Why Did the British Lose the Battle of Saratoga? How Could the World’S Superpower at the Time Lose Such an Important Battle to a Seemingly Weak Opponent?
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The Time Trial of Benedict Arnold 1 National Museum of American History
The Time Trial of Benedict Arnold 1 National Museum of American History The Time Trial of Benedict Arnold Purpose By debating the legacy of Benedict Arnold, students will build reasoning and critical thinking skills and an understanding of the complexity of historical events and historical memory. Program Summary In this presentation, offered as a public program at the National Museum of American History from December 2010-April 2011, an actor portrays a fictionalized Benedict Arnold, hero and villain of the American Revolution. Arnold, in dialogue with an audience that is facilitated by an arbiter, discusses his notable actions at the Battle of Saratoga and at Valcour Island, as well as his decision to sell the plans for West Point to the British. At the conclusion of the program, audience members consider how history should remember Arnold, as a traitor, or as a hero. This set of materials is designed to provide you an opportunity to have a similar debate with your students. Included in this resource set are a full video of the program, to be used as preparation for the classroom activity, and Arnold’s conversation with the audience divided by theme, to be used with the resources offered below for your own Time Trial of Benedict Arnold. A full version of the program is available here. [https://vimeo.com/129257467] Grade levels 5-8 Time Three 45 minute periods National Standards National Center for History in the Schools: United States History Standards; Era 3: Revolution and the New Nation (1754-1820s); Standard 2: The impact of the American Revolution on politics, economy, and society Common Core Standards for Literacy in History and Social Studies: Speaking and Listening Standards Comprehension and Collaboration, standard 1: Grades 6-8: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly. -
The Battle of Saratoga to the Paris Peace Treaty
1 Matt Gillespie 12/17/03 A&HW 4036 Unit: Colonial America and the American Revolution. Lesson: The Battle of Saratoga to the Paris Peace Treaty. AIM: Why was the American victory at the Saratoga Campaign important for the American Revolution? Goals/Objectives: 1. Given factual data about the Battle of Saratoga and the Battle of Yorktown, students will be able to describe the particular events of the battles and how the Americans were able to win each battle. 2. Students will be able to recognize and explain why the battles were significant in the context of the entire war. (For example, the Battle of Saratoga indirectly leads to French assistance.) 3. Students will be able to read and interpret a key political document, The Paris peace Treaty of 1783. 4. Students will investigate key turning points in US history and explain why these events are significant. Students will be able to make arguments as to why these two battles were turning points in American history. (NYS 1.4) 5. Given the information, students will understand their historical roots and be able to reconstruct the past. Students will be able to realize how victory in these battles enabled the paris Peace Treaty to come about. (NCSS II) Main Ideas: • The campaign consists of three major conflicts. 1) The Battle of Freeman’s farm. 2) Battle of Bennington. 3) Battle of Bemis Heights. • Battle of Bennington took place on Aug. 16-17th, 1777. Burgoyne sent out Baum to take American stores at Bennington. General Stark won. • Freeman’s farm was on Sept. -
Inquiry – Benedict Arnold
Inquiry – Benedict Arnold Hook discussion question: What is betrayal? The discussion must touch on themes of loyalty and trust. Other themes may include ethics and morality. Hook visual: Presentation formula Previous Unit: The Revolutionary War will be in progress. Saratoga (1777) should have been covered. This Unit: Narrative story to present a skeletal overview of the events. Then introduce the documents, to add “muscle” to the events. Next Unit: The Revolutionary War topic will continue and be brought to conclusion. Post-Lesson Discussion prompts 1. How should we go about weighing the good someone does against the bad? At what point is one (good/bad) not balanced by the other? 2. After the war, for what reasons might the British trust or not trust Benedict Arnold? 3. In the years following the war, America tried to get England to hand over Benedict Arnold to American authorities. Should the British give him up? Why yes/no? 4. One thing missing from the discussion of betrayal and loyalty is the concept of regret. How might this relate to Arnold, Washington and others, and by what means might it be expressed? 5. How likely (or not) would it be today for one of America’s top Generals to engage in a similar traitorous act? 6. To what extent would it matter if it is a General betraying the country or a civilian acting in a traitorous manner…should these be viewed in a similar light? 7. To what extent can a person be trusted again once they have already broken your trust? 8. -
The Impact of Weather on Armies During the American War of Independence, 1775-1781 Jonathan T
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2011 The Force of Nature: The Impact of Weather on Armies during the American War of Independence, 1775-1781 Jonathan T. Engel Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES THE FORCE OF NATURE: THE IMPACT OF WEATHER ON ARMIES DURING THE AMERICAN WAR OF INDEPENDENCE, 1775-1781 By JONATHAN T. ENGEL A Thesis submitted to the Department of History in partial fulfillment of the requirements for the degree of Master of Arts Degree Awarded: Spring Semester, 2011 The members of the committee approve the thesis of Jonathan T. Engel defended on March 18, 2011. __________________________________ Sally Hadden Professor Directing Thesis __________________________________ Kristine Harper Committee Member __________________________________ James Jones Committee Member The Graduate School has verified and approved the above-named committee members. ii This thesis is dedicated to the glory of God, who made the world and all things in it, and whose word calms storms. iii ACKNOWLEDGEMENTS Colonies may fight for political independence, but no human being can be truly independent, and I have benefitted tremendously from the support and aid of many people. My advisor, Professor Sally Hadden, has helped me understand the mysteries of graduate school, guided me through the process of earning an M.A., and offered valuable feedback as I worked on this project. I likewise thank Professors Kristine Harper and James Jones for serving on my committee and sharing their comments and insights. -
Environment and Culture in the Northeastern Americas During the American Revolution Daniel S
The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library Spring 5-11-2019 Navigating Wilderness and Borderland: Environment and Culture in the Northeastern Americas during the American Revolution Daniel S. Soucier University of Maine, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/etd Part of the Canadian History Commons, Environmental Studies Commons, Military History Commons, Nature and Society Relations Commons, Other History Commons, and the United States History Commons Recommended Citation Soucier, Daniel S., "Navigating Wilderness and Borderland: Environment and Culture in the Northeastern Americas during the American Revolution" (2019). Electronic Theses and Dissertations. 2992. https://digitalcommons.library.umaine.edu/etd/2992 This Open-Access Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. NAVIGATING WILDERNESS AND BORDERLAND: ENVIRONMENT AND CULTURE IN THE NORTHEASTERN AMERICAS DURING THE AMERICAN REVOLUTION By Daniel S. Soucier B.A. University of Maine, 2011 M.A. University of Maine, 2013 C.A.S. University of Maine, 2016 A THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in History) The Graduate School University of Maine May, 2019 Advisory Committee: Richard Judd, Professor Emeritus of History, Co-Adviser Liam Riordan, Professor of History, Co-Adviser Stephen Miller, Professor of History Jacques Ferland, Associate Professor of History Stephen Hornsby, Professor of Anthropology and Canadian Studies DISSERTATION ACCEPTANCE STATEMENT On behalf of the Graduate Committee for Daniel S. -
The Revolution Part 7 Guide.Pdf
THE HISTORY CHANNEL® PRESENTS The Revolution: Treason and Betrayal Part 7 of a 13 part original series The American Revolution laid the foundation for the success of the United States, yet the viability of the nation was not always imminent and the quest for liberty was no simple endeavor. As the Colonists found themselves becoming increasingly independent, the fiercest and most powerful army in the world stood between them and a free, independent, sovereign America. Small skirmishes between colonists and representatives of the British throne escalated in 1775. In order to pacify what he viewed as a small rebellion, the King sent a contingent of Red Coats from the seemingly omnipotent British Army across the Atlantic Ocean. However, as the days and months progressed, the Red Coats, their military leaders and King George III himself eventually realized the ferocity, courage and collective will of the colonists they faced. The Revolution: Treason and Betrayal begins on July 4th, 1778, the second anniversary of the Declaration of Independence and a day of celebration for the Continental soldiers. Having proven their mettle at the Battle of Monmouth, the soldiers and their general, George Washington, have a renewed sense of confidence. The following year, however, will test the strength and patience of this army. Rumors of treason, the added threat of the Iroquois Nation, and the failure of the French Fleet to successfully reach the Colonies all serve to weaken the Continental Army. How will Washington maintain morale and recruit new soldiers against this adversity? Curriculum Links The Revolution: Treason and Betrayal would be useful for high school and middle school classes on United States History, Military History, European History, and Colonial History. -
Tactical Implementation of Strategic Guidance During the American Revolutionary War: Pedagogical Application for Classroom Use Ryan Menath
University of North Dakota UND Scholarly Commons Theses and Dissertations Theses, Dissertations, and Senior Projects January 2018 Tactical Implementation Of Strategic Guidance During The American Revolutionary War: Pedagogical Application For Classroom Use Ryan Menath Follow this and additional works at: https://commons.und.edu/theses Recommended Citation Menath, Ryan, "Tactical Implementation Of Strategic Guidance During The American Revolutionary War: Pedagogical Application For Classroom Use" (2018). Theses and Dissertations. 2285. https://commons.und.edu/theses/2285 This Dissertation is brought to you for free and open access by the Theses, Dissertations, and Senior Projects at UND Scholarly Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. TACTICAL IMPLEMENTATION OF STRATEGIC GUIDANCE DURING THE AMERICAN REVOLUTIONARY WAR: PEDAGOGICAL APPLICATION FOR CLASSROOM USE by Lieutenant Colonel Ryan Thomas Menath Bachelor of Science, United States Air Force Academy, 2001 Master of Arts, American Military University, 2012 A Final Project Submitted to the Graduate Faculty of the University of North Dakota in partial fulfillment of the requirements for the degree of Doctor of Arts Grand Forks, North Dakota May 2018 The views expressed in this article are those of the author and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the U.S. Government. -
Valiant Ambition: George Washington, Benedict Arnold, and the Fate of the American Revolution
Valiant Ambition: George Washington, Benedict Arnold, and the Fate of the American Revolution Benedict Arnold was a talented military strategist who had led forces to victories at Fort Ticonderoga, on Lake Champlain, at Fort Stanwix, and in the battle of Saratoga. While recognizing Arnold’s abilities, George Washington feared that the young officer was at times too bold on the battlefield. Washington cautioned him in March 1777, “Unless your strength and circumstances be such, that you can reasonably promise yourself a moral certainty of succeeding, confine yourself in the main to a defensive opposition”. Seven months later, at the Second Battle of Saratoga at Bemis Heights near the Hudson River, Arnold so recklessly waved his sword that it pierced the head of an American officer. Hours later, he led a charge of riflemen that proved to be decisive in winning the battle. Upon demanding the enemy’s surrender, a German soldier fired a musket ball into Arnold’s leg, killing his horse. According to Philbrick, the war effort was marred by division in the colonies, an incompetent Congress under the Articles of Confederation, and weak executive power. In February 1778, Washington authored a plan to reorganize the Army but its implementation was slow. He told Congress of the harsh conditions his men faced, often being poorly clothed and sleeping “under frost and snow”. They displayed a “patience and obedience which could scarce be paralleled”. Throughout the war, Congress possessed the power to name officers. In 1777, when Benedict Arnold was denied promotion to Major General, Washington feared that he would overreact. -
The American Headquarters for the Battle of Saratoga David R
Northeast Historical Archaeology Volume 17 Article 2 1988 The American Headquarters for the Battle of Saratoga David R. Starbuck Follow this and additional works at: http://orb.binghamton.edu/neha Part of the Archaeological Anthropology Commons Recommended Citation Starbuck, David R. (1988) "The American Headquarters for the Battle of aS ratoga," Northeast Historical Archaeology: Vol. 17 17, Article 2. https://doi.org/10.22191/neha/vol17/iss1/2 Available at: http://orb.binghamton.edu/neha/vol17/iss1/2 This Article is brought to you for free and open access by The Open Repository @ Binghamton (The ORB). It has been accepted for inclusion in Northeast Historical Archaeology by an authorized editor of The Open Repository @ Binghamton (The ORB). For more information, please contact [email protected]. The American Headquarters for the Battle of aS ratoga Cover Page Footnote The er cent excavations within Saratoga National Historical Park were initiated at the request of Dick Ping Hsu, Archaeologist for the North Atlantic Region of the National Park Service. Each season of excavation was jointly sponsored by the Park and by Rensselaer Polytechnic Insitute, and over 30 students and volunteers participated in 1985 and 1986. The ts aff of the aP rk assisted greatly in coordinating field work, most notably S. Paul Okey, Park Historian, W. Glen Gray, Park Superintendent, William Gibson, former Park Ranger, and William Bazan, Chief of Maintenance. Encouragement also came from the Price and Burdyl families, former owners of the excavation site. This article is a revision of a paper presented at the 1986 annual meeting of the Council for Northeast Historical Archaeology. -
A Turning Point Americans and Why They Were Fought Into the Gun’S KEY QUESTION Why Has Saratoga Been Called a “Turning Point”? Where They Were
CHAPTER 7 • SECTION 1 GEOGRAPHY for the British. Burgoyne realized that N War in the North 1777 Quebec the countryside was rising up against W E e . him. It was a lesson that other British CClicklick herehere yn e R CClicklick herehere to see the interactive map go nc r re S generals would soon learn: they were @ ClassZone.com u w B a . L not simply fighting an enemy army, St American forces GEOGRAPHY Montreal they were fighting an entire people. British forces 050100 miles War in the North 1777 American victory Britain’s Strategy Unravels Burgoyne 0 50 100 kilometers r CLASSZONE.COM ge still looked forward to the rendezvous, e British victory L Lake t. S Champlain or meeting, with St. Leger and Howe Connect Geography History MAINE in Albany. But on August 4, Burgoyne N.H. (Mass.) Ft. Ticonderoga, received a message that Howe would Lake July 6, 1777 ANALYZE Point out that the British, now in Ontario not be coming north; instead, he had Ft. Oswego M Saratoga, control of the strategic port city of New York, o Sept.–Oct., 1777 h a decided to try to capture Philadel- Oriskany, wk R. Bennington, shifted the battlefront to the inland frontier. Aug. 1777 phia—where the Continental Congress A Aug. 16, 1777 rno Ask students to consider what geographical ld Albany met. “Success be ever with you,” wrote NEW YORK Gates . MASS. Boston Howe. Yet Burgoyne needed Howe’s obstacles the troops might encounter in these R n o soldiers, not his good wishes. regions. (The areas were rough, mountainous, s PENNSYLVANIA d u CONN. -
The Battle of Saratoga and the Case of Benedict Arnold by Ushistory.Org, Adapted by Newsela Staff on 06.07.19 Word Count 1,024 Level 1030L
The Battle of Saratoga and the case of Benedict Arnold By USHistory.org, adapted by Newsela staff on 06.07.19 Word Count 1,024 Level 1030L The surrender of British General John Burgoyne as painted by John Trumbull in 1822. Depicted at center, General Burgoyne surrenders to Continental General Horatio Gates, who refused to take his sword. The American victory at Saratoga in New York on October 17, 1777, was a turning point in the Revolutionary War as it prevented the British from dividing New England from the rest of the states. The painting hangs in the U.S. Capitol Rotunda. Image courtesy of The United States Architect of the Capitol The Battle of Saratoga proved to be a major turning point of the Revolutionary War. In October 1777, American forces defeated a major British campaign in New York, giving the American cause an important victory at a crucial time. Divide And Conquer British General John Burgoyne had presented a divide-and-conquer strategy to ministers in London. His plan was to attack the American colonies from Canada by advancing down the Hudson Valley. There, he would be joined by Sir William Howe bringing British troops from New Jersey and New York City. If all went well, they might crush the American forces between them. Burgoyne believed that this bold move would isolate New England from the other American colonies. It would also give British forces command of the Hudson River. A big victory might also This article is available at 5 reading levels at https://newsela.com. cause the Americans to lose hope, as well as scaring off potential allies, especially France, Britain's longtime enemy. -
Social Studies 7: Inquiry Based Lesson Compelling Question: Should a Traitor Be Erased from History?
Social Studies 7: Inquiry Based Lesson Compelling Question: Should a traitor be erased from history? Using primary and secondary sources students will participate in a day long activity where they will culminate in making the decision of whether or not Benedict Arnold has earned his place on the Saratoga Monument and if he should be named on the boot monument. Anticipatory Set (5 minutes) Begin the class by displaying the two attached websites and reading through them with the class Visit the attached website to read the background on the famous monument to Arnold’s leg: http://www.pbs.org/ktca/liberty/popup_arnoldsleg.html Visit the attached website to read the background on the Saratoga Monument: http://www.nps.gov/sara/learn/photosmultimedia/saratoga-monument-virtual-tour-part-3.htm Print out enough of the images for each student to have one. Pass out the images of the two different monuments. Stations Activity (35 minutes) Set up your classroom with five different stations. One will need to have access to electronic equipment able to play a youtube video clip. Print out enough copies of each of the stations activity information sheets for each student to have one to look at when they are at the station. (Class of 20, 5 stations, 4 copies needed) Label the stations with numbers and put the copies in the middle of the table. Print out enough of the questions packets for each student to have one. Set up a timer where students will have roughly 7 minutes at each station. If they aren’t quite finished, have them move along anyway.