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Henry Knox, the Guns of Ticonderoga, and Diligence

45 min

Walk-In-The-Shoes Questions
As you read, imagine you are the protagonist.

  • What challenges are you facing?
  • What fears or concerns might you have?
  • What may prevent you from acting in the way you ought?

Observation Questions

  • In what ways did Henry Knox exercise diligence to enhance life, liberty, and the pursuit of happiness for himself and others?
  • Henry Knox was only twenty-five at the time of his participation in obtaining the guns from Ticonderoga. What did he understand his identity to be, and how did that affect his contribution to the American Revolution?
  • What did Henry Knox understand his purpose to be in the events of the winter of 1775-1776?

Discussion Questions
Discuss the following questions with your students.

  • What is the historical context of the narrative?
  • What historical circumstances presented a challenge to the protagonist?
  • How and why did the individual exhibit a moral and/or civic virtue in facing and overcoming the challenge?
  • How did the exercise of the virtue benefit civil society?
  • How might exercise of the virtue benefit the protagonist?
  • What might the exercise of the virtue cost the protagonist?
  • Would you react the same under similar circumstances? Why or why not?
  • How can you act similarly in your own life? What obstacles must you overcome in order to do so?
  • Students will analyze Henry Knox’s character as a military leader, and his diligent actions in leading his troops against overwhelming obstacles to move the artillery that forced the British to evacuate Boston in 1776.
  • Students will examine Knox’s demonstration of diligence.
  • Students will understand why diligence is an essential virtue in their own lives.
  • Students will act diligently in their own lives to protect freedom.

Student Handouts