George Washington s response to Prisoners of War during the American Revolution Introduction George Grobusch

George Washington s response to Prisoners of War during the American Revolution Introduction George Grobusch Lesson Objective This lesson on Prisoners of War during the American Revolution is part of Gilder Lehrman s series of Common Core based lessons. The lesson was written to enable students to understand, summarize, and analyze original texts of historical significance. Students will demonstrate this knowledge by answering questions and writing summaries of selections from the original documents. Introduction Students should have some knowledge concerning the Revolution before beginning this lesson. They should also know some facts concerning the current War on Terror and the story of Bowe Bergdahl. The American Revolution and subsequent independence was paid for with the blood sweat and tears of the soldiers who willingly put on uniforms and faced the best military of the age. Their sacrifices were great almost beyond belief and thankfully they endured. We know what misery they suffered at Valley Forge and other places throughout the war. Those that survived the battle but were captured by the enemy faced even harsher treatment and possibly death. Many British saw the Americans as rebels or traitors and the punishment for treason was death. Prisoners of war create a substantial economic burden on the country that captures them since they must feed, house and guard those POWs. Such expenditures could be very costly. In order to mitigate the cost of caring for prisoners, armies would often parole soldiers, particularly officers and periodically exchange prisoners. It turns out that George Washington was very concerned with the treatment of American POWs and wrote many letters to the British and the Continental Congress concerning their treatment and possible release. The British at first refuse to recognize Americans as POWs and regarded them as traitors that could and should be hanged. During the course of the war they change their position as more and more British soldiers and officers become prisoners of the Continental Army. The treatment of prisoners of war has been a concern throughout United States history. The abuses suffered by American service men in the Civil War created a nation outcry. Later, numerous international treaties have been signed guarantying proper treatment of POWs. That certainly does not mean that they are followed by every country. Abuses during World War Two, Korea and Vietnam in particular gave rise to the POW flag. The treatment of US Service members by foreign as well as our own government is a theme that can be revisited throughout the teaching of US history. It would be of interest to examine how our service members are treated by each succeeding generation of Americans. The recent controversy over the exchange of America s only POW during the War on Terror is of great interest. How would General Washington have handled this controversial issue? COMMON CORE STANDARDS This unit utilizes all of the following Common Core Anchor Standards for College and Career Readiness and

Literacy in History/Social Studies. College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Integration of Knowledge and Ideas 5. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Reading Standards for Literacy in History/Social Studies 6 12 Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text. 5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. College and Career Readiness Anchor Standards for Writing Text types and purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 4. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 5. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. College and Career Readiness Anchor Standards for Language

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Vocabulary The students will use the Primary Document Analysis activities to locate and cite specific vocabulary Objective (Essential Questions) Students will be using close reading strategies to analyze various primary sources concerning the treatment of prisoners of war during the American Revolution. Students will demonstrate their understanding by completing primary document analysis templates, participating in in-depth analysis of rhetoric and discourse, cooperative learning, document based questioning and creating and responding to higher order questions based on the text. If Sergeant Bergdahl had been a member of the Continental Army and a POW in British custody what would George Washington have done? What conditions does General Washington protest? Cite specific evidence from the document that helps support your answer. What does General Washington threaten to do if American POWs are treated poorly? Cite specific evidence from the document that helps support your answer. Does General Gage see Americans as honorable soldiers? Cite specific evidence from the document that helps support your answer. What does General Gage consider American soldiers to be and what should be their punishment? Cite specific evidence from the document that helps support your answer. Why do you think the British change their policy on American prisoners? Cite specific evidence from the document that helps support your answer. Do you think 18 th century rules and common practices regarding POWs are still relevant today? Would George Washington have made the same decision as President Obama and traded 5 POWs for Bowe Bergdahl? Materials 1. Social Studies Lab Packet: Prisoners of War during the American Revolution- contains all the documents 2. Letter from George Washington to Lieutenant General Thomas Gage, 11 August 1775. http://founders.archives.gov/documents/washington/03-01-02-0192 3. Letter to George Washington from Lieutenant General Thomas Gage, 13 August 1775 http://founders.archives.gov/documents/washington/03-01-02-0203 4. Letter from George Washington to Major General William Howe, 18 December 1775 http://founders.archives.gov/documents/washington/03-02-02-0529 5. Letter from George Washington to Major General William Howe, 30 July 1776 http://founders.archives.gov/documents/washington/03-05-02-0386 6. Letter to George Washington from Major General William Howe, 1 August 1776 http://founders.archives.gov/documents/washington/03-05-02-0400

Procedure (Instruction and Assessment) 1. This lesson contains 5 complete documents which are letters exchanged between General Washington and his British counterparts Generals Gage and Howe concerning prisoners of war. 2. This lesson could be as long or as short as you would like it to be. Eliminating some documents or just giving students excerpts from each will still convey the gist of the lesson. 3. The teacher will have to be sure the students are appropriately prepared for this lesson. Prior to this lesson students should have a good understanding of the revolution. In addition, they should know some current events concerning the War on Terror. 4. The teacher will hand out the Social Studies Lab Packet: Prisoners of War during the American Revolution. 5. The teacher should read the introduction to Sergeant Bergdahl and field any questions. 6. The teacher will do a close read with the students. There are several documents and the teacher must determine whether to work on each one at a time or to read through them all. It will depend on the class. 7. The first close read can be done independently, with a partner or out loud as a class. Since you are dealing with 18 th century English you may wish to do it as a class. Tell students to read along and pencils down. Focus on the key ideas and details and make sure the students know the main idea of the author. 8. After the first read have students Think-Pair-Share. Student groupings can be random or determined prior based on needs. By listening to student discussions the teacher can determine whether they get the gist of the document. Use specific questions to keep students focused. 9. The third close read will require students to synthesize and analyze the information from several texts and record the information in the key idea portion of the lab. 10. Students will then answer the remaining questions which will help them with their response. 11. Students may ask for additional information on Bowe Bergdahl.

Name Date SS7 Period Social Studies Lab Packet George Washington s response to Prisoners of War during the American Revolution Introduction: Compelling Question: Step One: POW Sergeant Bowe Bergdahl released after 5 years in captivity Bowe Bergdahl is the only US soldier held as a POW during the War on Terror. He was captured by a Taliban group in Afghanistan in June of 2009. Why he was captured and whether he abandoned his post is the subject of intense media scrutiny. On May 31, 2014 Sergeant Bergdahl was released as part of a prisoner exchange for five Taliban members held at Guantanamo Bay. This prisoner exchange has become a huge political controversy in the United States. Some in Congress believe the President had a duty to inform them again as to the prisons being exchanged; while others charge that the USA is breaking their oath not to negotiate with terrorists and that this action puts all Americans at great risk in the future. If Sergeant Bergdahl had been a member of the Continental Army and a POW in British custody what would George Washington have done? Look at the question above. What is your hunch before looking at any documents? Hunch Step Two: Examining the Evidence Examine the pieces of evidence. What is each source telling us about the treatment of POWs during the America Revolution? How does Washington wish to resolve this? Source One- Primary or Secondary? Letter from George Washington to Lieutenant General Thomas Gage, 11 August 1775 Sir I understand that the officers engaged in the cause of liberty and their Country, who, by the fortune of war, have fallen into your hands, have been thrown indiscriminately into a common jail appropriated for felons; that no consideration has been had for those of the most respectable rank, when languishing with wounds and sickness; and that some of them have been even amputated in this unworthy situation. Let your opinion, Sir, of the principle which actuates them be what it may, they suppose they act from the noblest of all principles a love of freedom and their Country. But political opinions, I conceive, are foreign to this point. The obligations arising from the rights of humanity and claims of rank are universally binding and extensive, except in case of retaliation. These, I should have hoped, would have dictated a more tender treatment of those individuals whom chance or war had put in your power; nor can I forbear suggesting its fatal tendency to What is the source telling us? What is the gist? Key Ideas

widen that unhappy breach, which you and those Ministers under whom you act have repeatedly declared you wished to see forever closed. My duty now makes it necessary to apprise you that, for the future, I shall regulate my conduct towards those gentlemen who are or may be in our possession, exactly by the rule you shall observe towards those of ours now in your custody. If severity and hardship mark the line of your conduct, painful as it may be to me, your prisoners will feel its effects. But if kindness and humanity are shown to ours, I shall with pleasure consider those in our hands only as unfortunate, and they shall receive from me that treatment to which the unfortunate are ever entitled. I beg to be favored with an answer as soon as possible, and am, Sir, your very humble servant, George Washington. Source Two - Primary or Secondary? To George Washington from Lieutenant General Thomas Gage, 13 August 1775 Sir To the Glory of Civilized Nations, humanity and War have been compatible; and Compassion to the subdued, is become almost a general system. Britons, ever preeminent in Mercy, have outgone common examples, and overlooked the Criminal in the Captive. Upon these principles your Prisoners, whose Lives by the Laws of the Land are destined to the Cord, have hitherto been treated with care and kindness, and more comfortably lodged then the King s Troops in the Hospitals, indiscriminately it is true, for I Acknowledge no Rank that is not derived from the King. My intelligence from your Army would justify severe recrimination. I understand there are of the King s faithfull Subjects, taken sometime since by the Rebels, labouring like Negro Slaves, to gain their daily Subsistence, or reduced to the Wretched Alternative, to perish by famine, or take Arms against their King and Country. Those who have made the Treatment of the Prisoners in my hands, or of your other Friends in Boston, a pretence for such Measures, found Barbarity upon falsehood. I would willingly hope Sir, that the Sentiments of liberality, which I have always believed you to possess, will be exerted to correct these misdoings. Be temperate in political disquisition, give free Operation to truth, and punish those who decieve and misrepresent, and not only the effects, but the Causes of this unhappy Conflict will be removed. Should those under whose usurped Authority you Act, controul such a disposition, and dare to call severity retaliation, to God who knows all hearts be the appeal for the dreadfull consequences. I trust that British Soldiers Asserting the rights of the State, the Laws of the Land, the being of the What is the source telling us? What is the gist? Key Ideas

Constitution, will meet all Events with becoming fortitude. They will court Victory with the Spirit their cause inspires, and from the same Motive will find the patience of Martyrs under misfortune. Till I read your insinuations in regard to Ministers, I concieved that I had acted under the King: Whose wishes, it is true, as well as those of his Ministers, and of every honest Man have been to see this unhappy Breach forever closed, but unfortunately for both Countrys, those who long since projected the present Crisis, and influence the Councils of America, have views very distant from Accomodation. I am, Sir, Your most Obedient humble Servant Thos Gage Source Three - Primary or Secondary? To his excellency General Howe, 18 December, 1775 Sir, We have just been informed of a circumstance, which, were it not so well authenticated, I should scarcely think credible. It is that Colonel Allen, who, with his small party, was defeated and taken prisoner near Montreal, has been treated without regard to decency, humanity, or the rules of war; that he has been thrown into irons, and suffers all the hardships inflicted upon common felons. I think it my duty, Sir, to demand, and do expect from you, an eclaircissement on this subject. At the same time, I flatter myself, from the character which Mr. Howe bears, as a man of honor, gentleman, and soldier, that my demand will meet with his approbation. I must take the liberty, also, of informing you, that I shall consider your silence as a confirmation of the report; and further assuring you, that, whatever treatment Colonel Allen receives, whatever fate he undergoes, such exactly shall be the treatment and fate of Brigadier Prescott, now in our hands. The law of retaliation is not only justifiable in the eyes of God and man, but absolutely a duty, which, in our present circumstances, we owe to our relations, friends, and fellow-citizens. Permit me to add, Sir, that we have all here the highest regard and reverence for your great personal qualities and attainments, and that the Americans in general esteem it as not the least of their misfortunes, that the name of Howe, a name so dear to them, should appear at the head of the catalogue of the instruments employed by a wicked ministry for their destruction. With due respect, I have the honor to be, Sir, your most obedient humble servant. P. S. If an exchange of prisoners taken on each side in this unnatural contest is agreeable to General Howe, he will please to signify as much to his most obedient, George Washington Source Four- Primary or Secondary? What is the source telling us? What is the gist? Key Ideas What is the source telling us?

From George Washington to Major General William Howe, 30 July 1776 Sir Lieutt Colo. Pattison, Adjt Genl of the Army under your command at the Interview between us, having proposed an Exchange of Mr Lovel for Govr Skeene,1 I am authorized to inform you that the Congress have not only approved of this proposition but Judging that a Genl exchange of prisoners will be attended with mutual convenience and pleasure to both parties, have empowered their Commanders in each department to negociate one in the following manner Continental officers for those of equal rank, either in the Land or Sea service, Soldier for Soldier, Sailor for Sailor & Citizen for Citizen.[ ] They have also particularly mentioned the exchange of Col. Ethan Allan for any Officer of the same or inferior rank.2 You will be pleased to signify the time & place for that of Mr Lovell & Govr Skeene that I may give direction for the latter to be ready who is now at Hartford about 120 Miles from hence; also to favor me with your Sentiments as well on the proposition respecting Colo. Allan as on the Subject of a Genl Exchange. I have the honor to be with due respect Sir Your Most Obedt Servt G. W. Source Five - Primary or Secondary? To George Washington from Major General William Howe, 1 August 1776 Sir I have receiv d the Favor of your Letter of the 30th of July and shall accordingly direct that Mr Lovell who is now at Halifax, be brought to this Port, of which I shall have the Honor of advising you, that the proposed Exchange between him and Governor Skene may take Place. The Extent of my Command having no Relation to Canada, it is not in my Power to give you the Satisfaction I could wish respecting the Enlargement of Coll Allen; it must therefore depend upon General Carleton s Determination: But wishing sincerely to give Relief to the Disstresses of all Prisoners, I shall readily consent to the Mode of Exchange You are pleased to propose, Viz. Officers for those of equal Rank, Soldier for Soldier, Citizen for Citizen: the Choice to be made by the Respective Commanders, for their own Officers and Men: You must be sensible Deserters cannot be included in this Arrangement: and for the Mode of Exchange in the Naval Line, I beg Leave to refer you to the Admiral. I cannot close this Letter without expressing the deepest Concern that the unhappy State of the Colonies, so different from what I had the Honor of experiencing in the Course of the last War, deprives me of the Pleasure I should otherwise have What is the gist? Key Ideas What is the source telling us? What is the gist? Key Ideas

had in a more personal Communication. I am with due Respect Sir Your most Obedt Servt W. Howe Step Three: Develop a Claim Based on the evidence what do you think General Washington would have done? Step Four: Cite Evidence Supporting Your Claim What specific evidence do the sources provide that support your claim? Step Five: Communicating Your Conclusions In TWO paragraphs (8-10 sentences each), communicate your conclusion. Be sure to begin your paragraph by identifying your claim and then support your claim with evidence from the sources. If Sergeant Bergdahl had been a member of the Continental Army and a POW in British custody what would George Washington have done?