Forgotten Patriots Who Supported the American Struggle for Independence Topic: Focus on the often unrecognized people and groups, including African Americans, Native Americans, Hispanics, and others who provided military, patriotic and public service in support of the American Revolution. Describe a particular person or group and how they supported the cause for American Independence. Explain why it is especially important to honor the unsung heroes and often forgotten patriots.

Outline Title page Introduction –Includes “hook” – quote, question, anecdote –3 pieces of info you will be discussing in paper 1 st detail paragraph – 1 st piece of info 2 nd detail paragraph – 2 nd piece of info 3 rd detail paragraph – 3 rd piece of info Closing paragraph – summarizes Bibliography

Outline Title page Introduction –“hook” – quote from Bobson –1. Bobson was an African American –2. He wasn’t written about in history books. –3. He wasn’t given a medal for his bravery. 1 st detail paragraph: African American, Massachusetts, stable owner, fought 3 battles, wounded, lost leg, went home 2 nd detail paragraph: not in books, not famous, not even citizen 3 rd detail paragraph: soldiers’ petition, wife’s pension request Closing paragraph – summarizes – see introduction Bibliography

Fake Intro “ I never did want nothing for my troubles.. Just glad to serve ‘n help.” These simple but eloquent words, spoken by Bob Bobson[1], illustrate the most important characteristic of an unsung hero of the Revolutionary War; he didn’t fight for money, fame, or glory, but because his country needed him at a crucial time. 1 Bobson wasn’t a landed gentleman; in fact, he was an African American, a freeman in Massachusetts. 2 He wasn’t written about in history books. 3 He wasn’t given a medal for his bravery. He was a man who saw a need and stepped up to the plate. Hook:

Fake 1 st detail paragraph: 1 Bobson wasn’t a landed gentleman; in fact, he was an African American, a freeman in Massachusetts. Bob Bobson was born and raised in SDFSDF, Massachusetts, an African American freeman at a time when most men of his color were enslaved. He had a small stable where he kept horses for people who came to town. When the Revolutionary War began, Bobson was one of the first to join his local militia. He fought in three battles and was wounded during the third: a musket ball took off his right leg below the knee. He returned to his hometown and continued his quiet life, happy to have done his part in the making of America.

Fake 2nd detail paragraph: 2 He wasn’t written about in history books. Although Bobson fought in three battles and was wounded in the Battle of RSFSD, his name does not appear in any history books. Children do not study Bobson’s deeds in school; there is no holiday to celebrate his sacrifice. Because he was an African American, he was not even considered a citizen of the new republic [add more here for more words]. Yet he was a hero all the more for the fact that he fought with no thought of fame or fortune.

Fake 3rd detail paragraph: 3 He wasn’t given a medal for his bravery We might never have heard of this unsung hero, except for the fact that his fellow soldiers petitioned the governor to award Bobson a medal for bravery; he lost his leg while protecting his commanding officer from a British attack. The medal was never awarded. His widow in later years applied for a pension; it was denied. These paltry records – the petition and the pension request – are all we know of Bobson’s bravery. He was a hero in the best style. He fought, and then he went home to his family and his quiet life, where he lived out the rest of his days, unknown.

Fake Closing paragraph: Bob Bobson didn’t fight for money, fame, or glory. He heard the cry of his new country in need, and as heroes do, he left his home, his family, and his life, and went to fight. Because of countless men like him – mostly unknown, mostly poor, many who would not even be considered citizens in the new republic - these unsung heroes let us stand on their shoulders today as an example to people the world over of what can be accomplished when a people wearies of tyranny. He fought, and then he went home to his family and his quiet life, where he lived out the rest of his days, unknown.

DAR Essay Checklist / Evaluation point non-script font words - Dates count as one word Writing Process: TAPP or RAFT 6 Traits + 1 Historical Accuracy Adherence to subject Organization of material, Originality Interest Spelling and Grammar Bibliography

6 Traits VoiceVoice 2. Word ChoiceWord Choice 3. Ideas & ContentIdeas & Content 4. OrganizationOrganization 5. Sentence FluencySentence Fluency 6. ConventionsConventions

RAFTS R- a role from which to do the writing. The role may be as intimate as self or as remote as that of an inanimate object. Roles should be chosen from those that exist within the realms of the real or vicarious experience of the student. A - an audience for whom the writing is intended. Students need to write for audiences other than the teacher. The audiences for student writing may range from self to peers to the general public. Variation in audiences causes the student to vary the form and the level of the language used to express meaning. F - a format in which to write. Students need to experiment with a variety of formats. Writing formats should include typical school writing formats, but can also include as many type of "real life" writing as possible. T - a topic about which to write. Topics should relate to the role and audiences selected. S - a strong verb which sets the tone for a piece of writing. This strong verb also directs the student in Vocabulary choice.

Sample winning essay from last year ner_ _Memoirs_of_Paul_Revere.pdfhttp:// ner_ _Memoirs_of_Paul_Revere.pdf

weird extra writing ideas The assignment designing elements can be arranged in the following frame: As a (role) write a (format) to (audience) using (strong verb) about (topic). Sample of "Rafts" Objectives: As a rapper, write a song to your peers condemning river pollution. As a catfish, write an editorial to an industry demanding clean water. As "Ole Man River," write a sermon to boaters condemning the dumping of beer cans in the river. As an eagle, write an essay to "Mother Nature" lamenting the quality of the diet provided by the river. As the spirit of a deceased Indian, write a chant to future citizens decrying the desecration of the ancient Indian burial grounds. As a student, write a play for younger children explaining hunting on the river. Write a panel discussion involving a river character from the past, an industrialist from the present, and a mother from the future. As a fish, write a magazine article for Field and Stream, describing the influence of a factory along the river. As a nature lover, write a sonnet to fellow environmentalists professing your awe- inspired feelings at the sight of a blue heron.