Topic: Chain Across the Hudson Lesson Plan A - Locating the Chain
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American Revelution in the Hudson Valley
Lesson Plan
| Topic: |
Chain Across the Hudson Lesson Plan A
Locating the Chain
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| Time Frame: |
Two 40 minute periods
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| State Standard(s): |
Math
Students use mathematical reasoning to analyze mathematical
situations, make conjectures, gather evidence, and construct
an argument.
Social Studies
Students will use a variety of intellectual skills to demonstrate
their understanding of the geography of the interdependent world
in which we live – local, national, and global –
including the distribution of people, places, and environments
over the Earth’s surface.
History
Students will use a variety of intellectual skills to demonstrate
their understanding of major ideas, eras, themes, developments,
and turning points in the history of the United States and of
New York.
Economics
Students present economic information by developing charts,
tables, diagrams, and simple graphs.
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| Content Area: |
Math, history, and economics |
| Strategy/Strategies: |
Inquiry/Cooperative Learning |
| Material(s): |
Map showing the
course of the Hudson River with
topographical features.
Map showing location of forts along the river
Letter from Washington to General Putnam
- 4th grade version
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| Teaching Resources: |
Primary Document(s)
Letter
from General George Washington
to General Putnam requesting that he locate and identify to
best location for a chain to obstruct the British advance up
the Hudson River.
Books
Diamant, Lincoln. Chaining the Hudson; The Fight for the River
in
the American Revolution. New York: Citadel Press, 1994.
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| Objective(s): |
1. Students will use available knowledge,
the course of the river, topography, and location of the forts
to determine the best place to construct a chain barrier on
the Hudson River to stop British ships of war.
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| Procedure: |
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Opening: |
1. Students receive a
letter
from General George Washington requesting them to
identify and locate the best location for a chain that would cross the
Hudson River and stop the forward advance of British warships.
2. Students receive a
map
with topographical
features, course of river, location of forts and iron works.
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Body: |
1. Students work in cooperative groups
to determine best location for the chain.
2. Students prepare a justification of chosen location. Justification
should include reasons for the choice based on the course of the River, location of Forts,
nearness of iron works, and
topographical features other than the River.
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Closure: |
1. Each group will share its choice and justification.
2. Choices will be compared to the actual
historic choice
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Follow-up |
Lesson Plan B;
Calculating Materials and Cost. |
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