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History is for Everyone · American Revolution Network

Baltimore 1776–77: The Continental Congress in Crisis

Baltimore, MD

Grade Range: 7-10·Duration: 2-3 class periods

Students examine the Continental Congress's flight to Baltimore in December 1776 as a window into the governance crisis of the early Republic, analyzing the emergency powers Congress granted Washington and evaluating the tension between civilian control and the practical needs of fighting a losing war.

This Packet Includes

  • Lesson Plan & Learning Objectives
  • 5 Primary Source Analysis Worksheets
  • 3 Student Handouts
  • Assessment Quiz (5 questions)
  • Answer Key (Teacher Copy)
  • Standards Alignment
Unit:Baltimore 1776–77: The Continental Congress in Crisis — Lesson Overview
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Learning Objectives

By the end of this lesson, students will be able to:

  1. Explain why the Continental Congress relocated to Baltimore in December 1776
  2. Analyze the emergency powers resolution as a response to the crisis of late 1776
  3. Evaluate the tension between civilian control of the military and wartime necessity
  4. Connect the failures of the Continental Congress to the movement for constitutional reform

Essential Questions

Keep these questions in mind throughout the unit:

  • What does it mean for a government to function in crisis, and what are the costs of giving one person emergency powers?
  • Why did Congress need to flee Philadelphia, and what does that reveal about the Revolution in December 1776?
  • How did the experiences of 1776–77 shape founders' thinking about what kind of government America needed?
Unit:Baltimore 1776–77: The Continental Congress in Crisis — Primary Source Analysis
History is for Everyone
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Primary Source 1 of 5
Document Information
Document:Journals of the Continental Congress, December 1776 - February 1777 (Baltimore Sessions)
Source:Library of Congress
Type:PRIMARY
Credibility:TIER1
Journals of the Continental Congress, December 1776 - February 1777 (Baltimore Sessions)

Journals of the Continental Congress, December 1776 - February 1777 (Baltimore Sessions)

Analysis Questions

Read the document carefully, then answer each question in complete sentences.

  1. Who created this source and why?

  2. When was this source created?

  3. What perspective does this source represent?

  4. What was happening when this was written?

  5. How might the author's position affect their account?

Reflection

How does this source connect to the events in Baltimore, MD? What does it reveal about the people involved?

Unit:Baltimore 1776–77: The Continental Congress in Crisis — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 2 of 5
Document Information
Document:Maryland Admiralty Court Records: Privateering Commissions, 1776-1783
Source:Maryland State Archives
Type:PRIMARY
Credibility:TIER1
Maryland Admiralty Court Records: Privateering Commissions, 1776-1783

Maryland Admiralty Court Records: Privateering Commissions, 1776-1783

Analysis Questions

Read the document carefully, then answer each question in complete sentences.

  1. Who created this source and why?

  2. When was this source created?

  3. What perspective does this source represent?

  4. What was happening when this was written?

  5. How might the author's position affect their account?

Reflection

How does this source connect to the events in Baltimore, MD? What does it reveal about the people involved?

Unit:Baltimore 1776–77: The Continental Congress in Crisis — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 3 of 5
Document Information
Document:Maryland State Archives: Baltimore County Committee of Observation Records
Source:Maryland State Archives
Type:PRIMARY
Credibility:TIER1
Maryland State Archives: Baltimore County Committee of Observation Records

Maryland State Archives: Baltimore County Committee of Observation Records

Analysis Questions

Read the document carefully, then answer each question in complete sentences.

  1. Who created this source and why?

  2. When was this source created?

  3. What perspective does this source represent?

  4. What was happening when this was written?

  5. How might the author's position affect their account?

Reflection

How does this source connect to the events in Baltimore, MD? What does it reveal about the people involved?

Unit:Baltimore 1776–77: The Continental Congress in Crisis — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 4 of 5
Document Information
Document:Chronicles of Baltimore: Being a Complete History of Baltimore Town and Baltimore City
Source:Turnbull Brothers (J. Thomas Scharf)
Type:SECONDARY
Credibility:TIER1

Analysis Questions

Read the document carefully, then answer each question in complete sentences.

  1. Who created this source and why?

  2. When was this source created?

  3. What perspective does this source represent?

  4. What primary sources does this draw from?

  5. What interpretation does the author offer?

Reflection

How does this source connect to the events in Baltimore, MD? What does it reveal about the people involved?

Unit:Baltimore 1776–77: The Continental Congress in Crisis — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 5 of 5
Document Information
Document:Flag House and Star-Spangled Banner Museum
Source:Flag House and Star-Spangled Banner Museum / National Register
Type:INSTITUTIONAL
Credibility:TIER1
Flag House and Star-Spangled Banner Museum

Flag House and Star-Spangled Banner Museum

Analysis Questions

Read the document carefully, then answer each question in complete sentences.

  1. Who created this source and why?

  2. When was this source created?

  3. What perspective does this source represent?

  4. What is the institution's mission?

  5. How does that mission shape the presentation?

Reflection

How does this source connect to the events in Baltimore, MD? What does it reveal about the people involved?

Unit:Baltimore 1776–77: The Continental Congress in Crisis — Baltimore Event Timeline
History is for Everyone
Name: Date: Period:

Baltimore Event Timeline

timeline

Students place key events in chronological order and add details

# Baltimore Revolutionary Timeline


Instructions: Place the following events in order and add one detail about each.


  • [ ] British Bombardment of Fort McHenry
  • [ ] Francis Scott Key Writes "The Star-Spangled Banner"
  • [ ] Maryland Line's Sacrifice at Long Island
  • [ ] Continental Congress Relocates to Baltimore
  • [ ] Congress Grants Washington Emergency Powers

---


| Event | Date | Significance |

|-------|------|-------------|

| | | |

| | | |

| | | |

Unit:Baltimore 1776–77: The Continental Congress in Crisis — Primary Source Analysis
History is for Everyone
Name: Date: Period:

Primary Source Analysis

graphic organizer

Structured analysis of Revolutionary-era documents

# Primary Source Analysis Worksheet


## Source Information

  • Title: _________________
  • Author: _________________
  • Date: _________________
  • Type: _________________

## Observation

What do you notice? (List 3 things)

1.

2.

3.


## Reflection

What do you wonder? (List 2 questions)

1.

2.


## Analysis

What does this source tell us about Baltimore during the Revolution?


_______________________________________________


## Perspective

Whose voice is represented? Whose might be missing?


_______________________________________________

Unit:Baltimore 1776–77: The Continental Congress in Crisis — Key Figures Profile
History is for Everyone
Name: Date: Period:

Key Figures Profile

worksheet

Research template for Revolutionary figures

# Revolutionary Figure Profile


## Basic Information

  • Name: _________________
  • Birth/Death Years: _________________
  • Occupation(s): _________________

## Role in the Revolution



## Reflection

Which figure interests you most and why?


_______________________________________________

Unit:Baltimore 1776–77: The Continental Congress in Crisis — Assessment
History is for Everyone
Name: Date: Period:

Baltimore in the American Revolution

Answer the following questions based on our study of Revolutionary history.

  1. 1.  What makes Baltimore significant in Revolutionary history?

  2. 2.  Primary sources are documents or objects created during the time period being studied.

  3. 3.  Name one event that occurred in Baltimore during the Revolutionary period and explain its significance.

    Answer:

  4. 4.  Why is it important to consider multiple perspectives when studying history?

  5. 5.  Describe one connection between this town and another Revolutionary-era town we discussed.

    Answer:

ANSWER KEY · TEACHER COPY · DO NOT DISTRIBUTE

Baltimore in the American Revolution

Baltimore 1776–77: The Continental Congress in Crisis — Baltimore, MD

  1. 1.What makes Baltimore significant in Revolutionary history?
    Answer:A

    Baltimore played a significant role in the American Revolution as evidenced by the events we studied.

  2. 2.Primary sources are documents or objects created during the time period being studied.
    Answer:True

    Primary sources provide firsthand evidence about historical events.

  3. 3.Name one event that occurred in Baltimore during the Revolutionary period and explain its significance.
    Answer:[Varies - accept any accurate event with reasonable explanation]

    Students should identify a specific event and connect it to broader Revolutionary themes.

  4. 4.Why is it important to consider multiple perspectives when studying history?
    Answer:A

    Multiple perspectives help us understand the full complexity of historical events.

  5. 5.Describe one connection between this town and another Revolutionary-era town we discussed.
    Answer:[Varies - accept any accurate connection]

    Students should demonstrate understanding of the interconnected nature of Revolutionary events.

Unit:Baltimore 1776–77: The Continental Congress in Crisis — Standards Alignment
History is for Everyone
Name: Date: Period:

Standards Addressed

Common Core ELA

  • CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources
  • CCSS.ELA-LITERACY.RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text

C3 Framework

  • D2.His.1.6-8: Analyze connections among events and developments in broader historical contexts
  • D2.Civ.1.6-8: Distinguish the powers and responsibilities of citizens, political parties, and governments