 These are the questions that I want us to focus on. You know the analysis questions. What do you see? What do you know? What questions do you have about the primary source? But today I'm going to delve a little bit further into sourcing today. And that is I want you to think about what the painter is trying to do. And I want you to think about kind of the time frame of when that painting was made. That's going to make a big difference because we're going to explore even deeper into the time. I've tried about once a week to pull in a primary source to whatever we're doing, whether like we were looking at the Constitution this week. You know, pull up nationalarchives.org and have the real deal in front of them. And when we did the Boston Massacre, we had an account of a reporter about the 11-year-old that was killed trying to make a personal connection. Off the top of your head, what are some things that you see? Marisa? Very young people. Young? Kind of reminds me of the adventure group. Taden? Clouds. Clouds. Anything else? Ariana? Sunny? Sunny. Well, we've got clouds and we've got sunny. Is that? There's water. There's definitely water. Something else. Sadie? The American flag. Good. And Luke, last one. Good. All right, guys, what are some things that you already know about in this picture? Crossing the door where? OK, we know that just from the title. Good. Emma? It was on Christmas Eve. Good. OK, we know that from the passage that I read and also, I think, from our story. George Washington sucks. Yes. Anything else? James Monroe, a. George Washington holding the flag. Excellent. I'll go further into that. If you were in, if you remember yesterday, we were discussing the Monroe Doctrine. Do you remember that? And it was so cool because I had no idea. And I knew what we were going to do today. But guess who this is? James Monroe. Isn't that cool? I had no idea until we watched that thing on Monroe Doctrine yesterday. Let's go ahead and go back to our paper and this time try to write some good questions. There's so much learning that comes from the developing questions part because they knew some things from the time period of social studies. And they certainly picked up other things from the story. But they were able to really go deeper with the, you know, with the questions. How about how many people? Yeah, that's a good one. We're exactly on the record. Do you remember what they said in the passage? Said something about nine miles. Nine miles? Nine miles upstream from Trenton. Remember? OK. Look. What's my role with Washington? Very good. OK. What time is it? Christmas Eve. Sophia, what question do you have? I think the Delaware River and not the River. OK. Why the Delaware? Give me a few more minutes. Good. How long did it take? Especially with what was it like 250 some men or something? It was 40. OK. Sadie. Exactly. How many men were there? How many men? Member. And I'll take two more. Lily? Were all the men in the boat with Washington top-breaking officers? Very good question. And last one, Marissa. Where exactly were they? Now, Marissa and Emma were talking about, well, where exactly were they? And we actually, in the passage that I read, they say it's nine miles upstream from Trenton. Very good.