Students examine the roles of African Americans during the Revolution. They learn about their roles in both the Continental and British Armies, their motivations for fighting, and what happened to them after the war. They also explore the stories of some African American heroes of the war.
Students are introduced to the lesson focus on African Americans in the Revolutionary War, then closely examine the painting The Spirit of ’76 (Yankee Doodle). They respond to a wall prompt describing what they notice about who is represented in the painting and who is missing, especially groups who may also have supported the patriot cause.
Teacher MovesHighlight that the painting depicts white male soldiers of different ages and that women and minorities are not shown, setting up the need to explore the often-overlooked roles of African Americans in the Revolution.
Students read background text on African Americans’ participation in the Revolutionary War and then read the article Africans in America: The Revolutionary War to learn about Black soldiers’ roles, motivations, and experiences in both the Continental and British forces. They answer multiple-choice questions about George Washington’s early policy toward Black enlistment, why many enslaved people chose to fight for the British, and why Washington later changed his policy. Finally, they complete a three-column graphic organizer comparing and contrasting the Ethiopian Regiment and the Rhode Island Regiment.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Drawing on the article, students respond in a table to explain why George Washington initially barred Black soldiers from the Continental Army. They then post to a class wall about Lord Dunmore’s Proclamation, considering his motives and whether it represented a stand against slavery. Finally, they complete another table explaining why many escaped enslaved people who fought for the British went to New York near the end of the war and what different outcomes these Loyalist soldiers experienced.
Teacher MovesClarify that Washington and other slaveholders feared arming enslaved people because it might encourage rebellion. Explain that Lord Dunmore’s Proclamation was driven by his need for soldiers and a desire to divide the colonists, not by opposition to slavery, since it excluded slaves of Loyalists. Describe how many Black Loyalist soldiers went to British-held New York, with some later leaving for places like Nova Scotia and Jamaica while many others were returned to enslavement.
Students revisit the idea of who is represented in Revolutionary War imagery by exploring a set of historical images that include African American patriots (such as portraits, battle scenes, and campaign depictions). They select one image, paste it into a digital canvas, and use the text tool to write a brief caption that identifies and describes the African American figure(s) shown.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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