L3+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 3 (Interpret)**
 * Grade Level:** 10 **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 Robert E. Lee, Battle of Fort Sumter, the Anaconda Plan, Battle of Fredricksburg, Battle of Antietam, Battle of Shiloh, Emancipation Proclomation, Sequence and Timeline - Civil War started April 12, 1861.
 * Student will be able to** critique important events and political figures.

__**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, and we will also make the connection that sometimes advantages such as vast economic resources does not always ensure quick victory, just like today's wars in Iraq and Afghanistan.

__**Assessment**__
I will help students through a class activity use a time - order chart to organize events and details about those events. As a result of the time - order chart, students will be divided into groups of five for a jogsaw activity. The jigsaw activity is aimed at students becoming experts of a particular event that I assign them. Their original groups are called the expert groups, and within their expert groups they will decide what is important about the event. They will then teach the event to another group. I will be working the room giving clarifying information. After students teach their event, students will take an ungraded quiz, so that I can monitor their learning.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**

Students will use Google Earth to plot the location of the major event that they researched for their jigsaw activity. They will use the description box to give information on the battle. This information includes casualties, which division's of the armies were involved, commanding officers, troops numbers, and implications that the event had on the rest of the war.

__**Integration**__
Technology: Students will use Google Earth to complete the performance task. English: Students will be using their writing skills to effectively write a description of the event using correct grammer, spelling, and punctuation.

=__Groupings__=

Students will be organized into groups of four or five for the jigsaw activity. They will be grouped according to which event I assign them. In their jigsaw groups, students must work together to determine what parts of the event are important enought to teach to their classmates.

__Differentiated Instruction__
Verbal/Lingustic: ** Students will get into their jigsaw groups and discuss topics, and additionally teach those topics to other students. Students will get to take an ungraded quiz and also write a reflection blog.
 * Strategies
 * Spatial:** Students will get to use Google Earth as part of their performance task.
 * Interpersonal:** Jigsaw activity encourages discussion between students.
 * Intrapersonal:** The blogs and the performance task are to be done individually.
 * Naturalist:** These learners will enjoy the Google Earth activity because they can use it to explore the landscape of where the War was fought.
 * Bodily/Kinesthetic:** Students have the option of role - playing an important figure for bonus points.


 * 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.


 * Extensions**

Product: Google Earth: I could have simply photocopied a map and asked students to plot the locations of battles in that manner. However, by using Google Earth in a Type II way, students can interactively plot the location of battles, and in addition, they can give descriptions of the events using Google Earth software.

__**Materials, Resources and Technology**__
Laptops with Google Earth Software and internet connection Copies of time - order charts Checklist for Google Earth assignment Projection Screen Resources: Please see links below

__Source for Lesson Plan and Research__
[]
 * Gen. Robert E. Lee**


 * Anaconda Plan**
 * []

Emancipation Proclomation []**


 * Graphic Organizer**
 * []**


 * Google Earth Tutorial**
 * []**

[]
 * Battle of Antietam

Battle of Fredricksburg**
 * []**

[]
 * Battle of Shiloh**

__**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 opportunities for students. I will address different learning styles by posting the agenda for the class on the wiki (I have created a wiki for my classes previous to this lesson) and on the board so that students know what to expect in the lesson. Students who work better in groups will have the opportunity to work in jigsaw groups, and students who work better individually will have the opportunity to complete their graphic organizers individually. I will also start the class by asking students if they would like to try eating some food a soldier in the Civil War would eat, and this will set the stage for a fun and safelearning environment.
 * //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 Standrads for Initial Teacher Certification because students were pre - assessed on their prior knowledge of General Ulysses S. Grant, General Robert E. Lee, Battle of Fort Sumter, the Anaconda Plan, and Emancipation Proclomation through oral questioning and I will adjust my plan of instruction with the results of the questioning. The facet of understanding I am using in this lesson is Interpret. Students will have to critique important political figures and major events. The lesson demonstrates the MLR because students will have to know and understand major enduring themes, events, and people during theCivil War time period. I will also review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations**.**
 * //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 Certification because students were pre - assessed on their prior knowledge and understanding of events, people, and themes of the Civil War, and the lesson and unit will be modified to fit their needs. **Verbal/Lingustic:** Students will get into their jigsaw groups and discuss topics, and additionally teach those topics to other students. Students will get to take an ungraded quiz and also write a reflection blog.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Spatial:** Students will get to use Google Earth as part of their performance task.
 * Interpersonal:** Jigsaw activity encourages discussion between students.
 * Intrapersonal:** The blogs and the performance task are to be done individually.
 * Naturalist:** These learners will enjoy the Google Earth activity because they can use it to explore the landscape of where the War was fought.
 * Bodily/Kinesthetic:** Students have the option of role - playing an important figure for bonus points.

Students will also be using Google Earth to demonstrate that they can critique an important event. This utilizes technology in a Type II way because I could have asked them to plot the information on a map and write a description of the event in essay form. Instead, doig this same assignment on Google Earth engages studnets in a newer and more effetive way.

Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certification because students participated in oral questioning to determine their prior knowledge of General Ulysses S. Grant, General Robert E. Lee, Battle of Fort Sumter, the Anaconda Plan, and Emancipation Proclomation. Students will also create a reflective blog about their use of Google Earth, and I will comment on this blog but not grade. I will also give them clarifying informaton in class discussion so that students have the opportunity to ask questions. I willl also give them feedback on their jigsaw activity.
 * //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 seats arranged in a circle. In this fashion, we cn have effective class discussions where everyone can see and hear each other.

Agenda: Pass out food to anyone who wants to eat (5 minutes) Discuss prior knowledge of General Ulysses S. Grant, General Robert E. Lee, Battle of Fort Sumter, the Anaconda Plan, and Emancipation Proclomation. (5 Minutes) Give Lecture/Discussion of Fort Sumter and the events that happened after up until the Battle of Gettysburg (20 minutes). Pass out Time - Order Charts and help students complete these either indiviudally or with a partner (10 minutes). Assign Jigsaw expert groups (4-5 students per group), and assign each group an event. Topics are Gen. Robert E. Lee, Battle of Fort Sumter, Battle of Antietam, Battle of Fredricksburg, Battle of Shiloh (5 - 10 minutes)
 * Rest of Class: Students work within their expert groups to research their event or person.

Blog Prompt: Why is it that sometimes vast resources does not ensure quick victory, such as the North over the South, or like todays war in Afghanistan and Iraq?

Day 2** Discuss blog reflections (5 minutes) Students teach their event or person to another group (30-40 minutes) Reflection and take ungraded quiz (10 minutes)
 * Rest of Class: Introduce (show where and how to download, give [|tutorial] on how to use placemark and description box) and give students time to complete Google Earth task**

Students will understand that economically and militarily, the North had a distinct advantage over the South. We are learning this to show the series of events that took place after the Battle of Fort Sumter, and students will recognize that sometimes vast resources do not always ensure quick victory, such as the wars in Iraq and Afghanistan. //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 will hook my students by giving them the option of eating something similar to what a Civil War soldier would have eaten.
 * Where, What, Why, Hook, Tailor: Bodily/Kinesthetic**

I will pre - assess students knowledge of General Ulysses S. Grant, General Robert E. Lee, Battle of Fort Sumter, the Anaconda Plan, the Battle of Antietam, Battle of Fredricksburg, Battle of Shiloh, and Emancipation Proclomation and will modify the lesson based on their knowledge of these topics. I am going to give a presentation on the topics listed above, and the students are invited to ask questions and join in on the discussion throughout. I will also make references to how resources did or did not play a role in the battles, and connect that to how vast resources of the US does not matter in the wars in Afghanistan and Iraq. After the discussion, I will hand out a time order chart so that students can organize the events into a sequential order, and so that they can see viusally how the events are unfolding. They have the option of completing this individually or with a partner. After they completed the chart, I will assign jigsaw groups and give them an event or person to research. Students will use the textbook and the links that I have provided on the wiki to research. If they find another site, they need to run it by me first so I can see if it is a valid source or not. Please see attached content notes for specific details of content.
 * Equip, Explore, Rethink, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal**

As a result of the graphic organizer that students completed, I will divide them into jigsaw groups. The purpose of the jigsaw activity is to have students become experts on one event and teach it to another group. The groups will be divided into four or fives, and the topics include Gen. Robert E. Lee, Battle of Fort Sumter, Battle of Antietam, Battle of Fredricksburg, Battle of Shiloh. The jigsaw activity is also designed to prepare them for their Google Earth performance task. Students will have a good portion of the class period to research their event or person using textbook and the links that I have provided on the wiki to research. If they find another site, they need to run it by me first so I can see if it is a valid source or not. Within their groups, they should decide what information is important to teach. I will be avaliable for clarifying information throughout the period. By the end of the period, the groups should have met with me so that I could make revisions to their lessons plans, and in this way, they would have time to refine thier lesson plan before the next class day. In day two of the lesson, students will teach their event to another group. I will walk around the room, carefully monitoring what the students teach. After that, I will adminster a quiz that will **not** be graded to check and see if students grasped the material. By doing this, students will be able to critique an event or major figure of the Civil War.
 * Explore, Experience, Rethink, Revise, Refine, Tailor:****Interpersonal, Verbal, Spatial**

Students will write a reflective blog post for day one that answers the prompt: Why is it that sometimes vast resources does not ensure quick victory, such as the North over the South, or like todays war in Afghanistan and Iraq? For day 2, students will write a reflective blog post discusses what they thought about the jigsaw activty and the Google Earth task. I will comment on the blogs, but not grade them. I will grade students on the Google Earth task using a checklist that I handed out to them. I will provide feedback o that checklist, and I will also be avlaible for feedback throughout the work sessions on Day 1 and Day 2. The jigsaw activity and the Google Earth task are connected. Students complete the jigsaw activity and they have most or all of the information they need to complete the Google Earth task. the lesson also stops at before the Battle of Gettysburg, which is where lesson 4 begins.
 * Evaluate, Tailors: Naturalist, Spatial**


 * Content Notes**

[|Gen. Robert E. Lee] In early 1861, President Abraham Lincoln invited Lee to take command of the entire Union Army. Lee declined because his home state of Virginia was seceding from the Union, despite Lee's wishes. When Virginia seceded from the Union in April 1861, Lee chose to follow his home state. Lee's eventual role in the newly established Confederacy was to serve as a senior military adviser to President Jefferson Davis. Lee's first field command for the Confederate States came in June 1862 when he took command of the Confederate forces in the East (which Lee himself renamed the "Army of Northern Virginia"). Lee's greatest victories were the Seven Days Battles, the Second Battle of Bull Run, the Battle of Fredericksburg, and the Battle of Chancellorsville, but both of his campaigns to invade the North ended in failure. Barely escaping defeat at the Battle of Antietam in 1862, Lee was forced to return to the South. In early July 1863, Lee was decisively defeated at the Battle of Gettysburg in Pennsylvania. However, due to ineffectual pursuit by the commander of Union forces, Major General George Meade, Lee escaped again to Virginia. In the spring of 1864, the new Union commander, Lieutenant General Ulysses S. Grant, began a series of campaigns to wear down Lee's army. In the Overland Campaign of 1864 and the Siege of Petersburg in 1864–1865, Lee inflicted heavy casualties on Grant's larger army, but was unable to replace his own losses. In early April 1865, Lee's depleted forces were turned from their entrenchments near the Confederate capital of Richmond, Virginia, and he began a strategic retreat. Lee's subsequent surrender at Appomattox Courthouse on April 9, 1865 represented the loss of only one of the remaining Confederate field armies, but it was a psychological blow from which the South could not recover. By June 1865, all of the remaining Confederate armies had capitulated. Lee's victories against superior forces won him enduring fame as a crafty and daring battlefield tactician, but some of his strategic decisions, such as invading the North in 1862 and 1863, have been criticized by many military historians. In the final months of the Civil War, as manpower reserves drained away, Lee adopted a plan to arm slaves to fight on behalf of the Confederacy, but this came too late to change the outcome of the war. After Appomattox, Lee discouraged Southern dissenters from starting a guerrilla campaign to continue the war, and encouraged reconciliation between the North and the South.


 * [|Anaconda Plan]**

The first military strategy offered to President Abraham Lincoln for crushing the rebellion of Southern states was devised by Union General-in-Chief Winfield Scott. From April 1 through early May 1861 Scott briefed the president daily, often in person, on the national military situation; the results of these briefings were used by Scott to work out Union military aims. About 3 May Scott told his protégé, Maj. Gen. George B. McClellan, that he believed an effective "Blockade" of Southern ports, a strong thrust down the Mississippi Valley with a large force, and the establishment of a line of strong Federal positions there would isolate the disorganized Confederate nation "and bring it to terms." Contemporary sources said McClellan called it Scott's "boa-constrictor" plan. Scott then presented it to the president, in greater detail, proposing that 60,000 troops move down the Mississippi with gunboats until they had secured the river from Cairo, Ill., to the Gulf, which, in concert with an effective blockade, would seal off the South. Then, he believed, Federal troops should stop, waiting for Southern Union sympathizers to turn on their Confederate governors and compel them to surrender. It was his belief that sympathy for secession was not as strong as it appeared and that isolation and pressure would make the "fire-eaters" back down and allow calmer heads to take control. But the war-fevered nation wanted combat, not armed diplomacy, and the passive features of Scott's plan were ridiculed as a proposal "to squeeze the South to military death." The press, recalling McClellan's alleged "boa-constrictor" remark, named the plan after a different constricting snake, the anaconda. The plan was not adopted, but in 1864 it reappeared in aggressive form. Lt. Gen. Ulysses S. Grant's 2-front war, fought in Virginia and Tennessee, pressed the Confederates, while Maj. Gen. William T. Sherman's march through Georgia to the sea helped "squeeze the South to military death.



[|Battle of Fredrickburg] Major General George B. McClellan affected a smile as he read the fateful orders from Washington. Turning toward his late night visitor, McClellan spoke without revealing his bitter disappointment. "Well Burnside, I turn the command over to you." With these words, the charismatic, overcautious leader of the Union's most famous fighting force exited the military stage, yielding to a new man with a different vision of war. General Ambrose E. Burnside ([|See Burnside's Official Report]) inherited the Army of the Potomac on November 7, 1862. Its 120,000 men occupied camps near Warrenton, Virginia. Within two days, the 38 year-old Indiana native proposed abandoning McClellan's sluggish southwesterly advance in favor of a 40-mile dash across country to Fredericksburg. Such a maneuver would position the Federal army on the direct road to Richmond, the Confederate capital, as well as ensure a secure supply line to Washington. President Lincoln approved Burnside's initiative but advised him to march quickly. Burnside took the President at his word and launched his army toward Fredericksburg on November 15. The bewhiskered commander (whose facial hair inspired the term "sideburns") also streamlined the army's organization by partitioning it into thirds that he styled "grand divisions." The blue clad veterans covered the miles at a brisk pace and on November 17 the lead units arrived opposite Fredericksburg on Stafford Heights. Burnside's swift March placed General Robert E. Lee and his Army of Northern Virginia at a perilous disadvantage. After the Maryland Campaign, Lee had boldly divided his 78,000 men, leaving Lieutenant General Thomas J. "Stonewall" Jackson in the Shenandoah Valley while sending Lieutenant General James Longstreet to face the Federals at Culpeper. Lee had not anticipated Burnside's shift to Fredericksburg and now neither of his wings was in position to defend the old city. ([|See Lee's Official Report]) The Federals could not move South, however, without first crossing the Rappahannock River, the largest of several river barriers that flowed across his path to Richmond. Because the civilian bridges had been destroyed earlier in the war, Burnside directed that pontoon equipment meet him at Stafford Heights. A combination of miscommunication, inefficient army bureaucracy, and poor weather delayed the arrival of the floating bridges. When the pontoons finally appeared on November 25, so had the Army of Northern Virginia. Burnside's strategy depended upon an unopposed crossing of the Rappahannock. Consequently, his plan had failed before a gun had been fired. Nevertheless, the country demanded action. Winter weather would soon render Virginia's highways impassable and end serious campaigning until spring. The Union commander had no choice but to search for a new way to outwit Lee and satisfy the public's desire for victory. This would not be an easy task. Longstreet's corps appeared at Fredericksburg on November 19. Lee ordered it to occupy a range of hills behind the town, reaching from the Rappahannock on its left to marshy Massaponax Creek on its right. When Jackson's men arrived more than a week later, Lee dispatched them as far as 20 miles down river from Fredericksburg. The Confederate army thus guarded a long stretch of the Rappahannock, unsure of where the Federals might attempt a crossing. Burnside harbored the same uncertainties. After agonizing deliberation, he finally decided to build bridges at three places - two opposite the city and the other one a mile downstream. The Union commander knew that Jackson's corps could not assist Longstreet in resisting a river passage near town. Thus, Burnside's superior numbers would encounter only half of Lee's legions. Once across the river, the Federals would strike Longstreet's overmatched defenders, outflank Jackson, and send the whole Confederate army reeling toward Richmond. Burnside's lieutenants, however, doubted the practicality of their chiefs plan. "There were not two opinions among the subordinate officers as to the rashness of the undertaking, "wrote one corps commander. Nevertheless, in the foggy pre-dawn hours of December 11, Union engineers crept to the riverbank and began laying their pontoons. Skilled workmen from two New York regiments completed a pair of bridges at the lower crossing and pushed the upstream spans more than halfway to the fight bank; then the sharp crack of musketry erupted from the river-front houses and yards of Fredericksburg. These shots came from a brigade of Mississippians under [|William Barksdale]. Their job was to delay any Federal attempt to negotiate the Rappahannock at Fredericksburg. Nine distinct and desperate attempts were made to complete the bridge[s] reported a Confederate officer, "but every one was attended by such heavy loss that the efforts were abandoned.." Burnside now turned to his artillery chief, Brigadier General Henry J. Hunt, and ordered him to blast Fredericksburg into submission with some 150 guns trained on the city from Stafford Heights. Such a barrage would surely dislodge the Confederate infantry and permit completion of the bridges. Shortly after noon, Hunt gave the signal to commence fire. "Rapidly the huge guns vomited forth their terrible shot and shell into every corner and thoroughfare of [Fredericksburg]," remembered an eyewitness. The bombardment continued for nearly two hours, during which 8,000 projectiles rained destruction on Fredericksburg. Then the grand cannonade ceased and the engineers ventured warily to the ends of their unfinished bridges. Suddenly -impossibly - muzzles flashed again from the cobble-strewn streets and more pontoniers tumbled into the cold waters of the Rappahannock. Burnside now authorized volunteers to ferry themselves across the river in the clumsy pontoon boats. Men from Michigan, Massachusetts, and New York scrambled aboard the scows, frantically pulling at oar's to navigate the hazardous 400 feet to the Confederates' side. Once on shore, the Federals charged Barksdale's marksmen who, despite orders to fall back, fiercely contested each block in a rare example of street fighting during the Civil War. After dusk the brave Mississippians finally withdrew to their main line, the bridge builders completed their work, and the Army of the Potomac entered Fredericksburg. [See text of a walking tour brochure on this street fighting.] December 12 dawned cold and foggy. Burnside began pouring reinforcements into the city but made no effort to organize an attack. Instead, the Northerners squandered the day looting and vandalizing homes and shops. A Connecticut chaplain left a graphic account of some of this shameful behavior:

I saw men break down the doors to rooms of fine houses, enter, shatter the looking glasses with the blow of the ax, [and] knock the vases and lamps off the mantelpiece with a careless swing ... A cavalry man sat down at a fine rosewood Piano ... drove his saber through the polished keys, then knocked off the top [and] tore out the strings ... The Battle of Fredericksburg would unfold in a natural amphitheater bounded on the east by the Rappahannock River and on the west by the line of hills fortified by Lee. When Jackson's men arrived from downstream, Longstreet sidled his corps to the north, defending roughly five miles of Lee's front. He mounted guns at Strong points such as Taylor's Hill, Marye's Heights, Howison Hill, and Telegraph (later Lee's) Hill, the Confederate command post. "Old Pete's" five divisions of infantry supported his artillery at the base of the slopes. Below Marye's Heights a Georgia brigade under Brigadier General Thomas R. R. Cobb poised along a 600-yard portion of the Telegraph Road, the main thoroughfare to Richmond. Years of wagon traffic had worn down the surface of the roadway lending it a sunken appearance. Stone retaining walls paralleling the shoulders transformed this peaceful stretch of country highway into a ready-made trench. Jackson's end of the line possessed less inherent strength. His command post at Prospect Hill rose only 65 feet above the surrounding plain. Jackson compensated for the weak terrain by stacking his four divisions one behind the other to a depth of nearly a mile. Any Union offensive against Lee's seven-mile line would, by necessity, traverse a virtually naked expanse in the teeth of a deadly artillery crossfire before reaching the Confederate infantry. Burnside issued his attack orders early on the morning of December 13. They called for an assault against Jackson's corps by Major General William B. Franklin's Left Grand Division to be followed by an advance against Marye's Heights by Major General Edwin V. Sumner's Right Grand Division. Burnside used tentative, ambiguous language in his directives, reflecting either a lack of confidence in his plan or a misunderstanding of his opponent's posture -- perhaps both. Burnside had reinforced Franklin's sector on the morning of battle to a strength of some 60,000 men. Franklin, a brilliant engineer but cautious combatant, placed the most literal and conservative interpretation on Burnside's ill-phrased instructions. He designated Major General George G. Meade's division -- just 4,500 troops -- to spearhead his attack. ([|See Meade's Official Report]) Meade's men, Pennsylvanians all, moved out in the misty half-light about 8:30 a.m. and headed straight for Jackson's line, not quite one mile distant. Suddenly, artillery fire exploded to the left and rear of Meade's lines. Major [|John Pelham] had valiantly moved two small guns into position along the Richmond Stage Road perpendicular to Meade's axis of march. The 24 year-old Alabamian ignored orders from Major General J.E.B. Stuart to disengage and continued to disrupt the Federal formations for almost an hour. General Lee, watching the action from Prospect Hill, remarked, "it is glorious to see such courage in one so young." When Pelham exhausted his ammunition and retired, Meade resumed his approach, Jackson patiently allowed the Federals to close to within 500 yards of the wooded elevation where a 14-gun battalion lay hidden in the trees. As the Pennsylvanians drew near to the Richmond, Fredericksburg, and Potomac Railroad north of Hamilton's Crossing, "Stonewall" unleashed his masked artillery. Confederate shells ripped gaping holes in Meade's ranks and the beleaguered Unionists sought protection behind wrinkles of ground in the open fields. Union guns responded to Jackson's cannoneers. A full throated artillery duel raged for an hour, killing so many draft animals that the Southerners called their position "Dead Horse Hill." When one Union shot spectacularly exploded a Confederate ammunition wagon, the crouching Federal infantry let loose a spontaneous Yankee cheer. Meade, seizing the moment, ordered his men to fix bayonets and charge. Meade's soldiers focused on a triangular point of woods that jutted toward them across the railroad as the point of reference for their assault. When they reached these trees they learned, to their delight, that no Southerners defended them. In fact, Jackson had allowed a 600-yard gap to exist along his front and Meade's troops accidentally discovered it. The Unionists pushed through the boggy forest and hit a brigade of South Carolinians, who at first mistook the attackers for retreating Confederates. Their commander, Brigadier General Maxcy Gregg, paid for this error with a fatal bullet through his spine. Meade's men rolled forward and gained the crest of the heights deep within Jackson's defenses. Jackson, who had learned of the crisis in his front from an officer in Gregg's brigade, calmly directed his vast reserves to move forward and restore the line. The Southerners raised the "Rebel Yell" and slammed into the exhausted and outnumbered Pennsylvanians. "The action was close-handed and men fell like leaves in autumn," remembered one Federal. "It seems miraculous that any of us escaped at all." ([|See Jackson's Official Report]) Jackson's counterattack drove Meade out of the forest, across the railroad, and through the fields to the Richmond Stage Road. Union artillery eventually arrested the Confederate momentum. Except for a minor probe by a New Jersey brigade along the Lansdowne Road in the late afternoon and an aborted Confederate offensive at dusk, the fighting on the south end of the field was over. Burnside waited anxiously at his headquarters on Stafford Heights for news of Franklin's offensive. According to the Union plan, the advance through Fredericksburg toward Marye's Heights would not commence until the Left Grand Division began rolling up Jackson's corps. By late morning, however, the despairing Federal commander discarded his already-suspect strategy and ordered Sumner's grand division to move to the attack. In several ways, Marye's Heights offered the Federals their most promising target. Not only did this sector of Lee's defenses lie closest to the shelter of Fredericksburg, but the ground rose less steeply here than on the surrounding hills. Nevertheless, Union soldiers had to leave the city, descend into a valley bisected by a water-filled canal ditch, and ascend an open slope of 400 yards to reach the base of the heights. Artillery atop Marye's Heights and nearby elevations would thoroughly blanket the Federal approach. "A chicken could not live on that field when we open on it," boasted on Confederate cannoneer. Sumner's first assault began at noon and set the pattern for a ghastly series of attacks that continued, one after another, until dark. As soon as the Northerners marched out of Fredericksburg, Longstreet's artillery wreaked havoc on the crisp blue formations. The Unionists then encountered a deadly bottleneck at the canal ditch which was spanned by partially-destroyed bridges at only three places. Once across this obstacle, the attackers established shallow battle lines under cover of a slight bluff that shielded them from Rebel eyes. ([|See Sumner's Official Report]) Orders then rang out for the final advance. The landscape beyond the canal ditch contained a few buildings and fences, but from the military perspective it provided virtually no protection. Dozens of Southern cannon immediately reopened on the easy targets and when the Federals traversed about half the remaining distance, as sheet of flame spewed forth from the Sunken Road. This rifle fire decimated the Northerners. Survivors found refuge behind a small swale in the ground or retreated back to the canal ditch valley. Quickly a new Federal brigade burst toward Marye's Heights and the "terrible stone wall," then another, and another, until three entire divisions had hurled themselves at the Confederate bastion. In one hour, the Army of the Potomac lost nearly 3,000 men; but the madness continued. Although General Cobb suffered a mortal wound early in the action, the Southern line remained firm. Kershaw's Brigade joined North Carolinians in reinforcing Cobb's men in the Sunken Road. ([|See Colonel McMillan's' Official Report for Cobb's Brigade]) The Confederates stood four ranks deep, maintaining a ceaseless musketry while the gray artillerists fired over their heads. ([|See Kershaw's Official Report]) More Union units tested the impossible. "We came forward as though breasting a storm of rain and sleet, our faces and bodies being only half- turned to the storm, our shoulders shrugged," remembered one Federal. "Everybody from the smallest drummer boy on up seemed to be shouting to the full extent of his capacity," recalled another. But each blue wave crested short of the goal. Not a single Union soldier laid his hand on the stone wall. Lee, from his lofty perch on Telegraph Hill, watched Longstreet's almost casual destruction of Burnside's divisions as Jackson's counterattack repulsed Meade. Turning toward Longstreet, Lee confessed, "It is well that war is so terrible. We should grow too fond of it." Burnside ordered Major General Joseph Hooker's Center Grand Division to join the attack in the afternoon, and late in the day, troops from the Fifth Corps moved forward. Brigadier General Andrew A. Humphreys led his division through the human debris of the previous assaults. Some of Humphreys' soldiers shook off well-meaning hands that clutched at them to prevent their advance. Part of one brigade sustained its momentum until it drew within 25 yards of the stone wall. There, it too melted away. The final Union effort began after sunset. Colonel Rush C. Hawkins' brigade, the fifteenth such Federal unit to charge the Sunken Road that day, enjoyed no more success than its predecessors. Darkness shrouded the battlefield and at last the guns fell silent. The hideous cries of the wounded, "weird, unearthly, terrible to hear and bear," echoed through the night. Burnside wrote orders to renew the assaults on December 14, wishing to lead them personally, but his subordinates dissuaded him from this suicidal scheme. On the evening of December 15-16, Burnside skillfully withdrew his army to Stafford Heights, dismantling his bridges behind him. The Fredericksburg Campaign had ended. Grim arithmetic tells only a part of the Fredericksburg story. Lee suffered 5,300 casualties but inflicted more than twice that many losses on his opponent. Of the 12,600 Federal soldiers killed, wounded, or missing, almost two-thirds fell in front of the stone wall. Despite winning in the most overwhelming tactical sense, however, the Battle of Fredericksburg proved to be a hollow victory for the Confederates. The limitless resources of the North soon rectified Burnside's losses in manpower and materiel. Lee, on the other hand, found it difficult to replenish either missing soldiers or needed supplies. The Battle of Fredericksburg, although profoundly discouraging to Union soldiers and the Northern populace, made no decisive impact on the war. Instead, it merely postponed the next "On to Richmond" campaign until the spring.

Date(s): September 16-18, 1862 [|Battle of Shiloh] Other Names: Pittsburg Landing Location: Hardin County Campaign: Federal Penetration up the Cumberland and Tennessee Rivers (1862) Date(s): April 6-7, 1862 Principal Commanders: Maj. Gen. Ulysses S. Grant and Maj. Gen. Don Carlos Buell [US]; Gen. Albert Sidney Johnston and Gen. P.G.T. Beauregard [CS] Forces Engaged: Army of the Tennessee and Army of the Ohio (65,085) [US]; Army of the Mississippi (44,968) [CS] Estimated Casualties: 23,746 total (US 13,047; CS 10,699) Description: As a result of the fall of Forts Henry and Donelson, Confederate Gen. Albert Sidney Johnston, the commander in the area, was forced to fall back, giving up Kentucky and much of West and Middle Tennessee. He chose Corinth, Mississippi, a major transportation center, as the staging area for an offensive against Maj. Gen. Ulysses S. Grant and his Army of the Tennessee before the Army of the Ohio, under Maj. Gen. Don Carlos Buell, could join it. The Confederate retrenchment was a surprise, although a pleasant one, to the Union forces, and it took Grant, with about 40,000 men, some time to mount a southern offensive, along the Tennessee River, toward Pittsburg Landing. Grant received orders to await Buell’s Army of the Ohio at Pittsburg Landing. Grant did not choose to fortify his position; rather, he set about drilling his men many of which were raw recruits. Johnston originally planned to attack Grant on April 4, but delays postponed it until the 6th. Attacking the Union troops on the morning of the 6th, the Confederates surprised them, routing many. Some Federals made determined stands and by afternoon, they had established a battle line at the sunken road, known as the “Hornets Nest.” Repeated Rebel attacks failed to carry the Hornets Nest, but massed artillery helped to turn the tide as Confederates surrounded the Union troops and captured, killed, or wounded most. Johnston had been mortally wounded earlier and his second in command, Gen. P.G.T. Beauregard, took over. The Union troops established another line covering Pittsburg Landing, anchored with artillery and augmented by Buell’s men who began to arrive and take up positions. Fighting continued until after dark, but the Federals held. By the next morning, the combined Federal forces numbered about 40,000, outnumbering Beauregard’s army of less than 30,000. Beauregard was unaware of the arrival of Buell’s army and launched a counterattack in response to a two-mile advance by William Nelson’s division of Buell’s army at 6:00 am, which was, at first, successful. Union troops stiffened and began forcing the Confederates back. Beauregard ordered a counterattack, which stopped the Union advance but did not break its battle line. At this point, Beauregard realized that he could not win and, having suffered too many casualties, he retired from the field and headed back to Corinth. On the 8th, Grant sent Brig. Gen. William T. Sherman, with two brigades, and Brig. Gen. Thomas J. Wood, with his division, in pursuit of Beauregard. They ran into the Rebel rearguard, commanded by Col. Nathan Bedford Forrest, at Fallen Timbers. Forrest’s aggressive tactics, although eventually contained, influenced the Union troops to return to Pittsburg Landing. Grant’s mastery of the Confederate forces continued; he had beaten them once again. The Confederates continued to fall back until launching their mid-August offensive. Result(s): Union victory
 * [|Battle of Antietam]**
 * Other Names:** Sharpsburg
 * Location:** Washington County
 * Campaign:** Maryland Campaign (September 1862)
 * Principal Commanders:** Maj. Gen. George B. McClellan [US]; Gen. Robert E. Lee [CS]
 * Forces Engaged:** Armies
 * Estimated Casualties:** 23,100 total
 * Description:** On September 16, Maj. Gen. George B. McClellan confronted Lee’s Army of Northern Virginia at Sharpsburg, Maryland. At dawn September 17, Hooker’s corps mounted a powerful assault on Lee’s left flank that began the single bloodiest day in American military history. Attacks and counterattacks swept across Miller’s cornfield and fighting swirled around the Dunker Church. Union assaults against the Sunken Road eventually pierced the Confederate center, but the Federal advantage was not followed up. Late in the day, Burnside’s corps finally got into action, crossing the stone bridge over Antietam Creek and rolling up the Confederate right. At a crucial moment, A.P. Hill’s division arrived from Harpers Ferry and counterattacked, driving back Burnside and saving the day. Although outnumbered two-to-one, Lee committed his entire force, while McClellan sent in less than three-quarters of his army, enabling Lee to fight the Federals to a standstill. During the night, both armies consolidated their lines. In spite of crippling casualties, Lee continued to skirmish with McClellan throughout the 18th, while removing his wounded south of the river. McClellan did not renew the assaults. After dark, Lee ordered the battered Army of Northern Virginia to withdraw across the Potomac into the Shenandoah Valley.

[|**Emancipation Proclomation**] President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, as the nation approached its third year of bloody civil war. The proclamation declared "that all persons held as slaves" within the rebellious states "are, and henceforward shall be free." Despite this expansive wording, the Emancipation Proclamation was limited in many ways. It applied only to states that had seceded from the Union, leaving slavery untouched in the loyal border states. It also expressly exempted parts of the Confederacy that had already come under Northern control. Most important, the freedom it promised depended upon Union military victory. Although the Emancipation Proclamation did not end slavery in the nation, it captured the hearts and imagination of millions of Americans and fundamentally transformed the character of the war. After January 1, 1863, every advance of federal troops expanded the domain of freedom. Moreover, the Proclamation announced the acceptance of black men into the Union Army and Navy, enabling the liberated to become liberators. By the end of the war, almost 200,000 black soldiers and sailors had fought for the Union and freedom. From the first days of the Civil War, slaves had acted to secure their own liberty. The Emancipation Proclamation confirmed their insistence that the war for the Union must become a war for freedom. It added moral force to the Union cause and strengthened the Union both militarily and politically. As a milestone along the road to slavery's final destruction, the Emancipation Proclamation has assumed a place among the great documents of human freedom. The original of the Emancipation Proclamation of January 1, 1863, is in the National Archives in Washington, DC. With the text covering five pages the document was originally tied with narrow red and blue ribbons, which were attached to the signature page by a wafered impression of the seal of the United States. Most of the ribbon remains; parts of the seal are still decipherable, but other parts have worn off. The document was bound with other proclamations in a large volume preserved for many years by the Department of State. When it was prepared for binding, it was reinforced with strips along the center folds and then mounted on a still larger sheet of heavy paper. Written in red ink on the upper right-hand corner of this large sheet is the number of the Proclamation, 95, given to it by the Department of State long after it was signed. With other records, the volume containing the Emancipation Proclamation was transferred in 1936 from the Department of State to the National Archives of the United States.

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