L4+Martin,+Ryan

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name: Mr. Martin** **Date of Lesson: Lesson 4 Perspective**
 * Grade Level:** **Topic: The Civil War and Reconstruction**

__Objectives__

 * Student will understand that** economically and militarily, the North had a distinct advantage over the South.
 * Student will know** General William Tecumseh Sherman and his "March to the Sea," General Ulysses S. Grant, General Robert E. Lee, Joshua Chamberlain, Battle of Vicksburg, Battle of Gettysburg, Little Round Top, Confederate surrender at Appomattox Court House, April 9, 1865, and July 1-3, 1863
 * Student will be able to do** analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.

__**Maine Learning Results Alignment**__
E1. Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma "The Civil War and Reconstruction" Students understand major eras, major enduring themes, and historical influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.** b. Analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
 * Maine Learning Results: Social Studies - E. History


 * Rationale:** In this lesson, student's will be meeting the standards because we will talking about the economic and military advantages that the North held (major enduring themes, historical influences) in relation to the success they had on the battlefield. We will also discuss major figures that had affects on the outcome of the war, and discuss on figure, Joshua Chamberlain, and his connection to Maine.

__**Assessment**__
Students will use a Five W's graphic organizer to help them critique the Battle of Gettysburg. They will share the chart with the class, and I will give clarifying information. They will have the opportunity to change their answers. Students will also create a reflective blog posting about what they liked/disliked about the performance task, and also how they could improve.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**

You will be completing a garageband newscast on the Battle of Gettysburg. They will write a script that addresses how the battle took place, strategies for both sides, who the commanding officers were, why it was a turning point in the war, mistakes by both sides, Little Round Top, and casualties. Be sure to also include how the Union's superior resources contributed to their victory. Students must choose a point of view to broadcast from: the North or the South. The script is part of the grade of the Newscast so it must be completed. Product: Garageband Newscast. Students will be assessed using a rubric.

__**Integration**__
Technology: Students will be using Garageband to create a newscast. Art: Certain features of Garageband allow students to add music and sound effects. English: Students must create a script that shows correct spelling, grammer, and punctuation.

__Groupings__
Students will break into their Winter Seasonal partners (prior to this, students chose partners for each of the four seasons) and complete their Five W's chart, and they will stay with their partner to create the performance task. The students will also decide who the recorder is, and who shares the answers with the class.

__**Differentiated Instruction**__
**Verbal/Linguistic:** Students have the choice of completing the Five W's chart with in their peer response groups and the GarageBand newscast performace task is mainly verbal. As part of the performance task, students must write a script the addresses the necessary components.
 * Strategies**
 * Spatial:** Students will watch a clip of the movie Gettysburg, and they will also complete a graphic organizer.
 * Interpersonal:** Students have the choice of working in their peer - response groups. The performance task is also with a partner.
 * Intrapersonal:** Students have the choice of working in their peer - response groups.
 * Naturalist:** These students will be interested in how the war effected the landscape, and can touch on that in their performance task. Natural resources will also be discussed during class.
 * Logical:** Students have to include causalty numbers, along with troop strength numbers in their newscast.


 * Modifications/Accommodations**


 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**

Absent Students: If students are absent, then they are responsible from either seeing a classmate, talking to me, or looking on the class wiki for their assignment. They can print out the graphic organizer and questions on the wiki, or they can obtain the from the class folder. Students will have one class day to make up the missed assignments

Product: Grageband Newscast. I could have simply asked students to write a report and make a PowerPoint presentation on the Battle of Gettysburg. However, by using Garageband to have students make a newscast of the battle, they can engage the material in a Type II way.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops with Garageband software and internet connection Copies of the Five W's chart Copies of Garageband Rubric Projection

__Source for Lesson Plan and Research__
[]
 * Graphic Organizer

Garageband Tutorial**
 * []**

[]
 * General William Tecumseh Sherman and his "March to the Sea" **


 * General Ulysses S. Grant**
 * []**

Refer to Lesson 3
 * General Robert E. Lee**

[]
 * Joshua Chamberlain and Little Round Top

Battle of Vicksburg []

Battle of Gettysburg []**

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certification because it uses a variety of sources to provide learning opportunites for students. Students will watch a movie clip on the Battle of Gettysburg and be able to reflect upon it. Students have the opportunity to learn in an adaptive environment because they can ask questions about the lecture and discussion, and I will give them clarifying information. Sudents will also have the opportunity to use Garageband, and if they have any trouble at all using it, I will provide extra time to help them. An agenda will also be posted on the board so students know exactly what they are doing for the period.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certification by pre - assesing students prior knowledge of the Civil War with a oral questioning. This gives me an understanding of what the students already know, and I can plan my instruction based on their knowledge. The facet of understanding that I used in this lesson was Perspective. Students will have to analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. This demonstrates the MLR because students will have to know and understand major themes (slavery issue), events, and people in that time period.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certifcation because students participated in oral questioning to determine their knowledge and understanding of events, people, and themes of the Civil War, and the lesson and unit will be modified to fit the needs of the students. Verbal/Linguistic: ** Students have the choice of completing the Five W's chart with in their peer response groups and the GarageBand newscast performace task is mainly verbal. As part of the performance task, students must write a script the addresses the necessary components.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Spatial:** Students will watch a clip of the movie Gettysburg, and they will also complete a graphic organizer.
 * Interpersonal:** Students have the choice of working in their peer - response groups. The performance task is also with a partner.
 * Intrapersonal:** Students have the choice of working in their peer - response groups.
 * Naturalist:** These students will be interested in how the war effected the landscape, and can touch on that in their performance task. Natural resources will also be discussed during class.
 * Logical:** Students have to include causalty numbers, along with troop strength numbers in their newscast.

Students will also be using Garageband to make a newscast of the Battle of Gettysburg. This utilizes technology in a Type II way because they are not just merely recording themselves talking. They must include sound effects and other aspects of formatting and editing. They will upload the file to the class wiki (prior to this, I have made an artifacts page to the wiki). I am having them use Garageband to engage their learning in a newer and more effective way.

Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certifcation because students participate in oral quesioning to determine their prior knowledge of the Civil War. Students will also create reflective blogs that I will comment on, but not grade. I will also give them clarifying information when we have our class discussion so that students can make their revisions to their questions and be prepared to complete their performace task. Students will also have the opportunity to recieve feedback on their Garageband.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Students will arrive for class and they will sit in sits arranged in a circle. That way, we can have effective class discussions where we can see and hear everyone.

Start class by watching movie clip of Gettysburg (5 minutes) Give oral questioning about their prior knowledge of General William Tecumseh Sherman and his "March to the Sea," General Ulysses S. Grant, General Robert E. Lee, Joshua Chamberlain, Battle of Vicksburg, Battle of Gettysburg, Little Round Top, Confederate surrender at Appomattox Court House, April 9, 1865, and July 1-3, 1863 (5-10 minutes) Give Lecture/Discussion (15- 20 minutes) Pass out Five W's chart. Students meet with their Winter seasonal partner to fill out chart (5 - 10 minutes). Share answers with class (5-10 minutes) Give tutorial on how to use Garageband (15 minutes)
 * Agenda**
 * Rest of class: Work session: Begin working on Garageband Newscast (script)**

Day 2
 * Work Session: Work on Garageband Newscast**

Day 3
 * Present Garageband Newscast**

Students will understand that economically and militarily, the North had a distinct advantage over the South. We are learning this to show how resources can affect the outcome of war and to show the affect that Joshua Chamberlain and the 20th Maine had on the outcome of the Battle of Gettysburg. //Students understand major eras, major enduring themes, and historical influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.// I am going to hook my students by showing them a video clip from the motion picture Gettysburg.
 * Where, Why, What, Hook, Tailor: Visual/Spatial**

I will pre - assess students knowledge of General William Tecumseh Sherman and his "March to the Sea," General Ulysses S. Grant, General Robert E. Lee, Joshua Chamberlain, Battle of Vicksburg, Battle of Gettysburg, Little Round Top, Confederate surrender at Appomattox Court House, April 9, 1865, and July 1-3, 1863 and will modify the lesson based on their knowledge of these topics. I am going to give a lecture on the topics listed above, and the students are invited to ask questions and join in on the discussion throughout. I will also discuss the affect natural resources had on the battle. After the discussion, I will hand out a Five W's graphic organizer and students will fill this out on the Battle of Gettysburg. They will share the answers with the class so that I can give more clarifying information. I will then have students work on their Garageband projects in class so that I am there to help out with any problems with the software, should they arise. Please see attached content notes for specific details of content.
 * Equip, Explore, Rethink, Tailors: Verbal/Linguistic, Interpersonal, Naturalist**

I will have students complete a Five W's chart with their Winter Seasonal partners on the Battle of Gettysburg. This is aimed at trying to get students to think about what they can say about the battle in their newscasts. They will share their charts with the class and I will give clarifying information. Students will be able analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. After we have shared information about the charts, I will introduce Garageband by giving examples and using a tutorial video. Students are invited to follow along on their laptops. I am also giving students one whole class to work on this project. I am doing this because since it is their first time using the program, I will be avaliable for help when problems with the software arise. I will also be their to constantly give them feedback about the project, so they can revise and refine their projects. I will have students chose a point of view to broadcast from: the North or the South, so that they can obtain different perspectives.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal/Linguistic, Interpersonal**

Students will write a reflective blog posting about their experience with Garageband. I will comment on them, but not grade them. I will grade students on their Garageband Newscast using a rubric, and I will provide feedback on this rubric. I will also be giving them feedback throughout the work session in Day 2 of the lesson. The movie clip and Five W's chart are all aimed at getting students to think about the importance and affect the Battle of Gettysburg had on the war. This lesson stops at the Confederate surrender at Appotmattox Court House, and the next lesson begins with Reconstruction.


 * Content Notes**

[|**General Ulysses S. Grant**]

Born in 1822, Grant was the son of an Ohio tanner. He went to West Point rather against his will and graduated in the middle of his class. In the Mexican War he fought under Gen. Zachary Taylor. At the outbreak of the Civil War, Grant was working in his father's leather store in Galena, Illinois. He was appointed by the Governor to command an unruly volunteer regiment. Grant whipped it into shape and by September 1861 he had risen to the rank of brigadier general of volunteers. He sought to win control of the Mississippi Valley. In February 1862 he took Fort Henry and attacked Fort Donelson. When the Confederate commander asked for terms, Grant replied, "No terms except an unconditional and immediate surrender can be accepted." The Confederates surrendered, and President Lincoln promoted Grant to major general of volunteers. At Shiloh in April, Grant fought one of the bloodiest battles in the West and came out less well. President Lincoln fended off demands for his removal by saying, "I can't spare this man--he fights." For his next major objective, Grant maneuvered and fought skillfully to win Vicksburg, the key city on the Mississippi, and thus cut the Confederacy in two. Then he broke the Confederate hold on Chattanooga. Lincoln appointed him General-in-Chief in March 1864. Grant directed Sherman to drive through the South while he himself, with the Army of the Potomac, pinned down Gen. Robert E. Lee's Army of Northern Virginia. Finally, on April 9, 1865, at Appomattox Court House, Lee surrendered. Grant wrote out magnanimous terms of surrender that would prevent treason trials.

General William Tecumseh Sherman and his "March to the Sea" The March to the Sea, the Civil War's most destructive campaign against a civilian population, began in Atlanta on November 15, 1864, and concluded in Savannah on December 21, 1864. General William T. Sherman abandoned his supply line and marched across Georgia to the Atlantic Ocean to prove to the Confederate population that its government could not protect the people from invaders. He practiced psychological warfare; he believed that by marching an army across the state he would demonstrate to the world that the Union had a power the Confederacy could not resist. "This may not be war," he said, "but rather statesmanship."  After Sherman's forces captured Atlanta on September 2, 1864, Sherman spent several weeks making preparations for a change of base to the coast. He rejected the Union plan to move through Alabama to Mobile, pointing out that after Rear Admiral David G. Farragut closed Mobile Bay in August 1864, the Alabama port no longer held any military significance. Rather, he decided to proceed southeast toward Savannah or Charleston. He carefully studied census records to determine which route could provide food for his men and forage for his animals. Although U.S. president Abraham Lincoln was skeptical and did not want Sherman to move into enemy territory before the presidential election in November, Sherman persuaded his friend Lieutenant General Ulysses S. Grant that the campaign was possible in winter. Through Grant's intervention Sherman finally gained permission, although he had to delay until after election day.  After General John Bell Hood abandoned Atlanta, he moved the Confederate Army of Tennessee outside the city to recuperate from the previous campaign. In early October he began a raid toward Chattanooga, Tennessee, in an effort to draw Sherman back over ground the two sides had fought for since May. But instead of tempting Sherman to battle, Hood turned his army west and marched into Alabama, abandoning Georgia to Union forces. Apparently, Hood hoped that if he invaded Tennessee, Sherman would be forced to follow. Sherman, however, had anticipated this strategy and had sent Major General George Thomas to Nashville to deal with Hood. With Georgia cleared of the Confederate army, Sherman, facing only scattered cavalry, was free to move south.  Sherman divided his army into two wings. The right wing was under Oliver O. Howard. Peter J. Osterhaus commanded the Fifteenth Corps, and Francis P. Blair Jr. commanded the Seventeenth Corps. The left wing was commanded by Henry W. Slocum, with the Fourteenth Corps under Jefferson C. Davis and the Twentieth Corps under Alpheus S. Williams. Judson Kilpatrick led the cavalry. Sherman had about 2,500 supply wagons and 600 ambulances. Before the army left Atlanta, the general issued an order outlining the rules of the march, but soldiers often ignored the restrictions on foraging.  The two wings advanced by separate routes, generally staying twenty miles to forty miles apart. The right wing headed for Macon, the left wing in the direction of Augusta , before the two commands turned and bypassed both cities. They now headed for the state capital. Opposing Sherman's advance was Confederate cavalry, about 8,000 strong, under Major General Joseph Wheeler and various units of Georgia militia under Gustavus W. Smith. Although William J. Hardee had overall command in Georgia, with his headquarters at Savannah, neither he nor Governor Joseph E. Brown could do anything to stop Sherman's advance. Sherman's foragers quickly became known as "bummers" as they raided farms and plantations. On November 23 the state capital at Milledgeville peacefully surrendered, and Sherman occupied the vacant governor's mansion and capitol building.  There were a number of skirmishes between Wheeler's cavalry and Union troopers, but only two battles of any significance. The first came east of Macon at the factory town of Griswoldville on November 22, when Georgia militia faced Union infantry with disastrous results. The Confederates suffered 650 men killed or wounded in a one-sided battle that left about 62 casualties on the Union side. The second battle occurred on the Ogeechee River twelve miles below Savannah. Union infantry under William B. Hazen assaulted and captured __ Fort ____ McAllister __ on December 13, thus opening the back door to the port city. The most controversial event involved contrabands (escaped slaves) who followed the liberating armies. At Ebenezer Creek on December 9, Jefferson C. Davis removed the pontoon bridge before the slaves crossed. Frightened men, women, and children plunged into the deep water, and many drowned in an attempt to reach safety. After the march Davis was soundly criticized by the Northern press, but Sherman backed his commander by pointing out that Davis had done what was militarily necessary. ** Sherman **** at Savannah **

After Fort McAllister fell, Sherman made preparations for a siege of Savannah. Confederate lieutenant general Hardee, realizing his small army could not hold out long and not wanting the city leveled by artillery as had happened at Atlanta, ordered his men to abandon the trenches and retreat to South Carolina. Sherman, who was not with the Union army when Mayor Richard Arnold surrendered Savannah (he had gone to Hilton Head, South Carolina, to make preparations for a siege and was on his way back to Georgia), telegraphed President Lincoln on December 22 that the city had fallen. He offered Savannah and its 25,000 bales of cotton to the president as a Christmas present.  Sherman 's march frightened and appalled Southerners. It hurt morale, for civilians had believed the Confederacy could protect the home front. Sherman had terrorized the countryside; his men had destroyed all sources of food and forage and had left behind a hungry and demoralized people. Although he did not level any towns, he did destroy buildings in places where there was resistance. His men had shown little sympathy for Millen, the site of Camp Lawton, where Union prisoners of war were held. Physical attacks on white civilians were few, although it is not known how slave women fared at the hands of the invaders. Often male slaves posted guards outside the cabins of their women. Confederate president Jefferson Davis had urged Georgians to undertake a scorched-earth policy of poisoning wells and burning fields, but civilians in the army's path had not done so. Sherman, however, burned or captured all the food stores that Georgians had saved for the winter months. As a result of the hardships on women and children, desertions increased in Robert E. Lee's army in Virginia. Sherman believed his campaign against civilians would shorten the war by breaking the Confederate will to fight, and he eventually received permission to carry this psychological warfare into South Carolina in early 1865. By marching through Georgia and South Carolina he became an archvillain in the South and a hero in the North.

[|Joshua Chamberlain and Little Round Top] The oldest of five children, Joshua Lawrence Chamberlain was born September 8, 1828 in Brewer, Maine. Chamberlain proved to be an excellent student and entered Bowdoin College in Brunswick, Maine in 1848 where he excelled in his studies and also met his future bride, Fannie Adams. After graduation in 1852, Chamberlain went on to study at the Bangor Theological Seminary. Three years later, he accepted a teaching position at his old college and married. The couple settled into a quiet college routine and a marriage that produced five children. The young teacher was a firm believer in the strength of the American form of government threatened by secession of the south in 1861. Keenly aware of the circumstances of a divided nation and with his passion for the Union cause "undying", Chamberlain left his teaching position to volunteer his services to the state in 1862. Though he lacked any military background, Chamberlain's educational experience landed him the rank of lieutenant colonel for the 20th Maine Infantry Regiment. The regiment left Maine, bound for Washington where it was assigned to Butterfield's "Light Brigade" of the Fifth Corps, //Army of the Potomac//. Chamberlain's first battle experience was during the Maryland Campaign in the fall of 1862. The 20th Maine Infantry was held in reserve during the Battle of Antietam on September 17, though Chamberlain witnessed first-hand the horrors of the battlefield and its aftermath. Events would put the 20th Maine in the forefront of battle at Fredericksburg, Virginia on December 13, 1862. Trapped on the plain west of the city, Chamberlain and his soldiers spent a fitful night on the battlefield while wounded died all about them and the dead froze into grotesque forms. By the summer of 1863, Chamberlain had been promoted to colonel and marched the 20th Maine northward in pursuit of Lee. On July 1, the Fifth Corps marched to Hanover, Pennsylvania before turning west toward Gettysburg. An overnight forced march got the troops to a location in rear of Cemetery Ridge the next day and Chamberlain's men took a brief but grateful rest. It was here that Chamberlain faced the distasteful duty of addressing "mutinous" soldiers assigned to the 20th Infantry from the old 2nd Maine, which had been mustered out. A group of men whose enlistments had not expired refused to carry arms and were placed under arrest. Chamberlain's brief speech and his pledge to plead their case caused all but a handful to take arms and join the ranks of the 20th for the coming battle. The Fifth Corps was called to the front when fighting began at 4 o'clock. With the remainder of Colonel Vincent's brigade, Chamberlain's men rushed to the front to be placed on the southern slope of Little Round Top, the extreme left of the Union line. Within minutes they were trading volleys with Confederate skirmishers tramping down the slope of Big Round Top, soldiers from General Law's Alabama Brigade. The 15th Alabama Infantry, commanded by Colonel William C. Oates, had climbed over the summit of the larger hill, reorganized, and were now sweeping northward toward the Union line. The regiments collided on the hillside and Chamberlain's regiment stood firm. It was a tumultuous scene of savagery as smoke, fire, and the groans of dying men filled the woods. Standing behind his thinning ranks, the colonel could see the effect of the Confederate charges on his position:

The Confederate attacks came in waves, each more intense than the one before. At the height of the fighting, a Confederate bullet struck Chamberlain on his left thigh. Luckily the metal sword scabbard hanging at his side diverted the bullet, leaving him with only with a painful bruise. The colonel leapt to his feet and continued to encourage his men, directing the defense of the rocky hillside. The relentless Confederate assaults shredded Chamberlain's ranks and the situation looked grim as ammunition began to run out. Soldiers ransacked the cartridge boxes of the wounded and dead strewn on the hillside, but there was not enough to continue for much longer and that meager supply soon ran out. Chamberlain had not only been directing his men, but closely observing the southern attacks as well. Sensing exhaustion among the Confederates who were also probably running out of ammunition, he formulated a final plan to defend the 20th Maine's part of the shrinking Union line. There was a brief lull in the fighting when the colonel called all of his officers quickly to a meeting and explained his proposal- the 20th Maine was going to make a charge!

The charge of the 20th Maine Infantry was the climax of the fighting in front of Vincent's brigade and contributed greatly to the Union victory at Little Round Top.



[|Battle of Vicksburg]

From mid-Oct. 1862, Maj. Gen. Ulysses S. Grant made several attempts to take Vicksburg. Following failures in the first attempts, the Battle of Chickasaw Bluffs, the Yazoo Pass Expedition, and Steele's Bayou Expedition, in the spring of 1863 he prepared to cross his troops from the west bank of the Mississippi River to a point south of Vicksburg and drive against the city from the south and east. Commanding Confederate batteries at Port Hudson, La., farther south prevented the transportation of waterborne supply and any communication from Union forces in Baton Rouge and New Orleans. Naval support for his campaign would have to come from Rear Adm. David D. Porter's fleet north of Vicksburg. Running past the powerful Vicksburg batteries, Porter's vessels, once south of the city, could ferry Federals to the east bank. There infantry would face 2 Confederate forces, one under Lt. Gen. John C. Pemberton at Vicksburg and another around Jackson, Miss., soon to be commanded by Gen. Joseph E. Johnston. In Jan. 1863 Grant organized his force into the XI Corps under Maj. Gen. John A. McClernand, the XV Corps under Maj. Gen. William T. Sherman, the XVI Corps under Maj. Gen. Stephen A. Hurlbut, and the XVII Corps under Maj. Gen. James B. McPherson. Simultaneous with Grant's Vicksburg offensive, Maj. Gen. Nathaniel P. Banks began his maneuvering along the Red River in Louisiana. Hurlbut's corps was subsequently transferred to New Orleans. With his 3 remaining corps, Grant began operations late in March. On the 29th and 30th McClernand's and McPherson's men, at Milliken's Bend and Lake Providence, northwest of Vicksburg, began working their way south, building a military road to New Carthage, La., preparatory to a move south to Hard Times, La., a village opposite Bruinsburg, Miss. On the night of 16 Apr., at Grant's request, Porter took 1//2// vessels south past the Vicksburg batteries, losing 1 to Confederate fire. On 17 Apr. Grierson's Raid began. Led by Brig. Gen. Benjamin H. Grierson, Federal cavalry left La Grange, Tenn., for 16 days riding through central Mississippi to Baton Rouge, La., pulling away large units from Vicksburg's defense to pursue them. Porter, encouraged by light losses on his first try, ran a large supply flotilla past the Vicksburg batteries the night of 22 Apr. Sherman's troops, many at work on a canal project at Duckport, abandoned this work, joined in a last action along the Yazoo River, northeast of Vicksburg, and 29-30 Apr. made a demonstration against Confederate works at Haynes' Bluff and Drumgould's Bluffs, diverting more of Pemberton's force. Also on 29 Apr., as McClernand's and McPherson's troops gathered near Hard Times, Porter's fleet assailed Confederate batteries at Grand Gulf, 33 mi. southwest of Vicksburg, testing the Grand Gulf area as a landing site for Union troops. Though Porter found the guns there too strong, he had succeeded in further diverting Pemberton in Vicksburg. Grant had originally determined that Rodney, Miss., would be the starting point of his invasion, but took the advice of a local slave and picked Bruinsburg instead. McClernand's and McPherson's corps were ferried east across the Mississippi from Hard Times 30 Apr. That day Grant sent word north for Sherman to follow McPherson's route south and join him. On I May the Federal invasion force engaged the Confederates in the Battle of Port Gibson. Pemberton had just over 40,000 men assigned to the Vicksburg region. Since they were scattered throughout the area, chasing Grierson and wary of Sherman, few of them could be brought to bear against Grant on short notice. Defeated at Port Gibson, Pemberton's troops moved north. Grant, to Pemberton's confusion, pushed northeast. Sherman's corps joined him 8 May, and 12 May the engagement at Raymond was fought. Johnston took personal command of Confederates at Jackson, 15 mi northeast of Raymond, 13 May. On 14 May Federals quickly won an engagement at Jackson, cut off Johnston from Pemberton, and ensured the latter's isolation for the rest of the campaign. In 2 weeks Grant's force had come well over 130 mi. northeast from their Bruinsburg landing site. Ordering Sherman to destroy Jackson's heavy industry and rail facilities, Grant turned west, roughly following the Southern Mississippi Railroad to Bolton, and 16 May fought the climactic combat of his field campaign, the Battle Of Champion's Hill. With the largest force he had yet gathered to oppose Grant, Pemberton nevertheless took a beating there and pulled his army into the defenses of Vicksburg. In a delaying battle at Big Black River Bridge, 17 May, Confederates crossed the Big Black, destroying their river crossings behind them. Undeterred, Federals threw up their own bridges and continued pursuit the next day. Approaching from the east and northeast, McClernand's, McPherson's, and Sherman's corps neared the Vicksburg defenses 1 8 May, Sherman's veering north to take the hills overlooking the Yazoo River. Possession of these heights assured Grant's reinforcement and supply from the North. The next day Federals made the failed first assault on Vicksburg. The second assault, 22 May, was a disaster for Union forces, showed the strength of the miles of Confederate works arching east around the city, and convinced Grant that Pemberton could only be defeated in a protracted siege. The siege of Vicksburg began with the repulse of the 22 May assault and lasted until 4 July 1 863. As the siege progressed, Pemberton's 20,000-man garrison was reduced by disease and starvation, and the city's residents were forced to seek the refuge of caves and bombproofs in the surrounding hillsides, Hunger and daily bombardments by Grant's forces and Porter's gunboats compelled Pemberton to ask for surrender terms 3 July. Grant offered none, but on the garrison's capitulation immediately paroled the bulk of the force. Many of these same men would later oppose him at Chattanooga. Pemberton's surrender ended the Vicksburg Campaign. But during the siege, to the east Johnston had raised a 31,000 man force in the Jackson area. On 4 July, as Confederates were being paroled, Sherman moved his force to oppose this new threat. Sherman's march would result in the Siege of Jackson.

[|Battle of Gettysburg] In July of 1863, General Robert E. Lee's Army Of Northern Virginia of 75,000 men and the 97,000 man Union Army Of The Potomac under General George G. Meade met, by chance, when a Confederate brigade sent forward for supplies observed a forward column of Meade's cavalry. Of the more than 2,000 land engagements of the Civil War, Gettysburg ranks supreme. Although the Battle of Gettysburg did not end the war, nor did it attain any major war aim for the North or the South, it remains the great battle of the war. Here at Gettysburg on July 1, 2, and 3, 1863, more men actually fought and more men died than in any other battle before or since on North American soil. In June, Robert E. Lee decided to take the war north. He planned to destroy the railroad bridge at Harrisburg, then "turn my attention to Philadelphia, Baltimore, or Washington as may seem best for our interest." After the long march north, Confederate troops were spread from Chambersburg, through Carlisle, and into York. Towns across southern Pennsylvania were being "explored" for much needed supplies to continue the Southern offensive. While looking in Gettysburg, Pettigrew's brigade spotted Buford's cavalry on a ridge a mile west of town.

The Battle of Gettysburg Pennsylvania began on July 1 with Confederate troops attacking that Union cavalry division on McPherson Ridge, west of town. Out-numbered, the Union forces managed to hold, and even drive the Confederate army back, after the addition of John Reynold's Infantry division (and Reynold's subsequent death on the front lines). They prevailed until afternoon, when they were overpowered by additional southern troops, and driven back through town. In the confusion, thousands of Union soldiers were captured before they could rally on Cemetery Hill, south of town. Long into the night Union troops labored over their defenses while the bulk of Meade's army arrived and took positions.



On July 2, the battle lines were drawn up in two sweeping arcs. The main portions of both armies were nearly a mile apart on two parallel ridges; Union forces on Cemetery Ridge in the famous "fish hook", facing Confederate forces on Seminary Ridge to the west. Lee ordered an attack against both Union flanks. On the south, James Longstreet's thrust on the Union left broke through D.E. Sickles' advance lines at the Peach Orchard, left the Wheatfield and Plum Run (now known as Bloody Run) strewn with dead and wounded, and turned the rocky area called the "Devils Den", at the base of Little Round Top, into a shambles. Only a very observant General G. K. Warren saved Little Round Top for the Union, when he saw that the strategic hill was unmanned. To the north, R. S. Ewell's attack ultimately proved futile against the entrenched Union right on East Cemetery Hill and Culp's Hill, even though they were able to take possession of the southern slope of Culp's Hill on one occasion. The frequent lack of effective communication would prove the downfall of the Confederacy this day. If they had only known that they were only a few hundred yards away from taking the Unions supply trains...if only Rodes had moved through the streets of Gettysburg to aid in the attack on Cemetery Hill...



On July 3, Lee decided to press the attack to the Union center on Cemetery Ridge. At 1 in the afternoon, the southern artillery opened a bombardment that for a time engaged the massed guns of both sides in a thundering duel for supremacy, but did little to soften up the Union battle lines. Then came the climax of the Battle of Gettysburg...with a salute from Longstreet, General George E. Pickett, in a desperate attempt to recapture the partial success of the preceding day, spearheaded one of the most incredible efforts in military history...a massed infantry assault of 15,000 Confederate troops across the open field toward the Union center on Cemetery Ridge. One mile they marched, while being pounded by artillery and rifle fire. Through it all, Pickett's men reached but failed to break the Union line, and the magnificent effort ended in disaster. The tide of the Confederacy had "swept to its crest, paused, and receded." In 50 minutes, 10,000 in the assault had become casualties, and the attack - forever to be known as Pickett's Charge - was now history.






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