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Teacher Resource Packet

The Capital at the End of the War: New York City, 1783–1790

New York City, NY

Grades 6-8·2 class periods

Students examine New York City's transformation from British-occupied city to the first capital of the United States, exploring Evacuation Day 1783, Washington's farewell, and the inauguration of 1789. They analyze how a city can shift political identity in the space of a few years and what that transition required of ordinary New Yorkers.

This Packet Includes

  • Learning Objectives & Essential Questions
  • 5 Primary Source Analysis Worksheets
  • 3 Reading & Activity Handouts
  • Assessment Quiz (5 questions)
  • Answer Key
Unit:The Capital at the End of the War: New York City, 1783–1790 — Lesson Overview
History is for Everyone
Name: Date: Period:

Learning Objectives

By the end of this unit, you will be able to:

  1. Describe the sequence of events from British evacuation on November 25, 1783 to Washington's farewell to his officers
  2. Explain why New York City was chosen as the first national capital and what that choice signified
  3. Analyze Washington's 1789 inaugural address as a primary source, identifying key themes of republican governance
  4. Connect the physical sites of lower Manhattan — Fraunces Tavern, Federal Hall, St. Paul's Chapel — to the events they witnessed

Essential Questions

Keep these questions in mind as you work through this packet:

  • How does a city rebuild its identity after years of military occupation? What evidence do we have of how New Yorkers experienced the British withdrawal?
  • What did Washington's inauguration at Federal Hall mean to Americans who had just emerged from an eight-year war?
Unit:The Capital at the End of the War: New York City, 1783–1790 — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 1 of 5
Document Information
DocumentHessian Officers' Reports on the New York Campaign, 1776
SourceStaatsarchiv Marburg (German State Archives)
TypePRIMARY

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 what happened in New York City, NY? What does it tell you about the people involved?

Unit:The Capital at the End of the War: New York City, 1783–1790 — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 2 of 5
Document Information
DocumentThe Papers of George Washington: Revolutionary War Series, Vol. 6
SourceUniversity of Virginia Press
TypePRIMARY

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 what happened in New York City, NY? What does it tell you about the people involved?

Unit:The Capital at the End of the War: New York City, 1783–1790 — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 3 of 5
Document Information
DocumentSir Henry Clinton Papers (British Headquarters Papers)
SourceWilliam L. Clements Library, University of Michigan
TypePRIMARY
Sir Henry Clinton Papers (British Headquarters Papers)

Sir Henry Clinton Papers (British Headquarters Papers)

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 what happened in New York City, NY? What does it tell you about the people involved?

Unit:The Capital at the End of the War: New York City, 1783–1790 — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 4 of 5
Document Information
DocumentThe British Prison-Ship: A Poem (Philip Freneau)
SourcePhilip Freneau (self-published)
TypePRIMARY

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 what happened in New York City, NY? What does it tell you about the people involved?

Unit:The Capital at the End of the War: New York City, 1783–1790 — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 5 of 5
Document Information
DocumentJournals of the Continental Congress, 1776-1783
SourceLibrary of Congress
TypePRIMARY
Journals of the Continental Congress, 1776-1783

Journals of the Continental Congress, 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 what happened in New York City, NY? What does it tell you about the people involved?

Unit:The Capital at the End of the War: New York City, 1783–1790 — New York City Event Timeline
History is for Everyone
Name: Date: Period:

New York City Event Timeline

timeline

Students place key events in chronological order and add details

# New York City Revolutionary Timeline


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


  • [ ] Washington's First Inauguration at Federal Hall
  • [ ] Battle of Long Island
  • [ ] Evacuation Day
  • [ ] Prison Ships in Wallabout Bay
  • [ ] Alexander Hamilton Killed in Duel with Aaron Burr

---


| Event | Date | Significance |

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

| | | |

| | | |

| | | |

Unit:The Capital at the End of the War: New York City, 1783–1790 — 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 New York City during the Revolution?


_______________________________________________


## Perspective

Whose voice is represented? Whose might be missing?


_______________________________________________

Unit:The Capital at the End of the War: New York City, 1783–1790 — 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

### George Washington

Commander-in-chief who fought desperately to hold New York in 1776, lost the city after the Battle of Long Island, and returned in triumph on Evacuation Day 1783. His defense of New York was a military failure that nearly destroyed the army, but his escape preserved the Continental cause.


My questions about this person:

1.

2.


### General Sir William Howe

British commander who captured New York in 1776 through a series of brilliant flanking maneuvers that drove Washington from Long Island, Manhattan, and ultimately out of New York entirely. His failure to destroy Washington's retreating army has been debated by historians for centuries.


My questions about this person:

1.

2.



## Reflection

Which figure interests you most and why?


_______________________________________________

Unit:The Capital at the End of the War: New York City, 1783–1790 — Assessment
History is for Everyone
Name: Date: Period:

New York City in the American Revolution

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

  1. 1.  What makes New York City 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 New York City 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

New York City in the American Revolution

The Capital at the End of the War: New York City, 1783–1790 — New York City, NY

  1. 1.What makes New York City significant in Revolutionary history?
    Answer:A

    New York City 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 New York City 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.