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Teach PA History
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The Decisive Victory: Philadelphia and the Winning of the War for American Independence
Equipment & Supplies
  • Computer for playing ".wav" recording of Champ Clark speech. A map of southeastern Pennsylvania. Day Five should be conducted in the computer lab
Procedures

Preparation


Download and copy the combined worksheets for this lesson.



Day One: "Setting the Scene"


Summary:

In today's lesson, students will study the background to the Philadelphia Campaign and explore the conditions that lead up to Valley Forge
and related events.


Anticipatory Set:

Ask students how many have heard of Valley Forge. Pick a student to come to a map of Pennsylvania and find Valley Forge. Remind students of the earlier events of the war already studied. Introduce this week's lesson: "The Philadelphia Campaign."


Instruction:

To provide the necessary background, this will be a lecture day. Your comments and the discussion should focus on:



  1. Difficult conditions faced by the American forces

  2. British efforts to capture Philadelphia

  3. Battle of Brandywine and related British success


Closure:

Present students with the situation: winter is approaching and the British are prepared to enter Philadelphia. What are Washington's options?



Day Two: "Winter of Our Discontents"


Summary:

Today, each student will work with a partner to analyze two primary documents and develop an understanding of the difficult crossing of the Delaware and the harsh winter that followed.


Anticipatory Set:

Ask a student to come to the map and locate the Delaware River. Show the locations of the British and America forces. Describe the weather conditions and the force movements.


Instruction:

Divide students into groups of two. Each group receives Worksheet 1: "The Winter of our Discontents" and copies of the sources (marker Excerpts from the Diary of Col. John Fitzgerald and the painting George Washington Crossing the Delaware). The students work cooperatively to complete the worksheet. The instructor circulates around the room, checking progress.


Assignment:

Complete the worksheet, if not finished in class.


Closure:

Review any questions students had about the worksheet. Note that people from foreign countries helped the Americans. Their story will be the focus of tomorrow's lesson.



Day Three: "Foreign Allies"


Summary:

Today, students will work in small groups to interpret several sources concerning two famous foreign military figures who participated in the American Revolution.


Anticipatory Set:

Collect yesterday's homework. Have students identify the "Hessians." Remind students of support for Americans (esp. French). Discuss some reasons foreigners might support Americans (dislike of British, respect for Washington, "Liberty", etc…).


Instruction:

Divide students into small groups (3 or 4 students). Each group receives Worksheet 2: "Foreign Allies" and copies of the sources (Lafayette statue and engraving, marker PA General Assembly Resolution on Casimir Pulaski Day, and the marker Pulaski Day Proclamation). The students work cooperatively to complete the worksheet. The instructor circulates around the room, checking progress.


Assignment:

Complete the worksheet, if not finished in class.


Closure:

Review any questions students had about the worksheet. Ask, "How can Washington and his men deal with winter?" Discuss responses. Indicate that this is the focus for tomorrow.



Day Four: "Valley Forge and Beyond"


Summary:

Today, students will work individually, using primary sources to develop a description of the conditions faced by the American troops at Valley Forge.


Anticipatory Set:

Collect yesterday's homework. Identify Champ Clark (Speaker of the House of Representatives) Play the recording of his Valley Forge speech.


Instruction:

Each student receives worksheet (#3) and copies of the sources(marker ‘The Crisis" by Thomas Paine, The Prayer at Valley Forge (painting), and marker The Letter to the Continental Congress (1777)). The students use the sources to complete the worksheet. The instructor circulates around the room, checking progress.


Assignment:

Complete the worksheet, if not finished in class.


Closure:

Review any questions students had about the worksheet. Ask, "How might Washington's success change the war?" Discuss responses. Indicate that this is the focus for tomorrow.



Day Five: "A Decisive Victory?"


** This lesson should be done in the library or computer lab.


Summary:

Today, students will work in small groups to synthesize the information they have learned through their analysis of various primary sources.


Anticipatory Set:

Collect yesterday's homework. Introduce the purpose of today's lesson.


Instruction:

Divide students into small groups (2 or 3 students). Each group receives a copy of the instructions. Students should already have their copies of the sources. Secondary material can be found in the library or online. During class, students should complete the research portion. They may also have time to complete their rough draft. The finished product is due at a later date (teacher determined). The instructor circulates around the room, checking progress.


Assignment:

Complete the culminating activity.




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