Activity
Lesson Name
Time Allotment
Materials
Lesson Summary
Teacher Preparation
11.3
The Battle of Fallen Timbers
2 Class Periods (50 minute class periods)
For Teachers
For Students
 SR 11.3: The Battle of Fallen Timbers
 SR 11.3: Battle of Fallen Timbers
 Whiteboard or SmartBoard to model the
 Fill in the Blank: Battle of Fallen
comic strip project
Timbers Worksheet
 SR 11.3: Reading Comprehension
 Cause & Effect Comic Strip: Rough Draft
Questions: Answer Key
 8 x 14 white paper
 Video: Battle of Fallen Timbers
 Rulers
 Fill in the Blank: Battle of Fallen Timbers
 Colored pencils, markers or crayons
Worksheet
 Online Education App Toondoo
 Fill in the Blank: Battle of Fallen Timbers
Worksheet: Answer Key
 Cause & Effect Comic Strip: Rough Draft
Students will show their understanding of the sequence of events that took place surrounding the
Battle of Fallen Timbers by completing a comic strip illustration activity.
 Gather materials, and divide paper into 4 panels (if using low-tech option).
 Read through Student Reading 11.3: The Battle of Fallen Timbers and all questions and
answers.
 Plan how to model the comic strip panels (using the online app Toondoo or the Cause &
Effect Comic Strip Worksheet).
 Watch Toondoo tutorial: https://www.youtube.com/watch?v=B81P7T3YRfU
 Create a sample comic strip to show the class.
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Activity 11.3: Battle of Fallen Timbers
Instructional Procedure
Vocabulary and Concepts
Period 1
Pre-Assessment: Watch the video: Battle of Fallen Timbers. Ask students to identify what groups
were participating in the battle and what each side was fighting for. How do the two viewpoints
differ?
1. Read Student Reading 11.3: The Battle of Fallen Timbers. Stop after each paragraph to
discuss key concepts and vocabulary terms.
2. Working in pairs, have students complete the Fill in the Blank: Battle of Fallen Timbers.
Period 2
1. To review, ask students to complete the SR 11.3: Battle of Fallen Timbers reading
comprehension questions. Share and discuss answers as a class.
2. Explain to students that they will be constructing a comic strip showing the events
surrounding the Battle of Fallen Timbers, as well as the effects of the event.
3. On the large classroom white board or SmartBoard, show an example of the four-panel
comic strip (created prior to class).
4. Give each student the Cause & Effect Comic Strip: Rough Draft. Ask them to sketch out their
illustrations and dialogue.
5. When finished, if using paper and pencil, provide each student with an 8 x 14 white paper
(pre-divided into four panels), or direct students to the online app Toondoo.
6. Using the preferred method, have students construct their four panel comic strip.
Post-Assessment: Have students share their comic strip. Ask them to explain why the events and
the dialogue depicted in their comic strip are important to the Battle of Fallen Timbers.
 Settlers: a person who settles in a new country or area;
 Frontier: a region just beyond or at the edge of a settled area;
 Coalition: a temporary combination of people grouped for a specific purpose;
 Confederacy: an alliance between people, parties, states, etc. for a common purpose;
 Defeated: having been beaten in a battle;
 Territory: an organized division of the country that is not yet admitted to the full rights of the
state;
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Activity 11.3: Battle of Fallen Timbers
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Extension
Differentiation
Standards Alignment
Connections to 21st
Century Skills
Attachments
Claims: to say that something belongs to you; to mark property as one’s own;
Treaty: a formal agreement between two parties in reference to peace;
Swamp: an area of wet spongy land that is not suitable for farming;
Reservations: restricted areas where certain groups of people are forced to live.
Have students get into two groups. One group will represent the English settlers, while the
other will represent the American Indians inhabiting Ohio. From the point of view of their
group, have students state the reasons why they have right to the land. Have students
discuss point of view and why it is so important to consider when learning history.
 Below Grade Level- read together and complete all activities with a partner or whole group.
 Comic strip panels could be illustrations or words only.
 Above Grade Level- Students could construct a small graphic novel about the Battle of
Fallen Timbers. They could also create a cause and effect game similar to Memory, using
events from this time period in Ohio history.
Ohio’s Learning Standards for Social Studies Grade 4
4. The 13 colonies came together around a common cause of liberty and justice, uniting to
fight for independence during the American Revolution and to form a new nation.
5. The Northwest Ordinance established a process for the creation of new states and specified
democratic ideals to be incorporated in the states of the Northwest Territory.
6. The inability to resolve standing issues with Great Britain and ongoing conflicts with
American Indians led the United States into the War of 1812. Victory in the Battle of Lake
Erie contributed to American success in the War.
Communication and Collaboration
 Communicate Clearly
 Collaborate with Others
Social and Cross-Cultural Skills
 Interact Effectively with Others
 Fill in the Blank: Battle of Fallen Timbers Worksheet
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Activity 11.3: Battle of Fallen Timbers
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Suggested Resources
Cross Curricular
Connection
Fill in the Blank: Battle of Fallen Timbers Worksheet: Answer Key
Cause & Effect Comic Strip: Rough Draft
SR 11.3: The Battle of Fall Timbers
SR 11.3: Reading Comprehension Questions: Answer Key
Marsh, Carole. Ohio Experience- 4th Grade Social Studies Ohio in the United States. (2014).
Carmen Marsh/Gallopade International.
 Schonburg, Marcia. Ohio History. (2010). Heinemann Library: Chicago, Illinois.
 Zimmer, Jarrett, Killoran Mastering Ohio's Grade 4 Social Studies Test. (2015). Jarrett
Publishing Company: Ronkonkoma, New York.
Ohio’s Learning Standards for English Language Arts Grade 4
 R 4.6 Compare and contrast the point of view from which different stories are narrated,
including the difference between first- and third-person narratives.
 RI 4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
 SL 4.4 Describe people, places, things, and events with relevant details, expressing ideas
and feelings clearly.
 SL 4.5 Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.
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Activity 11.3: Battle of Fallen Timbers