Native Peoples
Musket Ball - Wrap-up
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The Way of Life
02/06/2022 - 08:46
I think we would start by discussing and learning about the army, the differences between the two, how the British were professional soldiers and the Contienetal Army was everyday citizens. I think talking about camp life is important for students to paint a picture of what things were like. They tyoe of warfare is impotant for students to know. SOldiers had to know what the possibilies could be standing across from the enemy only 30 yards away taking turns firing at each other. Knowing Washingtons feelings on disciline and his thoughts on militia are important as well. Lastly, how the army was dispused at the end of the war. It was fast and efficient as soldiers turned back to citizens.
The Story a Bullet Tells
08/31/2021 - 14:18
The use of a musket ball in class is actually something that I have done before. I have reproductions of a musket ball and a mini ball bullet that I will show to my students to demonstrate to them how older styled firearms worked and the damage that they could do to the human body. As a part of my demonstration I will pose the question "Now knowing what these weapons and projectiles were capable of, what type of reaction do you think that the regular citizen would have when seeing soldiers coming in to the community by the hundreds or thousands?"
Bullets!!! Ready, Aim, Fire!!!
08/29/2021 - 20:58
A great opportunity for virtual views and tours of metalsmiths that still make the early bullets of our history. Taking time to view what went into the time and effort of these musket balls and lead into today's mass manufacturing efforts.
Musket ball and the Standing Army
08/26/2021 - 14:53
I would use the musket ball (fairly easily attained) in the classroom to introduce the American Revolutionary War and the French and Indian War. After teaching the basics of these two wars, I would add an extra credit opportunity regarding battlefield tactics of this period and/or changing American attitudes regarding a standing army.
War
08/23/2021 - 08:34
I think I would have pictures/hands-on objects of primary sources for my students to see, or better yet perhaps have a field trip or invite a speaker to come in and explain how soldiers lived and what they had to go through in war. Also, in the past I have taken my class to Pamplin Historical Park located in Petersburg, VA. It is absolutely wonderful! The guides walk students through an entire day as a soldier and do hands-on activities such as line formations with fake rifles. They are shown how soldiers lived in tents, what they did on a daily basis, what they ate, how they made defenses. It's awesome and really opens the students' eyes.It is not only an outdoor facility, but there is a museum inside as well, so rainy days aren't an issue.
Musket Ball vs. Bullet
08/18/2021 - 10:50
I would start off by showing the video used in the beginning then find a similar video of a rifle being loaded today, and we would compare/contrast how military weapons have changed over time. We could even make a Venn diagram to help with reading skills.
If Muskets and the Revolutionary War: Would you have fought?????
08/08/2021 - 20:42
To engage the students, I would bring to class a a history buff that has replicas of muskets from the Revolutionary War and into the Civil War. (Yes, there is one in Wise County) The gentleman would explain to students the difficulties of fighting during the Revolution and how the very best soldiers could reload a musket at the very best four times in a minute. After looking at the display, I would ask them to compare then and now and would they have fought.
Military Strategy
07/31/2021 - 21:17
Showing the Bill Thompson video depicting the loading and firing of a traditional Brown Bess musket with bayonet would be a great way to introduce the difficulty (as compared to today's weaponry) of loading and firing a weapon at an enemy. A historical discussion could be held to discuss military strategies, from "the line", volley all the way to guerilla warfare. The musket ball topic could be used in most every war until the 20th century. It would hopefully create discussion (students could be put into groups) to create a debate over gun rights, since colonists would be hung if found with a rifle. There are many ways to engage students with the musket: discussion of warfare, research, etc.
Muskets vs Manpower
07/31/2021 - 20:31
For this assignment, I would love to have a mock “battle” where students would line up against each other in the gym and fire nerf guns at each other. Students would practice drilling, much like the British Regulars and the Colonial Armies. We would then face off at 100 feet, take a volley each, and move ten feet for each volley. If you’re hit by a nerf dart, you’re out, if you try to dodge, you’re out. See which group wins the day. We would then read primary sources about camp life and what it would be like to be in a battle during the American Revolution.
Muskets vs Manpower
07/31/2021 - 20:31
For this assignment, I would love to have a mock “battle” where students would line up against each other in the gym and fire nerf guns at each other. Students would practice drilling, much like the British Regulars and the Colonial Armies. We would then face off at 100 feet, take a volley each, and move ten feet for each volley. If you’re hit by a nerf dart, you’re out, if you try to dodge, you’re out. See which group wins the day. We would then read primary sources about camp life and what it would be like to be in a battle during the American Revolution.
From the Brown Bess to the Barrett MRAD
07/21/2021 - 20:57
Topic: Weapons and Ammunition from the Colonial/Revolutionary Era to the present
Students could be shown pictures of small arms that have been used by the American military from the Colonial/Revolutionary Era to the present. Questions could be posed to lead students into a discussion of the combat effectiveness of each weapon and its lethality. Students could then be asked what they thought the purpose of developing these stratospherically enhanced weapons were and did they think their presence enhanced or detracted from a nation's diplomatic efforts. They could also be asked to compare the material previously presented to them in classroom lectures and readings regarding Theodore Roosevelt's foreign policy of "talk softly and carry a big stick" to the conclusions they had just made. Discussions could also be generated to have each student think about whether they agree with this policy and if they think that it is relevant in today's foreign climate.
A challenge to the students could be to have them discuss the question: "Do they think that the expansion from its original 800 member standing army established in 1789 to the current 1.4 million member military of today has any bearing on America's future development of lethal military weapons?" "How does the development of these weapons fit into Eisenhower's January 17, 1961 Farewell Speech?"
Students could be shown pictures of small arms that have been used by the American military from the Colonial/Revolutionary Era to the present. Questions could be posed to lead students into a discussion of the combat effectiveness of each weapon and its lethality. Students could then be asked what they thought the purpose of developing these stratospherically enhanced weapons were and did they think their presence enhanced or detracted from a nation's diplomatic efforts. They could also be asked to compare the material previously presented to them in classroom lectures and readings regarding Theodore Roosevelt's foreign policy of "talk softly and carry a big stick" to the conclusions they had just made. Discussions could also be generated to have each student think about whether they agree with this policy and if they think that it is relevant in today's foreign climate.
A challenge to the students could be to have them discuss the question: "Do they think that the expansion from its original 800 member standing army established in 1789 to the current 1.4 million member military of today has any bearing on America's future development of lethal military weapons?" "How does the development of these weapons fit into Eisenhower's January 17, 1961 Farewell Speech?"
Up close and personal with the musket ball!!
07/13/2021 - 16:16
I would start by taking my class out on the field and have some round balls, footballs and targets and let them throw at different targets to let the see the difference in the flight of a round ball and a conical ball. We would discuss using maps and stories of famous events.
Musket Ball
07/06/2021 - 11:20
Beyond just the talk about the revolution. There can be a whole discussion about how this was one of the most powerful weapons at its time and can really help to discuss the 2nd Amendment
Musket Ball
04/30/2021 - 19:57
I think I would start out students out with an open discussion on the musket ball. What would have been the benefits, the drawbacks, why they think it was used, etc. This would give a sense of students' prior knowledge and get their minds thinking about the intricacies of the war. I like having the recruitment poster available to compare the differences in a current poster and discuss why that would be so and I would include the video of the musket because it is interesting and informational. Once we have had an initial discussion, I would encourage students to pose questions that we need to answer. We go on fact-finding mission to find our answers as a group and I would assign question to pairs of students.
Warfare
12/01/2020 - 20:07
It is fascinating to me and eye opening the differences of the musket and the riffle. I always laughed at the tactics of the British army, i now understand why. These tactics are also vastly different than the farmer soldier for obvious reasons. I think these concepts can really help students understand the differences in the Americans and the British.
Fighting in the Revolution
11/23/2020 - 11:59
I would use the engraving of Paul Revere depicting the Boston Massacre as a springboard to discuss American antipathy to British troops. Using the musket ball, I would explain to students the relative primitiveness of musket rifles, their relative inaccuracy at distances. In looking at the engraving, I would discuss the idea of how professional the British troops appear, their in-line formation, and that Americans hated the idea that the British government believed it necessary to occupy their cities. I would also point out the Quartering Act, which required Americans to house and supply British troops in their own private homes. This act was another nail in the coffin of British tyranny in the colonies.
Powder then Musket Ball
11/18/2020 - 16:19
I would have the students look at primary sources from the era in which we are referring to. Then I would have them create a flier or write an article talking about it allowing them to use their opinions.
The ball
11/18/2020 - 16:07
As often as one sees firearms and ammunition as bad objects in educational settings, their mere existence as it is today depended on those objects. The simple life of a musketball should be grandiose as it made America what it is today. Showing students a musketball and asking them to tell a story from the ball's point of view should not be discouraged. The tales those balls could tell will be well represented when we face the facts of war and the tools of the trade.
Musket Ball
11/16/2020 - 18:54
I would like students to have the opportunity to examine a musket ball. I feel that by looking at a piece of history that they would make a more personal connection to it. Many of our students hunt with their parents and have an interest in weaponry. I think that they would be interested in learning about these weapons and would love to watch a demonstration of someone firing one. At the local Civil War re-enactment, they get to see someone fire a replica gun and the students love it.
Inaccurate at a distance
11/16/2020 - 09:49
I would use the content in this module when we talk about the American Revolution, which is coming up very soon for my class. We can discuss why sometimes a more modern technology may be overlooked for an inferior technology, especially if we have adapted to a way of using that technology, such as close range, closely packed troops for the musket ball to compensate for the inaccuracy of the weapon.
Teacher
11/09/2020 - 14:00
I would show the student the video on the musket and talk with them a little bit about that and then give them several of the primary sources used in this lesson and have them dissect them and find the main ideas behind each.
3rd grade Sandra Parker
11/08/2020 - 10:54
I would have my students expose the myth of Washingtonś army using the tactics deployed by the native Americans. By noting the battle placement of troops, they could see we imitated the British and stood should to shoulder counting on our skill to load and fire the inaccurate flintlock.musket with some success. Perhaps in their research, they could uncover a faction of the population who disagreed with Washingtonś tactics.
Take aim. Fire!!
11/05/2020 - 15:34
In my mind, the absolute best way would be to provide them a demonstration of the musket, much like the video segment. Coupled with watching a live reinactment, students would instantly understand the history surrounding the musket, formations and tactics. I’d imagine students would be full of questions. I’d have students record those questions and use them to guide future instruction.
Standing armies - to have or have not
11/02/2020 - 17:44
Students can use primary sources to examine American attitudes to the standing army in the 18th Century, and at other points in history; following the Civil War, World War I, World War II. Students can then examine the historical circumstances that led to the establishment of the standing army after World War II in the midst of the Cold War, and popular opinions of the military at various points throughout the later 20th Century. Finally, students can make predictions about what the military might look like for future generations as technology develops and as domestic and global geopolotics cahnge and develop.
From Musket Ball Warfare To Digitally Controlled Warfare
10/31/2020 - 16:49
In this class, I would use a timeline gallery walk of the development of armaments from the Revolutionary War, the War of 1812, the Mexican War, the Civil War, World War I, World War II, Korean War, and the wars in the Middle East. During each war, students would point out the development of armament technology such as the revolver, the automatic rifle,tanks, armaments on ships and planes, machine gun, hand grenades, and digitally controlled armaments. With this technology, hand to hand combat has become subordinate to electronically/digitally controlled armaments that allow combat to occur at a distance. The students would be asked to make a list of the types of armaments they have seen in the movies, television, or read about to compare and contrast the advancements.
Musket Narrative
10/22/2020 - 13:10
Students would be asked to write a narrative essay in which they assume the role of a Continental soldier. Their character undergoes discipline training and fights in several battles. They should be specific about the weapons training and the emotions of their first battle versus later experience. While providing this insight, students are asked to make some reference to locations, militias, and leaders as a way to engage with the content.
Reitz Elementary Engagement-Musket Weapons
10/21/2020 - 11:58
Ways that I may try to engage students with discussing musket balls and other forms of weaponry might include presenting a historic rifle or musket for students to examine and discuss or provide a video where students can see a person loading one of the armed weapons. After examining or viewing, we might discuss what weapons may have been used for or who might have used said weapons around the 1700's. After discussing and brainstorming, we may read over letters that were written to army soldiers to consider whether they may have enjoyed fighting in an army or not. This might be a good tie into language arts with journaling and expressing one's thoughts on the topics.
Compare and Contrast
10/19/2020 - 16:49
Students will show the similarities and differences between the British army, and Continental Army using primary source and I would like to use some of the material available in this class because it was excellent material I would set it up to have them compare and contrast tactics, and weapons used during this time period..
Compare and Contrast
08/14/2020 - 10:38
Students would evaluate the similarities and differences in the fighting styles that took place during the Civil War and WWI. They would evaluate not only battle tactics but also weapons and mortality.
Musket Ball
06/18/2020 - 22:11
To engage the students I would take them on a virtual tour of the Musket and the weapons used during the Revolutionary war. We would discuss how the shape of the musket ball helped and/or hurt the soldiers during the war. As an assignment, I would challenge the students to design a different musket ball or write about ways they could improve the weapons.
Battlefield Archaeology Project
05/26/2020 - 19:16
I would start by helping students understand that musket balls are the types of projectiles that are fired from muskets and they were usually wrapped in paper or cloth to keep excess gas behind the barrel of the muzzle. They were usually made of lead and were made by pouring molten lead into a musket ball mould and trimming off excess lead once it had cooled. I think students would also be fascinated by what musket balls would do upon entering the body. They would expand and leave a large exit round. Delving into the Battlefield Archaeology Project (2015) would help them see how musket balls tell the tale of a heroic stand by Lexington's Captain John Parker. The archaeology project used advanced technology to unearth important details on the little known but noteworthy battle called "Parker's Revenge."
Around the Musket Ball
05/12/2020 - 14:17
I would present (with all appropriate permissions!!!) my students with examples of projectiles from simple stones to arrow heads to musket balls and forward to modern frangible and penetration rounds. I would ask them to research the people who used (or use) each projectile and how it impacted (or impacts) and reflects the philosophy of that culture. The primary questions to answer would be: 1. Is there any quantifiable difference in the impact? 2. How does the projectile represent the culture.
The Evolution of War
05/10/2020 - 23:01
I would begin class by showing images (or use real examples if allowed) of a round musket ball and a Civil War era Mine Ball. The students would be asked to compare and contrast the two items and as a class, discuss their importance. This would segway into discussion of how armies fought then and now and discuss tactical changes and their impacts on history. I would also incorporate a football and a kickball/dodgeball and take the students outside to show the difference in throwing them towards a fixed location.
Weapon Cause and Effect
05/03/2020 - 07:36
I would start by asking students what they use for hunting and have them explain what their weapon has them do. I expect it to take some clarifying questions to get them to see the cause and effect between what they do hunting and their weapon. It can be basic like how close they get to their target. Then we can talk about the musket ball and how inaccurate it was. Showing them a video explaining how to use the Brown Bess would help them understand the weapon. Then I would move into military strategy during the American Revolution from there. It also helps students understand there is a reason or cause things are done the way they are.
The Alphabet of Military Strategies
04/22/2020 - 19:32
Study any war and it can be dissected numerous ways in part by looking in depth at poignant leaders, my looking at large movements at the time (the psychological pulse of the era), and military strategies to include ammunition. I would build a project around this unit, having students pick one piece of ammunition, one strategy in one war. We will come together and make poignant comparisons of how these different strategies worked in different wars and time periods, and why they may have not worked in other times. Think how naval ships changed things - consider the Hellenic Navy. Consider bow and arrow versus guns. Think of trench warfare and the western front (WWI).
They did what?
04/21/2020 - 21:12
When teaching this to fourth or fifth graders they never understand why the British lined up to fight in an open field. I find the having them act it out and show pictures of various weapons used they begin to understand a little better. I like to compare the Revolutionary War to the Civil War because of the change in the weapons and tactics we discuss why more lives were lost in the Civil War compared to the Revolutionary War
Evolution of the Military
04/15/2020 - 09:42
I would have students identify family members they have in the military. Once those persons have been identified, I would provide a writing prompt to have my students imagine what would the individual family member due if they were in the military doing the American Revolution.I would also have student"s write about which object is more accurate when thrown. a basketball of a football? This exercise would get the class to think about aerodynamics so that a discussion of a musket compared to a rifle bullet can occur.
Evolution
04/10/2020 - 09:20
There are many weapons used today, for shooting and hunting, that could lend themselves to be used in a demonstration of how guns, and rifling, has evolved over time. It would be a nice demonstration to have some people come with smooth bore guns, and modern rifles, and show how accuracy has changed over the years, just by adding rifling to a weapon, and show the inaccuracies of smooth bore weapons, at a longer distance.
Compare and Contrast
04/01/2020 - 13:10
I would have students show the similarities and differences between the British army, Continental Army, and American Militias using primary source pictures as their main resource. I would set it up to have them compare and contrast size, make up, tactics, weapons, leadership, loyalties, etc.
W. Payne
03/30/2020 - 16:50
I would begin with a photo/drawing of a Revolutionary War battle. I would give students an opportunity the create questions about what they see in the picture. Then, we would formulate a list of class questions--what do they want to know about the picture? I would choose 5 -6 questions for the class to investigate (that correlate with the SOL focus). We would use a jigsaw cooperative group format to hypothesize the answer and then use primary and secondary sources to investigate and answer the questions They would then bring their results back to their home group.
Military Tactics of the 18th Century
03/24/2020 - 13:49
The students will study tactics through class discussion of the advantages/disadvantages of the European model of warfare. They will see the difference in use and manufacture of smooth bore muskets and long rifles. Teacher needs to take advantage of reenactors willing to speak to the class about life on the 18th century battlegrounds. Students will visit museums to view relevant artifacts. Ultimately, paired students will present some aspect of the unit to the class. This could be a timeline, commentary with pictures, self made posters of diagrams of the musket and rifle with compare/contrast discussion. Another interesting topic could be debunking views contrasting colonial and British so many had be taught.
The Magic Bullet
03/19/2020 - 12:00
I would have the students analyze the musket ball by defining what they think it is, when it was used and how it relates to the 18th century. We can then use the musket ball to relate it to military tactics and strategies; mainly, how inaccurate the weapons were and how close you needed to be to hit the target. The students could simulate miltary tactics like firing in a line and we could analyze how hard it would be to stay in one spot with the enemy firing at them. We could also read diaries from soldiers to understand their situation. The students could then write their own diary entry from the point of view of a soldier.
Musket Ball
03/19/2020 - 11:37
I would engage students with the content in this module by discussing terms like musket, trajectory, guerrilla war fare, and camouflage. We would analyze pictures of Indian weapons and fighting tactics, Colonists weapons and tactics, and British weapons and tactics. The use of spies and covert operations was valuable so we would also discuss this aspect. We would also research how the status of a slave allowed people to sneak between enemy lines and reveal information.
Ready to Fight
03/18/2020 - 10:46
My fourth graders always ask why the British soldiers lined up to fight in open fields. I don't give them the answer, instead we do a reenactment when we discuss and learn about the Battle of Great Bridge near Norfolk, Virginia. I also provide them with a poster of various weapons used during the Revolutionary War and a "musket ball". When discussing the Civil War we compare the weapons from the Revolutionary War and I pass around "bullets" that were used. We discuss the changes and reasons why so many lives were lost during the Civil War compared to the Revolutionary War.
Musket Ball Connections
03/16/2020 - 21:53
I'm in an incredibly rural area where many students hunt on weekends. I would introduce the musket ball and begin by asking them (after they figure out it's ammunition) how this is different from what they are used to seeing and how this would impact warfare at the time. I would try to guide them through not only the changes we've seen in ammunition and warfare but how those changes have impacted the people on either side.
Musket Ball
03/16/2020 - 16:06
Students love to talk about the weaponry of wars. I think using this unit as a stepping stone for future weaponry in units will be great. Creating a class discussion with supplemental videos like the one provided in this lesson can really open their eyes to how war was fought. I also want to do a classroom simulation at the beginning of the Revolution where I will pick 5-6 students as they walk in and give them a Continental Army paper, the rest will be the redcoats. I will ask students to crumple the paper and keep it. The Continental army will take positions scattered on one side of the room and the Redcoats will line up in lines. When I say fire students will throw their papers at each other, hoping to simulate why linear tactics (while seeming dumb) was particularly successful. The Continental soldier will feel overwhelmed and retreat.
When we get to the 1900s discussion of the machine gun I am hoping our earlier discussion of weapons and tactics allows us to have an essay test where students are able to tell me how weaponry changed battle and decisions about war.
When we get to the 1900s discussion of the machine gun I am hoping our earlier discussion of weapons and tactics allows us to have an essay test where students are able to tell me how weaponry changed battle and decisions about war.
Muskets and Mistakes
03/15/2020 - 22:59
I would ask them how accurate they thought the musket was. Then, we would talk about how it was very inaccurate, and that led to military leaders changing how they would fight. I would then ask them to brainstorm what they would do if they were the leaders of an infantry unit that used muskets. Next, we would talk about what they would do, and compare that to what was actually done. Finally, we would talk about the soldier of the American Revolutionary War and what he endured.
Standing Army
03/11/2020 - 11:15
I would probably talk about this within my notes (include some of or similar images used here) and in a class discussion. When I teach WWI we talk about how drastic the change was in comparison to how they fought previously. I talk about guerrilla warfare and militia during earlier wars. Here are some other topics I would like to explore with the students.
1. Purpose/need of standing army
2. Weaknesses of Militia
3. Reason for early battle techniques(elbow to elbow)
1. Purpose/need of standing army
2. Weaknesses of Militia
3. Reason for early battle techniques(elbow to elbow)
Musket Ball- Weapons and Formations
03/09/2020 - 11:30
Students are always interested in the weaponry of the time. I think this would be specifically useful to show the students why the military used the shoulder-to-shoulder tactic.
I think I would start the class with this question: In World History I we talk about the Spartan's use of the Phalanx in war, which is shoulder to shoulder, shield to shield fighting. So why was this same theory of fighting still being used 1,000 years later in the Revolutionary War?
They could then look over primary source material about the success rates of American Guerrilla warfare, the lack of military training that the colonies had vs. what the British had, the weaponry of the time (including videos and musket balls), and whatever else could be found. I think I would have the students work through the primary sources as a group with some sort of worksheet to assist in their analysis, and then answer the my overall question by themselves.
I think the students would enjoy the deep dive into weaponry while also really analyzing why military tactics hadn't changed much. I also think this would end in a couple different answers while also helping them understand the larger concept of Colonial warfare.
I think I would start the class with this question: In World History I we talk about the Spartan's use of the Phalanx in war, which is shoulder to shoulder, shield to shield fighting. So why was this same theory of fighting still being used 1,000 years later in the Revolutionary War?
They could then look over primary source material about the success rates of American Guerrilla warfare, the lack of military training that the colonies had vs. what the British had, the weaponry of the time (including videos and musket balls), and whatever else could be found. I think I would have the students work through the primary sources as a group with some sort of worksheet to assist in their analysis, and then answer the my overall question by themselves.
I think the students would enjoy the deep dive into weaponry while also really analyzing why military tactics hadn't changed much. I also think this would end in a couple different answers while also helping them understand the larger concept of Colonial warfare.
Musket Ball-4th grade
03/07/2020 - 18:40
I think a way for me to use the things in this module about the musket ball with my 4th graders would be to show them different weapons used in the war. We would talk about the pros and cons of each. I would like to bring up to them exactly what was mentioned here-the fighting style was dependent upon the weapon being used. We could then brainstorm different ways the army could change its fighting techniques and how they could benefit from creating new weapons.
The Small Things Matter
03/07/2020 - 08:53
I can engage the students by finding small things that lead to big issues. The musket ball led to changes in rifling and how the military drilled. We could focus on a small classroom issue that leads to a bigger issue, then find solutions.
Musket or the Minie
03/06/2020 - 07:20
When teaching the horrors of the casualties of the Civil War I would use the musket ball and how difficult it was to load and how the Civil War gun differed because of the minie ball and how much quicker it could load and how accurate it was. Showing the Revolutionary soldiers making musket balls and then showing photographs of minie ball factories and then comparing the technologies of paintings and engravings to the invention of black and white photography.
Musket the Minie
03/06/2020 - 07:19
When teaching the horrors of the casualties of the Civil War I would use the musket ball and how difficult it was to load and how the Civil War gun differed because of the minie ball and how much quicker it could load and how accurate it was. Showing the Revolutionary soldiers making musket balls and then showing photographs of minie ball factories and then comparing the technologies of paintings and engravings to the invention of black and white photography.
Historic Weaponry and Warfare
03/04/2020 - 20:42
In order to engage students on the topic of weapons and warfare, I would show examples of early matchlock and flintlock mechanisms for students to discuss the advantages and disadvantages. We could compare the effective ranges of muskets as compared to rifles to start to look at what separated citizen soldiers from the professional army. I would also like to include sources that show the early flintlock, especially the Kentucky rifle (actually Pennsylvania rifle) was as much a piece of art as a tool. It had connections to Germanic and European design elements. A source showing the number of gunsmiths in Pennsylvania and how they migrated into other states and brought their skills with them would be useful in illustrating the topics of cultural migration and skilled artisan craftsmanship.
musket ball connections
03/03/2020 - 15:12
I would use this as an opportunity to discuss how military tactics and strategy are impacted by military technology. I would show both the musket ball and the mini ball and allow students to compare and contrast the items. I would then have students research each type of ammunition and share what they learned.
How inventions affect daily life.
03/03/2020 - 08:59
Have students choose an 1800 invention and research the improvements that have been made on it over the centuries. Describe how people have had to adapt to that invention as it has improved.
Musket for the Win
03/02/2020 - 16:20
Young children are more aware of soldiers duties and responsibilities to our country. Many of them have family members in the armed services but they have now connection to our nations military past. Showing them images of early colonial soldiers attire and weapons they used can help them to become more enlightened about how difficult it would have been for our military in the beginning to win against our enemies. Whereas now we have one of the top defense systems in the world with some of the most highly skilled soldiers.
Applying Lessons Learned
03/02/2020 - 14:22
I would begin the lesson by showing a video of soldiers marching and fighting in lines and columns (the Battle of Camden from The Patriot is a solid choice). I would then ask the students why they believe soldiers fought in that manner. Some students who hunt may be familiar with smooth-bore muskets and black powder and can contribute knowledge about the weapon technology of the era. In a perfect world I would take students outside to the athletic fields and have them practice marching and turning in line and columns.
Standing Armies and Warfare
03/01/2020 - 19:34
With regard to an elementary classroom, I think that the idea of a standing army being a concern for colonial populations wouldn't be something that my students would think about at first. It would be interesting to make connections to present day as well with concerns about gun control and second amendment rights. Overall, most elementary students have read about the war for independence but might not understand that implications and concerns of keeping and maintaining an army for the new republic. In addition, it would be easy to tie in how modern warfare is drastically different from today.
Changes in Fighting over time
03/01/2020 - 10:23
I have always found it interesting to see the changes in the way that fighting has occurred in fighting over time. From the formal fighting in the Revolutionary War to the more strategic fighting in the Civil War to the guerrilla warfare in the Vietnam War, the students need to see how wartime has evolved over the years. The students need to see that the Revolutionary War was the start of the colonists beginning to understand that although they were so willing to drop their ancestral roots, there were benefits to learning from their "parents". I want the students to be able to see that based on the fighting and the losses and wins, they had learned something from them. Students in this module will work on comparisons of the battle from the British vs. the colonist's side. I want them to be able to see how they started to go from ragtag fighters to an organized army. I want them to learn how leadership changed them, but also how they were able to gain ideas form the British and incorporate them into their fighting.
The Musket Ball and how wars were fought
02/29/2020 - 11:10
Students will study why during the Revolutionary War and Civil War soldiers often fought in straight lines. Possibly watch a demonstration of a musket in use with the user explaining the strengths and weaknesses of this gun.
Line up! Straight and Narrow
02/28/2020 - 10:45
This module gives students the opportunity to explore war time practices and artifacts of the American Revolution. I would like to have hands-on access to items or visit a museum. For elementary students, seeing something in person to validate the size, color, materials etc is very valuable. This age group is likely getting their first experience with the American Revolution, so providing an actual artifact will validate the learning opportunity available to them
The Musket Ball- Importance in History
02/27/2020 - 15:11
I would ask students to review the news articles, and posters, used in this module. After reviewing and guided discussion, I would ask students to describe Washington's feelings about the soldiers in the Continental Army. I would write down his answers, or, if I had access to WiFi or data connection, students would use an app to create a digital word wall.
After this, I would pose questions to students centered around why this was such a rag-tag group, and how a militia could really serve to defeat the mightiest Army the world had ever seen. I would again guide discussion to the tactics used the Washington really didn't believe were all that brave, but actually served the soldiers well as they fought.
Finally, we would examine the gun itself, and the firing strategy, to analyze whether or not these soldiers were incredibly cowardice, or simply rationally evolving war by using tactics that preserved life while waging an effective effort.
After this, I would pose questions to students centered around why this was such a rag-tag group, and how a militia could really serve to defeat the mightiest Army the world had ever seen. I would again guide discussion to the tactics used the Washington really didn't believe were all that brave, but actually served the soldiers well as they fought.
Finally, we would examine the gun itself, and the firing strategy, to analyze whether or not these soldiers were incredibly cowardice, or simply rationally evolving war by using tactics that preserved life while waging an effective effort.
Bang, Boom, Pow
02/27/2020 - 11:33
The students will be presented with a velcro target board with a bull's-eye. The middle target will be worth 1,000 points. Outer rings will be worth 750, 500, 200, and zero points. The students will understand that the goal is to get at least 1,000 points after having five tries. I will have the students be placed in three groups. Their task will be to design a device that will get their ping pong ball to be the most accurate and efficient. The students will discover the most accuracy occurs with speed and a device that aids the ball straight to the target. I will then share the history advancement of weaponry as it pertains to use in wars, such as bows and arrows, swords, pellet guns, guns with bullets, cannons, and even bombs.
Muskets and Medicine
08/13/2019 - 21:39
I would engage the students with photographs, especially ones that depict in graphic detail the actual toils and issues of war, as they are visual learners. I would start with photographs of soldiers with muskets and correlate them with photographs of field surgeons of the corresponding war. This would provide context to the simple and brutal tactics of that era and the ramifications of the lack of technological advances and the adaptations that were made to overcome them. We would speak to why they had to fight the way they did and how that method created significant injuries and how they were dealt with.
Musket ball
08/12/2019 - 11:39
I would engage my students with the content and strategies in this module by attempting to formulate an appropriate simulation. This is tricky as violence and a controversial weapon (a gun) are clearly involved. However, successful simulations, (i.e. paper ball trench warfare) are possible. The overall simulation would include providing students with limited materials to create their own items. In order to ease cultural and political tensions, the simulation would have to be about efficiency rather than the advancement of the gun itself. This could be something like
War
07/30/2019 - 15:37
Generally speaking, anytime guns and warfare are topics, students will engage in some form. Teaching government - you could connect the musket ball to tactics used in the Rev. War and further discuss the impact of standing armies in peacetime. It would be a great object to begin a class with because you could hit all the essential political, technological, and economic questions.
Armies of yesteryear
07/24/2019 - 11:21
To begin this unit I would bring in a musket ball and pass it around the classroom, after everyone has a chance to examine it then I would give students five minutes to answer two questions. (What is it? and When was it used?) After students have answered these two questions then I would write down some responses from the students on the board. I would then provide the video presented in this module on the demonstration of the musket for students so they could answer the first question. Students would then be provided with various websites where to find more information on armies of the 17th and 18th centuries. As a follow up activity I would have students write a one page essay on the life of a soldier during the American Revolution that would include the use of the musket and their fighting style.
Littrell-Musket Ball
07/20/2019 - 11:43
Well I think the challenge here would be to decide which theme to go after first. Or do both at the same time. Theme #1=This would be in my opinion an effort to get students to understand the perils and necessity of the fighting styles of the 17th, 18th, and even 19th centuries. This of course could cover anything from the Napoleonic Wars to the American Revolution and even into the Civil War and other conflicts. Having students look at primary sources like a musket, soldier clothing, musket balls, letters like George Washington's that mention the need for dedication and discipline, role playing actually marching side by side, etc could all play a role in giving students a deeper understanding of the mentality it took to fight this type of warfare and the importance it had on the shifts and turns of history.
Theme #2-I think the effort here would be to try to help students reach an understanding of how our country's views of a standing army have changed since its inception. How have we gone from a volunteer and then dispearse army to one of if not the most powerful standing armies with the most broad reaching power around the world? This would clearly take time and require more than one class period and some amazing comparisons could be drawn to other countries (or say, even Ancient Rome which also transitioned in many ways from a temporary army to a massive standing emperial army).
Theme #2-I think the effort here would be to try to help students reach an understanding of how our country's views of a standing army have changed since its inception. How have we gone from a volunteer and then dispearse army to one of if not the most powerful standing armies with the most broad reaching power around the world? This would clearly take time and require more than one class period and some amazing comparisons could be drawn to other countries (or say, even Ancient Rome which also transitioned in many ways from a temporary army to a massive standing emperial army).
Studies of War
07/14/2019 - 14:18
It is difficult to display to students the effects of war and especially the ways that it has evolved. The United States did not always have such a powerful and proud Army, and primary resources such as these are very helpful to display how the U.S. Army began and how far it has come. For upper grades, I think showing enactments of the difficulty of the available weaponry as well as the strategies of simply standing in tight marching lines going towards one another (perhaps through a marching activity outside to show how close everyone would need to be in order to effectively fight) would be really helpful to show the realities of the American Revolution. Analyzing the arguments for having a standing Army and enlisting would also be a great chance to look at persuasive writing and consider American opinion towards organized armies at the time.
Military artifacts
07/02/2019 - 08:35
I teach in Stafford, which is very close to multiple major Civil War battlefields, so I could use a Civil War bullet or similar military artifact as a starting point to discuss the war. While students don't necessarily need to know a great deal about the tactics of the war, it is important that they have some idea of what the soldiers faced. I have many students from military families in my class, and I have a military background, so it would be interesting to compare and contrast what past U.S. soldiers faced with what their parents are used to.
musket ball
06/25/2019 - 12:21
Middle school boys often struggle with a self discipline. They are also often very interested in war and weapons. I would love to explore the theme of colonial soldiers through the lens of discipline and provide reading passages and allow opportunities for Socratic discussion and connection.
test
03/20/2019 - 12:46
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12/11/2018 - 09:10
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11/19/2018 - 10:39
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Game
11/14/2018 - 15:21
What do you think of this?
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10/22/2018 - 11:51
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10/01/2018 - 11:45
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09/26/2018 - 10:52
Instructions
Congratulations on completing the module! Read and comment on classmates’ ideas here.
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Causes of the American Revolution
This essay, written by historian Rosemarie Zagarri of George Mason University, discusses the differences between how textbooks and historians have explained the American Revolution, presenting evidence from selected primary sources useful in the classroom.
Picturing the American Revolution
Five book recommendations for teaching the American Revolution to young learners, especially those who tend to score very low on standardized reading tests.
George Washington Papers, Library of Congress These papers of George Washington consist of approximately 65,000 items accumulated by Washington between 1745 and 1799 and include correspondence, diaries, and financial and military records.
Article: Royster, Charles. “1775: Rage Militaire,” in A Revolutionary People at War: The Continental Army & American Character, 1775-1783. Chapel Hill: University of North Carolina Press, 1996: 25-53.
Comments
JustinL
I agree. Fighting styles over the centuries can cover a lot of time hopefully making connections, and the concept of standing armies could lead to some higher political discussions.
Interesting concept.
Interesting concept.
Musketball continued
Something like a tug of war, or blowing air. I don't have an exact idea of how to channel this simulation as of yet, but I believe it would be the most effective. I also think including primary sources to describe the resistance toward army enrollment during peacetime would be highly effective to depict what societal standards the Revolution was fought and stood for.
I talked about giving
I talked about giving students paper and crumpling it into balls and then having a few Continental soldiers versus the rest of the class as redcoats in lines. This will help them see how (while dumb in many peoples opinion) the linear tactics ended up being successful against the haphazard and poorly trained Continental Army.
Paper ball war fare
I like your idea. Saltville, where I am located, has an re-enactment each year but only our 4th grade is allowed to attend. Individuals go as families and as an instructor I encourage this.
Gun Demo at the Saltville Re-enactment
There is a gun demo at this re-enactment that is really neat.
Paper War
This is so cool! I love this idea.
Jennifer R
I like Jennifer's idea of having a lesson parallel to this module. As my students are likely to struggle with an essay, I would have them compose a smaller writing assignment such as a letter or postcard to describe what they learned.
Musket Ball
Jennifer, Justin and Zachary all have a great idea of bringing in a musket ball to begin the conversation. Passing it around gives the students a tactile connection to historical battles.
honestly........
This module was difficult for me to do for personal reasons. I have an extreme dislike for war, violence, and destruction. However, what's done is done.
I learned that
I learned the reasons for troops fighting in organized rows because of their muskets lack of accuracy.
Me, too!
This module was an eyeopener.
RE: DirkN
I like the idea of comparing the musket ball to the minnie and the pros and cons of each. Then sharing photos of soldiers and manufacturers making them to compare also is a great idea.
I like the concept of
I like the concept of bringing in artifacts to get the students engaged, but I probably would only use pictures of musket balls and other weapons. I like the idea of showing how weapons have changed over time to make them better.
Re: Musket Ball
I think it's a great idea to compare the nerve-wracking tension of being forty yards away from someone to trench warfare of WWI. War is something that is interesting for the kids to learn about and they're usually quite engaged in it, it's important for them to realize there were real people involved and the toll it took on them.
Tension
Standing their ground. This concept is of the upmost importance to our children. I am not sure how I would do it but it is certainly worth thought.
comparisons
There are several posts about comparing fighting styles between, the colonists and the British, and even a few mentioned the natives. This would be a good strategy, to study the ways fighting styles changed, and maybe some of the tactic that were used then, that have carried over to today, if any.
Evolution of the Military
Oh I love this whole concept! Especially the trajectory of the football vs. basketball. Great Idea!!!
Nice
Great suggestions!
I think the lesson about the
I think the lesson about the archeology project is a great way to engage the students! I would consider this topic and theme to be science related, so an archeology dig and study of the findings would be interesting.
War
Thanks for the suggestion because I have taught government for years and never considered this activity. I think my class would enjoy and benefit from this type activity.I especially the video associated with this module and think students would enjoy also while completing this assignment.
Reitz Takeaway-Musket Weapons
I liked going through this module overall, even though I'm not a fan of war at all. Studying weapons and how they evolved over time was very interesting. The aerodynamics with the musket ball could be a great tie in with science in thinking how air resistance can affect the ball's direction, which can determine a battle's outcome. Discussing war tactics and strategy can be very enticing to discuss, especially with students who can relate with video games. Great possibilities here for learning!
From Musket Ball Warfare To Digitally Controlled Warfare
Justin L. comment about the history of armies and the need of them is important because it could lead to other classes about the American attitude about isolationism during the first and second world wars. The Allies felt so strongly about standing armies that the Treaty of Versailles made sure sure that the Axis powers could not maintain standing armies. Did this become such an important factor to the Germans that along with the Great Depression only added flames to their desire never to be conquered again?
Compare and Contrast
I looked at several other people's ideas about compare and contrast. The students could complete a compare and contrast between the military style of then compared to the military style of now. They could also do the same compare and contrast with the ammo from then and now. Also the accuracy of the rifles from then and now and what has changed.
Minie Balls
Can still be found in areas in Virginia. I was not aware that it was an innovation and resulted in the ghastly casualties of the Civil War.
Margaret H. gave me an idea!
I never thought to show the video by Bill Thompson to my students. The girls might be yawning but the boys would love it. Many own guns already where I live.
Showing the Thompson video
I showed it to my Juniors and they were enthralled by how hard it was to fire the musket. They also all swore they would never line up and shoot muskets you could not aim.
Musket ball vs. bullet
I love this idea of comparing technologies. I would add in the lesson how these changes of technologies affected battle tactics over time.
Two types of muskets and who used them
I would show the students the musket demonstration in the module. Nancy L's post suggested showing the engraving by Revere of the Boston Massacre and I think this would intrigue students because the redcoats were in a line and it seemed the commander was telling them to fire. I would remind students that the video showed two types of muskets and one was "legal" and the other was not.