Historical Thinking Skills Activity

George Washington Teachers’ Institute Lesson Plan

Teacher Name and State: Carol Thornton, Maryland

Lesson Title: Picturing History: Images of the American Revolution

Intended Grade Level: Upper Elementary

Lesson Purpose: The purpose of this lesson is for students to explore a variety of factors that played a part in the success of the American Revolution. George Washington as the Commander in Chief as well as other American leaders combined with the crucial support of international allies contributed to the final victory. Images located in the National Archives online collection will be used to determine the significance of the event depicted in terms of the outcome of the American Revolution. Students will consider multiple perspectives presented in the image and think about the artist’s purpose in creating the image and reflect on possible inaccuracies.

Lesson Objectives:

1. Students will be able to analyze a primary source document by focusing on specific areas of the selected image searching for details that uncover the story of the historical event. 2. Students will compare the primary source visual image with a secondary source written account of the same historical event. 3. Students will be able to create a political cartoon representing one point of view in the selected image. 4. Students will be able to identify the location of the historical event on a map. 5. Students will be able to discuss the significance of the events portrayed in the documents in terms of the outcome of the American Revolution. 6. Students will be able to discuss the role George Washington played in the American Revolution.

Curriculum Standards:

National History Standards: Era 3 -Revolution and the New Nation (1754-1820s)

 Standard 1C -Demonstrate understanding of the factors affecting the course of the war and contributing to the American victory.

Common Core State Standards: Reading Standards for Informational Text K-5

 Craft and Structure 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

 Integration of Knowledge and Ideas 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Historical Thinking Skills:

Standard 2: Historical Comprehension

I. Draw upon visual sources including engravings, paintings, and lithographs to clarify, illustrate, or elaborate upon information presented in the historical narrative.

Standard 3: Historical Analysis and Interpretation

B. Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.

Time Frame for Completing Lesson: Two 45 minute lessons

Materials:

Primary Source Images:

Ethan Allen and Captain de la Place. May 1775. The Capture of Fort Ticonderoga, New York. Copy of engraving after Alonzo Chappel, 1828-1887.

Depicts the surprise attack led by Vermonter Ethan Allen on the British at Fort Ticonderoga.

Retreat at Long Island. August 1776. Engraving by J.C. Armytage from painting by M.A. Wageman, prior to 1897. General George Washington led the successful retreat in a heavy fog across the East River from Brooklyn Heights to Manhattan, New York.

Washington at the Battle of Trenton. December 1776. Engraving by Illman Brothers. 1870, from painting by E.L. Henry. Following the crossing of the Delaware River, Washington launched a surprise attack on the Hessian troops on the day after Christmas.

The Surrender of General Burgoyne at Saratoga. October 1777. Copy of painting by John Trumbull, 1820-21. Portrays the surrender of the British General Burgoyne who offers his sword to General Horatio Gates at Saratoga.

Valley Forge – Washington and Lafayette. Winter 1777-78. Copy of engraving by H.B. Hall after Alonzo Chappel, 1828-87. Shows the hardships endured by the Continental Army during the harsh winter at Valley Forge including bitter cold, inadequate shelter, food, and clothing.

Surrender of Cornwallis at Yorktown. October 19, 1781. Copy of painting by John Trumbull, 1787. Depicts the British surrendering to French (left) and American (right) troops. These visual documents are located on the National Archives web site and can be used in a computer lab setting or printed for classroom use.

http://www.archives.gov/research/military/american-revolution/pictures/ (collection of 140 images relating to the American Revolution) http://www.archives.gov/education/lessons/revolution-images/activities.html ( lesson plan developed by David Traill, a teacher at South Fork High School in Stuart, FL)

Secondary sources:

World Book Encyclopedia or other available encyclopedia (articles can be printed from the online version)

Nonfiction books with information about the selected images are optional but helpful when available. Some examples:

Benson, Bobrick. Fight for Freedom: The American Revolutionary War. New York: Athenuem Books for Young Readers, 2004. Dolan, Edward F. The American Revolution: How We Fought the War of Independence. Brookfield, CT: Millbrook Press, 1995. Freedman, Russell. Washington at Valley Forge. New York: Holiday House, 2008. Micklos, John. Crossing the Delaware and Valley Forge: Two Wild Winters With Washington. Berkley Heights, NJ: Enslow Publishers, 2009. Murphy, Jim. The Crossing: How George Washington Saved the American Revolution. New York: Scholastic Press, 2010. (Contains an excellent analysis of the Leutze painting of Washington Crossing the Delaware on pages 84-85.) Poulakidas, Georgene. The American Revolutionary War. New York: PowerKids Press, 2006.

PowerPoint: Don’t Believe Everything You See http://www.gwleadershiplessons.org/lesson-6.html

Worksheets: Visual Document Analysis Worksheet Political Cartoon Directions

Historical Maps: Overview of Battles and Campaigns in the North Battles in Pennsylvania, New Jersey, and New York Overview of Battles and Campaigns in the South

Procedures:

Day One:

1. Open the lesson with the following drill: List three events that affected the course of the American Revolution and contributed to the American victory. 2. Allow students to discuss their ideas briefly.

3. View the PowerPoint Don’t Believe Everything You See which reveals the Leutze painting of Washington Crossing the Delaware in stages. Encourage students to answer the questions posed in the PowerPoint.

4. Model completing the “Visual Document Analysis Worksheet” using the Washington Crossing the Delaware image. Record the observations of the students and fill in additional insights as needed.

5. Each pair of students will select one of the etchings, paintings, and lithographs. Distribute one copy of the “Visual Document Analysis Worksheet” and appropriate historical map to each group.

6. The students will study the visual documents and research the event using the encyclopedias and other available nonfiction books.

7. Finally each pair of students will complete the worksheet and highlight the location of the historical event on the appropriate historical map.

Day Two:

1. Each group will create a political cartoon that represents the historical event depicted in their document from a selected perspective (point of view of the British, General Washington, the Continental Army, Ethan Allen, etc). For each document, two differing points of view will be explored.

2. Each student group will show the class the location of the event depicted in their visual document on an enlarged map of the American Colonies posted on a bulletin board. The pictures can be attached to the bulletin board display with yarn used to point out the location.

3. The student groups will share their political cartoons and discuss the particular perspective of their drawing.

4. Return to the drill and discuss the significance of the events depicted in the documents in terms of the outcome of the American Revolution.

Additional activities:

Advanced students may select additional images to analyze and research from the following list located on the National Archives web site. http://www.archives.gov/research/military/american-revolution/pictures/

Students may also print the images and post them on a timeline to display in the classroom. The timeline found on the Discover the Real George Washington” is an excellent resource to add additional events. Select the “Military Leader Theme” to locate historical events significant to the outcome of the American Revolution. http://www.discovergeorgewashington.org/ Students may further explore the perspective of a selected Revolutionary War character and create a diary entry from their point of view. An excellent source for this project: Huey, Lois Miner. Voices of the American Revolution: Stories from the Battlefields. Mankato, MN: Capstone Press, 2011.

Students with an interest in art will have the opportunity to further research their artist and their selected image (engraving, painting, or lithograph). They may pursue answers to the following questions or think of questions on their own to explore. 1. What is the medium of the image? 2. Where is the current location of the original piece? 3. What was the purpose of the artist in creating the piece? 4. Describe any inaccuracies in the image. Provide evidence to support your claim. 5. What was going on in history at the time of the creation of the image? 6. What significant events and experiences shaped the life of the artist? Visual Document Analysis Worksheet

Title:

Time / Place:

Type of picture:

Name of artist:

Study the picture for several minutes noticing the details. Imagine the picture is divided into four sections. Complete the following table to examine each part of the picture.

People: People:

Objects: Objects:

Activities: Activities:

People: People:

Objects: Objects:

Activities: Activities:

What is the significance of the event portrayed in your document in terms of the outcome of the American Revolution?

Revolutionary War Historical Map: Overview of Battles and Campaigns in the North (Home Article: American Revolution)

British strategy at first called for crushing the American revolution in the North. After 1778, the fighting shifted to the South. This map locates important battles and campaigns in the North.

World Book map

Sheidley, Nathaniel. "American Revolution." World Book Advanced. World Book, 2011. Web. 1 Aug. 2011. Revolutionary War Historical Map: Battles in Pennsylvania, New Jersey, and New York (Home Article: American Revolution)

This map locates major battles in the Revolutionary War and the routes of the Colonial and British troops. In Pennsylvania, New Jersey, and New York, Washington and the redcoats fought a seesaw campaign. The patriots lost several battles but kept on fighting

World Book map

Sheidley, Nathaniel. "American Revolution." World Book Advanced. World Book, 2011. Web. 1 Aug. 2011. Revolutionary War Historical Map: Overview of Battles and Campaigns in the South (Home Article: American Revolution)

British strategy at first called for crushing the American revolution in the North. After 1778, the fighting shifted to the South. In 1781, an American and French force defeated the British at Yorktown in the last major battle of the war. This map locates important battles and campaigns in the South.

World Book map

Sheidley, Nathaniel. "American Revolution." World Book Advanced. World Book, 2011. Web.

1 Aug. 2011. Political Cartoon Directions

Create a political cartoon that represents the historical event illustrated in your visual document. Select a perspective from the “cast of characters” portrayed in the document.

The Capture of Fort Ticonderoga Retreat at Long Island

 Colonel Ethan Allen (American)  General George Washington

 Captain de la Place (British)  Soldier from Continental Army

 Captain de la Place’s wife  Fisherman rowing boat

Battle of Trenton Valley Forge

 General George Washington  General George Washington

 Hessian soldier  Marquis de Lafayette (French)

 Soldier from Continental Army  Soldier from Continental Army

Surrender at Saratoga Surrender at Yorktown

 General John Burgoyne (British)  General Charles O’Hara (British)

 General Horatio Gates  Lt. General Rochambeau (French) (American)  General Benjamin Lincoln  British or Hessian soldier  British soldier