Hannah, Kimberly, and Damian

1
Hannah, Kimberly, and Damian
Objective The student will compare the Great
Bridge Battle historical road side marker and the
Captain Parker monument from Lexington.

• VS 5c. The students will identify the importance
  of the Battle of Great Bridge.

2
Sourcing Questions

• Who decided that this historical marker and
  monument be put there?
• When were these markers put up?
• Is the account that Capt. Parker said that
  believable?
• Is it believable that the Battle of Great Bridge
  the first pitched battle of the Revolutionary
  War?

3
Close Reading Questions

• What symbols do you notice on the monument and
  marker?
• What do the texts on the monument and marker tell
  us?
• What is a pitched battle?
• What is K 275?

4
Contextualizing Questions

• Which monument do you think is older? What makes
  you think that?
• What significant events came before or after?
• Why were these monuments erected?
• Who is the audience for these markers?

5
Corroborating Questions

• Do the texts on the two monuments agree? Where
  do they disagree?
• What are the differences between the word choices
  used on each?
• Which source seems more reliable or trustworthy?
  Why?

6
In Lieu of Asking specific historical thinking
questions

• We could use the example questions from the
  historical reading skills page and make posters
  around the room and templates in the students
  notebooks to guide them in asking their own
  questions.
• Teachers in the beginning of the year would model
  how to ask these questions.
• Throughout the year, students would be directed
  to choose 2 or 3 from each group when evaluating
  a source.
• By the end of the year, students would generate
  their own specific questions in reference to the
  source being analyzed.

7
Activity Computer Scavenger Hunt and Partner
Discussion

• The students will go to the Computer Lab and go
  on a scavenger hunt to 2 websites one on the
  Battle of Lexington and Concord and one on the
  Battle of Great Bridge.
• The students will answer the questions who,
  what, where, when, and why for each of the 2
  websites to gain background knowledge.
• The students will pair with a partner and observe
  photographs of both historical markers and answer
  historical thinking questions together with a
  discussion guide.

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Assessment

• After discussing the guided worksheet questions
  as a whole group and examining the letter from
  Captain Woodford, the patriot leader at the
  Battle of Great Bridge, the students will write a
  summary sentence in their own words (less than 10
  words) on a brown historical exit sign about
  why the Battle of Great Bridge was important to
  the American Revolution.

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Primary Source Citations

• http//www.markerhistory.com/battle-of-great-bridg
  e-marker-k-275/
• http//historicsurvey.lexingtonma.gov/objects-stru
  ctures/battleboundary904.pdf

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Committee of Safety Letter

• A letter from the Committee of Safety in
  Virginia, mailed from Williamsburg on December
  16th and addressed to one or more of the Virginia
  delegates to Congress stated,
• The action at Great Bridge proves more important
  than we expected. The victory was complete. The
  enemy abandoned their post hastily, and retreated
  to Norfolk, their loss near an hundredCaptain
  (Samuel) Leslie, we are told, declared no more of
  his troops should be sacrificed to whims, and put
  them on board the ships, in consequence of which
  Norfolk is abandoned, and we now expect is
  occupied by our troops

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Painting of Lord Dunmore