Download LESSON PLAN 4 by Corbin

LESSON PLAN 4 by Corbin Smith___________________________________________
Lesson: The Civil War: War in the East Length 50 min. Age or Grade Intended: High School
Academic Standard(s): U.S.H. 1.4- Describe causes and lasting effects of the Civil War and
Reconstruction as well as political controversies surrounding this time. (Government, Economics)
Performance Objectives:
1. The high school students will learn about the importance of battle strategies during the Civil War
by reading primary resources from Confederate generals.
2. The high school students will create their own battle plan to investigate how the Union army could
have taken advantage of intercepting an important command from Confederate General Robert E.
Lee.
Assessment:
Students will be assessed during class discussion and turning in response questions to the “Proclamation of
the People of Maryland” document. Students will begin working on creating their own battle plans at the
end of the class and this will be evaluated the next day in class.
Advanced Preparation by Teacher:
Materials:
1. All students should have pencils and text with them when they arrive to class.
2. The projector will be used to show a 10 minute YouTube video over the Battle of Antietam.
3. Each student will be given a “Proclamation of the People of Maryland” document, a “Special
Orders 191” document, and an Antietam map with task worksheet..
Presentation:
1. Students will take their assigned seats for the beginning of class to watch the YouTube video over
the Battle of Antietam.
2. Students will slide desks together with a partner to read and respond to questions for “Proclamation
of the People of Maryland.”
3. Students will form groups of 3-4 students and move their desks together to begin formulating battle
plans based off of the interception of “Special Orders 191” by the Union army.
Procedure:
Introduction/Motivation: General Robert E. Lee was arguably the most decorated Civil War
general. On September 17th, 1862, Lee led the first Confederate invasion of the North, as he led his troops
into Maryland and met the Union enemy at Antietam Creek. By the end of the day, over 25,000 troops from
both sides had been killed, making it the deadliest day in American history. Lee believed if the Confederacy
would have won that battle, they would have gained support from France and England. What do you believe
would have happened had the Confederacy been victorious in the Battle at Antietam? Explain to the
students that a Confederate victory most likely would have ended the war immediately, as foreign support
would have put the Union against insurmountable odds, and this would have marked a huge change in
American history.
Step-by-Step Plan:
1.
The students will discuss the impact that the Battle at Antietam had on the Civil War and
how a Confederate victory could have marked the end of the United States as we know it today.
2.
The students will watch a 10 minute YouTube video over the Battle at Antietam that will
help set up for the two following activities. http://www.youtube.com/watch?v=s1aZQ_WVyG0
(Gardner’s- Visual/Spatial)
3.
Following the video, students will read the “Proclamation to the People of Maryland,”
which was written by Robert E. Lee prior to invading Maryland. Students will partner up with
another student and answer questions on a worksheet in response to the document. The
worksheet answers will be discussed in class and turned in for participation points. This
exercise should take no more than 20 minutes to complete. (Gardner’s- Interpersonal)
4.
The class will begin working on group “Battle Plans.” Each student will receive a “Special
Orders 191” document, which was written by Robert E. Lee to all Confederate forces
discussing plans to invade Maryland. Students will be split into groups of no more than 4
students and evaluate a map of the Battle of Antietam. With this map, groups will work with
the “Special Orders 191” document to start formulating ideas for how the Union could’ve
approached the battle had they intercepted the Confederate document. (Gardner’sLogical/Mathematical)
Closure: Groups will work on reading the document and discussing ideas as a group to finish
class. Battle plans will be finished and presented during the next class period. As students begin to prepare
for the bell, finish up class with these two questions:
1. While battles took place in Virginia and Maryland in the summer of 1862, combat also took place
in the West. Why do you think battles broke out along the Mississippi River? (Bloom’s: Analysis)
2. Was there an important reason that the Union and Confederate armies aimed to control the river?
Consider the location and the impact the location had on transporting supplies for both armies.
(Bloom’s: Knowledge)
Adaptations/Enrichment:
Adaptations for students with learning disabilities: A graphic organizer will be provided for students with
learning disabilities to help organize information about Civil War battles. The graphic organizer will help
students who struggle with outlining information by providing an area to organize location, winner, and
battle importance into categories. An example would be:
Battle of Antietam, September 1862
Location
Sharpsburg, Maryland
Winner
Union
Importance
The bloodiest, deadliest battle in
U.S. history. Claimed over 25,000
soldiers’ lives. Confederacy
would’ve gained huge advantage
with victory.
Self-Reflection: I find this to be one of the most rewarding lessons associated with the Civil War unit. I’m
hoping that allowing the students to use problem solving skills while examining primary Civil War
documents to determine how the Union could have taken advantage of Confederacy mistakes will provide a
great opportunity for students to experience “deep” learning by internalizing the battle, which proved to be
one of the most important over the course of the war. I feel using an interactive approach with this lesson
will help in achieving this goal of reaching deep learning in the classroom. Most of the time, learning in
history is achieved through memorization, and I want my students to be able to learn by using logic and
critical thinking to reach learning goals along with traditional learning methods.
Proclamation to the People of Maryland
To the People of Maryland:
Headquarters Army N. Virginia
Near Fredericktown, 8th September, 1862
It is right that you should know the purpose that brought the Army under my command
within the limits of your State, so far as that purpose concerns yourselves.
The People of the Confederate States have long watched with the deepest sympathy
the wrongs and outrages that have been inflicted upon the citizens of a Commonwealth,
allied to the States of the South by the strongest social, political and commercial ties.
They have seen with profound indignation their sister State deprived of every right, and
reduced to the condition of a conquered Province.
Under the pretense of supporting the Constitution, but in violation of its most valuable
provisions, your citizens have been arrested and imprisoned upon no charge, and
contrary to all forms of law; the faithful and manly protest against this outrage made by
the venerable and illustrious Marylanders to whom in better days, no citizens appealed
for right in vain, was treated with scorn and contempt; the government of your chief city
has been usurped by armed strangers; your legislature has been dissolved by the
unlawful arrest of its members; freedom of the press and of speech, of the Federal
Executive, and citizens ordered to be tried by a military commission for what they may
dare to speak.
Believing that the People of Maryland possessed a spirit too lofty to submit to such a
government, the people of the south have long wished to aid you in throwing off this
foreign yoke, to enable you to again enjoy the inalienable rights of free men, and restore
independence and sovereignty to your State.
I
n obedience to this wish, our Army has come among you, and is prepared to assist you
with the power of its arms in regaining the rights of which you have been despoiled.
This, Citizens of Maryland, is our mission, so far as you are concerned.
No constraint upon your free will is intended, no intimidation is allowed.
Within the limits of this Army, at least, Marylanders shall once more enjoy their ancient
freedom of thought and speech.
We know no enemies among you, and will protect all of every opinion.
It is for you to decide your destiny, freely and without constraint.
This army will respect your choice whatever it may be, and while the Southern people
will rejoice to welcome you to your natural position among them, they will only welcome
you when you come of your own free will.
R. E. Lee, General Commanding.
Response Questions
1) Who wrote this document? What is its purpose?
2) In what way does Gen. Lee feel Maryland is allied to the South?
3) In what ways does the Confederate army promise to help Maryland?
4) Explain what this quote means:
“We know no enemies among you, and will protect all of every opinion. It is for you to decide
your destiny, freely and without constraint”.
5) Based on the quote, how does the Confederate Army’s treatment of Maryland
contrast with the Federal Army’s treatment of Maryland (explained in the 4 th paragraph)?
6) Based on this document, what do you think the Confederates hoping to gain by
invading Maryland in1862?
Confederate Special Orders #191
Special Orders #191
September 9th, 1862
The Army will resume its march to-morrow, taking the Hagerstown road. General
Jackson's command will form the advance, and after passing Middletown, with such
portions as he may select, take the route toward Sharpsburg, cross the Potomac at the
most convenient point, and by Friday night take possession of the Baltimore and Ohio
Railroad, capture such of the enemy as may be at Martinsburg, and intercept such as
may attempt to escape from Harper's Ferry.
General Longstreeet's command will pursue the same road as far as Boonsboro', where
it will halt with the reserve, supply, and baggage trains of the army.
General McLaws with his own division and that of General R.H. Anderson, will follow
General Longstreet; on reaching Middletown he will take the route to Harper's Ferry,
and by Friday morning possess himself of the Maryland Heights and endeavor to
capture the enemy at Harper's Ferry and vicinity.
General Walker, with his division after accomplishing the object in which he is now
engaged, will cross the Potomac at Check's ford, ascend its right bank to Lovettsville,
take possession of Loudoun Heights, if practicable, by Friday morning, Keyes's ford on
his left, and the road between the end of the mountain and the Potomac on his right. He
will, as far as practicable, cooperate with General McLaws and General Jackson in
intercepting the retreat of the enemy.
General D.H. Hill's division will form the rearguard of the army, pursuing the road taken
by the main body. The reserve artillery, ordnance, and supply trains, etc., will precede
General Hill.
General Stuart will detach a squadron of cavalry to accompany the commands of
Generals Longstreet, Jackson , and McLaws, and, with the main body of the cavalry,
will cover the route of the army and bring up all stragglers that may have been left
behind.
The commands of Generals Jackson, McLaws, and Walker, after accomplishing the
objects for which they have been detached, will join the main body of the army at
Boonsboro' or Hagerstown.
Each regiment of the march will habitually carry its axes in the regimental ordinancewagons, for use of the men at their encampments, to procure wood, etc.
By command of General R.E. Lee.
On September 13th, three days after the Confederates left Frederick, MD a Union
private copy found of Lee’s Special Order #191 (the same document you just viewed)
under a tree wrapped around 3 cigars. Before the end of the day, the order was
authenticated and given to General McClellan. Upon receiving the order, McClellan
reportedly exclaimed, “Now I know what to do!” and “Here is a paper with which, if I
cannot whip Bobby Lee, I will be willing to go home.” McClellan then telegraphed
President Lincoln to tell him that he had Lee’s battle plans and knew exactly how to beat
him.
Your Task: Imagine you are a group of advisors to General McClellan. You are asked
to present a strategy for defeating the Confederates at a Council of War. Use Lee’s
order and the map provided to create a Union strategy to defeat General Lee. Be
specific in your plans considering dates, numbers of troops, and geographic conditions.
Be prepared to present your battle plans to the class.
Army strengths on Sept. 13th (rounded):
Union = 111,000 total
79,000 near Frederick (under McClellan)
20,000 near Point of Rocks (under Franklin)
12,000 in Harpers Ferry (under Miles)
Confederates = 60,000 total
19,000 near Hagerstown (under Longstreet)
5,000 near Boonsboro (under Hill)
12,000 north of Harpers Ferry (under McLaws)
6,000 south of Harpers Ferry (under Walker)
18,000 west of Harpers Ferry (under Jackson)