Accessible Section 508 Format American Soldiers of the Battle Of

AMERICAN SOLDIERS OF THE BATTLE OF GUILFORD COURTHOUSE TRAVEL TRUNK LESSON

Introduction When your students visit Guilford Courthouse National Military Park, they will learn about the two different types of American soldiers who fought at this battle: militiamen and the Continental Army. This lesson uses historic pictures (primary sources), reproduction uniforms, and vocabulary to prepare your students with the basics of the American Army before visiting the site of the Battle of Guilford Courthouse. With these uniforms, the students can learn about the materials themselves, what it was like to wear them, and learn about the different experiences of these two types of American soldiers. The images used for this lesson are included in the document; however, we strongly suggest you use the accompanying PowerPoint to project the images at a larger scale in the classroom.

North Carolina Standards Addressed

Essential Standard Clarifying Objectives

4.H.1 Analyze the chronology of key 4.H.1.4 Analyze how North Carolina’s role in major historical events in North Carolina conflicts and wars from the Pre-Colonial period history through Reconstruction

R.1.4.3 Explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Time 20 - 30 minutes Goal  To introduce students to historic figures before visiting Guilford Courthouse National Military Park for a field trip.  To implement critical thinking and collaboration by the students by identifying and distinguishing the two types of American soldiers, through analysis of the uniform and tools.  To expand vocabulary. Learner Students will be able to distinguish the appearance and roles of a Militia Outcomes soldier and an American Continental soldier. Essential  I can identify new vocabulary related to North Carolina’s role in the Question / American Revolution. Statement  I can identify and distinguish the difference between a Continental Soldier and a militia soldier.  I can explain what their different experiences were like.  I can apply what I learned to a field trip to Guilford Courthouse National Military Park or any American Revolution battlefield.

Travel Trunk is property of: Guilford Courthouse National Military Park This project was made possible by a grant from the National Park Foundation through generous support of partners like Disney, the lead sponsor of Open Outdoors for Kids, and donors across the country. Page 1 of 14

Essential Vocabulary Your students will analyze these terms and definitions as they analyze the pictures, clothes, and tools. The vocabulary is listed with the pictures, or in the directions associated with the reproduction materials. Cartridge A soldier stored his black powder ammunition in a leather pouch to keep it dry. box Black Explosive charge used as gunpowder during the American Revolution. When powder fired, the powder would make large clouds of smoke and cover the battlefield, making it difficult to see. All 18th century guns used black powder. Artillery Artillery soldiers fired cannonballs or grapeshot of different weights from cannons at long distances to hit large numbers of the enemy. Musket The most important weapon in the American Revolution. Most soldiers used this type of gun. The musket has a smooth bore, which means the ball ricochets in the barrel. It was hard to pick a target at further than 60 yards. In the American Revolution, an army fought in groups of men at a close range, and when a group of muskets fired, a wall of lead hit the enemy. Rifle This type of gun was not as commonly used as a musket. The inside of a rifle has grooves that spin the bullet. This meant the soldier can pick a target, unlike with a musket. However, the rifle took longer to load, which was not effective on a battlefield. Bayonet A sharp weapon on the end of a musket, used for stabbing, commonly used by professional soldiers, not militiamen. Haversack A linen bag used by a soldier to carry his food rations and eating utensils.

Canteen Made of wood or tin, used by a soldier to carry water.

General The highest officer rank in the army. George Washington was the General of the American Army. Major A rank below a General, but trusted enough to command an entire army General separate from the General. Nathanael Greene was a Major General. Militiaman A farmer or tradesman (like a blacksmith) who joined a state-raised army for (mə-ˈli-shə) three months to fight in the American Revolution. The age requirement for enlistment was 16 – 60 years old. The state governor or commanding general called regiments of a militia up for service. Hunting A field garment worn by men in the colonial era for hunting. Worn by militia Frock units because this was everyday clothing a man would have and he would wear this while serving a three-month service. Continental A professional soldier who served for more than three years in the United States Army under General George Washington, or Major General Nathanael Greene. In the last phase of the war, General Washington split the Continental Army between the North and the South. Nathanael Greene led the Southern Campaign of the American Revolution. Uniform A standard outfit for soldiers. In 1779 George Washington no longer used hunting frocks for the US Army, instead each region had an official uniform modeled after the British uniform, but with opposite colors. Regiment A unit/group of soldiers, made up of 400-500 men.

Overview for Teachers to review before teaching lesson to students On March 15, 1781, the largest battle of the Southern Campaign was fought, the Battle of Guilford Courthouse. Major General Nathanael Greene, with an army of almost 4,500 American militia and Continental soldiers, defended the ground at the small backcountry hamlet of Guilford Courthouse against Lord Charles Earl Cornwallis’ small British army of 1,900 veteran regulars and German Hessians. Nathanael Greene used two different types of soldiers in this battle, militia and Continental. What is the difference between these two? The difference breaks down to professional experience and length of service.

A militiaman is a civilian, or someone who does not enlist in the Continental Army as a profession. In modern times, we do not use a militia because we have a standard professional Army. These militiamen’s everyday occupation or job was a farmer or tradesman, like a blacksmith, tanner, or anyone who makes a product. Freed African men or enslaved African men were subject to militia service, as you will see in the movie Another Such Victory during the field trip. Militiamen were the defense on the home front and the first type of soldier to fight in the American Revolution. These men, age 16 through 60 would practice in drills to learn how to fire their weapons and make battle formations. However, this did not mean that they were reliable in war, but the generals needed their numbers to support the Continental Army. A militiaman would take his own clothes, weapons, and ammunition to a battle. He would serve for three-month tours of duty, and then return home to work on his farm or business, or in the case of enslaved men, return to slavery.

The Continental soldier served in US Army, fighting in the ranks that supported General George Washington, or Major General Nathanael Greene, or many other commanders. General George Washington created this regular army to “supplement, if not replace, the local militia system.” Washington wanted professional, trained soldiers who “could meet the British and their German auxiliaries in the field on equal terms,” and this took several years.1 The average Continental soldier was a “young, unmarried man with no property,” and they “enlisted for three years – or the duration of the war.”2 Several units recruited freed African slaves. You can compare modern soldiers who enlist as a profession or for several years to the American Continental soldier of the American Revolution.

1 Digby Smith and Kevin F. Kiley, An Illustrated Encyclopedia of Uniforms of the American Revolution, 1775-1783, (London: Lorenz Books, 2008), 58. 2 Exhibit wall text, Soldiers, Continentals, Guilford Courthouse National Military Park, Greensboro, N.C. Travel Trunk is property of: Guilford Courthouse National Military Park This project was made possible by a grant from the National Park Foundation through generous support of partners like Disney, the lead sponsor of Open Outdoors for Kids, and donors across the country. Page 3 of 14

Part 1 – Introducing ideas about military today and in the past Begin the program by asking your students if they have family who are serving in our military, and then pull out the piece of camouflage, the students will most likely recognize this.

The following is a guided conversation you can have with your students:  Why does the military use camouflage today? o Answer: to hide from the enemy  What kind of technology can the military use to make it easy to find someone? o Answer: any array of tools such as binoculars, scopes, drones, etc.  During the American Revolution, military technology was completely different than what is used today, which means that the uniforms soldiers wore are different from what soldiers wear today.

Vocabulary - Black powder Weapons on the battlefield Show Slide # 2 - Direct the students to read the vocabulary 1. Black powder - Explosive charge used as gunpowder during the American Revolution. When fired, the powder would make large clouds of smoke and cover the battlefield, making it difficult to see. All 18th century guns used black powder. 2. Artillery - Artillery soldiers fired cannonballs or grapeshot of different weights from cannons at long distances to hit large numbers of the enemy. The British and American armies at the Battle of Guilford Courthouse used 3-pounder and 6-pounder cannons.

Discussion points with students about image:  Black powder produces a lot of smoke, and that makes it hard to see on a battlefield.  Colorful uniforms can help a commander or soldier identify friend or enemy on the battlefield through the smoke.

i [Image description: Historic painting of battlefield in American Revolution: dark smoke clouds from cannon and musket fire fill the top of the painting, hanging over the American soldiers (in blue in the foreground) and British soldiers (in red in the rear). Focus of painting is the artillery crew of five men firing a cannon) and commanders on horses behind them.]

Show Slide #3 - Direct the students to read the vocabulary 1. Musket - The most important weapon in the American Revolution. Most soldiers used this type of gun. The musket has a smooth bore, which means the ball ricochets in the barrel. It was hard to pick a target at further than 60 yards. In the American Revolution, an army fought in groups of men at a close range, and when a group of muskets fired, a wall of lead hit the enemy.

2. Rifle - This type of gun was not as commonly used as a musket, but could be used by militiamen. The inside of a rifle has grooves that spin the bullet. This means the soldier can pick a target, unlike with a musket. However, the rifle took longer to load, which was not effective on a battlefield. A rifle may look similar to a musket, but it is different inside.

Discussion points with students about image:  The musket is a large, cumbersome, inaccurate weapon. A soldier would have to stand with a group of other soldiers, fire at the same time, to create a wall of lead that would hit another group. Modern soldiers today can fire accurately and quickly while lying down and hiding while camouflaged.  Look at the image of the battlefield with the soldiers in groups. This is how they would have fought to effectively hit their enemy using a musket.

ii [Image description: 18th century Musket gun sitting with butt of gun as the focus. Gun has a brass plate, and metal pieces such as flintlock and trigger. Item is made of wood and iron]

Part 2 – Primary Source Analysis Show Slide #4 – Direct one or two students to read the title of the document, and then the quote aloud.

[Major General Nathanael Greene] To Colonel Henry Lee, Jr. Camp at High Rock Ford [N.C.] March 9, 1781 9oClock PM “I am vexed to my soul with the Militia, they desert us by hundreds nay by thousands. I am now waiting for General Caswell and the Continental troops to join us; which will not take place until tomorrow Night, nor can we organnise the Army sooner. After which we shall march in pursuit of the enemy as soon as possible, tho our force will not be very respectable.”iii

(Use these questions to guide your students to analyzing the primary source; you can do so on the white board, or the students can write it down on paper) Background information to share with students before analyzing the document: The Battle of Guilford Courthouse takes place on March 15, 1781. Greene and Cornwallis forces meet on this date after Cornwallis pursues Greene across North Carolina. Question Answer 1. Who wrote this document? Major General Nathanael Greene 2. Who would have read it? Colonel Henry Lee Jr. 3. What type of document is this? A letter 4. When was the document March 9, 1781 at 9:00PM written? 5. When will the Battle of March 15, 1781. Greene does not set the date for the Guilford Courthouse take place? battle, but he knows that he will be facing Cornwallis soon. 6. What do the brackets [ ] mean? This is an edit by the historian who read the primary source, and wanted to make a point clearer or give information about what was missing. The historians who found this document knew Greene wrote it, because they found it with a group of his other papers, but his signature was torn from the paper, so we put his name in brackets so you could know who the author was. 7. What is the document saying? General Greene is concerned that he will not have What do you think is enough militia soldiers to fight the British. He counted interesting, surprising, or hard on the militia to increase the size of his army, but to understand about it? militiamen were only required to serve for three months. “They desert us” means they are leaving to go home to their farms and their service is over.

8. Are there any words you do not Some potential answers: vexed, desert, organnise know? Discuss them. [organize, this is Greene’s spelling of the word], pursuit, respectable. 9. How many groups are Two: Militia and Continental troops. mentioned in this document? Reflect with the students about Greene’s attitude towards the militia. Does he feel like he can rely on them? What is his biggest concern?

Part 3 – Militiamen and the Hunting Frock Vocabulary Militiaman Show Slide #5 (Pictures are a combination of slide 6 & 7) Questions to ask your students, Correct Answer and let them brainstorm the (to discuss as you show them the hunting frock) possibilities. 1. Can you describe who these Students will guess soldiers; the correct term is men are? “militiamen.” Some may say “minutemen” but this is not correct because Minutemen are a specific group in New England 2. How can you tell they are Carrying a gun soldiers? 3. What does it look like they are Students will say shirt or armor (not armor) the correct wearing? answer is a “Hunting Frock” 4. What do you think their shirts Cotton Canvas or Linen – natural fibers (there was no are made of? polyester back then) 5. Why do you think there are The cape around the shoulders shed rain and kept it from different layers on the cloth? soaking through to the interior. 6. What are they holding? A musket and bayonet

Directions: Take Hunting Frock (brown shirt with cape around shoulders) out of trunk and show to students as you discuss the history listed below.  Give your students an opportunity to handle the frock and explore how it feels. Through touch, they will learn that it is made out of cotton canvas.  Compare the hunting frock to the two images above to help them draw parallels.  These are the clothes of the average colonial man, so if your students were to join the militia, this is what they would be wearing.

History of Hunting Frock to tell students (Can read verbatim) 1. At the beginning of the American Revolution, General George Washington relied on militia soldiers to fight in Boston. The militiamen represented their states, and were not a standard army. Militiamen wore their civilian clothing, meaning their everyday clothes. 2. George Washington thought the hunting frock “was comfortable, smart-looking and could be dyed in any color. It could also camouflage whether or not a unit was militia or regular, state or Continental to the confusion of the British.”3 Washington wanted “the entire Continental Army uniformed in hunting shirts, but that never came to pass.”4 3. The hunting frock and similar civilian clothing remained a militia garb, while Continental soldiers adopted a standardized uniform similar to other professional armies.

3 Digby Smith and Kevin F. Kiley, An Illustrated Encyclopedia of Uniforms of the American Revolution, 1775-1783, (London: Lorenz Books, 2008), 48. 4 Ibid, 58. Travel Trunk is property of: Guilford Courthouse National Military Park This project was made possible by a grant from the National Park Foundation through generous support of partners like Disney, the lead sponsor of Open Outdoors for Kids, and donors across the country. Page 7 of 14

Show Side #6 - Direct the students to read the vocabulary 1. Militiaman - A farmer or tradesman (like a blacksmith) who joins a state raised army for three months to fight in the American Revolution. The age requirement for enlistment was age 16 – 60 years old. The state governor or commanding general calls regiments of a militia up for service. 2. Hunting Frock - A field garment worn by men in the colonial era for hunting. Worn by militia units because this was everyday clothing a man would have and he would wear this while serving a three-month service.

iv [Image description: A watercolor painting of a Virginia rifleman. The man is standing behind a tree, in front of a split rail fence, with a house in the background. The man is looking behind himself while he holds a rifle as if ready to fire. He is wearing a tan hunting frock and breeches. He has a powder horn, canteen, and haversack with saying “Death or Liberty.” He is wearing a brown felt hat. He has long black hair.]

Show Slide #7- Direct the students to read the vocabulary (Rifle is not listed on the PowerPoint because this is not that common of a weapon, though we have provided the definition in case your students ask about it. The musket is the predominant weapon of the American Revolution.)

1. Musket - The most important weapon in the American Revolution. Most soldiers used this type of gun. The musket has a smooth bore, which means the ball ricochets in the barrel. It was hard to pick a target at further than 60 yards. In the American Revolution, an army fought in groups of men at a close range, and when a group of muskets fired, a wall of lead hit the enemy. 2. Rifle - This type of gun was not as commonly used as a musket. The inside of a rifle has grooves that spin the bullet. This means the soldier can pick a target, unlike with a musket. However, the rifle took longer to load, which was not effective on a battlefield. 3. Bayonet – this was not a common weapon for a militiaman. A bayonet (bay·o·net) is a sharp weapon on the end of a musket, used for stabbing, commonly used by professional soldiers. These soldiers are wearing a hunting frock like a militiaman, but they are actually Continental Soldiers before George Washington created a uniform.

v [Image description: Three paintings in one depict four soldiers of the Continental Army in the early phases of the American Revolution, wearing hunting frocks. On the left is a man facing forward in a white hunting frock (a white shirt that clasps in the front with a fringed cape over shoulders, and fringe on arms and lapel.) The center painting is of two militiamen in blue and white hunting frocks, both wearing brown rectangular cartridge boxes to hold their ammunition. One is wearing shoes and the other is barefoot. The soldier on the left is also wearing a hunting frock and is facing sideways to show reader the side of the uniform.) All four militiamen are wearing pointed black hats in shape of triangle, with red or off-white feather. Each is holding a musket with a bayonet.]

Part 4– US Continental Soldier Vocabulary Continental Soldier Show Slide #8- Direct the students to read the vocabulary 1. Continental - A professional soldier who serves for more than three years in the United States Army under General George Washington, or Major General Nathanael Greene. Continental soldiers wore professional uniforms similar in style to other European countries. This would involve a coat and breeches In the last phase of the war, General Washington split the Continental Army between the North and the South. Nathanael Greene led the Southern Campaign of the American Revolution.

vi [Image description: Four soldiers of the American Revolution at Yorktown (from left to right) – Black Rhode Island Regiment Continental, Continental soldier in brown and red from mid-Atlantic colony, militia man in hunting frock with musket and tomahawk, Artilleryman in blue and red with linstock, depicted by Jean-Baptiste-Antoine de Verger.]

Questions to ask your students, Correct Answer and let them brainstorm the possibilities. 1. Can you identify the Yes, he is the third soldier from the left. militiaman? 2. What are the two soldiers Musket and Bayonet on the right holding? 3. What is the soldier in blue Students most likely will not know, but that is ok! This is a holding? device used to light cannon called a “linstock.” The soldier is an artilleryman, he would be in charge of operating and firing a cannon.

Additional historical points:  The African American soldier on the left is a light infantryman of the first Rhode Island Regiment. Some free African Americans (not enslaved) served in the American Revolution.

Show Slide #9 and take the Blue Continental Uniform from the trunk 1. Uniform - A standard outfit for soldiers. In 1779 George Washington no longer used hunting frocks for the US Army, instead each region had an official uniform modeled after the British uniform, but with opposite colors. This Continental Soldier is from Delaware. This region of the country has red facings on a blue coat. 2. Musket - The most important weapon in the American Revolution. Most soldiers used this type of gun. The accuracy of the firing range was 60 yards. In the American Revolution, an army fought in groups of men at a close range.

History of Continental Uniform to tell students Unlike the United States Army today where every soldier wears the same style uniform but a different patch to state his unit or regiment, Continental soldier uniforms differed based on the region or regiment they were enlisted. This image shows three types of Continental Soldiers. The coat associated with this image is the blue coat with red facings, worn by soldiers in the mid- Atlantic region such as Delaware and Maryland. Questions to ask your students, Correct Answer and let them brainstorm the possibilities. 1. How does the hunting frock  Made of different fabric (wool) differ from the Continental  Blue and red, not brown uniform in the trunk (Hold up  Looks professional uniform to picture and let  Has a lot of buttons students analyze it)  Has hearts on the back (this is a common motif of the time, just as people like to draw hearts today)  It is heavier 2. What do you think all of the Soldiers would have unbuttoned one side of the red facing buttons are for? and put the loops over the other buttons to button their coat in the winter. Zippers did not exist!

vii [Image description: An American Revolution Continental Soldier wears a blue uniform with red facing on the lapels. He wears a tricorn hat (three corners) with yellow trim. He carries a musket, bayonet, haversack, and knapsack, and canteen. He wears white pants and black shoes. Standing on grass and dirt. The Continental uniform is of a soldier from Delaware or Maryland.]

Show Slide #10 and place last three items on the table/in front of students

Directions: In the travel trunk are three accoutrements (soldier’s equipment) read the following definition and use the clues to match the item to the vocabulary term!

Cartridge Box – A soldier stored his black powder ammunition in a leather pouch to keep it dry.

Haversack – A linen bag used by a soldier to carry his food rations and eating utensils

Canteen – Made of wood or tin, used by a soldier to carry water.

Note to teacher: There is a demonstration black powder cartridge in the haversack. While the cartridge would go in the cartridge box, the demonstration piece is too big to fit. Do not attempt to cram it into the holes, but please show the cartridge with the cartridge box to show them the association.

Endnotes i Image Citation: Mercer, William. “The Battle of Princeton – January 3, 1777.” Painting. 1777. Kent Museum of Philadelphia – Historical Society of Pennsylvania. Image Available: “18th Century Material Culture, The American Artillery slideshow,” The 18th Century Material Culture Resource Center, accessed 11/15/2018, https://www.scribd.com/document/266333903/Military-Artillery-American. ii Artifact Citation: American “Committee of Safety” Musket. 1770s. Skinner-Bill Ahern Collection. Image Available: “18th Century Material Culture American Military Firearms.” The 18th Century Material Culture Resource Center. Accessed 11/15/18. https://www.scribd.com/document/374985653/Military-Arms-Accoutrements-Firearms- American-Military-Firearms. iii Greene, Nathanael. “Major General Nathanael Greene to Colonel Henry Lee, Jr., March 9, 1781, 9oClock PM.” In The papers of General Nathanael Greene, Volume VII, edited by Richard K. Showman, 415. Chapel Hill: The University of North Carolina Press, 1994. iv Image Citation: Mansergh, Richard St. George. “Virginia Rifleman during the Philadelphia Campaign.” Watercolor illustration. 1777. From the Richard St. George Masergh Collection, Harlen Crown Library. Image Available: “18th Century Material Culture, The Hunting Shirt Slideshow.” The 18th Century Material Culture Resource Center. Accessed 10/14/2018. https://www.scribd.com/document/260322561/Military-Hunting-Shirts . v Image Citation: Henning, Christian. “Wahrhafte Abbildung der Soldaten des Congresses in Nordamerica. Nach der zeichnung eines deutschen officers.” Ann S.K. Brown Collection, Brown University. Image Available: “18th Century Material Culture, the Hunting Shirt Slideshow.” The 18th Century Material Culture Resource Center. Accessed 10/14/2018. https://www.scribd.com/document/260322561/Military-Hunting-Shirts . vi Image Citation: De Verger, Jean-Baptiste-Antoine. “United States Troops at Yorktown.” Illustration. 1781. From Ann S.K. Brown Collection, Brown University.

Image Available: “18th Century Material Culture, The Hunting Shirt Slideshow.” The 18th Century Material Culture Resource Center. Accessed 10/14/2018. https://www.scribd.com/document/260322561/Military-Hunting-Shirts. vii Troiani, Don. “Delaware Continental.” Watercolor and gouache. Accessed 11/17/2018. http://www.dontroiani.com/gallery.shtml

Bibliography

Showman, Richard K. and Dennis M. Conrad. The Papers of Nathanael Greene, Volume VII, 26 December 1780 – 29 March 1781. Chapel Hill: The University of North Carolina Press, 1994.

Smith, Digby and Kevin F. Kiley. An Illustrated Encyclopedia of Uniforms of the American Revolution, 1775-1783. London: Lorenz Books, 2008.

Troiani, Don. “Delaware Continental.” Watercolor and gouache. Accessed 11/17/2018. http://www.dontroiani.com/gallery.shtml.