Decision Making at the Neilson House
Saratoga National Historical Park
1301KB
Grade Level:
Middle School: Sixth Grade through Eighth Grade
Subject:
Literacy and Language Arts,Social Studies
Lesson Duration:
60 Minutes
State Standards:
Full list of New York State Social Studies Practices & Key Ideas, for Grade 6 through Grade 8, included in the Lesson Plan downloadable document.
Thinking Skills:
Remembering: Recalling or recognizing information ideas, and principles. Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Creating: Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for NEW situations. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.
Essential Question
What events affected morale and perceptions of victory during the American Revolution?
Objective
Decision Making at the Neilson House is a lesson designed for Grades 6-8. Students will examine the strategic importance of the New York colony. Students will examine the American victory at the Battle of Saratoga in terms of its effects on American and British morale and on European views on American prospects for victory in the Revolution.
Background
Built by John and Lydia Neilson between 1775 and 1777, the Neilson House is a small red farmhouse that stands at “the summit" west of Bemus Heights on the Saratoga Battlefield. Aware of British General John Burgoyne’s movements south toward Albany, John and Lydia Nelison packed up their belongings and fled to the home of relatives in Stillwater. Occupying the empty house on September 12th, 1777, the Neilson House became headquarters to American Generals Benedict Arnold and Enoch Poor during the battle. The house stood strategically inland from the Hudson River at the western limit of the American fortifications.
Keep in mind their commander, General Horatio Gates, had his headquarters even farther behind the American lines, just south of Neilson House. As general over the whole American army here, he, too, would have needed items such as these for his comfort and ability to command the entire army. As you explore around the Neilson House, read about the items the officers brought with them and what they were used for.
Preparation
Before completing this lesson, students will have compared the British and Continental Armies, highlighting the difference in leadership, training, supplies, and most importantly, what each is fighting for. This learning contributes to this lesson in the sense that it provides students with a framework for the War of Independence. Further, students should have already completed the first lesson in this series as it provides a better overview and greater understanding for how the decisions made at the Battle of Saratoga impact the outcome of the War for Independence.
This lesson serves as a digital complement to an on-site visit to Saratoga National Historical Park. It can be completed either in preparation for, in reflection of, or as an alternative to a physical trip to the park.
Materials
Procedure
1. Students should begin the lesson by completing the “Do Now" prompt independently. After sufficient time to think and write, student volunteers should be selected share their responses. Following some discussion, the teacher should note that soldiers on both sides of the American Revolutionary War often had to live without those items they previously felt were necessary in their lives. However, commanding officers in both armies were granted certain luxuries and comfort because they held an important responsibility-decision making! (~5 to 7 minutes).
2. Next, students will be divided into groups of three or four. Students will then be asked to brainstorm a short list of items they would need if traveling away from home specifically focusing on the items that they might need to make important decisions. Though participating in small group brainstorming, each student will individually list the item and record why he or she feels life away from home would be difficult without that item. At the end of the brainstorming session, groups will rank the items they think are most important for effective decision making away from home. (~10 to 12 minutes).
3. Next the teacher will instruct students to log on to their devices and access the 360° Virtual Tour of the Neilson House. Use this link to access the tour. As students explore the Neilson House and work with their small group, students will look to identify items within the Neilson House that made decision making easier for the commanding officers quartered there. After identifying each item, students will be asked to describe why it would be difficult for the officers to make effective decisions without the item AND how the item is different today. After sufficient time, student volunteers should be selected from the groups to share their responses (~15 to 18 minutes). Teacher Note: Clarify for students that the items they will see inside the Neilson House are high-quality copies of original artifacts from the time period. They represent the same types of items the generals would have had, or probably had, with them.
4. After some discussion, students should focus their attention on the final writing prompt. For this final assessment, students should be individually considering the items Benedict Arnold and Enoch Poor had in the Neilson House, whether there were any important items that were lacking, and evaluating whether the officers had what they needed to make effective battlefield decisions.
Assessment Materials
For Assessments, see Lesson Plan downloadable document
The Decision Making at the Neilson House Assessment guidelines are included in the downloadable Lesson Plan document. They are flexible for varied educator needs.
The summative assessment for this lesson consists of a final writing task. In this task, students evaluate whether Benedict Arnold and Enoch Poor had what they needed to make effective battlefield decisions. Students complete this evaluation based upon their observations exploring the 360° Virtual Tour of the Neilson House at Saratoga National Historic Park.
Supports for Struggling Learners
There are several alterations that could be applied to this lesson as the teacher sees fit to adjust for time or student ability. First, the “Do Now Prompt" could be completed prior to the lesson as a homework assignment in anticipation of the discussion. Further, the final assessment could be completed outside of the classroom to be turned in later. In a smaller class setting, or a class setting in which students do not have individual devices to use when exploring the 360° Neilson House tour, it is recommended that the teacher lead students through the tour using a Smartboard or projector, stopping, and reading aloud significant items on the tour that pertain to the objective of the lesson.
Enrichment Activities
Included as part of the Activity Packet downloadable document. These are intended not just for the excelling learner, but for all learners, as engaging multiple learning styles and fields improves and deepens the learning experience for any student.
Contact Information
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Tags: saratoga curriculum saratoga national historical park saratoga battlefield battles of saratoga american revolution american revolutionary war history lesson plan neilson house
Source: U.S. Department of the Interior, National Park Service