A CUMULATIVE REVIEW “MY BROTHER SAM IS DEAD” CHAPTER

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A Cumulative Review: “My Brother Sam is Dead”, Chapter 7, & “The Crossing”

A Cumulative Review: “My Brother Sam is Dead”, Chapter 7, & “The Crossing”



1.) How do the interactions between Mr. Meeker, Mrs. Meeker, Sam, and Tim illustrate what we have learned about life in the colonies? Explain.



Students’ answers will vary. Students should include that Mr. Meeker was in charge of everything and that Mrs. Meeker could not speak against him. Sam and Tim were to be seen and not heard.




2.) Mr. Beach says, “God meant man to obey. He meant children to obey their fathers, he meant men to obey their Kings. As a subject of His Majesty, George the Third, should you questions his ways? Answer me this, Sam-do you really think you know better than the King and those learned men in Parliament?” What does this explain about authority? Be specific.


Students’ answers will vary depending on their understanding. Answers should include that authority was to be respected.







3.) Sam believes that going to war is honorable and exciting, does that match Mr. Meeker’s description, “Principle, Sam? You may know principle, Sam, but I know war. Have you ever seen a dear friend lying in the grass with the top of his skull off and his brains sliding out of them like wet oats? Have you ever looked into the eyes of a man with his throat cut and the blood pouring out between his fingers, knowing that there was nothing he could do, in five minutes he would be dead, yet still trying to beg for grace and not being able because his windpipe was cut in two? Have you ever heard a man shriek when he felt a bayonet go through the middle of his back? I have, Sam, I have. I was at Louisbourg the year before you were born. Oh, it was a great victory. They celebrated it with bonfires all over the colonies. And I carried my best friend’s body back to his mother—sewed up in a sack. Do you want to come home that way? Do you think I want to hear a wagon draw up one summer’s morning and go out to find you stiff and bloody and your eyes staring blank at the sky? Sam, it isn’t worth it. Now take off that uniform and go back to your studies.”? How does this relate to people’s expectations about how long the war would last?


Students’ answers will vary. Students should include that Sam’s ideas about war are very different from what Mr. Meeker explained. They should also include that people did not expect the war to last long.







4.) Tim describes the conflict in the following way: “To tell the truth, I didn’t exactly understand what the argument was all about. Ever since I could remember, all my life in fact, there had been debates about whether we ought to obey His Majesty’s government or whether we should rebel. What kept confusing me about it was that the argument didn’t have two sides the way and argument should, but about six sides.” How does this relate to what we have learned about the colonists’ view on the war?


Students’ answers will vary. Students should include that the war divided the country into three categories: Patriots, Tories, and Neutrals.







5.) In the novel, the Continentals were disarming the Tories. How was this similar to or different from the actions of the King and Parliament?


Students’ answers will vary. Students should included the writs of assistance that allowed British soldiers to enter peoples homes and search for smuggled goods and confiscate anything they deemed might be smuggled.





6.) Sam sneaks home from the army for a day or two; what does he reveal to Tim about the soldiers?


Students’ answers will vary. Students should include that Sam reveals to Tim that the soldiers always sneak home for a day or two and that they cover for each other.







7.) Tim states, “the war had always seemed to me like a story.” Is there any way for us to really, truly, understand war if we aren’t actually involved in it?


Students answers will vary.






8.) What have we learned about the availability of food? How do the armies deal with it? Does this relate to anything in the Declaration of Independence?


Students’ answers will vary. Their answer should include that both sides were hungry, the food supply was growing shorter each year, and that both armies stole food. The D.O.I states that the king “has erected a multitude of New Offices, and sent hither swarms of Officers to harass our people, and eat out their substance.”




9.) What do some people in the information network turn to to keep the flow of information going? Is it safe?


Students’ answers will vary. Students should reference the novel and indicate that they turned to young boys in order to keep the information flowing. Jerry Sanford dies as a result of this activity.




10.) Did soldiers who were wounded or whose enlistments were up re-enlist?


Students’ answers will vary. Students should reference the text, novel, and film. Soldiers often went home when their enlistments were up and those who were wounded generally went home after their injury.




11.) How does your previous answer help us to understand Washington’s decision to attack Trenton?


Students’ answers will vary depending on their understanding. Students should include that the army would have been left with only a few hundred men without gaining the supplies from Trenton because soldiers would have gone home when their enlistment was up.





12.) What is the function of the Committees of Safety?


Students’ answers will vary. Students may reference the text or novel. Committees of Safety were designed to keep communities safe and keep their neighbors informed of troops movement.



13.) What do we know about the troops and their supplies?


Students’ answers will vary. Students should include that the supplies were in very short supply, they were starving, in many cases barefoot and in their summer clothes.




14.) Did many sons have to take over for their fathers during the war? Do you believe this was an easy task for Tim?


Students’ answers will vary depending on their understanding.





15.) Does the law apply equally to everyone regardless of age?


Students’ answers will vary. Students may reference Jerry Sanford or Sam from the novel.





16.) Does war have the power to not only physically separate people, but mentally and emotionally as well?


Students’ answers will vary depending on their understanding.





17.) Are people willing to take chances for their personal gain even though the cost could be great?


Students’ answers will vary. Students should reference the text, novel, and film soldiers were willing to do anything to win no matter what the cost would be.




18.) What does it mean to be used as an example?


Students’ answers will vary depending on their understanding.






19.) “In war the dead pay the debts of the living.” What does this mean?



Students’ answers will vary. Students should include that soldiers die in order for those who remain to have a better life.



20.) Was the Battle of Trenton a turning point?


Students’ answers will vary. Students should include that the army may not have survived had the Battle of Trenton not occurred when it did.



21.) What was it about the Battle of Trenton that was so important?


Students’ answers will vary. Students should include that it was the first victory in over 12 months and they got all of the supplies they needed to continue.



22.) Why was the Battles of Saratoga a turning point?


Students’ answers will vary. Students should include that the victory at the Battles of Saratoga persuaded France to become our ally in the war.



23.) Did people desert during the Revolutionary War?


Students should indicate that YES people did desert during the war.




24.) Why did Britain turn their attention to the South? Was it effective?


Students’ answers will vary. Students should include that Britain thought that the Loyalists in the South would help hold their possessions. It was not very effective.



25.) Why does the war end at Yorktown?


Students’ answers will vary. Students should include that Cornwallis had backed himself into a corner with no where to go leading to Washington’s victory and the end of the war.


CUMULATIVE REPORT OF CONVEYANCE OF RADIOACTIVE SUBSTANCES FOR THE
DISCRIMINATION IN OLD AGE MULTIPLE CUMULATIVE AND ON THE
KING COUNTY SHORELINE CUMULATIVE IMPACTS ASSESSMENT OCTOBER 2009


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