Lesson Plan- The Battle of the Picnic Tables

1. State Standards- Describe the significance of key events in the Revolutionary War.
A. Major Battles
B. Aid from France
C. Surrender at Yorktown

2. Objective- Students will use a historical reenactment, assuming the roles of the
British army and colonial revolutionaries, to analyze the impact guerrilla warfare had on
the American Revolution in order to understand how the colonists despite being
outnumbered and out gunned used this tactic to great effect.

3. The Why- Guerrilla warfare was an important tactic the patriots used against the
British during the Revolutionary War. The colonists were disorganized during the early
days of the revolution but a new style of fighting, one that relied on surprise,
concealment, new weapon technology, and terrain knowledge, enabled the patriots to
gain an advantage over the more heavily armed and numerous British forces. During
the time of the revolution, the British empire was arguably the most powerful military
force in the world and it appeared that the patriots were doomed to defeat. Many British
military officials were optimistic that the revolution would be crushed quickly, but the
patriots turned a disadvantage into an advantage with their use of guerilla warfare.
Unconventional warfare becomes a recurring theme in American history especially with
the Vietnam War and the War on Terror, except the U.S. finds themselves on the
receiving end of guerilla warfare. By acting out the tactics of guerilla warfare, students
will gain a deeper appreciation of how and why these tactics were so effective.

4. Materials Needed-
A. British Flag (if one is not available, a sheet of notebook paper will suffice).
B. Colonial flag.
C. Picnic tables (use the outside lunch areas if possible, if not find a walkway that
has pillars or some kind of cover).
D. Student props (if students want to distinguish themselves they may use
whatever props they want as long as the teacher approves).
E. Projector or Smartboard.
 F. Computer.
G. PowerPoint or any visual text that can display the bell work assignment.

5. Assessment- Students will answer a set of questions (see anticipatory set) before
the reenactment begins in order to take on the role of a British or patriot soldier. A small
question and answer session before the reenactment will determine whether the
students have answered the questions correctly. I am simply looking for an efficient
short class discussion during this time, the students will not be graded on this. During
the reenactment, all students will participate for daily credit. I have devised the scenario
so that every student in the class can participate in the reenactment. If students choose
not to participate, then they will not receive daily credit. Once the scenario has
concluded, students will write a reflective letter on what they just experienced. (See
section 10 Closure for further details on the closure activity)
A. Ensure 100% participation for the historical reenactment, students simply have
to enthusiastically engage in the activity for credit.
B. A set of parameters (see section 9 Instruction for details) has been
established. Students must meet these conditions, if not, it will result in a reduction of
daily credit points.
B. Students will write a letter home to a loved one or a letter to a commanding
officer. The letter does not need to be very long, a five to six sentence paragraph will be
sufficient. Students must include at least two tactics used in guerilla warfare, a
statement about how they feel about this style of warfare, an opening (who are they
writing to), and a closing. Full credit will be given for a complete letter, partial credit for
incomplete letters.

6. Differentiation- Students who have a physical disability or are not able to move as
well as other students, will be the aid to the Commander in Chief (see instruction). The
aid to the CIC will carry out the CICs orders during the reenactment. Students who
have IEPs or others will also be the aid to the CIC except I will be right there to assist
them if needed. Students who meet these conditions however have the choice be a
reenactor or not.

7. Bell Work- Students will answer a question about guerrilla warfare in order to test
their prior knowledge of the subject. A PowerPoint slide will be ready for the students as
they come into class. Students may use a sheet of paper or a computer to answer the
question, this will not be collected but spot checked by the teacher. After the question is
answered, students will be encouraged to share what they wrote with the class, if
students finish early they are permitted to discuss the question (quietly) with their
neighbors as long as they stay on task and discuss the bell work question. Students
must write at least one complete sentence in order to answer the question.
A. How can a smaller and weaker fighting force defeat a much larger more
equipped army?

8. Anticipatory set- Students will watch a short video clip which explains the basics of
guerrilla warfare and how the patriots used this tactic to great advantage. Students will
be asked to identify several notable people mentioned in the video and answer a few
video related questions. After the video, has concluded, students will engage in a
teacher led class discussion to ensure student mastery.
https://www.youtube.com/watch?v=Q87QfuqpOck
A. What were some of the guerrilla tactics used by the colonists?
B. Name three American officers who employed guerrilla warfare tactics?
C. What were the advantages and disadvantages of rifled muskets?
D. Why did the patriots target the British officers?

9. Instruction- - The British Army has just received a message (from a spy) that a large
group of colonists are forming a few miles down the road. The colonists are preparing
barriers and earthworks to stage a defense of a town. In response, the British general
sends a fast-moving detachment to hit the colonists before they can fully dig in. The
British soldiers will march along a road to the battle site while a small detachment of
patriots prepares an ambush. British soldiers will be given the order to advance, (from
their commander) from there, the colonials will ambush them. Once the ambush takes
place the British commander will call for reinforcements. The British sergeant will
advance his troops only to be ambushed by a small detachment of colonials. The
scenario calls for two different ambushes to take place therefore the colonists must set
up first. The teacher will assign student roles or students can volunteer for a position if
they are willing. Once the class has been divided into their respective units, the teacher
(Commander in Chief) will consult the patriots in a separate area so the British soldiers
cannot see them. The patriots will hide behind picnic benches outside which will serve
as cover. Once the Commander in Chief is satisfied with their placement, the CIC will
consult the British soldiers. The British detachment will march through a narrow area of
picnic benches only to be ambushed by the patriots. From there the scenario will pause
and the CIC will explain to the class what just happened. The British commander will
then call for his reinforcements. The reinforcements will advance quickly to help their
fellow soldiers but be promptly ambushed by a faster moving group of patriots. During
the set-up phase the teacher must ensure that there are four separate units of troops
and ensure proper placement. Once the reenactment has concluded the students will
meet in the center and share congratulations on a job well done.
Parameters- Students must meet these conditions in order to participate in the activity.
A. Students will not be permitted to act like they are shooting somebody.
Students may jump out of hiding and scare their fellow classmates or make other
appropriate gestures but no violent gestures are permitted.
B. Students are expected to conduct themselves responsibly and show maturity
while engaging in the activity. The purpose of this activity is to demonstrate how the
patriots used guerrilla warfare, if students cannot handle this form of instruction, then
they lose the privilege of the activity.
Student roles- Students will be assigned roles to play during the battle.
A. British commander
B. British soldiers
C. British reinforcements
D. Reinforcement officer
F. Colonial commander
G. Colonial officer
F. Colonial soldiers

10. Closure- Once the reenactment has ended, students will write a short letter home to
their loved ones explaining to them how they used guerilla tactics to defeat a
detachment of British soldiers. Likewise, British soldiers will write a letter to their
commanding officer complaining about the patriots use of unconventional warfare. All
letters can be written on regular lined paper and turned in after the conclusion of the
lesson for daily credit. If students do not turn a letter, then they will not get credit. Who
the students write the letter to, will be determined by their role during the reenactment, if
a student was a British soldier, then they write the British letter and vice versa. If there is
time left over once the students turn in their letters, the teacher can lead a discussion on
whether students know any other examples of guerrilla warfare from any time period
(preferably today).
Sub-objective-Students will use a letter to a loved one or commanding officer to
write about what happened during the Battle of the Picnic Tables (see section 5
Assessment for details) in order to understand how guerilla warfare was an essential
tactic employed by the patriots.
11. Independent practice- Students will read the next chapter in order to come
prepared for class the next day. Homework will be aligned to test questions or
summative assessments. Study guides will be provided for each chapter in the form of a
short answer questions. Questions also must align to in class activities for example, the
questions relating to the video.

12. Reflection- Document the parts of the lesson that went well and the parts that did
not and determine whether the lesson should need changing. Receiving informal
student feedback is also helpful example questions:
A. What did you like about the lesson
B. What could the teacher have done better
C. Do you have any recommendations for improving upon this lesson.