George versus George

George versus George: A Comparison/Contrast Study of the

American RevolutionA literature-based, integrated Language Arts and Social Studies Unit

By Kellie Doty

Kellie DotyP000059990

George versus George: A Comparison/Contrast Study of the American Revolution

Unit Focus & Rationale:The focus of this literature unit is on The American Revolution. Non-fiction and historical fiction texts were selected to give students a well rounded picture of the objective facts and the subjective emotional turmoil during the time period of the American Revolution. It is the goal of this unit to help children develop a base knowledge regarding the founding of our nation and its Founding Fathers, while understanding what colonial life was like, especially for children their age. It will accomplish this in a jigsaw fashion with a strong emphasis on comparison and contrast between the two sides as well as the genres of historical fiction and non-fiction. The class will be split between Tories and Patriots, just as the colonists were split in their loyalties. Each group will intensely study the group they are “loyal” to, and at the completion of the unit, literature groups will be sharing their final projects so that the entire class may understand “the rest of the story.” This integrated unit will be based of Language Arts and Social Studies and mathematics content standards, and will combine group and individual work. Because it is an integrated unit, it will be team-taught in block sessions.

Read-Aloud Book Selections:

George versus George: The American Revolution as seen from Both Sides by Rosalyn Schanzer

o This book is useful to set up the theme of comparing and contrasting the sides of the British led by King George III and the side of the American colonists led by General George Washington.

o Book quotes will be used in mini-lessons on the use of commas, end marks, apostrophes and quotation marks correctly.

Katie’s Trunk by Ann Turnero This picture book demonstrates the conflicting emotions of friends and neighbors

when they have to choose sides due to the outbreak of the American Revolution. o This book will be used to lead a grand discussion before students begin their

literature circles to discuss conflicting emotions and to point out what types of internal conflict students should look for when reading their novels.

Literature Circle Book Selections:

The Fighting Ground by Avio Fast paced book about a boy who wants to join in the fight and comes to realizes

his concept of war and the realities of war are very different.


Thomas by Bonnie Pryoro This story is about a family that is uprooted to avoid the casualties of war.

Changes for Felicity: A Winter Story by Valerie Trippo This story is about two best friends, one from a patriot family and the other from a

loyalist family, and how the American Revolution affects their friendship.

Love Thy Neighbor: The Tory Diary of Prudence Emersono This book is about a young girl from a Tory family and discusses the thoughts

about the war by those who remain loyal to the King.

Daughter of Liberty: A True Story of the American Revolution by Robert Quackenbusho This book is at the third grade level, but would make for a shorter alternative for

struggling readers.

Research Book Selections (starter set):

The Journey of the One and Only Declaration of Independence by Judith St. Georgeo This picture book gives the history of the Declaration of Independence from its

origination to present day.

Women of the American Revolution by Louise Chipley Slaviceko This discusses the lives of patriot, loyalist, and pacifist women. It also includes

Native American and African American women sections.

The Real Revolution: The Global Story of American Independence by Marc Aronsono A tougher text than many of the others, but an excellent resource for multiple

perspectives. o The intolerable action/reaction chapter does an excellent job of comparing both

sides of the story regarding the Boston Tea Party

American Revolution: Magic Tree House Research Guide by Mary Pope Osborne and Natalie Pope Boyce

o Easy to read resource with clips of information about many relevant aspects of the war.

o Vocabulary is highlighted in margins.

The Founders: The 39 Stories behind the U.S. Constitution by Dennis Brindell Fradino Great mini biographies of our nation’s Founding Fathers.

The Liberty Tree: The Beginning of the American Revolution by Lucille Recht Pennero Colorfully illustrated collection of mini stories 1-2 pages long highlighting various

aspects of the war.


Pirates & Patriots of the Revolution by C. Keith Wilbur, M.D.o Contains detailed information about the naval aspect of the American Revolution

that is rarely discussed. o Fascinating illustrations of relics from the time period.

Liberty or Death: The American Revolution 1763-1783 by Betsy Maestroo Another narrative version of the war, but nice maps, table of dates, and list of

“unsung heroes.”

American Revolution by Stuart Murray o This book, written in association with the Smithsonian Institution, has wonderful

full color illustrations – many actual photos – of time period relics. o Also contains interesting side bar information such battlefield first aid.

Teacher Activity Set:

Brown Paper School USKids History: Book of the American Revolution by Howard Egger-Bovet and Marlene Smith-Baranzini

o This book contains many short stories that could be used as historical minilesson, as well as many activities and games that bring the concepts alive.

The American Revolution for Kids: A History with 21 Activities by Janis Herberto This book has a strong focus on colonial life. It contains the brewing root beer

activity as well as the information on protests.

The American Revolution (History Comes Alive Teaching Unit, Grades 4-8 by Jacqueline Glasthal

o This resource includes background information, primary source materials, reproducibles, a play, internet resources, and project ideas.

Primary Sources Teaching Kit: Colonial America by Karen Baickero This book contains reproducibles of primary sources and a guide on how to

evaluate the sources for accuracy.


Pre-reading plans: This will be weeks one and two of the unit. The purpose is to build a framework in which to consider the texts, to activate prior knowledge, and to make the meaning personal. Students will be introduced to the topic and basic vocabulary (From the word wall below). Students will independently complete the anticipation part of the Anticipation/It Says, I Say guide (Students will be filling in the second part as they read to understand the view of the texts regarding these same subjects). Students will review book selections and request books – finalized six-person literature groups will be announced at the end of the week, accommodating as many requests as possible.

George versus George will be read aloud to the class, and many note-taking strategies will be presented. Venn diagrams, flow charts, and side by side notes, focusing notes and reading notes, etc. will be presented. Students will also do mini-lessons on using quotation marks (and how to insert quotes into text), commas, end marks, and apostrophes correctly using quotes and sentences from the book. Knowledge will be assessed through the creation of written scripts for a reader’s theater students will be performing as part of their final project. Each person will choose a scene from their study and write a script that will be turned in and evaluated by the teacher for the points taught in mini-lessons as well as for the clarity of the overall presentation. Each of the two groups will select one to present.

As a class, students will create a color-coded, cause-and-effect timeline that links the actions of the British and the colonists that led to the revolution. It will also build a framework for the students regarding the amount of time that passed between the events that led to rebellion.

There will be a strong emphasis on what colonial life was really like, especially for middle-school aged children. Students will participate in many hands on activities such as brewing root beer, making candles, and creating protests. Members of Frontier Spirit will also visit and teach the children about spinning yarn, colonial games, cooking, and military life during this time period.

Reading Plans: Weeks three and four will be focusing on the historical fiction novels the students will be reading in their group. Students will be meeting in literature circles daily to conduct grand conversations. Each member will have a job (discussion director, passage picker, summarizer, word finder, artful artists/travel tracer, and connectors) that will rotate daily so students get to participate in each position. Investigation will be done by all members after completing the novel when they begin using non-fiction texts to do their final projects. At the conclusion of each meeting the students will write in their journal in response using some of the prompts listed below. Students will complete the appropriate sections for the It Says, I Say charts as they read the novel and informational text. Students will record all unknown vocabulary in their journal that they encounter while reading. They are to record the word, page number, context sentence, their hypothesized meaning, and the dictionary definition. Skills and mini-lessons that


will be taught during these two weeks include map reading, mini-lessons on the American Revolution, making conversions within the same measurement system, comparing the lengths of paths, calculating distances, using a scale, working with dictionaries, studying informational texts, and writing comparison/contrast papers. Students will be comparing & contrasting both the genres of historical fiction and informational text (Verisimilitude of the historical fiction novel will be compared and contrasted with the non-fiction text on the particular cultural and historic facts presented.) as well as the viewpoints of the British and the colonists in regards to the events surrounding the revolution. Students will go through the complete writing process before submitting their final paper. The small groups will also participate in peer editing. Students will use graphic organizers to arrange their thoughts prior to writing. They will follow all steps of the writing process to complete a final comparison-contrast paper. Groups that contain struggling readers/ELL students will be provided with extra scaffolding such as mini-lessons on reading strategies, interim chapters read aloud by the teacher in the reading circle, additional guided notes/questions, etc.

At one point during this phase of study, the teacher will read Katie’s Trunk aloud to the class. Students will participate in a grand conversation regarding the conflicting emotions colonists had between their friends and neighbors and their political convictions and loyalties. A minilesson on point of view will be tied into this conversation and students will discuss how point of view can affect their personal lives (student wants to go to a skating party on a school night & parent disagrees or two students are fighting & both blame the other). A second grand conversation will discuss what rebellion for reform is and compare with the definition of treason. Students will question the claim in the Declaration of Independence that it is our duty to rebel. Students will begin dividing up final project responsibilities.

Extension through Final Project:

This will encompass weeks five and six. Students will be working on either the Tory or Patriot team to create a final project that gives a comprehensive look at the life of their group during the Revolutionary War time period. Students must include the following in their presentation:

o A glimpse of colonial life in a hands-on format – music, food, games, chores, school, etc.

o Scrapbooks that visually tell the story of leaders loyal to their side of the conflict (see handout for ideas)

o A reader’s theatre event for their side of the conflict o A presentation (in any format) on their militaryo Important women, Native Americans, and African Americans on their side of the

conflict presented in any format.

Students will be practicing research, using a card catalog, and completing their individual portions of their group’s final project. The last three days of week six will be designated for the final project and assessment. Wednesday will be for the groups to meet and rehearse the final projects. On Thursday final projects will be presented. On


Friday, the teacher will lead a game of Family Feud and read authentic situation cards to competing students. They must come up with the top British and American Patriot responses to the situation.

Exploring: Word Wall Words: 1. revolution2. Tory3. patriot4. loyalist5. liberty6. musket7. colonists8. quill9. monarch10. apprentice

11. parliament12. representation13. taxation14. act15. massacre16. boycott17. declaration18. independence19. delegate20. militia

21. green22. retreat23. bayonet24. rebel25. traitor26. treason27. surrender28. citizen29. soldier30. territory

Vocabulary Activities: 1. Students will record unknown words in their journal, making meaning predictions based on contextual clues and then comparing with dictionary definitions as described in reading activities above. Two words per day will be presented in their literature circles by the word finder.

2. Students will be using words from the word wall in their conversations, writings and projects in the proper context. They will be play word games such as breaking them down into their parts and mixing & matching with roots & affixes they have already learned to create new words. They will do sorts.

3. Students will research the etymology of at least 5 words from the word wall.

4. Students will learn the meaning of the following roots & affixes: mono-, in-, ir-, im-, il-, -ion, -ance, -ence, -ist, -ty, -liber, act, and arch. Spelling minilesson will be done on –er, -or, -ar and –ance, -ence. They will do a word hunt for more words that have these roots and affixes.

Responding:Writing Prompts: 1. How does the main character(s) feel about the conflict between the British and the colonists and why? Are there other characters that feel differently? Why?

2. Are the rebellious colonists upset due to political, social or economic reasons?


3. What was the speaker’s tone regarding the revolution in your book?

4. What are the similarities and differences in historical fiction and non-fiction books?

5. How did the story of your main character(s) compare to real life people in the non-fiction texts you read?

6. Have you ever been torn between two or more things? (Your friends are fighting; your parents are getting divorced, etc.) How did you handle the situation?

7. Has anyone in your family fought in a war? What was their reaction to going to war? How did other family members feel?

8. Do you think rebellion should be allowed if the people disagree with the government, or is that treason?

9. What do you think your life would be like today if we were still a colony of Britain?

10. Would you have liked to live during colonial times? Why or why not?

Assessing: Students will be assessed on multiple levels. Rubrics will be provided for final projects that will be graded by the teacher. Peer reviews will be completed for group work within individual literature circles. Students will be assessed for completion of daily literature circle responsibilities, journals, mini-lesson follow-up practice, math assignments. Students will be given an authentic map reading/navigation evaluation. Student participation in discussion will be used to assess main concept understanding. The comparison/contrast paper will be graded for proper use of terminology, grammar, spelling, and organization. Notes will be turned in at the conclusion of the unit to evaluate students understanding of note taking strategies.

Optional or Substitute Activities:

1. Have students keep a diary of their own life for the six weeks of the unit.

2. Have students make invitations to a historical event.

3. Visit websites pertaining to the revolutionary war.




Language Arts Grade Level Indicators:

Grade Five

Acquisition of Vocabulary

ContextualUnderstanding

StructuralUnderstanding

Tools and Resources

1. Define the meaning of unknown words by using context clues and the author’s use of definition, restatement and example.

2. Use word origins to determine the meaning of unknown words and phrases.

3. Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words.

4. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Reading Process: Concepts of Print, ComprehensionStrategies and Self-Monitoring Strategies

ComprehensionStrategies

1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.

2. Make critical comparisons across texts.

Self-MonitoringStrategies

3. Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each.

4. Make inferences based on implicit information in texts, and provide justifications for those inferences.

5. Select, create and use graphic organizers to interpret textual information.

6. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

7. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back or summarizing what has been read so far in text.

8. List questions and search for answers within the text to construct meaning.

Reading Applications: Informational, Technical and Persuasive Text


1. Use text features, such as chapter titles, headings and subheadings; parts of books including the index and table of contents and online tools (search engines) to locate information.

2. Identify, distinguish between and explain examples of cause and effect in informational text.

3. Compare important details about a topic, using different sources of information, including books, magazines, newspapers and online resources.

4. Summarize the main ideas and supporting details.

5. Analyze information found in maps, charts, tables, graphs and diagrams.

6. Analyze the difference between fact and opinion.

7. Distinguish relevant from irrelevant information in a text and identify possible points of confusion for the reader.

8. Identify and understand an author’s purpose for writing, including to explain, to entertain or to inform.

Reading Applications: Literary Text

1. Explain how a character’s thoughts, words and actions reveal his or her motivations.

2. Explain the influence of setting on the selection.

3. Identify the main incidents of a plot sequence and explain how they influence future action.

4. Identify the speaker and explain how point of view affects the text.

5. Summarize stated and implied themes.

6. Describe the defining characteristics of literary forms and genres, including poetry, drama, chapter books, biographies, fiction and non-fiction.

7. Interpret how an author’s choice of words appeals to the senses and suggests mood.

8. Identify and explain the use of figurative language in literary works, including idioms, similes, hyperboles, metaphors and personification.

Writing Processes

Prewriting

Drafting, Revising

1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

2. Conduct background reading, interviews or surveys when appropriate.

3. State and develop a clear main idea for writing.

4. Determine a purpose and audience.

5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing.

6. Organize writing, beginning with an introduction, body and a resolution of


and Editing plot, followed by a closing statement or a summary of important ideas and details.

7. Vary simple, compound and complex sentence structures.

8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs.

9. Vary language and style as appropriate to audience and purpose.10. Use available technology to compose text.11. Reread and assess writing for clarity, using a variety of methods (e.g.,

writer’s circle or author’s chair).


Publishing

12. Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose.

13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning.

14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary.

15. Proofread writing, edit to improve conventions, (e.g., grammar, spelling, punctuation and capitalization), and identify and correct fragments and run-ons.

16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

17. Prepare for publication (e.g., for display or for sharing with others), writing that follows a format appropriate to the purpose, using techniques such as electronic resources and graphics to enhance the final product.

Writing Applications

1. Write narratives with a consistent point of view, using sensory details and dialogue to develop characters and setting.

2. Write responses to novels, stories and poems that organize an interpretation around several clear ideas, and justify the interpretation through the use of examples and specific textual evidence.

3. Write letters that state the purpose, make requests or give compliments and use business letter format.

4. Write informational essays or reports, including research, that organize information with a clear introduction, body and conclusion following common expository structures when appropriate (e.g., cause-effect, comparison-contrast) and include facts, details and examples to illustrate important ideas.

5. Produce informal writings (e.g., journals, notes and poems) for various purposes.

Writing Conventions

Spelling

Punctuation and Capitalization

1. Spell high-frequency words correctly.

2. Spell contractions correctly.

3. Spell roots, suffixes and prefixes correctly.

4. Use commas, end marks, apostrophes and quotation marks correctly.


Grammar and Usage

5. Use correct capitalization.

6. Use various parts of speech, such as nouns, pronouns and verbs (regular and irregular).

7. Use prepositions and prepositional phrases.

8. Use adverbs.

9. Use objective and nominative case pronouns.

10. Use indefinite and relative pronouns.

11. Use conjunctions and interjections.

Research

1. Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information.

2. Locate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

3. Identify important information found in sources and paraphrase the findings in a systematic way (e.g., notes, outlines, charts, tables or graphic organizers).

4. Compare and contrast important findings and select sources to support central ideas, concepts and themes.

5. Define plagiarism and acknowledge sources of information.

6. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.

Communication: Oral and Visual

Listening and Viewing

Speaking Skills and Strategies

1. Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact).

2. Interpret the main idea and draw conclusions from oral presentations and visual media.

3. Identify the speaker’s purpose in presentations and visual media (e.g., to inform, to entertain, to persuade).

4. Discuss how facts and opinions are used to shape the opinions of listeners and viewers.

5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.


SpeakingApplications

6. Use clear diction, pitch, tempo and tone, and adjust volume and tempo to stress important ideas.

7. Adjust speaking content according to the needs of the situation, setting and audience.

8. Deliver informational presentations (e.g., expository, research) that:

a. demonstrate an understanding of the topic and present events or ideas in a logical sequence;

b. support the main idea with relevant facts, details, examples, quotations, statistics, stories and anecdotes;

c. organize information, including a clear introduction, body and conclusion and follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast);

d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and

e. draw from several sources and identify sources used.

9. Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

10. Deliver persuasive presentations that:

a. establish a clear position;

b.include relevant evidence to support a position and to address potential concerns of listeners; and

c. follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast, problem-solution).

Grade Five Social Studies Benchmarks and Indicators

History

Chronology 1. Create time lines and identify possible relationships between events.

Settlement 2. Explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.

3. Explain why European countries explored and colonized North America.

4. Describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.


5. Explain how the United States became independent from Great Britain.

Growth 6. Explain the impact of settlement, industrialization and transportation on the expansion of the United States.

People in Societies

Cultures 1. Compare the cultural practices and products of diverse groups in North America including:

a. Artistic expressions; b. Religion; c. Language; d. Food; e. Clothing;f. Shelter.

Interaction 2. Compare life on Indian reservations today with the cultural traditions of American Indians before the reservation system.

3. Describe the experiences of African-Americans under the institution of slavery.

4. Describe the waves of immigration to North America and the areas from which people came in each wave.

5. Compare reasons for immigration to North America with the reality immigrants experienced upon arrival.

Geography

Location 1. Use coordinates of latitude and longitude to determine the absolute location of points in North America.

2. Use maps to identify the location of: a. The three largest countries of North America; b. The 50 states of the United States; c. The Rocky and Appalachian mountain systems; d. The Mississippi, Rio Grande and St. Lawrence rivers; e. The Great Lakes.

Places and Regions 3. Describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.

4. Explain how climate is influenced by:a. Earth-sun relationships;


b. Landforms; c. Vegetation.

5. Explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.

6. Use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:

a. Forests; b. Fertile soil;c. Oil; d. Coal;e. Running water.

7. Analyze reasons for conflict and cooperation among regions of North America including:

a. Trade; b. Environmental issues; c. Immigration.

HumanEnvironmental

Interaction

8. Explain how the characteristics of different physical environments affect human activities in North America.

9. Analyze the positive and negative consequences of human changes to the physical environment including:

a. Great Lakes navigation; b. Highway systems; c. Irrigation;d. Mining; e. Introduction of new species.

Movement 10. Use or construct maps of colonization and exploration to explain European influence in North America.

Economics

Scarcity andResource Allocation

1. Compare different allocation methods for scarce goods and services such as prices, command, first-come-first-served, sharing equally, rationing and lottery.

2. Explain that individuals in all economies must answer the fundamental economic questions of what to produce, how to produce, and for whom to produce.


Production,Distribution and

Consumption

3. Explain how education, specialization, capital goods and the division of labor affect productive capacity.

Markets 4. Explain how regions in North America become interdependent when they specialize in what they produce best and then trade with other regions inside and outside North America to increase the amount and variety of goods and services available.

5. Explain the general relationship between supply, demand and price in a competitive market.

6. Explain why competition among producers/sellers results in lower costs and prices, higher product quality, and better customer service.

7. Explain why competition among consumers/buyers results in higher product prices.

Government

Role of Government 1. Explain major responsibilities of each of the three branches of the U.S. government:

a. The legislative branch, headed by Congress, passes laws. b. The executive branch, headed by the president, carries out

and enforces the laws made by Congress. c. The judicial branch, headed by the Supreme Court,

interprets and applies the law.

2. Explain the essential characteristics of American democracy including:

a. The people are the source of the government's authority. b. All citizens have the right and responsibility to vote and

influence the decisions of the government. c. The government is run directly by the people or through

elected representatives. d. The powers of government are limited by law. e. Basic rights of individuals are guaranteed by the

Constitution.

Rules and Laws 3. Explain the significance of the Declaration of Independence and the U.S. Constitution.

Citizenship Rights and Responsibilities

Participation 1. Explain how an individual acquires U.S. citizenship:a. Birth; b. Naturalization.


Rights andResponsibilities

2. Explain the obligations of upholding the U.S. Constitution including:

a. Obeying laws; b. Paying taxes; c. Serving on juries; d. Registering for selective service.

3. Explain the significance of the rights that are protected by the First Amendment including:

a. Freedom of religion; b. Freedom of speech; c. Freedom of the press; d. Right of petition and assembly

Social Studies Skills and Methods

ObtainingInformation

1. Obtain information from a variety of print and electronic sources and analyze its reliability including:

a. Accuracy of facts; b. Credentials of the source.

2. Locate information in a variety of sources using key words, related articles and cross-references.

3. Differentiate between primary and secondary sources.

Thinking andOrganizing

4. Read information critically in order to identify:a. The author; b. The author's perspective; c. The purpose.

5. Compare points of agreement and disagreement among sources.

6. Draw inferences from relevant information.

7. Organize key ideas by taking notes that paraphrase or summarize.

CommunicatingInformation

8. Communicate research findings using line graphs and tables.

Problem Solving 9. Use a problem-solving/decision-making process which includes:a. Identifying a problem; b. Gathering information; c. Listing and considering options;


d. Considering advantages and disadvantages of options; e. Choosing and implementing a solution; f. Developing criteria for judging its effectiveness; g. Evaluating the effectiveness of the solution.

Mathematics Content Standards and Indicators

Measurement Standard

Measurement Units

1. Identify and select appropriate units to measure angles; i.e., degrees.

2. Identify paths between points on a grid or coordinate plane and compare the lengths of the paths; e.g., shortest path, paths of equal length.

5. Make conversions within the same measurement system while performing computations.

Education

George versus George