Student Learning Expectations

Module III concerns the efforts of the Continental Congress and General George Washington to wage war during the period from July 9, 1776, to early January 1777. At the end of this lesson, students should be able to:

• describe the reactions of people on both sides of this conflict to the news that the Continental Congress had declared independence from Britain.

• state at least one likely meaning of the phrase "the times that try men's souls" in the context of the resisting colonists' situation.

• state at least three reasons why the ministers in England might have sent a large military force to arrive in New York City in July 1776.

• state at least two reasons why General Howe shortly after his arrival failed in his negotiations to end the war under a flag of truce.

• state at least four characteristics of the Hessian soldiers.

• describe at least three opinions that members of the Crown army had of George Washington as a military leader.

• describe at least four major characteristics of typical soldiers in the Continental army in the fall of 1776.

• state Washington's primary goal for his army in the fall of 1776 and reasons why this was his primary goal.

• state several characteristics of battles during this era.

• describe the Battle for Long Island.

• state several requirements for conducting warfare in a gentlemanly manner according to military traditions at this time.

• describe the attitudes that the Crown regulars developed towards the colonial troops during the Battle of Long Island.

• define strategy and state at least three features of the new strategy Washington made up after the Battle for Long Island.

• state the important details of Washington's escape from defeat at the Battle for Long Island.

• describe the differences between the soldiers that Washington had at the Battle of Long Island and the soldiers that Washington wanted to have in the Continental army.

• describe the opinions of Crown officers of the American army as a result of the Battle of Long Island.

• state General Howe's goals when he landed his troops on the island and the events that happened that prevented him from achieving his goals.

• state General Washington's view of his primary job as commander of the Continental army following the Battle of Long Island.

• state at least three reasons why the members of the Continental army feared a standing army.

• state at least two advantages and two disadvantages of a standing army.

• state at least two actions that the Congress did not have the power to carry out under the existing government arrangement of the colonies in the fall of 1776.

• give reasons why armies during the 1700s tended to avoid fighting during the winter months.

• explain why some members of Congress in the fall of 1776 may not have been pleased with General Washington as commander in chief of the army.

• describe the steps that Washington took to capture Trenton.

• describe the reactions of people throughout the colonies to Washington's victory at Trenton.

• explain how it may be argued that, after his victory at Trenton, George Washington was the revolution.

Suggested Enrichment Activities

The activities below may be used to complement students' inquiry into this video and its content.

1. Ask students to read the Declaration of Independence and make a list of the reactions different colonists may have had when they heard that the Continental Congress voted for independence. Have them compare the likely reactions of those loyal to Britain with those who supported resistance to British rule.

2. Ask students to study information about the traditional rules for conducting war during this era. Have them apply these rules to explain General Howe's actions during the Battle of Long Island. Can they determine the degree to which he followed them during the battle? How much did Washington adhere to them during this battle and at Trenton? How might the British commanders have reacted to Washington's failure to follow the rules? What were the implications for the British troops' future style of warfare?

3. Have students study a map of the New York City area and Long Island. Ask them to make a list of the advantages and disadvantages that Washington faced in moving his army onto Long Island. How did the geography and topography play a role in this battle? Was Washington's strategy to move his troops onto the island sound? (i.e., was he lucky or savvy?) Explain.

4. Ask students to investigate people's opinions of George Washington during the war. Have them distinguish between his strengths as a military leader and as a person. Then have them write a story about Washington the person or Washington the general. Or have them write a comparison or a contrast paper which critically analyzes these two aspects of Washington's persona. (e.g., They may want to consider how certain aspects of his personality bolstered or impeded his ability to lead troops and strategically plan missions.)

5. Some people think that George Washington was the revolution personified. Have students critique the validity of this assertion by citing specific evidence from Washington's words and actions.

Additional Questions for Discussion

Below are questions for classroom discussion.

1. Shortly after he arrived in New York, General Howe failed to end the war under a flag of truce. What reasons can you give for his failure?

2. What are at least four characteristics of the Hessian soldiers during this war that made them useful to the British?

3. What did the members of the Crown army think of George Washington as a military leader?

4. Describe the typical soldiers in the Continental army in the fall of 1776.

5. What are the important details of Washington's escape from capture after the Battle for Long Island?

6. Why did members of the Continental Congress fear a standing army?

7. What are the advantages of having a standing army?

8. What characteristics did Washington seek in the army which he was to command?

9. What were at least two activities that the Continental Congress did not have the power to carry out under the existing government in the fall of 1776?

10. During the 1700s armies tended not to fight during the winter months. Explain why they tried to do so.

11. Give several reasons why some members of the Continental Congress were displeased with Washington as commander in chief of the army.

Student Resources

• 3-A. Questions to Focus Inquiry: The Times That Try Men's Souls - This exercise focuses students' attention on essential facts in these chapters of the video.

• 3-B. Content and Overview: The Times That Try Men's Souls - This activity provides contextual background for George Washington's situation when he was trying to construct a functioning army. He needed to train his men to fight in units against a well-disciplined enemy and keep his troops together after their initial defeat on Long Island in the summer of 1776. This information helps students construct a better sense of the perceptions, conditions and attitudes emphasized in the video.

• 3-C. Noteworthy Quotations: The Times That Try Men's Souls - This exercise provides a number of quotations illustrative of the various moods and feelings during the period from 1776 to 1777.