Students name any woman who was active during the American Revolution. Then they explore the actions of the Daughters of Liberty. Next they explain Abigail Adams’s “Remember the ladies” letter. Finally, they analyze the Betsy Ross story and explain why historians consider it a legend.
Students are introduced to the idea that women, as well as well-known male leaders, contributed to the American Revolution and to the concept of “herstory.” They view an image of Molly Pitcher at the Battle of Monmouth and respond to a word cloud prompt by naming women who contributed to the American Revolution.
Teacher MovesPreview the experience, define key vocabulary (primary source, seamstress), and review the lesson objectives. If students struggle to name women, offer examples such as Betsy Ross, Abigail Adams, Molly Pitcher, Martha Washington, and Phillis Wheatley, and highlight how traditional narratives often overlook women and other marginalized groups.
Students read background text about the Daughters of Liberty and how women supported the American Revolution through boycotts, spinning cloth, making “liberty tea,” producing ammunition, and sewing uniforms. They answer a multiple-choice question about how women supported the Revolution, then read American Revolution: Women to learn additional ways women aided the war effort. Using a graphic organizer, they create a chart listing different ways women supported the American Revolution.
Teacher MovesClarify how women’s economic and domestic roles positioned them to support boycotts and the war effort. Monitor student responses to the multiple-choice question and the graphic organizer, summarizing key takeaways and correcting misconceptions about women’s contributions.
Students view an image of Abigail Adams, read a short biography of her, and then examine an excerpt from her “Remember the ladies” letter to John Adams and the Continental Congress. They post a response explaining how Abigail Adams’s demands for women’s rights were similar to the colonists’ demands for representation from England.
Teacher MovesDiscuss the biography and letter with students, guiding them to see that Abigail Adams was calling for representation and legal protections for women. Facilitate a conversation about whether the phrase “all men are created equal” in the Declaration of Independence was intended to include women and enslaved African Americans, providing historical context about when different groups gained political rights.
Students view an image related to Betsy Ross and read a narrative describing her verified role as a seamstress and flag maker, followed by the later legend that she designed the first U.S. flag at George Washington’s request. They learn that this story was first told nearly a century later by her grandson, answer a poll identifying whether his account is a primary or secondary source, and then post an explanation of what kinds of evidence historians might use to verify the story.
Teacher MovesClarify why the grandson’s account is a secondary source by probing whether he directly witnessed the events. Explain that historians would seek primary sources such as diaries, receipts, or signed sketches to confirm the story, and emphasize that because such evidence has not been found, historians treat the Betsy Ross story as a legend. Address any confusion between primary and secondary sources.
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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