian freedom and land / “Indians fought in the Revolution for Indian freedom and Indian homelands, not for Britain.”
1. Part A: Which sentence states the main idea of “American Indians and the American Revolution”? Underline the best answer. (RI.4.2)
a. Most American Indians wanted the British to win because they wanted to be ruled by the king.
b. Most American Indians fought for the colonists because they didn’t like the British taxes.
c. The American Revolution was between the British and American Indians over land for colonists.
d. American Indians were treated badly for fighting to protect their freedom and land.
Part B: Which detail from the text best supports the correct answer to A? Underline the best answer. (RI.4.1, RI.4.2)
a. The revolution became a civil war for the Iroquois, as Oneidas clashed with Senecas at the Battle of Oriskany in 1777.
b. Indians knew that the revolution was about Indian land as well as freedom.
c. Some sided with the Americans, and those who allied with the Crown did so only to protect their homelands.
d. Ohio Indians allied with the British.
2. Part A: How would you describe the structure of this text? Underline the best answer. (RI.4.5)
a. chronology
b. comparison
c. description
d. problem/solution
Part B: Which clues in the text help you recognize the structure? (RI.4.1, RI.4.5)
a. uses words like cause, effect, result of, due to
b. describes who, what, where, or how
c. gives events in order
d. solves a problem
Close Reading Note-catcher: “American Indians and the American Revolution”
RI.4.1, RI.4.2, RI.4.4, RI.4.5, L.4.4, L.4.5c
Name: ______ Date: ______
How did American Indians contribute to the American Revolution? Why?
Source: ______
1. Part A: Which sentence states the main idea of “American Indians and the American Revolution”? Underline the best answer. (RI.4.2)
a. Most American Indians wanted the British to win because they wanted to be ruled by the king.
b. Most American Indians fought for the colonists because they didn’t like the British taxes.
c. The American Revolution was between the British and American Indians over land for colonists.
d. American Indians were treated badly for fighting to protect their freedom and land.
Part B: Which detail from the text best supports the correct answer to A? Underline the best answer. (RI.4.1, RI.4.2)
e. The revolution became a civil war for the Iroquois, as Oneidas clashed with Senecas at the Battle of Oriskany in 1777.
f. Indians knew that the revolution was about Indian land as well as freedom.
g. Some sided with the Americans, and those who allied with the Crown did so only to protect their homelands.
h. Ohio Indians allied with the British.
2. Part A: How would you describe the structure of this text? Underline the best answer. (RI.4.5)
a. chronology
b. comparison
c. description
d. problem/solution
Part B: Which clues in the text help you recognize the structure? (RI.4.1, RI.4.5)
a. uses words like cause, effect, result of, due to
b. describes who, what, where, or how
c. gives events in order
d. solves a problem
Close Reading Guide: “American Indians and the American Revolution”
(For Teacher Reference)
RI.4.1, RI.4.2, RI.4.4, RI.4.5, L.4.4, L.4.5c
· Continue to use discussion protocols (e.g., Think-Pair-Share, Conversation Cues, and total participation techniques) to engage all students in collaborative discussion about the text.
· Although there is a lot of challenging vocabulary in this text, this close read assumes students determined the meaning of many unfamiliar words in the previous lesson.
Excerpt of Text (Reread aloud) / Questions and Directions
· Paragraph 1, from “The Declaration of Independence …” to “… subsequent treatment.” / · Focus on the first sentence. Ask:
“What does merciless mean?” (without pity)
“In your own words, how would you describe the picture the Declaration of Independence paints of American Indians?” (scary people who didn’t care about innocent people)
· Focus on the second sentence.
· Invite students to suggest some synonyms and antonyms for ferocious (Synonyms may include fierce, savage, cruel, vicious; antonyms may include calm, compassionate, considerate, caring.)
· Ask:
“How would you say ‘propelled into action’ in your own words?” (forced or pushed to participate)
“From this, what can you infer about the treatment of American Indians after the American Revolution? Why?” (They were probably treated badly because the people thought it was fair to do so as a result of what the Declaration of Independence said.)
· The rest of Paragraph 1, from “But many Indian nations …” to the end of the paragraph. / · Ask:
“When the text says ‘the Crown,’ what does it mean? Is the text talking about an actual crown?” (No. The Crown means the king.)
“So what does it mean to be ‘allied with the Crown’?” (on the side of the king)
“How did the Royal Proclamation of 1763 help the American Indians?” (It protected Indian lands.)
· Guide students to add to their note-catcher based on their understanding of this paragraph. Refer to the Close Reading Note-catcher: “American Indians and the American Revolution” (example, for teacher reference).
· Paragraph 2 / · Ask:
“In your own words, what were the Cherokee warriors frustrated by?” (losing land)
“What did they do as a result?” (attacked colonists)
“What happened to these Cherokee warriors?” (They were defeated.)
“Who do you think they were defeated by?” (colonists)
“What does ‘on the other hand’ mean?” (on the other side)
· Guide students to add to their note-catcher based on their understanding of this paragraph. Refer to the Close Reading Note-catcher: “American Indians and the American Revolution” (example, for teacher reference).
· Paragraph 3 / · Ask:
“From reading this paragraph, what can you infer the Iroquois Confederacy was? What in the text makes you think that?” (a group of American Indian tribes; the text lists tribes, like Mohawks, Cayugas, Onondagas, Senecas)
“From reading this paragraph, what can you infer a civil war is?” (a war between people in the same country; in this case, it is a war between people in the Iroquois Confederacy)
· Guide students to add to their note-catcher based on their understanding of this paragraph. Refer to the Close Reading Note-catcher: “American Indians and the American Revolution” (example, for teacher reference).
· Paragraph 4 / · Ask:
“Who can you infer ‘Guyashuta of the Senecas, Cornstalk of the Shawnees, and White Eyes of the Delawares’ were?” (leaders of tribes—the Senencas, the Shawnees, and the Delawares)
“In your own words, what does ‘stay neutral’ mean?” (not support either side)
· Guide students to add to their note-catcher based on their understanding of this paragraph. Refer to the Close Reading Note-catcher: “American Indians and the American Revolution” (example, for teacher reference).
· Paragraph 5 / · Ask:
“What happened to American Indians after the revolution?” (The British gave American Indian land up to the United States, and the United States took American Indian land by treaty and by force. Even those who had fought for the Americans lost their lands.)
· Paragraph 6 / · Ask:
“What did Americans believe about American Indians? Why?” (that they had supported the king and cruel treatment; because the Declaration of Independence said so) “What happened as a result?” (They weren’t sorry for taking Indian land.)
· Guide students to add to their note-catcher based on their understanding of this paragraph. Refer to the Close Reading Note-catcher: “American Indians and the American Revolution” (example, for teacher reference).
· Guide students through answering the selected response questions at the bottom of their note-catcher.
Exit Ticket: Summary Writing 2
(Example, for Teacher Reference)
“American Indians and the American Revolution” by Collin G. Calloway describes how American Indians contributed to the American Revolution. The main idea of the text is that American Indians were treated badly for fighting to protect their freedom and land. The text says, “Indians knew that the Revolution was a contest for Indian land as well as for liberty.” Even those tribes who fought for the Americans were treated badly. The text provides the example, “Stockbridges and Oneidas who had supported the Americans lost lands as well as Senecas and Shawnees who had fought against them.” The text concludes with the statement: “A nation conceived in liberty need feel no remorse about dispossessing and expelling those who had fought against its birth,” reminding the reader that even though the American Revolution was about liberty for the colonists, they didn’t think about the liberty of American Indians.
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