D2.His.10.9-12: Limits of Evidence and Interpretation: Who Commanded at Bunker Hill?
In plain English: D2.His.10.9-12 is the C3 Framework history indicator for grades 9-12 that asks students to detect possible limitations in various kinds of historical evidence and in differing secondary interpretations. Students weigh letters, diaries, hearsay and late recollections about the Battle of Bunker Hill, and judge how far each interpretation of who commanded can go.
Detect possible limitations in various kinds of historical evidence and differing secondary interpretations.
C3 Framework for Social Studies (NCSS) · Dimension 2: Applying Disciplinary Concepts and Tools · Discipline: History · Historical Sources and Evidence · Official standard
Every piece of historical evidence has limits, and so does every interpretation built from it. A letter may be written at the time but by someone far from the action; a memoir may come from an eyewitness but decades later; a historian may weigh the evidence fairly but only the evidence he happened to find. This lesson trains students to detect both kinds of limitation with an SVHS tool, the Limits Ledger, on a question that Americans argued about for more than seventy years: who commanded the American troops at the Battle of Bunker Hill on June 17, 1775?
Students read General Henry Dearborn's 1818 attack on General Israel Putnam's conduct (Source 1), the reply by Putnam's son Daniel (Source 2), Richard Frothingham's 1849 attempt to settle the question from the evidence (Sources 3-5) and a National Park Service biography of Putnam (Source 6). The aim is not to crown a hero but to say how far each source and each interpretation can be trusted, and why.
Learning Objectives
By the end of this lesson, students will be able to:
Detect limitations in kinds of historical evidence: letters, diaries, hearsay, memoirs and statements recorded decades later
Measure the distance between an event and each source about it, and explain why distance matters
Identify a source's vantage (eyewitness or hearsay) and stake (loyalty, reputation or rivalry)
Detect limitations in differing secondary interpretations: their evidence base, their standard for weighing evidence, their commitments and the reach of their conclusions
Write an interpretation that states its own limits
Prior Knowledge Required
Students should already be comfortable with:
Analyzing the relationship between sources and the interpretations made from them D2.His.9.9-12
Evaluating an author's premises, claims and evidence against other information RH.11-12.8
Background on the opening of the Revolutionary War in 1775: the fighting at Lexington and Concord in April and the siege of Boston that followed
"Forty years after a championship game, a former player writes that the team captain froze during the final play. The captain's son answers that his father was the hero of the game. What would you want to know about each writer, and about the game, before believing either one?"
Sort answers into questions about the evidence (Was the player on the field? How long ago? Who told him? Is there a game film or a newspaper story from that week?) and questions about the interpreters (What does each writer want people to believe? What evidence did each leave out?). Tell students that this is the shape of a real dispute from 1818, and that the C3 indicator asks them to detect limits in both kinds of thing: the evidence and the interpretations.
Direct Instruction20 minutes
Background in two minutes: on the night of June 16, 1775, a detachment of New England troops fortified Breed's Hill, near Bunker Hill, across the river from British-held Boston. Colonel William Prescott commanded the men in the earthwork fort (the "redoubt"); General Israel Putnam of Connecticut was also on the field. The British took the hill the next day at heavy cost. In 1818, Henry Dearborn, a former major general of the U.S. Army (he signed it "Maj. Gen. U. S. A."), who had fought in the battle as a captain, published an account accusing Putnam of failing to support the troops. Introduce the Limits Ledger, an SVHS teaching tool.
The Limits Ledger (an SVHS teaching tool): questions for evidence and for interpretations
Ledger question
What it asks
Bunker Hill example
Evidence 1: Distance
How long after the event was the source made?
A letter of July 1775 against a memoir of 1818
Evidence 2: Vantage
Did the writer see it, or hear it from someone else?
An eyewitness on the hill, or a remark repeated at a dinner
Evidence 3: Stake
Did the writer have a reason to tell it one way?
A son defending his father; an officer defending his own regiment
Evidence 4: Silence
What do records that should mention it leave out?
Official papers that say nothing about command
Evidence 5: Echo
Does it repeat an earlier account instead of adding independent evidence?
A later account that follows a printed biography
Interpretation 1: Evidence base
Which sources does the interpretation rely on, and which does it leave out?
The statements a historian found and chose to quote
Interpretation 2: Standard
What rule does the historian use to weigh evidence?
Trusting statements made before the dispute began
Interpretation 3: Commitments
What loyalties or purposes shape the interpretation?
Family, reputation, state pride
Interpretation 4: Reach
Does the conclusion claim more than the evidence supports?
Moving from "not in command" to "did nothing"
1I will mention an extraordinary circumstance to show how far the temporary reputation of a man may affect the minds of all classes of society.
2General Putnam had entered our army at the commencement of the revolutionary war, with such an universal popularity as can scarcely now be conceived, even by those who then felt the whole force of it, and no one can at this time offer any satisfactory reasons why he was held in such high estimation.
3In the battle of Bunker Hill he took post on the declivity towards Charlestown Neck, where I saw him on horseback as we passed on to Breed’s Hill, with Col. Gerrish by his side. I heard the gallant Col. Prescott (who commanded in the redoubt) observe, after the war, at the table of his Excellency James Boudoin, then Governor of this Commonwealth, “that he sent three messengers during the battle to Gen. Putnam, requesting him to come forward and take the command, there being no general officer present, and the relative rank of the Colonel not having been settled; but that he received no answer, and his whole conduct was such, both during the action and the retreat, that he ought to have been shot.” He remained at or near the top of Bunker Hill until the retreat, with colonel Gerrish by his side: I saw them together when we retreated. He not only continued at that distance himself during the whole of the action, but had a force with him nearly as large as that engaged. No reinforcement of men or ammunition was sent to our assistance; and, instead of attempting to cover the retreat of those who had expended their last shot in the face of the enemy, he retreated in company with colonel Gerrish, and his whole force, without discharging a single musket; but what is still more astonishing, colonel Gerrish was arrested for cowardice, tried, cashiered, and universally execrated; while not a word was said against the conduct of general Putnam, whose extraordinary popularity alone saved him, not only from trial, but even from censure. Colonel Gerrish commanded a regiment, and should have been at its head. His regiment was not in action, although ordered; but as he was in the suite of the general, and appeared to be in the situation of adjutant general, why was he not directed by Putnam to join it, or the regiment sent into action under the senior officer present with it?
4When general Putnam's ephemeral and unaccountable popularity subsided or faded away, and the minds of the people were released from the shackles of a delusive trance, the circumstances relating to Bunker Hill were viewed and talked of in a very different light, and the selection of the unfortunate colonel Gerrish as a scape-goat, considered as a mysterious and inexplicable event.
5I have no private feelings to gratify by making this statement in relation to general Putnam, as I never had any intercourse with him, and was only in the army where he was present, for a few months; but, at this late period, I conceive it a duty to give a fair and impartial account of one of the most important battles during the war of independence, and all the circumstances connected with it, so far as I had the means of being correctly informed.
Henry Dearborn, An Account of the Battle of Bunker Hill (Source 1: Dearborn on General Putnam) (1818). Public domain (published 1818). Source text.
1No engagement of the Revolution possesses an interest so deep and peculiar, or produced consequences so important, as the battle of Bunker Hill; and no other engagement is involved in so much obscurity, perplexity, and controversy. It is remarkable on many accounts; — in being the first great battle of the contest; in the astonishing resistance made by inexperienced militia against veteran troops; in the affecting character of its prominent incidents; in the sublimity of its spectacle; and in its influence on the politics of the day, and the fortunes of the war. It proved the quality of the American soldier, drew definitely the lines of party, and established the fact of open war between the colonies and the mother country. It was a victory, with all the moral effect of victory, under the name of a defeat. And yet, at first, it was regarded with disappointment, and even with indignation; and contemporary accounts of it, whether private or official, are rather in the tone of apology, or of censure, than of exultation. The enterprise, on the whole, was pronounced rash in the conception and discreditable in the execution; and a severe scrutiny was instituted into the conduct of those who were charged with having contributed by their backwardness to the result. No one, for years, came forward to claim the honor of having directed it; no notice was taken of its returning anniversary; and no narrative did justice to the regiments that were engaged, or to the officers who were in command.
[...]
2It is from this cause — the want of subordination, and the confusion — that it is a question whether there was a general authorized commander in the battle. Had the army been fully organized, and had the rank of the officers been established, such a question could not have arisen. It is not one of recent origin, for there was the same perplexity on this point, immediately after the battle, that exists now; and inquiries in relation to it elicited equally unsatisfactory answers. The orderly book of General Ward not only is silent on it, but contains no orders for the conduct of the enterprise. Nor is this deficiency entirely supplied by any contemporary document. Yet it is from authorities of this character that a correct conclusion must be drawn. In the place of a labored argument on this delicate subject, I prefer to place, as fairly as I am able to do it, the evidence in relation to it that has fallen in my way, state the conclusion it seems to warrant, and leave the subject to the candid reader.
Richard Frothingham, Jr., History of the Siege of Boston, chapter VI (Source 3: the opening and "The Question of Command") (1849). Public domain (published 1849). Source text.
Evidence: vantage and distance (Source 1, paragraph 3)
Dearborn reports that Prescott said he "sent three messengers during the battle to Gen. Putnam" and that Putnam "ought to have been shot." Where does Dearborn's knowledge of this come from?
Result: It is hearsay: Dearborn "heard" Prescott say it "after the war, at the table of his Excellency James Boudoin," and he printed it in 1818, 43 years after the battle. Dearborn was not with Prescott in the redoubt, so the most damaging claim in his account rests on his memory of a remark made at a dinner, not on what he saw.
Evidence: silence (Source 3, paragraph 2)
Frothingham looks for official orders that would settle who was in command. What does he find?
Result: "The orderly book of General Ward not only is silent on it, but contains no orders for the conduct of the enterprise," and the gap is not "entirely supplied by any contemporary document." The record that should answer the question says nothing, which is why the question could be argued for decades.
Evidence: stake and echo (Source 5, paragraph 2)
In a note to Putnam's funeral sermon of 1790, Josiah Whitney writes that Putnam "ordered the battle from beginning to end." What is his source?
Result: Putnam himself: "These facts General Putnam gave me soon after the battle, and also repeated them to me after his life was printed." The source is the person with the most at stake, reported by a friend at his funeral, and repeated after a printed life of Putnam had appeared. Frothingham adds that it came after Putnam's friends found Humphries' 1788 essay "not satisfactory."
Interpretation: evidence base (Source 3, paragraph 2)
Frothingham promises to "place, as fairly as I am able to do it, the evidence in relation to it that has fallen in my way." What limit does this sentence admit?
Result: His conclusion can only be as complete as the evidence that "has fallen in my way." A historian who searches widely still works from what he found, and a source he did not find, or chose not to quote, could change the picture. Fairness in presenting evidence does not remove the limits of the evidence base.
Guided Practice20 minutes
Read Source 2, Daniel Putnam's reply. In pairs, students fill the Interpretation rows of the Ledger twice, once for Dearborn (Source 1) and once for Daniel Putnam (Source 2), treating each writer as an interpreter of the battle as well as a witness. Then they write one sentence that each writer would have to accept.
1Sir, — It was not until the 29th of April, that I saw a publication, entitled, “An Account of the Battle of Bunker-hill; written for the Port Folio, at the request of the Editor, by H. Dearborn, Major General U. S. Army.”
[...]
2It has been reserved for you, sir, after a lapse of forty-three years, and when you probably supposed the grave had closed on all who would contradict your bold assertions, that you have thus, like an assassin in the dark, cowardly meditated this insiduous blow, against a character as much above your level, as your base calumny is beneath a gentleman and an officer.
3There yet lives one, who not only feels indignant at such unmerited abuse of his father’s name, but who has, also, a personal knowledge of most of the military concerns of general Putnam through the revolutionary war, having been the greater part of that time attached to his family, and in possession of his confidence. Regardless of consequences, he will not shun to declare the truth, though it may bear hard on the licentious assertions of major-general Dearborn.
[...]
4There is yet one more passage to notice; and I have done. I allude to the declaration which you ascribe to Col. Prescott, as having been made “at the table of the late Governor Bowdoin.”
5It is not possible for me to prove that Colonel Prescott did not make such a declaration. But I have proved, that what you allege to have been said by him could not be true. It is well known that Col. Prescott sustained a high and honourable reputation; and that he was well acquainted with General Putnam, and must have known the opinions which the distinguished men of the revolution entertained of his individual and military character. It must, therefore, be left to the public to decide, whether it is most probable that Col. Prescott made the assertion which you have imputed to him; or whether, like many other representations you have made, it has no foundation in fact.
[...]
Daniel Putnam, Letter to Maj. Gen. Dearborn (Source 2: excerpts from Daniel Putnam's reply) (1818). Public domain (published 1818). Source text.
Key. Dearborn: evidence base, his own memories and one remark he heard after the war; standard, his own judgment, stated as "a fair and impartial account" (Source 1, paragraph 5); commitments, he denies any "private feelings to gratify," but readers cannot check that claim from the text; reach, he moves from Putnam's position on Bunker Hill to the conclusion that only "extraordinary popularity" saved him from "censure." Daniel Putnam: evidence base, "personal knowledge" as a member of his father's household (paragraph 3); commitments, he defends "his father's name" and says so; standard and reach, he argues from Prescott's "high and honourable reputation" that the remark "could not be true," but admits, "It is not possible for me to prove that Colonel Prescott did not make such a declaration" (paragraph 5). A sentence both writers would accept: in 1818, 43 years after the battle, Putnam's conduct that day was still in dispute.
Independent Practice20 minutes
Students read Sources 4, 5 and 6. For each of three pieces of evidence (the Martin account, the Pitts letter and Tudor's statement) they fill the five Evidence rows of the Ledger. Then they compare Frothingham's conclusion (Source 5) with the National Park Service's description of Putnam (Source 6) and write a paragraph on the limits of each. Quiz Questions 9-15 and 19 use these sources.
1Rev. John Martin, who was in the battle, related its incidents to President Stiles, who recorded them in his diary, June 30, 1775. He states that the Americans took possession of the hill, "under the command of Colonel Prescott," and that application to General Ward for aid "brought Colonel Putnam and a large reinforcement about noon."
[...]
2John Pitts, Esq., in a letter dated Watertown, July 20, 1775, addressed to Samuel Adams, then in Congress, says: "I find the letters, in general, from you, and the rest of our friends, complain of not having particular information relative to the late battle of Charlestown. I do assure you, the particulars, any further than what I have already wrote you, I have not been able to obtain from any one. To be plain, it appears to me there never was more confusion and less command. No one appeared to have any but Colonel Prescott, whose bravery can never be enough acknowledged and applauded. General Putnam was employed in collecting the men, but there were not officers enough to lead them on."
[...]
3Hon. William Tudor, judge advocate in the trials of the delinquent officers, in a communication printed in the Columbian Sentinel and N. A. Review, 1818, states as follows: "Soon after the arrival of General Washington, as commander-in-chief of the American forces, at Cambridge, in July, 1775, court-martials were ordered to be holden for the trials of different officers, who were supposed to have misbehaved in the important action on Breed's Hill, on the seventeenth of June: at all of which I acted as judge advocate. In the inquiry which these trials occasioned, I never heard any insinuation against the conduct of General Putnam, who appeared to have been there without any command; for there was no authorized commander. Colonel Prescott appeared to have been the chief; and according to my best recollections, after forty-three years, the whole business appeared to have been conducted without order or regular command. Each man fought for himself, loaded and fired as he could, and took care to waste no powder, which was a scarce article at the time."
4These statements were made by contemporaries, who, out of professional curiosity, or out of fidelity to history, endeavored to ascertain the facts in the case. They were made mostly before controversy had arisen on the subject, and therefore are not warped by known prejudice or partiality. They are also chiefly independent testimonies, — some of them never having been printed before. Rev. Peter Thatcher, whose account is remarkably accurate, and Rev. John Martin, who was in the battle, are equally clear and positive. [...]
Richard Frothingham, Jr., History of the Siege of Boston, chapter VI (Source 4: Frothingham's evidence on the command) (1849). Public domain (published 1849). Source text.
1The conclusion warranted by this evidence is, that the original detachment was placed under the orders of Colonel Prescott, and that no general officer was authorized to command over him during the battle.
2Nor, previous to the year 1790, is there in any document, written or printed, that is known to me, an assertion to the contrary, except where the command is assigned to General Warren. It was announced then that a general officer commanded during the whole affair, from beginning to the end. This announcement was made under the following circumstances. General David Humphries published an essay on the life of General Putnam, who was then alive, dated Mount Vernon, July 4, 1788, in which, in a brief account of the battle, he says: "In this battle the presence and example of General Putnam, who arrived with the reinforcement, were not less conspicuous than useful." This language, it will be noticed, agrees remarkably with that of some of the earlier authorities, — especially with Martin, Dr. Thatcher, Pitts, and Gordon, — already quoted. General Putnam died May 29, 1790. Rev. Josiah Whitney preached his funeral sermon, which was published. In a note to this sermon, after remarking that the language of Humphries' essay on the battle was not satisfactory to the friends of General Putnam, Mr. Whitney says: "The detachment was first put under the command of General Putnam. With it he took possession of the hill, and ordered the battle from beginning to end. These facts General Putnam gave me soon after the battle, and also repeated them to me after his life was printed." Colonel Swett also states that the general made the same declarations to his son.
Richard Frothingham, Jr., History of the Siege of Boston, chapter VI (Source 5: Frothingham's conclusion and the claim of 1790) (1849). Public domain (published 1849). Source text.
1General Israel Putnam’s physical bravery and commitment to the revolutionary cause made him a popular and inspiring general. Though his lack of administrative and tactical skills damaged his military reputation, his early leadership gave him a significant role in the American Revolutionary War.
[...]
2When fighting broke out at Lexington and Concord on April 19, 1775, Putnam immediately left Connecticut for Boston. He was made one of three generals in Connecticut soon after. He led his troops successfully in a mission to destroy supplies and burn a ship on Noddle’s Island in Boston Harbor in May 1775. On June 17, 1775, Putnam served as a field commander during the Battle at Bunker Hill. At this battle between British forces and New England colonial forces, some attribute the famous quote "Men, you are marksmen—don’t one of you fire until you see the white[s] of their eyes" to Israel Putnam; however, others credit this line to William Prescott.
National Park Service, Israel Putnam (Source 6: a National Park Service biography) (2025). US government work (17 U.S.C. 105). Source text.
Closure10 minutes
Exit ticket: "Name one limitation of a piece of evidence and one limitation of an interpretation from today's sources, and explain how the second can grow out of the first." (Sample: Whitney's note passes on Putnam's own claim, so it carries Putnam's stake; an interpretation that leans on it inherits that stake.)
Teacher notes. (1) Sources 1 and 2 are sharp in tone: Daniel Putnam calls Dearborn's account a "base calumny." Point out that tone is evidence about the writers and the 1818 quarrel, not about the battle. (2) Remind students that the 1849 history and the 2025 web page are interpretations too, and belong in the Ledger like the 1818 pamphlet. (3) The lesson takes no side on whether Putnam or Prescott deserves more honor; students are scored on how well they state the limits of the evidence.
Differentiation Strategies
For Struggling Students
Give a dated strip (1775, 1788, 1790, 1818, 1849, 2025) and have students place each source on it before filling the Ledger
Limit the Evidence rows to Distance, Vantage and Stake for the first two sources, then add Silence and Echo
Pre-teach six terms: redoubt (an earthwork fort), detachment, orderly book (a commander's daily book of orders), hearsay, cashiered (dismissed from the army in disgrace) and calumny (a false accusation)
For Advanced Students
Have students find the place where Frothingham's standard (trusting statements made before the controversy) could work against his own conclusion, and test it on the Pitts letter
Ask students to write the strongest case that Putnam did exercise some command, using only the sources on this page, and then list its limits
Have students compare how Source 6 handles the "whites of their eyes" quotation with how Frothingham handles the command question
Assessment Guidance
What to Look For
Strong work dates every source against June 1775, separates what a writer saw from what he heard, names each writer's stake without dismissing the source, and notices silences in records that should speak. For interpretations, the best answers identify the evidence base and the standard behind a conclusion and catch conclusions that reach too far. Watch for students who treat a source as worthless because its writer had a stake, or who treat the most recent interpretation as automatically correct.
02
Classroom Activities
3 Activities
1
Ledger Practice: The Mill Street Fire (an Invented Case)
15 minGroups of 3-4
Before working on Bunker Hill, groups practice the five Evidence questions on an invented case. In the invented town of Ashford, the Mill Street mill burned in 1902, and people later disagreed about who led the rescue of the children inside. Groups fill one Ledger row per card and then decide what can be said with confidence.
The 8 Evidence Cards (invented)
Card
Source
What it says
A
Fire company log, written that night
Lists engines and times; no names of rescuers
B
Newspaper story, next morning
Names Captain Hale as leader "according to bystanders"
C
Letter from a mill worker to her sister, two days later
Says "a fireman with a red scarf" carried children out
D
City council resolution, one month later
Thanks "the fire department" with no names
E
Hale's own memoir, 1931
Says he led the rescue and gave every order
F
Interview with a retired fireman, 1950
Says the rescue was led by Lieutenant Moss, who died in 1910
G
Moss's granddaughter, 1975
Repeats the family story that Moss was the hero
H
Town history book, 1952
Follows Hale's memoir closely, with the same wording in places
Answer Key for the Teacher
Distance: A, B, C and D are from the time (the same night to one month); E is 29 years later, F 48, G 73 and H 50. Vantage: A and D are official but give no names; B is hearsay ("according to bystanders"); C is an eyewitness who did not know the rescuer's name. Stake: E (Hale about himself) and G (a family story) have the clearest stakes. Silence: A and D, records that should name a leader, name none. Echo: H repeats E. What can be said with confidence: a firefighter carried children out; the earliest named claim (B) is secondhand; the claims for a single hero come later and from interested sources.
2
Rival Verdicts
20 minGroups of 3
Each group is assigned one verdict and builds its strongest case from Sources 1-6, with at least three quotations. Then the group must write the two most serious limits of its own case and present both the case and the limits to the class.
The Three Verdicts
Verdict A: Colonel Prescott commanded, and no general officer was authorized over him.
Verdict B: General Putnam directed the battle.
Verdict C: In practice, no one commanded the American forces as a whole.
Notes for the Teacher
Score the limits as heavily as the case. Sample limits: Verdict A rests on the evidence one historian, Frothingham, found and chose to quote; Verdict B rests most directly on Putnam's own claim as reported by friends; Verdict C rests on writers who describe confusion, which fits several verdicts at once. A group that names its own weakest evidence first should receive full credit for reasoning, whatever its verdict.
3
Distance Chart
15 minPairs
Pairs compute how long after June 17, 1775, each source on this page was made, in days for the two 1775 sources and in years for the rest, using the dates given in Sources 1-6. Then they compare their numbers with Diagram 2 and answer the questions.
Questions
How many days after the battle did Stiles record Martin's account, and how many days after the battle did Pitts write?
How many years after the battle were Humphries' essay, Whitney's note, the 1818 pamphlet and Frothingham's book?
The National Park Service page is about 250 years after the battle. Does a large distance make a modern secondary source weaker evidence, or only a different kind of source? Explain.
Answer Key for the Teacher
(1) 13 days (June 30) and 33 days (July 20). (2) 13 years (1788), 15 years (1790), 43 years (1818) and 74 years (1849). (3) A modern secondary source is not evidence of what happened in the way a letter of 1775 is; it is an interpretation, and its strength depends on the sources behind it and on how they were weighed. Distance matters most for memories; for a historian's interpretation, the evidence base matters more.
03
Diagrams & Visual Aids
2 diagrams
Diagram 1: The Limits Ledger
The two halves of the SVHS Limits Ledger. The left panel holds five questions for any piece of evidence; the right panel holds four questions for any secondary interpretation. Because an interpretation is built from evidence, it carries the limits of that evidence along with limits of its own.
Diagram 2: How Long After the Battle?
Bars drawn to scale show how long after June 17, 1775, each source on this page was made. The two 1775 sources were written within five weeks; Humphries and Whitney wrote 13 and 15 years later; Dearborn, Tudor and Daniel Putnam wrote in 1818, 43 years later; Frothingham wrote 74 years later. Source 6 (2025), about 250 years later, is not drawn. Dates come from Sources 1-5.
04
Homework Assignment
~30 min
D2.His.10.9-12 Homework: The Limits Ledger on Bunker Hill
Directions: Use Sources 1-6 (printed in the lesson plan) and the Limits Ledger. Quote the sources, give dates, and name the Ledger question behind each judgment.
Part 1: Limits of the Evidence (Problems 1-3)
Compare Martin's account (Source 4, paragraph 1) with Dearborn's report of Prescott's remark (Source 1, paragraph 3) on at least three Ledger questions. Which is stronger evidence about who commanded, and why?
Dearborn says Putnam "had a force with him nearly as large as that engaged" (Source 1, paragraph 3). Is this an observation, an estimate or an interpretation? What evidence made at the time could test it?
Write two questions you would ask before trusting Whitney's note (Source 5, paragraph 2), and for each, name a kind of source that could answer it.
Part 2: Limits of the Interpretations (Problems 4-6)
Rank Dearborn (Source 1), Daniel Putnam (Source 2) and Frothingham (Sources 3-5) by how clearly each states the limits of his own account. Give a reason, with a quotation, for each rank.
Source 6 calls Putnam "a field commander" at Bunker Hill. Write a short note the National Park Service could add to support or qualify that phrase, citing at least two sources from this page.
Write your own interpretation (6-8 sentences) of the roles of Prescott and Putnam on June 17, 1775. Cite at least three sources and end with a sentence that states the limits of your evidence. Any conclusion is acceptable if it follows the evidence.
Rubric
Criterion
Full Credit (2 pts)
Partial Credit (1 pt)
No Credit (0 pts)
Evidence limits
Uses distance, vantage, stake, silence or echo correctly, with dates
Names a limit without applying it
No limits identified
Interpretation limits
Identifies evidence base, standard, commitments or reach, with a quotation
Names a limit loosely
Treats interpretations as facts
Fairness
Uses sources with a stake without dismissing them; credits strengths
Dismisses or accepts a source for its writer alone
One-sided
Own interpretation (Problem 6)
Three cited sources and a clear statement of limits
Two sources or a vague limit
No sources or limits
05
Quiz: 20 Questions
Interactive, with answers
Instructions
Questions 1-3 and 6 use Source 1, Questions 4-5 use Source 2, Questions 7-8 and 18 use Source 3, Questions 9-12 and 16 use Source 4, Questions 13-14 use Source 5, and Questions 15 and 19 use Source 6; Questions 17 and 20 use two sources each. The sources are printed in the lesson plan. Choose the best answer for each multiple-choice question; write a paragraph for each short answer.
Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.
0 of 20 answered · 0 correct
Question 1 of 20 · Multiple Choice
In Source 1, paragraph 5, Dearborn calls 1818 "this late period." Which Ledger question does the phrase raise most directly?
Answer: B
Writing "at this late period," 43 years after the battle, raises the question of distance: how memory may have changed over time. Silence is about records that say nothing; echo is about repeating earlier accounts; evidence base is a question about an interpretation's sources, not about the time gap.
Question 2 of 20 · Multiple Choice
Dearborn writes, "I have no private feelings to gratify by making this statement" (Source 1, paragraph 5). How should a historian treat this sentence?
Answer: C
A writer's statement about his own motives is itself a claim; it neither proves impartiality (A) nor disqualifies the account (B). It should be tested against other sources and against the account's content. D reverses the sentence, which says he "never had any intercourse with him."
Question 3 of 20 · Multiple Choice
Dearborn calls Putnam's popularity "ephemeral and unaccountable" (Source 1, paragraph 4). What kind of statement is this?
Answer: D
Dearborn is interpreting why the public admired Putnam and then turned; he gives his opinion rather than evidence about the battle. A and B describe other parts of paragraph 3; C is not in the source, which says Putnam was never tried.
Question 4 of 20 · Multiple Choice
Daniel Putnam writes that Dearborn waited "a lapse of forty-three years," until "the grave had closed on all who would contradict" him (Source 2, paragraph 2). What limit of Dearborn's evidence is he pointing to?
Answer: A
The charge is about distance and checking: after 43 years, people who could confirm or deny the story may be gone. B contradicts Source 1, where Dearborn describes what he saw; C is not in the source; D is impossible, since Frothingham wrote in 1849.
Question 5 of 20 · Multiple Choice
Daniel Putnam quotes Dearborn's claim that Prescott spoke "at the table of the late Governor Bowdoin" (Source 2, paragraph 4). Why does the word "late" matter for checking the claim?
Answer: B
"The late Governor" means Bowdoin was dead by 1818, so the host of the dinner could not be asked what was said. A, C and D misread "late," which here refers to Bowdoin, not to the hour, the room or the printing date.
Question 6 of 20 · Multiple Choice
Dearborn says Colonel Gerrish was "arrested for cowardice, tried, cashiered" (Source 1, paragraph 3). Which source would best check this statement?
Answer: C
A trial leaves records made at the time; Source 4 confirms that court-martials were held, with Tudor as judge advocate. A is a later partisan reply; B is a modern summary that does not mention Gerrish; D is about the battle's significance, not the trials.
Question 7 of 20 · Multiple Choice
Frothingham writes that "No one, for years, came forward to claim the honor of having directed" the battle (Source 3, paragraph 1). Why does this create a limit in the evidence?
Answer: A
He says the battle "at first" was "regarded with disappointment, and even with indignation," and accounts were in "the tone of apology, or of censure." Claims to have directed it came only after it was honored, which means they were made long after and with something to gain. B, C and D are not in the source.
Question 8 of 20 · Multiple Choice
According to Source 3, paragraph 2, why could the question of command arise at all?
Answer: B
"Had the army been fully organized, and had the rank of the officers been established, such a question could not have arisen." A, C and D are not in the paragraph; D is also wrong because Washington had not yet arrived (Source 4, paragraph 3, says he came in July).
Question 9 of 20 · Multiple Choice
What kind of evidence is John Martin's account in Source 4, paragraph 1?
Answer: D
Martin "was in the battle" and "related its incidents to President Stiles, who recorded them in his diary, June 30, 1775": close in time and from a participant, but recorded by another person. A, B and C describe other kinds of sources; B mixes up Martin with Pitts.
Question 10 of 20 · Multiple Choice
What does the Pitts letter of July 20, 1775 (Source 4, paragraph 2), say about General Putnam?
Answer: B
Pitts writes that "General Putnam was employed in collecting the men, but there were not officers enough to lead them on." A gives Putnam Prescott's role; C is Dearborn's later charge, not Pitts's; D confuses Putnam with Gerrish.
Question 11 of 20 · Multiple Choice
What limit does Tudor himself admit in his 1818 statement (Source 4, paragraph 3)?
Answer: A
Tudor writes "according to my best recollections, after forty-three years." B contradicts him ("at all of which I acted as judge advocate"); C and D are not in the passage.
Question 12 of 20 · Multiple Choice
Frothingham trusts statements "made mostly before controversy had arisen," because they "are not warped by known prejudice or partiality" (Source 4, paragraph 4). What is a limit of this standard?
Answer: C
The standard removes known prejudice from the dispute, but a writer in 1775 could still favor his own colony, regiment or friends; "known" leaves room for the unknown. A and B misread the standard, which favors 1775 letters and includes printed sources; D is the opposite of what it implies.
Question 13 of 20 · Multiple Choice
Which statement goes BEYOND Frothingham's conclusion in Source 5, paragraph 1?
Answer: D
Frothingham concludes that the detachment was "placed under the orders of Colonel Prescott" and that "no general officer was authorized to command over him." That says nothing against Putnam's usefulness; Source 5, paragraph 2, even quotes praise of his "presence and example." A, B and C are within the conclusion.
Question 14 of 20 · Multiple Choice
Why does Frothingham point out that Humphries' 1788 language "agrees remarkably" with Martin, Thatcher, Pitts and Gordon (Source 5, paragraph 2)?
Answer: A
Humphries praises Putnam's "presence and example," as the earlier writers do, and Frothingham says no document before 1790 asserts the contrary of Prescott's command; the claim that Putnam commanded throughout appears only with Whitney's note. B and C are not claimed; D reverses the point.
Question 15 of 20 · Multiple Choice
How does Source 6 handle the quotation "don't one of you fire until you see the white[s] of their eyes"?
Answer: C
The page says "some attribute the famous quote ... to Israel Putnam; however, others credit this line to William Prescott." It does not decide, which is an honest statement of a limit in the evidence. A, B and D claim more than the page says.
Question 16 of 20 · Short Answer
Use the Ledger to compare the Pitts letter (Source 4, paragraph 2) with Tudor's statement (Source 4, paragraph 3) on distance, vantage and stake. Which tells you more about who commanded, and why?
Model answer: Distance: Pitts wrote on July 20, 1775, about a month after the battle; Tudor wrote in 1818, "after forty-three years." Vantage: Pitts was gathering reports ("I have not been able to obtain from any one" more particulars) and does not say he was on the field; Tudor heard the evidence at the court-martials as judge advocate. Stake: neither had a clear stake in Putnam's or Prescott's fame, though Pitts was writing to a political leader. Pitts is closer in time, and Tudor had better access to sworn evidence, so they support each other: both say there was little or no regular command and that Prescott acted as chief. Rubric: full credit for all three Ledger questions applied to both sources and a reasoned judgment.
Question 17 of 20 · Short Answer
Source 6 calls Putnam "a field commander," while Frothingham concludes that "no general officer was authorized to command over" Prescott (Source 5, paragraph 1). Do these contradict each other? Explain the limits of each.
Model answer: Not necessarily. Frothingham's claim is about authority over Prescott's detachment; "field commander" can describe an officer who directed some troops on the field, as Pitts says Putnam was "collecting the men." The limits: Frothingham's conclusion rests on the evidence he found and does not say what Putnam did in other parts of the field; the Park Service phrase is short, gives no sources for that claim in the excerpt, and does not say whom Putnam commanded. Rubric: full credit for distinguishing authority from activity and naming one limit of each.
Question 18 of 20 · Short Answer
Source 3, paragraph 1, praises the battle in strong terms ("the astonishing resistance," "the sublimity of its spectacle"). Which Ledger question does this raise about Frothingham as an interpreter, and does it weaken his conclusion on the command?
Model answer: It raises commitments: Frothingham writes in 1849, three generations later, with open admiration for the New England troops. That could incline him to honor the men in the redoubt. It does not by itself weaken his conclusion, because on the command he sets out his evidence and says he will "leave the subject to the candid reader," but it is a reason to check whether he gave Putnam's side a fair hearing. Rubric: full credit for naming commitments, quoting the paragraph and judging the effect with a reason.
Question 19 of 20 · Short Answer
The Park Service page (Source 6) lists two general references at its end and gives no source for each statement. What limits does this create for a reader who wants to check the phrase "field commander"?
Model answer: A reader cannot tell which evidence supports the phrase, whether it rests on letters of 1775 or on later accounts like those of 1818, or how the writers weighed the dispute this lesson studies. The page is a short modern summary, so its evidence base is hidden; to check it, the reader must go back to sources such as Martin, Pitts and Tudor. Rubric: full credit for naming the hidden evidence base and explaining how to check the claim.
Question 20 of 20 · Short Answer
Dearborn and Daniel Putnam each attack the other's motives. Explain how a historian can still use both of them as evidence about the battle.
Model answer: A stake does not make a source worthless; it tells the historian what to check. Dearborn's eyewitness details (where he saw Putnam, on horseback, with Gerrish) can be compared with sources from 1775; his hearsay about Prescott needs support that he does not supply. Daniel Putnam's personal knowledge of his father is useful, but his reply mainly attacks Dearborn and argues from reputation. Used together and checked against sources such as the Pitts letter and Tudor, both show what was disputed and which claims rest on what. Rubric: full credit for using both sources with their stakes named and a method of checking.
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Frequently Asked Questions
10 Questions
What does D2.His.10.9-12 mean?
D2.His.10.9-12 asks high school students to detect possible limitations in various kinds of historical evidence and in differing secondary interpretations. Students judge how far a letter, diary, memoir or recollection can be trusted, and how far a historian's conclusion can reach given the evidence behind it.
How is D2.His.10.9-12 different from D2.His.10.6-8?
In grades 6-8, students detect limitations in the historical record using different kinds of sources. In grades 9-12, the indicator adds differing secondary interpretations: students must also find the limits of historians' accounts, such as their evidence base, standards and commitments.
What kinds of limitations can historical evidence have?
Common limits include distance (how long after the event a source was made), vantage (whether the writer saw the event or heard about it), stake (a reason to tell it one way), silence (records that say nothing) and echo (repeating an earlier account). The Limits Ledger on this page uses these five questions; it is an SVHS tool, not an official C3 list.
How can a secondary interpretation be limited if the historian is careful?
Even a careful historian works from the evidence he or she found, uses a standard for weighing it and writes from a particular time and place. Those choices limit what the interpretation can show, which is why historians state their sources and their reasoning.
Why use the Battle of Bunker Hill for this indicator?
Because the question of who commanded the American forces was disputed for decades, the sources include almost every kind of evidence: letters written within weeks, a diary, court-martial recollections, a funeral sermon, memoirs written 43 years later and later histories. The dispute makes the limits of each kind easy to see.
What is hearsay, and why does it matter to historians?
Hearsay is a report of what someone else said, passed on by a person who did not hear or see the event firsthand, or who heard only the later telling. Historians use it, but they ask who first said it, when, and whether anyone else recorded the same thing.
Does a more recent interpretation always replace older ones?
Not automatically. A newer interpretation may use more evidence or better methods, but it can also simplify or leave out the evidence it relied on. Each interpretation should be judged by its sources and reasoning, whatever its date.
How is D2.His.10.9-12 assessed?
Through tasks that ask students to name and explain limits, not to recall who was right. The quiz and homework on this page ask students to apply the Limits Ledger to letters, recollections and interpretations, and to write an interpretation that states its own limits.
Can this lesson be used in a course other than U.S. History?
Yes. The skill applies to any historical question, and the C3 indicator is not tied to one course. U.S. History is a natural fit because the Battle of Bunker Hill is part of the standard narrative of the Revolution.
How does D2.His.10.9-12 connect to the Common Core literacy standards?
It pairs with RH.11-12.8, which asks students to evaluate an author's premises, claims and evidence, and RH.11-12.9, which asks them to integrate diverse primary and secondary sources while noting discrepancies among them.
07
Related Standards
5 standards
These standards connect to D2.His.10.9-12: prerequisites to review first, parallel standards at the same level, and next steps that build on it.
Before this lesson
D2.His.10.6-8Prerequisite
Detect limitations in the historical record using evidence from varied sources
Critique the usefulness of sources from their maker, date, origin and purpose
Lesson coming soon
After this lesson
D2.His.17.9-12Next step
Critique the central arguments in secondary works of history for accuracy
Lesson coming soon
Standard text: National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013). NCSS was not involved in the production of this lesson and does not endorse it.