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History is for Everyone · American Revolution Network

Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign

Hobkirk's Hill, SC

Grade Range: 8-12·Duration: 2-3 class periods

This lesson uses Hobkirk's Hill as a case study in the relationship between tactical and strategic outcomes in warfare. Students analyze why Greene's tactical defeats did not translate into strategic failure, examine Rawdon's decision to abandon Camden after winning the battle, and evaluate Greene's famous statement "We fight, get beat, rise, and fight again" as a strategic rather than motivational claim.

This Packet Includes

  • Lesson Plan & Learning Objectives
  • 5 Primary Source Analysis Worksheets
  • 3 Student Handouts
  • Assessment Quiz (5 questions)
  • Answer Key (Teacher Copy)
  • Standards Alignment
Unit:Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign — Lesson Overview
History is for Everyone
Name: Date: Period:

Learning Objectives

By the end of this lesson, students will be able to:

  1. Students will distinguish between tactical and strategic outcomes in military history
  2. Students will analyze Greene's strategic logic for the southern campaign using his own words
  3. Students will evaluate Rawdon's decision to abandon Camden as a strategic rather than tactical choice
  4. Students will apply the tactical/strategic distinction to other historical examples

Essential Questions

Keep these questions in mind throughout the unit:

  • What is the difference between winning a battle and winning a campaign?
  • What did Greene mean by "We fight, get beat, rise, and fight again" — and was he right?
  • Why did Rawdon abandon Camden after winning the battle?
Unit:Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 1 of 5
Document Information
Document:General Nathanael Greene to the President of Congress: Battle of Hobkirk's Hill, April 27, 1781
Source:National Archives and Records Administration
Type:PRIMARY
Credibility:TIER1

Analysis Questions

Read the document carefully, then answer each question in complete sentences.

  1. Who created this source and why?

  2. When was this source created?

  3. What perspective does this source represent?

  4. What was happening when this was written?

  5. How might the author's position affect their account?

Reflection

How does this source connect to the events in Hobkirk's Hill, SC? What does it reveal about the people involved?

Unit:Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 2 of 5
Document Information
Document:Lord Rawdon to Sir Henry Clinton: Dispatch on Hobkirk's Hill, April 1781
Source:Public Record Office (National Archives, United Kingdom)
Type:PRIMARY
Credibility:TIER1

Analysis Questions

Read the document carefully, then answer each question in complete sentences.

  1. Who created this source and why?

  2. When was this source created?

  3. What perspective does this source represent?

  4. What was happening when this was written?

  5. How might the author's position affect their account?

Reflection

How does this source connect to the events in Hobkirk's Hill, SC? What does it reveal about the people involved?

Unit:Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 3 of 5
Document Information
Document:The Papers of General Nathanael Greene, Vol. VIII: Hobkirk's Hill and Camden
Source:University of North Carolina Press (Dennis M. Conrad, ed.)
Type:PRIMARY
Credibility:TIER1

Analysis Questions

Read the document carefully, then answer each question in complete sentences.

  1. Who created this source and why?

  2. When was this source created?

  3. What perspective does this source represent?

  4. What was happening when this was written?

  5. How might the author's position affect their account?

Reflection

How does this source connect to the events in Hobkirk's Hill, SC? What does it reveal about the people involved?

Unit:Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 4 of 5
Document Information
Document:Pension Applications: Hobkirk's Hill Veterans, 1820s
Source:National Archives and Records Administration
Type:PRIMARY
Credibility:TIER1

Analysis Questions

Read the document carefully, then answer each question in complete sentences.

  1. Who created this source and why?

  2. When was this source created?

  3. What perspective does this source represent?

  4. What was happening when this was written?

  5. How might the author's position affect their account?

Reflection

How does this source connect to the events in Hobkirk's Hill, SC? What does it reveal about the people involved?

Unit:Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign — Primary Source Analysis
History is for Everyone
Name: Date: Period:
Primary Source 5 of 5
Document Information
Document:Historic Camden: Hobkirk's Hill Interpretive Resources
Source:Historic Camden Foundation
Type:INSTITUTIONAL
Credibility:TIER1
Historic Camden: Hobkirk's Hill Interpretive Resources

Historic Camden: Hobkirk's Hill Interpretive Resources

Analysis Questions

Read the document carefully, then answer each question in complete sentences.

  1. Who created this source and why?

  2. When was this source created?

  3. What perspective does this source represent?

  4. What is the institution's mission?

  5. How does that mission shape the presentation?

Reflection

How does this source connect to the events in Hobkirk's Hill, SC? What does it reveal about the people involved?

Unit:Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign — Hobkirk's Hill Event Timeline
History is for Everyone
Name: Date: Period:

Hobkirk's Hill Event Timeline

timeline

Students place key events in chronological order and add details

# Hobkirk's Hill Revolutionary Timeline


Instructions: Place the following events in order and add one detail about each.


  • [ ] Rawdon Abandons Camden
  • [ ] Battle of Hobkirk's Hill
  • [ ] British Interior Post System Collapses
  • [ ] Greene Re-enters South Carolina
  • [ ] Augusta Falls to Lee and Pickens

---


| Event | Date | Significance |

|-------|------|-------------|

| | | |

| | | |

| | | |

Unit:Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign — Primary Source Analysis
History is for Everyone
Name: Date: Period:

Primary Source Analysis

graphic organizer

Structured analysis of Revolutionary-era documents

# Primary Source Analysis Worksheet


## Source Information

  • Title: _________________
  • Author: _________________
  • Date: _________________
  • Type: _________________

## Observation

What do you notice? (List 3 things)

1.

2.

3.


## Reflection

What do you wonder? (List 2 questions)

1.

2.


## Analysis

What does this source tell us about Hobkirk's Hill during the Revolution?


_______________________________________________


## Perspective

Whose voice is represented? Whose might be missing?


_______________________________________________

Unit:Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign — Key Figures Profile
History is for Everyone
Name: Date: Period:

Key Figures Profile

worksheet

Research template for Revolutionary figures

# Revolutionary Figure Profile


## Basic Information

  • Name: _________________
  • Birth/Death Years: _________________
  • Occupation(s): _________________

## Role in the Revolution

### Nathanael Greene

Rhode Island general who commanded the American forces at Hobkirk's Hill. His tactical plan was disrupted by a Maryland regiment's collapse and he ordered a retreat, technically losing the battle. Within two weeks the British had abandoned Camden, demonstrating that tactical defeat and strategic victory are not always the same thing.


My questions about this person:

1.

2.


### Lord Francis Rawdon

Young British officer who commanded the Camden garrison and launched the pre-emptive attack on Greene at Hobkirk's Hill on April 25, 1781. He won the battle but correctly recognized that he could not hold Camden indefinitely and abandoned it within two weeks.


My questions about this person:

1.

2.



## Reflection

Which figure interests you most and why?


_______________________________________________

Unit:Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign — Assessment
History is for Everyone
Name: Date: Period:

Hobkirk's Hill in the American Revolution

Answer the following questions based on our study of Revolutionary history.

  1. 1.  What makes Hobkirk's Hill significant in Revolutionary history?

  2. 2.  Primary sources are documents or objects created during the time period being studied.

  3. 3.  Name one event that occurred in Hobkirk's Hill during the Revolutionary period and explain its significance.

    Answer:

  4. 4.  Why is it important to consider multiple perspectives when studying history?

  5. 5.  Describe one connection between this town and another Revolutionary-era town we discussed.

    Answer:

ANSWER KEY · TEACHER COPY · DO NOT DISTRIBUTE

Hobkirk's Hill in the American Revolution

Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign — Hobkirk's Hill, SC

  1. 1.What makes Hobkirk's Hill significant in Revolutionary history?
    Answer:A

    Hobkirk's Hill played a significant role in the American Revolution as evidenced by the events we studied.

  2. 2.Primary sources are documents or objects created during the time period being studied.
    Answer:True

    Primary sources provide firsthand evidence about historical events.

  3. 3.Name one event that occurred in Hobkirk's Hill during the Revolutionary period and explain its significance.
    Answer:[Varies - accept any accurate event with reasonable explanation]

    Students should identify a specific event and connect it to broader Revolutionary themes.

  4. 4.Why is it important to consider multiple perspectives when studying history?
    Answer:A

    Multiple perspectives help us understand the full complexity of historical events.

  5. 5.Describe one connection between this town and another Revolutionary-era town we discussed.
    Answer:[Varies - accept any accurate connection]

    Students should demonstrate understanding of the interconnected nature of Revolutionary events.

Unit:Winning and Losing: Hobkirk's Hill and the Logic of Greene's Campaign — Standards Alignment
History is for Everyone
Name: Date: Period:

Standards Addressed

Common Core ELA

  • CCSS.ELA-LITERACY.RH.6-8.1: Cite specific textual evidence to support analysis
  • CCSS.ELA-LITERACY.RH.9-10.9: Compare and contrast treatments of the same topic in primary and secondary sources
  • CCSS.ELA-LITERACY.WHST.9-10.1: Write arguments focused on discipline-specific content

C3 Framework

  • D2.His.1.9-12: Evaluate how historical events were shaped by unique circumstances
  • D2.His.14.9-12: Analyze multiple and complex causes and effects of events
  • D4.6.9-12: Use disciplinary lenses to understand the characteristics and causes of problems