Students learn how early Civil War strategies and battles revealed each side’s goals, challenges, and expectations, explaining why the war unfolded unevenly, produced high costs, and failed to end quickly during its opening years.
Students learn how early Civil War strategies and battles revealed each side’s goals, challenges, and expectations, explaining why the war unfolded unevenly, produced high costs, and failed to end quickly during its opening years.
Students read an introduction explaining that early Revolutionary War battles revealed each side’s preparation and how geography, leadership, and supplies shaped outcomes. They review the lesson objectives, then closely examine a painting of the Battle of Bunker Hill and contribute questions about what is happening in the image to a shared class chart, avoiding repeated questions.
Teacher MovesClarify the use of the terms Patriots, Continental Army, and colonists so students can follow the lesson. Emphasize the value of strong historical questions and model open-ended “how” and “why” questions about the painting if needed. After students post their questions, guide a brief discussion to highlight the most insightful ones—especially those about causes, emotions, and meaning—and use them to build curiosity for the rest of the lesson.
Students learn background about the Battle of Bunker Hill, then watch Bunker Hill | Battles of America and read The Battle of Bunker Hill to understand what happened and how each side responded. Working with a partner or small group, they complete a graphic organizer that identifies the British and Patriot challenges, successes, and lessons learned from the battle, organizing information by side and by category.
Teacher MovesReview or introduce the term “occupy” as taking control of an area by military force. After students complete the organizer, debrief each section, emphasizing that although the British won the hill, the Patriots gained confidence and support. Help students connect specific details—such as army size, terrain, and supply shortages—to broader ideas about each side’s strengths and weaknesses, prompting them to see how geography and resources shaped the battle’s outcome.
Students are introduced to the broader context of the early war, including the Battle of Long Island. They read Early Years of the American Revolution to identify the initial strengths and weaknesses of the Continental and British armies and how these factors influenced the war’s course. Students answer multiple-choice questions about the Continental Army’s strengths and weaknesses, then post to a class wall explaining how physical geography influenced both the strengths and weaknesses of the Patriot army, using evidence from the reading. Next, they answer multiple-choice questions about the British Army’s strengths and weaknesses and contribute to a second class wall explaining how geography shaped British advantages and disadvantages.
Teacher MovesFrame the scene by explaining that both sides entered the war with advantages and disadvantages and that geography strongly influenced how those factors played out. After students answer the questions about the Patriots, review responses to highlight the role of terrain and local knowledge, and prompt students to consider how these factors affected Patriot strategy and their confidence about defeating Britain. After the British questions, review again, focusing on how geography complicated British plans despite their power and resources, and discuss how this might have shaped British expectations of a quick victory. Conclude with a whole-class reflection on what the early experiences of both sides reveal about decision-making in war, then return to the Scene 1 painting, share its title and artist, and invite students to evaluate how accurately John Trumbull’s depiction aligns with what they have learned and what perspective it may represent.
Students shift to the winter of 1777 at Valley Forge. They examine an illustration of Washington, Lafayette, and the Patriot Army at Valley Forge and contribute observations, interpretations, and questions to a class See-Think-Wonder chart. They then watch The Tragic Winter at Valley Forge to understand why the encampment was so difficult. Next, they read an excerpt from a letter Washington wrote to Congress and complete a hot-text item by selecting the sentence that best summarizes his main concern about his troops’ condition. Finally, using a drawing tool, students search for a historical image related to the winter at Valley Forge and add a caption that incorporates details from the video or Washington’s letter to show their understanding of the hardships and their significance.
Teacher MovesExplain that this scene is an optional extension that deepens understanding of how environment and supplies affected the Continental Army. After students complete the See-Think-Wonder chart, facilitate discussion of their observations and questions, then identify the image as an illustration of Valley Forge and connect their questions to the need for deeper inquiry. After the video, lead a conversation about the specific challenges at Valley Forge—cold, lack of supplies, inadequate clothing—and tie these to the winter environment. Review the hot-text response by pointing out how Washington describes shortages and suffering, and ask what his concerns reveal about the army’s strengths and weaknesses. While students search for images, guide them toward historical illustrations or paintings that match conditions described in the sources. After students share their images and captions, highlight effective use of evidence and close with a synthesis discussion about what Valley Forge reveals about perseverance, sacrifice, and the broader meaning of the winter encampment for the Patriot Army.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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