Roads to Antietam

Teaser

You're a Union general on the eve of Antietam. You know Lee's plans. What will you do?

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Article Body

With so many topics to teach and so little time, many teachers find it difficult to cover military history. This lesson on the Battle of Antietam provides an excellent opportunity to both teach military history and promote historical thinking skills.

Students will hone these skills as they analyze two documents written by General Lee on the eve of the Battle of Antietam. The first document, Lee’s 1862 Proclamation to the people of Maryland, sheds light on Lee’s motivations for invading Maryland. The second document, Special Orders #191, is Lee’s marching orders that were famously intercepted by the Union Army before the battle. Focus questions that support close reading and historical thinking accompany each of these documents.

After analyzing the documents, students work in groups to create a battle plan that could be used by the Union Army to counter Lee’s plans as revealed in Special Orders #191. Each group draws their battle plan on a laminated map, and presents it to the class. This portion of the lesson is creative and interactive, but teachers are not provided with clear information about what would be an effective, historically accurate battle plan. Teachers may want to devise clear criteria for students to consider when developing the battle plan to prevent this from devolving into an ahistorical activity in which students draw up unrealistic or anachronistic plans. Alternatively, teachers and students could generate criteria together as they review the groups’ plans, but teachers will still want to be prepared to guide students in judging these plans in reasonable ways.

For homework, the lesson specifies that students are to research the battle tactics used by General McClellan to counter Lee’s plans at Antietam. This has potential to be a very useful assignment; but again, teachers will need to be attentive to the criteria students use for evaluating McClellan’s tactics.

Topic
Civil War, Battle of Antietam
Time Estimate
2-4 class periods (50 minutes)
flexibility_scale
3
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Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

No
Little background information is provided. Teachers will need to seek background information about the Battle of Antietam before class.

Rubric_Content_Read_Write

No
Students carefully read primary documents and answer focus questions, but the lesson does not include a significant writing assignment.

Rubric_Analytical_Construct_Interpretations

Yes
Students use primary documents to draw inferences about General Lee’s reasons for invading Maryland.

Rubric_Analytical_Close_Reading_Sourcing

Yes
Students carefully read two documents about the Battle of Antietam and consider the source of the documents.

Rubric_Scaffolding_Appropriate

Yes
Appropriate for grades 8-12, but it may need to be adapted to meet the specific needs of particular classrooms.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
Focus questions are provided to help students analyze the two primary documents. Teachers may wish to edit and adapt these questions to meet the needs of their students.

Rubric_Structure_Assessment

No
Students are assessed on the quality of the battle plans that they devise and their own assessment of McClellan’s battle plan. However, the lesson does not provide clear criteria for what would constitute a good battle plan.

Rubric_Structure_Realistic

Yes
The lesson provides clear directions and will work in many secondary US history classrooms.

Rubric_Structure_Learning_Goals

Yes

Prologue to Studying the Emancipation Proclamation

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This website shows an 8th-grade teacher in Maryland teaching a lesson based on Civil War letters. Source Analysis, a feature created for the Montgomery County (Maryland) TAH website, has three sections focused on these primary sources: Scholar Analysis, Teacher Analysis, and Classroom Practice. The latter two sections show a lesson that asks students to examine what a Union and a Confederate soldier thought about the Emancipation Proclamation. In order to investigate this, the teacher asks students to study two letters written by soldiers during the Civil War. This series of videos provides examples of two promising practices:

  • Using primary sources to represent perspectives missing from the textbook and contextualize an historical event; and
  • Using focus questions to help students read primary sources purposefully.
The Lesson in Action

In the Classroom Practice section, we see the lesson in action. Students are introduced to the letters and asked to transcribe the two handwritten letters they are working with. The teacher then points out two major themes in the letters: why soldiers were fighting the war and their opinions about the Emancipation Proclamation.

Students see that the Emancipation Proclamation's significance for these soldiers was less about freeing the slaves and more about the effects it could have on the war and the safety of their families.

The teacher asks students to summarize the letters, reminding them that they have their textbooks, him, and the dictionary as resources. Students are further asked to analyze the letters for at least "five good points" made by the authors of the letters and generate questions about these sources. After students have consulted in groups, the teacher leads a discussion where they fill in a Venn diagram comparing the two letters and the soldiers' perspectives on the significance of the Emancipation Proclamation. Throughout this lesson, the teacher helps students think about the context within which these letters were written. Students see that the Emancipation Proclamation's significance for these soldiers was less about freeing the slaves and more about the effects it could have on the war and the safety of their families. Also on this site is a Teacher Analysis section in which the teacher explains some of what preceded this lesson and his instructional choices—a useful complement to the classroom videos. Each of these sections presents information in a set of videos that are clearly titled and visually interesting.

Samuel J. May Anti-Slavery Collection

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This is one of the richest collections of anti-slavery and Civil War materials in the world. Reverend Samuel J. May, an American abolitionist, donated his collection of anti-slavery materials to the Cornell Library in 1870. Following May's lead, other abolitionists in the U.S. and Great Britain contributed materials. The collection now consists of more than 10,000 pamphlets, leaflets, broadsides, local anti-slavery society newsletters, sermons, essays, and arguments for and against slavery. Materials date from 1704 to 1942 and cover slavery in the United States and the West Indies, the slave trade, and emancipation. More than 300,000 pages are available for full-text searching. Accompanying the documents are eight links to other collections.

Slavery in New York

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Focusing on the experiences of Africans and African Americans in New York City, this collection presents nine galleries that explore various themes and time periods in the history of slavery. These include the Atlantic slave trade; slavery in Dutch New York; the growth of slavery in British Colonial New York; freedom for blacks during the Revolutionary War; the Gradual Emancipation Act of 1799; free blacks in public life; Emancipation Day (July 4, 1827), and the history of scholarship on slavery in New York City. Each gallery has three panels: a gallery overview, a main thematic presentation, and one focusing on people, places, and documents. Of special interest are two interactive maps with timelines in the Dutch New York gallery and the Revolutionary War gallery; a picture gallery on the portrayal of blacks in New York City's public life; and profiles of nine African Americans who lived in New York City during the early republic.

Battle Lines: Letters from America's Wars

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This annotated collection of more than 30 letters addresses the personal and political costs of war. Letters cover conflicts from the Revolutionary War to the current war in Iraq and are divided thematically into five sections: "Enlisting," "Comforts of Home," "Love," "Combat," and "The End of the War." Letters come from well-known military figures, such as Douglas MacArthur and Robert E. Lee, as well as ordinary veterans, such as Peter Kiterage, one of the 5,000 African Americans who fought in the Revolutionary War. The thematic organization allows users to chart changes and continuities over 200 years of American history. Each letter is read aloud so students can listen as well as read. In addition, a "magic lens" feature provides transcriptions over the original handwriting to help students decode the letters.

Digital Scriptorium

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Embracing 12 digitized collections, five exhibits, and six student projects, this website contains a wealth of primary documents. Collections include two websites related to advertising—Emergence of Advertising in America, 1850–1920 and Ad*Access—in addition to a collection of health-related ads from 1911 to 1958 in Medicine and Madison Avenue.

George Percival Scriven: An American in Bohol, The Philippines, 1899–1901 presents a firsthand account by a U.S. officer of life during the occupation. Civil War Women offers correspondence and a diary relating to three American women of diverse backgrounds. African-American Women presents letters by three slaves and a memoir by the daughter of slaves. The Emma Spaulding Bryant Letters presents 10 revealing letters written in 1873 by Mrs. Bryant to her husband concerning medical and private matters.

Historic American Sheet Music includes more than 3,000 pieces published between 1850 and 1920. Documents from the Women's Liberation Movement offers more than 40 documents from 1969 to 1974. William Gedney Photographs and Writings provides close to 5,000 prints, work prints, and contact sheets from the 1950s to the 1980s. Urban Landscapes present more than 1,000 images depicting urban areas.

Selected Civil War Photographs

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More than 1,000 photographs depict Civil War military personnel, preparations for battle, and the aftermath of battles in the main eastern theater and in the west in this collection. Photographs also include Federal Navy and Atlantic seaborne expeditions against the Confederacy, Confederate and Union officers and enlisted soldiers, and Washington, DC during the war. Most images were created under the supervision of photographer Mathew B. Brady. Additional photographs were taken by Alexander Gardner after leaving Brady's employment to start his own business.

The presentation "Timeline of the Civil War" places images in historical context. "Does the Camera Ever Lie" demonstrates the constructed nature of images, showing that photographers sometimes rearranged elements of their images to achieve a particular effect. This website is useful for studying 19th-century American photography and Civil War history.

Valley of the Shadow: Two Communities in the American Civil War

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This massive, searchable archive compares two Shenandoah Valley counties during the Civil War period—Augusta County, VA and Franklin County, PA. These two counties were divided by 200 miles and the institution of slavery. Thousands of pages of maps, images, letters, diaries, and newspapers, in addition to church, agricultural, military, and public records provide data, experiences, and perspectives from the eve of the war until its aftermath. The site furnishes timelines, bibliographies, and other materials intended to foster research into the Civil War and the lives of those affected by it. The website includes a section on John Brown and one entitled "Memory of the War," presenting postwar writings on battles, the lives of soldiers, reunions, obituaries and tributes, and politics.