K20 LEARN | Guns and Ships

Summary

Students will use text analysis strategies to summarize two significant events of the Revolutionary War—the Battle of Saratoga and the French Alliance. Then students, working in collaborative groups, will use their knowledge of these events to annotate the lyrics of the song "Guns and Ships" from the musical Hamilton. Students will explain how either the Battle of Saratoga or the French Alliance impacted the Revolutionary War.

Essential Question(s)

How does conflict create change? What events during the Revolutionary War significantly impacted the colonies and the outcome of the war?

Snapshot

Engage

Students listen to the song "Guns and Ships" and hypothesize about how the song answers the question posed in its first line. Essentially, how does America ultimately defeat Great Britain?

Explore

While reading short summaries of the Battle of Saratoga, the French Alliance, and a letter by General Washington after Saratoga, students individually complete a Three Sticky Note summary activity. They form groups of three and write a three-sentence summary for each reading.

Explain

Students annotate the “Guns and Ships” lyrics to further explain what their meaning.

Extend

Students discuss the events and impacts of the Battle of Saratoga and the Alliance with the French.

Evaluate

Students create and share their explanations of how either the Battle of Saratoga or the French Alliance impacted the Revolutionary War.

Face-to-Face

Materials

Lesson Slides (attached)
Guns and Ships Lyrics handout (attached; one per student; print one-sided)
Battle of Saratoga and the French Alliance document (attached; one per student; print one-sided)
Washington Letter primary source (attached; one per student; print one-sided)
30-Second Expert Planning Sheet handout (attached; one per student; print one-sided)
30-Second Expert Rubric handout (attached; one per student; print one-sided)
Notebook paper
Sticky notes (nine per student)

Online

Materials

Internet access to play the YouTube video of song "Guns and Ships"
Guns and Ships handout - provided
Battle of Saratoga and the French Alliance handout - provided
Washington letter to Horatio Gates primary source - provided
Post-its- nine per student
Teacher slides for student directions-provided

Hybrid

Materials

Internet access to play the YouTube video of song "Guns and Ships"
Guns and Ships handout - provided
Battle of Saratoga and the French Alliance handout - provided
Washington letter to Horatio Gates primary source - provided
Post-its- nine per student
Teacher slides for student directions-provided

Hybrid

Engage

Tell students that they are going to listen to a song from the musical Hamilton. Give students the "Guns and Ships" handout and beginning with slide 3 have them create an I Think/We Think two-column chart on notebook paper. There are instructions for a later activity at the top of the "Guns and Ships" handout. If students ask, explain this activity will be done later in the lesson.

After the I Think/We Think chart is drawn, move to slide 4 and ask students to look at the first two lines of the song on their "Guns and Ships" handout, "How does a ragtag volunteer army in need of a shower / Somehow defeat a global superpower?" Ask students to think about what this questions means and how they might answer this question as they listen to the song "Guns and Ships." Students will use the "Guns and Ships" handout to follow along with the lyrics as the song plays. Students may write down their thoughts in the "I Think" column of their chart.

After listening to the song, assign students to working groups of three to four. Tell them this will be their group assignment throughout different parts of the lesson. Move to slide 5 and have students share their "I Think" answers with the group and based on their conversations and the lyrics of the song, complete the "We Think" side of the chart. Students should come to a consensus about the meaning of the first two lines of the song. Ask a few groups to share out some of their We Think opinions. Use student responses as a foundation for a whole-class discussion of the Revolutionary War to engage students in using their prior knowledge of the topic. Continue this line of discussion to review events of the Revolutionary War leading up to the Battle of Saratoga that have already been studied, asking students how the war was going for the Patriots at this time.

Next, move to slide 6, showing students the essential questions for this lesson - How does conflict create change? What events during the Revolutionary War significantly impacted the course and outcome of the war? Explain to students that they will explore two major events of the Revolutionary War to reflect on this broader issue of American independence and how conflicts like war, consequences of battle, and alliances can influence the outcome of war to create change.

Online

Engage

Tell students that they are going to listen to a song from the musical Hamilton. Give students the "Guns and Ships" handout and beginning with slide 3 have them create an I Think/We Think two-column chart on notebook paper. There are instructions for a later activity at the top of the "Guns and Ships" handout. If students ask, explain this activity will be done later in the lesson.

After the I Think/We Think chart is drawn, move to slide 4 and ask students to look at the first two lines of the song on their "Guns and Ships" handout, "How does a ragtag volunteer army in need of a shower / Somehow defeat a global superpower?" Ask students to think about what this questions means and how they might answer this question as they listen to the song "Guns and Ships." Students will use the "Guns and Ships" handout to follow along with the lyrics as the song plays. Students may write down their thoughts in the "I Think" column of their chart.

After listening to the song, assign students to working groups of three to four. Tell them this will be their group assignment throughout different parts of the lesson. Move to slide 5 and have students share their "I Think" answers with the group and based on their conversations and the lyrics of the song, complete the "We Think" side of the chart. Students should come to a consensus about the meaning of the first two lines of the song. Ask a few groups to share out some of their We Think opinions. Use student responses as a foundation for a whole-class discussion of the Revolutionary War to engage students in using their prior knowledge of the topic. Continue this line of discussion to review events of the Revolutionary War leading up to the Battle of Saratoga that have already been studied, asking students how the war was going for the Patriots at this time.

Next, move to slide 6, showing students the essential questions for this lesson - How does conflict create change? What events during the Revolutionary War significantly impacted the course and outcome of the war? Explain to students that they will explore two major events of the Revolutionary War to reflect on this broader issue of American independence and how conflicts like war, consequences of battle, and alliances can influence the outcome of war to create change.

Face-to-Face

Engage

15 Minute(s)

Use the attached Lesson Slides to introduce the lesson to students. Move to slide 3 and explain to students that they are going to listen to a song from the musical Hamilton. Pass out the Guns and Ships Lyrics handout to each student. They can use the lyrics to follow along with the song.

Once the song is done, move to slide 4. Introduce students to the I Think/We Think instructional strategy. Have them create a two-column chart on notebook paper and label one as “I Think” and the other as “We Think.” Ask students to look at the first two lines of the song on their Lyrics handout, "How does a ragtag volunteer army in need of a shower / Somehow defeat a global superpower?" Ask students to think about what this question means and how they might answer it as they listen to the song "Guns and Ships." Students may write down their thoughts in the "I Think" column of their chart.

Move to slide 5 and have students share their "I Think" answers with the group. Based on their conversations and the lyrics of the song, complete the "We Think" side of the chart. Students should come to a consensus about the meaning of the first two lines of the song. Ask a few groups to share out some of their “We Think” opinions. Use student responses as a foundation for a whole-class discussion of the Revolutionary War to engage students in using their prior knowledge of the topic. Continue this line of discussion to review events of the Revolutionary War leading up to the Battle of Saratoga that have already been studied, asking students how the war was going for the Patriots at this time.

Use slides 6–7 and go over the essential question and lesson objectives. Explain to students that they will explore two major events of the Revolutionary War to reflect on this broader issue of American independence and how consequences of battle and alliances can influence the outcome of war to create change.

Face-to-Face

Explore

45 Minute(s)

Pass out the Battle of Saratoga and the French Alliance document and the Washington Letter primary source. Give each student nine sticky notes. Display slide 8 and introduce students to the Three Sticky Notes instructional strategy. Explain to students that they will individually read the Battle of Saratoga, the French Alliance, and Washington's Letter to Horatio Gates. As they read, they will create a one-word summary, an important phrase, and a sentence summary. Once students have filled out their three sticky notes for each reading, give them an opportunity to share their ideas with their group.

Move to slide 9. Have students share their sticky notes, including their word, important phrase, and sentence summary, with their group. Based on the information shared as a group, students work together to create a three-sentence summary of each reading. Students can record their summaries on notebook paper individually or as a group. Facilitate a group discussion about each of the readings and the groups’ summaries.

Possible Student Responses

Regarding the Battle of Saratoga, student discussion of their sticky notes and summaries should center around the ideas that the battle was a much-needed victory for the Patriots to be able to continue the war effort and that it influenced France to join the Patriot cause. Regarding the French Alliance, student discussion of their sticky notes and summaries should center around the idea that the Patriots desperately needed help and resources from the French. Students should point out that French support—including supplies, troops, and a navy—were essential to the Patriots' ability to defeat the British and establish independence. Regarding the Washington letter, student discussion of their sticky notes and summaries should center around Washington’s reaction and how important the victory was. Washington was not happy that Gates had not sent messages immediately about the Battle, and so he sent his aide, Hamilton, to relate further strategies for General Gates.

Online

Explore

Pass out the Battle of Saratoga and the French Alliance handout and the Washington letter primary source. Give each student 9 post-it notes. Students will individually read the summaries of the Battle of Saratoga, the French Alliance and Washington's letter to General Gates. As they read, they will complete a Three Sticky Notes activity. Display slide 7 for student directions. Once students have filled out their three post-its for each reading, they will be given time in groups to share their ideas.

Have students share their post-it notes with the group. Students share their word, important phrase, and their sentence summary with their group. Based on the information shared, as a group students work together to create a three sentence summary of each reading. Students can record their three sentence summaries on notebook paper individually or as a group. Allow 30 minutes for the group work, about ten minutes for each reading.

Possible Student Responses

Regarding the Battle of Saratoga, student discussion of their post-its and summaries should center around the ideas that the battle was a much-needed victory for the Patriots to be able to continue the war effort and that it influenced France to join the Patriot cause. Regarding the French Alliance, student discussion of their post-its and summaries should center around the idea that the Patriots desperately needed help and resources from the French. Students should point out that French support—including supplies, troops, and a navy—were essential to the Patriots' ability to defeat the British and establish independence. Regarding the Washington letter, student discussion of their post-it notes and summaries should center around how pleased and important the victory was. Washington was not happy that Gates had not sent messages immediately about the Battle and so was sending his aide, Hamilton, to relate further strategies for General Gates.

Call on one or two groups to share their summaries about the Battle of Saratoga. Have one or two different groups share their summaries about the French Alliance. Have another group share their summary of Washington's letter to Gates. This can serve as one of the assessments of this lesson.

Hybrid

Explore

Pass out the Battle of Saratoga and the French Alliance handout and the Washington letter primary source. Give each student 9 post-it notes. Students will individually read the summaries of the Battle of Saratoga, the French Alliance and Washington's letter to General Gates. As they read, they will complete a Three Sticky Notes activity. Display slide 7 for student directions. Once students have filled out their three post-its for each reading, they will be given time in groups to share their ideas.

Have students share their post-it notes with the group. Students share their word, important phrase, and their sentence summary with their group. Based on the information shared, as a group students work together to create a three sentence summary of each reading. Students can record their three sentence summaries on notebook paper individually or as a group. Allow 30 minutes for the group work, about ten minutes for each reading.

Possible Student Responses

Regarding the Battle of Saratoga, student discussion of their post-its and summaries should center around the ideas that the battle was a much-needed victory for the Patriots to be able to continue the war effort and that it influenced France to join the Patriot cause. Regarding the French Alliance, student discussion of their post-its and summaries should center around the idea that the Patriots desperately needed help and resources from the French. Students should point out that French support—including supplies, troops, and a navy—were essential to the Patriots' ability to defeat the British and establish independence. Regarding the Washington letter, student discussion of their post-it notes and summaries should center around how pleased and important the victory was. Washington was not happy that Gates had not sent messages immediately about the Battle and so was sending his aide, Hamilton, to relate further strategies for General Gates.

Call on one or two groups to share their summaries about the Battle of Saratoga. Have one or two different groups share their summaries about the French Alliance. Have another group share their summary of Washington's letter to Gates. This can serve as one of the assessments of this lesson.

Hybrid

Explain

Return students to the Guns and Ships lyrics. Tell students that they will be working with their groups to annotate the lyrics of Guns and Ships using their knowledge of the Battle of Saratoga, the French Alliance and the Revolutionary War in general.

Students may use their discussion today, their textbook, the readings, and their knowledge about the Revolutionary War for this activity. Read aloud the directions on the Guns and Ships handout. Students are to list their six annotations in the right-hand column. Explain to students that their annotations should help someone who knows nothing about the American Revolution make meaning out of the lyrics.

Annotating text is a close reading strategy. For students to fully understand the annotation process, show slide 8 before they begin. Review the first annotation on the Guns and Ships handout together as a model of what they should do. Allow student groups about 30 minutes for this activity.

Once groups have completed their annotations, call on groups to share a few of their annotations with the class. Determine how many examples you want to hear from each group based on your timing.

Online

Explain

Return students to the Guns and Ships lyrics. Tell students that they will be working with their groups to annotate the lyrics of Guns and Ships using their knowledge of the Battle of Saratoga, the French Alliance and the Revolutionary War in general.

Students may use their discussion today, their textbook, the readings, and their knowledge about the Revolutionary War for this activity. Read aloud the directions on the Guns and Ships handout. Students are to list their six annotations in the right-hand column. Explain to students that their annotations should help someone who knows nothing about the American Revolution make meaning out of the lyrics.

Annotating text is a close reading strategy. For students to fully understand the annotation process, show slide 8 before they begin. Review the first annotation on the Guns and Ships handout together as a model of what they should do. Allow student groups about 30 minutes for this activity.

Once groups have completed their annotations, call on groups to share a few of their annotations with the class. Determine how many examples you want to hear from each group based on your timing.

Face-to-Face

Explain

20 Minute(s)

Show slide 10 and explain to students that annotating text is a close reading strategy. Have students return to their Lyrics handout. Tell students that they will be working with their groups to annotate the lyrics of “Guns and Ships” using their knowledge of the Battle of Saratoga, the French Alliance, and the Revolutionary War in general. Review the first annotation on the Lyrics handout together as a model of what they should do.

Students may use their discussion today, their textbook, the readings, and their knowledge about the Revolutionary War for this activity. Read aloud the directions on the Lyrics handout. Students are to list their six annotations in the right-hand column. Explain to students that their annotations should help someone who knows nothing about the American Revolution make meaning out of the lyrics.

Once groups have completed their annotations, call on groups to share a few of their annotations with the class. Determine how many examples you want to hear from each group based on your timing.

Face-to-Face

Extend

20 Minute(s)

Have student stand or sit in a circle. Move to slide 11 and introduce students to the Hot Potato instructional strategy. Explain that students that they will be shown two questions on a slide and they should think about what their answers will be. They will pass around a ball around the circle while music or a countdown plays. Whoever is holding the ball has to answer the question. Depending on your class needs, either allow students to choose which question they would like to answer or decide which one they will answer yourself. Repeat this process for the remaining questions on slides 12–16.

Online

Extend

Have student groups revisit their post-it notes , their three sentence summaries, and the readings. Move to slide 9 and explain that student groups will expand one of their summaries into a rap, chant or song using the Chant it, Sing it, Rap it strategy. Groups can choose to create their rap, song or chant based on either the Battle of Saratoga or the French Alliance. Their lyrics should address how either the Battle of Saratoga or the French Alliance impacted the course and the outcome of the Revolutionary War ultimately affecting change for the colonies. Like the Hamilton lyrics, students should create a brief stanza and a repeating chorus. Explain the difference between a stanza which tells the story from the chorus or refrain which is used to emphasize or repeat a main idea. Show slide 10 for an example of the stanza and chorus from the song, Guns and Ships. You may also wish to play Guns and Ships again and emphasize when they are singing the chorus.

As student groups are working, walk around checking in with the groups to make sure their raps, songs, or chants accurately and appropriately represent the event that they chose.

Groups will perform their chant, rap, or song for the class. Groups after the performance may wish to explain some of their lyrics to the class and how the lyrics refer to the event they chose.

After the groups' performance, groups can turn in their written rap, chant, or song lyrics.

Hybrid

Extend

Have student groups revisit their post-it notes , their three sentence summaries, and the readings. Move to slide 9 and explain that student groups will expand one of their summaries into a rap, chant or song using the Chant it, Sing it, Rap it strategy. Groups can choose to create their rap, song or chant based on either the Battle of Saratoga or the French Alliance. Their lyrics should address how either the Battle of Saratoga or the French Alliance impacted the course and the outcome of the Revolutionary War ultimately affecting change for the colonies. Like the Hamilton lyrics, students should create a brief stanza and a repeating chorus. Explain the difference between a stanza which tells the story from the chorus or refrain which is used to emphasize or repeat a main idea. Show slide 10 for an example of the stanza and chorus from the song, Guns and Ships. You may also wish to play Guns and Ships again and emphasize when they are singing the chorus.

As student groups are working, walk around checking in with the groups to make sure their raps, songs, or chants accurately and appropriately represent the event that they chose.

Groups will perform their chant, rap, or song for the class. Groups after the performance may wish to explain some of their lyrics to the class and how the lyrics refer to the event they chose.

After the groups' performance, groups can turn in their written rap, chant, or song lyrics.

Hybrid

Evaluate

The groups' written summaries of the Battle of Saratoga and the French Alliance, the Guns and Ships annotation activity, and a written version of the rap, chant, or song can all serve as assessments of this lesson.

Online

Evaluate

The groups' written summaries of the Battle of Saratoga and the French Alliance, the Guns and Ships annotation activity, and a written version of the rap, chant, or song can all serve as assessments of this lesson.

Face-to-Face

Evaluate

10 Minute(s)

Pass out the 30-Second Expert Planning Sheet handout and 30-Second Expert Rubric handout to each student. Move to slide 17 and introduce students to the 30-Second Expert instructional strategy. Explain to students that they will be crafting an argument describing how either the Battle of Saratoga or the French Alliance impacted the Revolutionary War.

Resources

Castillo, D. (2002). The American nation: Beginnings through 1877. Upper Saddle River, NJ: Prentice Hall.
Editors (2009). Battle of Saratoga. History.com. https://www.history.com/topics/american-revolution/battle-of-saratoga
Hamilton. (2020). “Guns and Ships” from HAMILTON [Video]. YouTube. https://www.youtube.com/watch?v=JDL6R2KS3xg
K20 Center. (n.d.). 30-second expert. Strategies. https://learn.k20center.ou.edu/strategy/1048
K20 Center. (n.d.). Hot potato. Strategies. https://learn.k20center.ou.edu/strategy/4465
K20 Center. (n.d.). I think / we think. Strategies. https://learn.k20center.ou.edu/strategy/141
K20 Center. (n.d.). Three sticky notes. Strategies. https://learn.k20center.ou.edu/strategy/153
McDougal, H. (2009). United States history: Beginnings to 1877. New York, NY: Holt McDougal.
Miranda, L. –M. (2015). Guns and ships [Liner notes]. In Hamilton [CD]. New York, NY: Atlantic Records. http://atlanticrecords.com/HamiltonMusic/
Washington papers (n.d.) Founders online. From George Washington to major general Horatio Gates, 30, October 1777. National Archives.gov. https://founders.archives.gov/documents/Washington/03-12-02-0049

Authentic Lessons for 21st Century Learning

Guns and Ships

The Battle of Saratoga and the French Alliance

Summary

Essential Question(s)

Snapshot

Materials

Materials

Materials

Engage

Engage

Engage

Explore

Explore

Explore

Explain

Explain

Explain

Extend

Extend

Extend

Evaluate

Evaluate

Evaluate

Resources

Publisher

Downloads

Standards

Facilitator Resources

Learner Handouts