Lesson Plans Only the Good Spy Young

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Y McNab, Andy. Meloy, Maile. The Apothecary. Y FIC Meloy Follows a fourteen-year-old American girl whose life unexpectedly transforms when she moves to London in and gets swept up in a race to save the world from nuclear war. Muchamore, Robert. The Recruit. He successfully completes his training and goes on his first mission. Pearson, Ridley. Steel Trapp: The Challenge. Preus, Margi. Shadow on the Mountain.

Y FIC Preus In Nazi-occupied Norway, fourteen-year-old Espen joins the resistance movement, graduating from deliverer of illegal newspapers to courier and spy.

Richmond, Caroline Tung. The Darkest Hour. Y FIC Richmond In sixteen-year-old Lucie Blaise is the newest recruit of Covert Ops, a secret espionage and sabotage organization of girls, and her mission in German occupied France is to track down information about a weapon that could wipe out all of Western Europe—and then dismantle it before it can be used. Smith, Lindsay.

Stone, Sonja. Desert Dark. Wein, Elizabeth. Code Name Verity. Y FIC Wein In , a British fighter plane crashes in Nazi-occupied France and the survivor tells a tale of friendship, war, espionage, and great courage as she relates what she must to survive while keeping secret all that she can. Zindel, Paul. The Gadget.

1. Nathan Hale

Y FIC Zindel In , having joined his father at Los Alamos, where he and other scientists are working on a secret project to end World War II, thirteen-year-old Stephen becomes caught in a web of secrecy and intrigue. Greene and Kosciusko decided to dig trenches and a mine in order to gain control of the fort. However, Greene received the news that British reinforcements were on the way.

He was forced to attack again.

Lesson Plan: Kate Fowler: Tory Spy

Cruger, cut off from supplies and facing losing the fort, was granted hope when a message was daringly delivered into the fort by a Tory spy. British reinforcements were on the way. Lord Rawdon and 2, British soldiers were soon to arrive and would force Greene to leave.

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Who was the Tory spy? Here is where Kate Fowler grew up and lived with her father who raised excellent horses. Her father and her brothers were known Tories.

Ally Carter

When her father became too ill to work, Kate managed the farm for him. She sold vegetables to Whigs and Tories alike, but was very frustrated that some would take food without paying. She was happy when British soldiers arrived to provide some type of law and order. Colonel Cruger and his men bought much of her produce, butter and eggs. Through this endeavor, she met a Tory soldier and fell in love. Seeking to force the British out of SC, Nathanael Greene and his men arrived in May of and set up a picket around the fort, closing off the British form all communication. Unable to take her goods to the British, Kate began to sell goods to the American soldiers.

She feared for the life of her beloved Tory soldier as Greene looked more successful in his siege on the fort.

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Under the guise of selling produce and eggs to the Patriots surrounding Star Fort, Kate rode her horse into camp, making transactions and joking with the soldiers as was her normal routine. When everyone seemed to relax and not second guess her motives, Kate spurred her horse, breaking through the picket, racing to the gate of the fort. Waving the letter form Lord Rawdon, the British opened the gates while the shocked Patriots, with comprehension slowly dawning, began to fire.

Kate safely crossed into the confines of the fort and successfully delivered the important missive. McCants Interestingly, Nathanael Greene documents that a lady of Tory persuasion was involved in getting that important message to Cruger. Reportedly, a young woman who was the daughter and sister of Tories came to the camp holding a white flag. Later, information was gained that she had stayed in the area at a nearby farmhouse for two days. During that time period it was reported that a young loyalist rode a horse through the pickets and into the British fort with a message from Lord Rawdon.

Johnson, William. Sketches of the Life and Correspondence of Nathanael Greene. Volume II. Charleston, Accessed July 17, Dunkerly, Robert M.

McCants, E. Histories, Stories and Legends of South Carolina. Show students the land grant and discuss how British colonists who had received land would be more loyal to the King. Read the story with the class or give them time to read the story on their own. Summarize the major events of the legend using a flow chart. Following discussion, explain that this story is a legend because it has not been proved to be historical fact. I have used primary resources to teach each third grade standard.

In my classroom, I have created flipcharts for the Promethean board that include text and pictures of primary resources. As a result, I have a class that consists of many history enthusiasts. One of the first times I used a primary source was to use the Thibou letter to teach about what other people besides the British settled in South Carolina and why they wanted to settle here. I showed the class the original letter and while that was on the board I gave them excerpts from the transcription.

From these they listed reasons Thibou gave for settling in South Carolina. My students even made comments about how they would have settled like Thibou and if they had been his family, they would have come on over. When I taught events leading to the American Revolution, I created flipcharts that contained photos ex.

The Events & Plans

My students realized these were real events that happened to real people that shaped our nation. Many spouted off about how they would have refused to sign the oath of loyalty until I explained what happened if one refused. For every standard, I have tried to pull in some primary resource.

Kate Fowler: Tory Spy

As a result, my students beg for history time. I use the textbook only as useful place to find information on their level while the real meat comes from the primary sources. I appreciated and have used the concept of using three terms to teach, explore and make connections to concepts the students are required to learn. I look at what I need to teach and think of the three main concepts. This organizes my thoughts and breaks concepts down to manageable chunks.