This lesson plan explores George Washington's leadership as commander-in-chief during the Revolutionary War through analyzing his relationships with generals like Henry Knox. Students will discuss Washington's leadership characteristics, examine primary documents about key battles like Trenton, and research a general to determine if they displayed leadership. The documents include Henry Knox's orders for the Battle of Trenton, a painting of Washington rallying troops at Monmouth, and a memoir describing Washington's emotional farewell to generals.
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST REVISIONISTS VIEWS. A presentation containing: a view over post revisionists and post revisionism, views of John Lewis Gaddis, LaFeber, Leffler, Trachtenberg, Accuf.
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST REVISIONISTS VIEWS. A presentation containing: a view over post revisionists and post revisionism, views of John Lewis Gaddis, LaFeber, Leffler, Trachtenberg, Accuf.
Why we have military science and theory of war?
Just because the humanity spent much more time in war then in peace. So the war is quite loyal phenomena escorting the humanity.
What we are waiting from the military science?
Whom future wars will be fought, what they will be about, how they will be fought, what wars will be fought for and why people will participate in it.
Students will discuss the selection of George Washington as commander of the Continental Army, evaluate his qualifications, and decide if he was, indeed, the right choice.
Waterworth Expeditions is building interfaith relationships, developing leadership skills, increasing climate change awareness and inspiring social entrepreneurship among people from different religious beliefs via expeditions in Egypt.
Why we have military science and theory of war?
Just because the humanity spent much more time in war then in peace. So the war is quite loyal phenomena escorting the humanity.
What we are waiting from the military science?
Whom future wars will be fought, what they will be about, how they will be fought, what wars will be fought for and why people will participate in it.
Students will discuss the selection of George Washington as commander of the Continental Army, evaluate his qualifications, and decide if he was, indeed, the right choice.
Waterworth Expeditions is building interfaith relationships, developing leadership skills, increasing climate change awareness and inspiring social entrepreneurship among people from different religious beliefs via expeditions in Egypt.
Students will use primary images as a model for creating their own "display" of states and choosing a "centerpiece" that defines our nation today. This lesson can accompany the distance learning broadcast, Primarily George.
Students use Mount Vernon's archaeological site George Washington's Midden (a fancy word for trash) to study objects, archaeology, math and science. The artifacts excavated from the midden provide an insight into daily life, diet and furnishings during George and Martha Washington's life.
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
Essay On Space Exploration. Argumentative Essay Space Exploration Outer SpaceKristina Jenkins
Space Exploration and Earth Free Essay Example. ≫ The Space Exploration Program Free Essay Sample on Samploon.com. Space Exploration Essay | Argumentative Essay Sample & Example. Check My Essay: Essay on astronaut. ⇉NASA and the Age of Space Exploration Essay Example | GraduateWay. Space exploration essay conclusion paragraph. Outer space exploration essay. Importance of Space Exploration (600 Words) - PHDessay.com. Write a short essay on Space Travel | Essay Writing | English - YouTube. ≫ Space Exploration Should Expand Free Essay Sample on Samploon.com. IELTS Sample Essay | Space Exploration | Outer Space. (PDF) The Value of Science in Space Exploration. Is space exploration worthwhile essay. Space Exploration Argumentative Essay - Free Essay Example. Space Exploration Process Essay Example | Topics and Well Written .... ≫ The Contributions SpaceX is Making To Space Exploration Free Essay .... Short essay on space exploration. Argumentative Essay about Space Exploration in 2021 | Argumentative .... Writing Opinion Essays: Space. Essay on space exploration. Essay on Space Exploration | Leverage Edu. Space exploration benefits essay example. Space exploration essay conclusion - thedrudgereort804.web.fc2.com. Space Exploration Research Paper Example | Topics and Well Written .... Space Exploration Essay Writing for 5th - 6th Grade | Lesson Planet. Space exploration. Argumentative Essay | Space Exploration | Outer Space.
Civil WarPart 1 IntroductionPart 2 First total warPart 3.docxmonicafrancis71118
Civil War
Part 1: Introduction
Part 2: First total war
Part 3: Impact of Technology
Part 4: Political leadership
Part 5: General Grant in the West
Part 6: Eastern stalemate
Part 7: Theories for Southern defeat
1
Part 1: Introduction
A) April 1861: Fort Sumter falls
B) July 1861: First Battle of Bull Run
2
A) April 1861: Fort Sumter falls
Lincoln re supplied it, after telling Southerners there was no guns or ammunition in supplies
Confederates still attacked the fort on the Island in harbor of Charleston, South Carolina
3
Pt.1
(Continued)
Thereafter, four more states from the upper South joined the Confederacy:
Virginia, North Carolina, Tennessee, and Arkansas
Lincoln held on to Maryland, a border slave state, only by suspending habeas corpus, there, and arresting Confederate sympathizers
4
Pt.1
B) July 1861: First Battle of Bull Run
Union army was march towards the Confederates at Manassas Junction
After a period of battle that had lasted from dawn to midday, freshly arrived Union troops from Massachusetts excitedly charged up Henry Hill
Confederate troops broke rank, and exuberant Union troops shouted, “The war is over!”
5
Pt.1
(Continued)
The Union troops gave way slowly at first, but discipline dissolved once the commander ordered a retreat, and the army quickly degenerated into a frightened, stampeding mob
This rout at Bull Run sobered the North. Gone were the dreams of ending the war with one glorious battle
6
Pt.1
Part 2: First total war
Magnitude: The Civil War on the other hand, was the first war whose battles routinely involved more than 100,000k troops.
This many combatants could only be:
Equipped through the use of factory produced weaponry
Moved and supplied through the help of railroads,
Sustained only through the concerted efforts of the CIVILIAN population as a whole.
7
(Continued)
The following were critical to the outcome of the war:
The morale of the population as a whole,
The quality of POLITICAL leadership,
The utilization of the industrial and economic might.
8
Pt.2
Part 3: Impact of Technology
The Telegraph:
9
(Continued)
The Rifle: smooth bore Muskets which had served as the basic infantry weapon, gave way to the rifle.
Easier to load, and the invention of the percussion cap made the rifle serviceable in wet weather.
An effective range of 400 yards (5 times greater than the old muskets)
Magnitude and casualties higher
Emphasize defense over offense
10
Pt.3
Part 4: Political leadership
11
National experience consisted of one term in the House of Representatives!
Shrewd judge of character and a superb politician
To achieve a common goal, he overlooked withering criticism and personal slights
Few presidents have better able to communicate to the average citizen.
Popularity with the troops was called “universal.”
(Continued)
Effective military leader as commander in chief.
Understood that the Union’s superior manpower and materiel would be decisive only when the Confederacy was threatened.
YANKEE SCOUT -- Death on the Picket Line !! Roch Steinbach
In this FOURTH ISSUE of YANKEE SCOUT, Gen Hancock's brigade together with "Baldy" Smith's Division move their forces out across Chain Bridge in early September, and break ground for the construction of Fort Ethan Allen. Once completed, the heavy artillery are emplaced, and the brigades move further into enemy territory and set up camp at Lewinsville -- snugged up against the Rebel camps near Scott's Run, in Fairfax County, Virginia, C.S.A. !! Pvt. Drew and some friends are selected to conduct a reconnaissance of the Fairfax county lands south toward Falls Church -- but they are apprehended by Reb cavalry !!! Is there any way to escape ? There is... if you know what "V.M.M" stands for !! FIND OUT !!
Later, there's a problem: them Rebs is moving by night to attack the end of McCall's line of Union pickets: and in the morning a number of pickets have been found dead. General Hancock want to know what can be done, and Drew's services are offered... he takes two friends, a Springfield, some line ... and, well .... we better not spoil the suspense !!
HY 2000, American Military History I 1 Course Learnin.docxaryan532920
HY 2000, American Military History I 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
2. Describe the effects social ideologies had on the Patriot or U.S. military.
3. Examine the innovations and technological advances directly related to the U.S. military.
7. Evaluate differences in the U.S. military during times of peace and war.
Reading Assignment
Chapter 7:
The Civil War, 1863–1865, pp. 181–217
Unit Lesson
Lincoln’s Emancipation Proclamation set the tone for the North and thus the country in 1863. It was risky, as
many Northerners were outraged at fighting the war over this cause. However, despite its ability to fragment
Northern society, a cry for freedom invigorated the war effort. At this trying time militarily, the North needed
any source of new or renewed support.
The proclamation also paved the way for black soldiers
to fight. This further increased the North’s already
superior manpower. The South would later attempt to
arm its slaves in an effort to tap this unused source of
manpower. However, the South fought on the grounds
that slaves were not truly men, and arming them was in
contrast to this belief. It was implemented out of
desperation at the end of the war, thus having very little
effect except to erode the morale of many Southern
fighters.
To both armies, black recruits could have been helpful
because both armies suffered from disease, casualties,
and desertion. These factors led them to employ other
ways to man the war. Ironically, the South, fighting for states’ rights, embraced national conscription on a
much wider scale than the North. This created a dilemma for the South on how to raise an army fighting for
the Confederacy rather than individual states. Their national conscription policy expressed their belief in
centralized authority, contrary to a main cause for the secession to begin with, which was a strong belief in
the autonomy of individual states. The Confederacy enacted the first national draft law in American history. A
glaring weakness in the Southern conscription law was that it allowed liberal exemptions and substitutions,
based on the constitutional clause allowing the government to “raise and support armies.” The Northern
conscription was known as the Enrollment Act, and it also allowed for exemptions and substitutions.
One major problem with which the North struggled was morale. The North had expected a quick victory, but
the war was so prolonged that many Northerners began to question the reasons for war and were agitated to
accept terms with the South to end it. Of course, with famine and inflation rampant in the South, the
Confederacy also suffered. Yet, prior to General Sherman, they seemed to suffer more silently. The North
struggled loud and clear, even into late 1863 as it became clear that the South could not win the war. Despite
being unable to win it, the Northern populace ...
Students will use a systematic analytical method to compare past presidents and current or potential future presidents and determine their own research-based ranking system.
Using the weekly news show “Meet the Press” as a model, students will portray George Washington, Abraham Lincoln, Franklin D. Roosevelt and Barack Obama in a television interview. Students will develop answers to the host’s questions by researching primary documents and current news articles.
Students will examine George Washington's role as a man who fought for and led our country in the belief that "all men are created equal" while also owning slaves.
The intent of this lesson is to familiarize students with the similarities and differences in the views of classical philosophers and George Washington.
Only two letters from George Washington to Martha Washington are known to exist, as Martha destroyed personal correspondence after his death. From these two surviving documents, historians have long tried to analyze the relationship between the two. In this assignment, students will perform their own analyses by reading the letters and writing an original English sonnet – a poetic form often used to convey themes of love, romance, and relationships – from George Washington to his wife, Martha.
Students examine George Washington’s 1799 Slave Census to discover Washington as a meticulous businessman and slave owner and to gain information about the institution of slavery in the 18th century.
Students examine the Rules of Civility that George Washington hand-copied as a teenager. They then classify and categorize the concerns addressed, discuss what it would be like to live in a world imbued with such guidelines, analyze what expectations govern their own behavior, and generate a list of modern Rules covering the same categories they identified in Washington’s list.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. What Makes a General?
Intended Grade Level: High School
Lesson Purpose: This lesson explores George Washington’s leadership and character
as commander-in-chief of the Revolutionary War by bringing to life the relationships
that formed between him and his generals as they fought for our nation’s freedom. This
lesson plan can accompany the Mount Vernon exhibition, “George Washington & His
Generals,” on display February 21, 2009-January 10, 2010 in the Donald W. Reynolds
Museum.
Lesson Objectives:
• Students will discuss the leadership characteristics that made Washington
an effective leader.
• Students will analyze primary documents and images to understand the
relationship between Washington and his Revolutionary War generals.
• Students will research a Revolutionary War military leader using primary
documents and decide whether the general displayed leadership
characteristics.
National Standards:
NSS-USH.5-12.3 ERA 3: REVOLUTION AND THE NEW NATION (1754-1820s)
• Understands the causes of the American Revolution, the ideas and interests involved in forging
the revolutionary movement, and the reasons for the American victory
• Understands the impact of the American Revolution on politics, economy, and society
• Understands the institutions and practices of government created during the Revolution and how
they were revised between 1787 and 1815 to create the foundation of the American political
system based on the U.S. Constitution and the Bill of Rights
NA-VA.5-8.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND
CULTURES
• Students know and compare the characteristics of artworks in various eras and cultures
• Students describe and place a variety of art objects in historical and cultural contexts
• Students analyze, describe, and demonstrate how factors of time and place (such as climate,
resources, ideas, and technology) influence visual characteristics that give meaning and value to
a work of art
2. NL-ENG.K-12.7 EVALUATING DATA
Students conduct research on issues and interests by generating ideas and questions, and by posing
problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint
texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS
Students use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate knowledge.
Timeframe: Approximately three class sessions
Background: There were 81 major and brigadier generals serving under General
George Washington during the Revolutionary War. This diverse group of men came
from all 13 colonies and 10 foreign lands and represented over a dozen professions.
Drawing on his innate sense of leadership, Washington skillfully led these
individuals—some of whom were imposed upon him, some of whom he chose, and
others who were fresh from Europe—to victory against the British, whose military
forces ranked among the most powerful and disciplined in the world. His ability to
place the greatest responsibility in the hands of those with the most talent proved to be
one of his most important leadership skills. However, Washington was not infallible in
his judgment of character—he was initially a great admirer and supporter of Benedict
Arnold, the most infamous traitor in American history.
Procedure:
1. Tell students that today they will be exploring Washington’s military leadership
and the characteristics that made him a great leader during the Revolutionary
War. As a class, discuss the concept of leadership and the characteristics
exhibited by George Washington that made him such an effective leader. List
these characteristics on the blackboard.
2. Distribute copies of Transcription: Henry Knox’s Orders of March to Trenton
(included below). Colonel Henry Knox was responsible for the treacherous task
of leading the Continental troops over the icy Delaware River in order to surprise
the British army at Trenton. The battle proceeded almost exactly as drawn up in
these orders. Washington's army, split in two, surprised the Hessians, trapped
them in the town, and overpowered the enemy force. Knox's artillery played a
decisive role, inflicting heavy damage inside the close quarters of the town. The
Continentals killed or captured nearly one thousand Hessian troops during their
victory at Trenton. Two days later Knox was promoted to Brigadier General of
3. Artillery. More information about this document can be found at the Gilder
Lehrman website:
http://www.gilderlehrman.org/collection/docs_archive/docs_archive_Trenton
March.html
As a class, discuss the historical significance of this battle and the role that Henry
Knox played in the victory at Trenton. Ask students what their reaction would
be if they had received these detailed orders from Gen. Washington? Which
leadership characteristics did Henry Knox display during the battle?
3. Distribute class copies of Emanuel Leutze’s monumental painting, Washington
Rallying the Troops at Monmouth (included below). This painting dramatically
captures the contentious relationship between Washington and Charles Lee, one
of Washington’s most outspoken critics. Charles Lee desired the position of
commander-in-chief and engaged in a long campaign of character attack against
Washington. Lee was arrested at the Battle of Monmouth for retreating with his
troops instead of attacking the British troops as ordered by Washington. Lee’s
troops retreated into Washington’s advancing soldiers, and the incident was
described by fellow generals as the only time that Washington swore. In
Leutze’s painting, Washington, the sunlight shining on his wrathful face, waves
aloft his sword as he starts to rally the troops of the advance corps. Hamilton and
a bareheaded Lafayette have ridden up with him and are reining in their horses.
Lee sits back in the saddle, his crestfallen face in shadow. In the foreground,
exhausted riflemen—and a thirsty dog—scoop water from a spring; farther back,
on the left, the soldiers raise a cheer for their Commander in Chief, while some of
them have already turned to fire on the redcoats, who can be seen outside
Monmouth Court House in the distance at upper left. On the hilltop, behind the
figure of Washington, American artillery gallops into position to stem the retreat;
and at far right the regular ranks of Continentals approach the scene to do battle.
As a class, have students identify the figures in the painting and discuss their
overall impressions. Why do they believe that Charles Lee was an ineffective
leader? What leadership characteristics did he lack?
4. Distribute class copies of the Transcription: Memoir of Colonel Benjamin Tallmadge
(included below). Tallmadge was chosen by Washington as the chief intelligence
officer of the Revolutionary War, and he organized the Culper Spy Ring. This
memoir excerpt is a firsthand account of General Washington’s resignation at
Fraunces Tavern.
4. As a class, discuss the emotional parting of Washington and his generals
recorded in this excerpt. What characteristics are displayed by Washington as he
respectfully thanks the men he fought alongside through the Revolutionary War?
5. Assign each student a Revolutionary War military leader. Have each student
research his/her assigned leader and write a biography of him. Each biography
should include the leadership characteristics that were or were not displayed by
the officer. At least one primary document, such as a letter or journal excerpt,
should be referenced by the students to support their views. Revolutionary War
military leaders who would be good choices for research are: Benedict Arnold,
Horatio Gates, Benjamin Gould, Nathaniel Greene, Henry Knox, Tadeusz
Kosciuszko, Marquis de Lafayette, Charles Lee, Alexander McDougall, Daniel
Morgan, Israel Putnam, Philip John Schuyler, Baron von Steuben, Benjamin
Tallmadge, Artemis Ward, Anthony Wayne, Samuel Blachley Webb, Otho
Holland Williams.
5. Transcription: Henry Knox’s Order of March to Trenton, December 25, 1776
Each Brigade to be furnish’d with two good Guides. General Stevens Brigade to form
the advanced party & to have with them a detachment of the Artillery without Cannon
provided with Spikes and Hammers to Spike up the enemies Cannon in case of
necessity or to bring them off if it can be effected. The party to be provided with drag
ropes for the purpose of dragging off the Cannon. General Stevens is to attack and force
the enemies guards and seize such posts as may pressure them from forming in the
streets and in case they are annoy’d from the houses to set them on fire. The Brigades of
Mercer & Lord Stirling under the Command of Major General Greene to support
General Stevens, this is the second division or left wing of the Army and to march by
the way of the Pennington Road.
St Clairs Glovers & Sargents Brigades under Major General Sullivan to march by the
river road, this is the first division of the Army and to form the right wing. Lord
Stirlings Brigade to form the reserve of the left wing and General St Clairs Brigade the
reserve of the right wing. These reserves to form a second line in Conjunction or a
second hand to each division as circumstances may require — Each Brigadier to make
the Colonels acquainted with the parts of their respective Regiments in the Brigade and
the Major Generals will inform them of the parts of their Brigades in the Line.
Four peices of artillery to march at the head of each Column, three pieces at the head of
the second Brigade of each Division and two peices with each of the Reserves. The
troops to be assembled one Miles back of McKonkeys Ferry and as soon as it begins to
grow dark the troops to be March’d to McKonkeys Ferry and embark onboard the boats
in following order under the direction of Colonel Knox General Stevens Brigade with
the detachment of Artillery men to embark first General Mercers next; Lord Stirlings
next, Genl Fermoys next who will march in the rear of the Second Division and file off
from the Princeton Road in such direction that he can with the greatest ease & safety
secure the passes between Princeton & Trenton the Guides will be the best judge of this.
he is to take two pieces of artillery with him St Clair Glover & Sargents Brigades to
embark in order. Immediately upon their debarkation the whole to form & march in
Subdivisions from the Right
The Commanding officers of Regiments to observe that the Divisions be equal & that
proper officers be appointed to each — a profound silence to be enjoynd & no man
to quit his Ranks on the pain of Death – each Brigadier to appoint flanking parties – the
reserve Brigades to appoint the rear Guards of the Columns – The heads of the Columns
to be appointed to arrive at Trenton at five oClock
Capt Washington & Capt Flahavan with a party of 40 men each to march before
the Divisions & post themselves on the road about three miles from Trenton & make
6. prisoner of all going in or coming out of Town General Stevens will appoint a Guard to
form a chain of centries round the landing place at a sufficient distance from the river to
permit the troops to form This Guard not to suffer any person to gone in or out but to
detain all persons who attempts either this Guard to join their Brigade when the troops
are all over.
8. Transcription: The Memoirs of Colonel Benjamin Tallmadge, 1830
The time now drew near when General Washington intended to leave this part of the
country for his beloved retreat at Mt. Vernon. On Tuesday the 4th of December it was
made known to the officers then in New York that General Washington intended to
commence his journey on that day.
At 12 o'clock the officers repaired to Fraunces Tavern in Pearl Street where General
Washington had appointed to meet them and to take his final leave of them. We had
been assembled but a few moments when his excellency entered the room. His
emotions were too strong to be concealed which seemed to be reciprocated by every
officer present. After partaking of a slight refreshment in almost breathless silence the
General filled his glass with wine and turning to the officers said, 'With a heart full of
love and gratitude I now take leave of you. I most devoutly wish that your latter days
may be as prosperous and happy as your former ones have been glorious and
honorable.'
After the officers had taken a glass of wine General Washington said 'I cannot come to
each of you but shall feel obliged if each of you will come and take me by the hand.'
General Knox being nearest to him turned to the Commander-in-chief who, suffused in
tears, was incapable of utterance but grasped his hand when they embraced each other
in silence. In the same affectionate manner every officer in the room marched up and
parted with his general in chief. Such a scene of sorrow and weeping I had never before
witnessed and fondly hope I may never be called to witness again.