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Lesson
Plans
Summer Institute I - "Slavery, The Civil War, and Reconstruction"
Gabe McPhearson
Quitman Junior High School
Quitman, Mississippi
DOCUMENT FROM THE MISSISSIPPI STATE ARCHIVES USED IN THIS LESSON:
z 1881.00 Berry (Micajah F.) Papers
973.782 M135L John McDonald Transcripts
HOW TO FIND THESE DOCUMENTS IN THE ARCHIVES:
Fill out the appropriate call slips for special collections and ask
an employee for retrieval.
__________________________________________________________________
GRADE LEVEL/LEVELS FOR WHICH LESSON COULD BE USED:
8th grade
SUBJECT/SUBJECTS FOR WHICH LESSON COULD BE USED:
United States History
Life in Clarke County During the Civil War; also can be linked to Lauderdale
County During the Civil War
MISSISSIPPI CURRICULUM FRAMEWORK COMPETENCY/
COMPETENCIES
These may be found at:
http://www.mde.k12.ms.us/acad/id/curriculum/ss/sstable.htm
3. Evaluate the impact of the Civil War and Reconstruction on the United
States.
a. Identify the causes and effects of the Civil War and the Reconstruction.
ESSENTIAL QUESTIONS FOR THIS LESSON:
How does historical evidence answer the following questions?
What was life like in the camps of instruction at Enterprise, Mississippi?
What does historical evidence reveal about the relationship between
man and country?
What does historical evidence reveal about the relationship between
man and family?
HISTORICAL CONTENT OF YOUR LESSON
People: John McDonald, Micajah F. Berry, Susan McDonald
Events: Sherman's Meridian campaign, Berry accepts Confederate command
at Enterprise (June 8, 1863), Berry's oath to the Confederacy (July
21, 1862), Berry is appointed (July 2, 1862), Berry pledges allegiance
to the US (July 7, 1865), Berry is a Prisoner of War (May 13, 1865.)
Places: Enterprise, Mississippi; Meridian, Mississippi; Stonewall,
Mississippi;
Key terms, dates, etc.: 1862-1865.
HISTORICAL CONCEPTS/ THEMES FOR THIS LESSON:
Values, beliefs, political ideas
HISTORICAL SKILLS/PROCESSES TO BE TAUGHT OR REINFORCED IN THIS LESSON:
Analyzing primary sources
INSTRUCTIONAL ACTIVITIES
1. Begin the class by asking the essential questions. The questions
will give the students an idea about what they should be looking for
when they begin analyzing the primary sources.
2. Separate students into groups of 3-5.
3. Make sure each student in a given group has a different document
to analyze.
4. Ask students to study the document given to them.
5. Ask them to look for the things mentioned in the essential questions.
6. Ask students to write down their findings about life in the Enterprise
camp of instruction and the relationship of Confederate soldiers with
their families and country.
7. After about 10 or 15 minutes, ask students in each group to compare
findings.
8. After about the same amount of time, ask volunteers from each group
to discuss with the class the similarities of each document their group
had. (Teacher may also guide discussion with questions such as "
How did John McDonald describe the camp at Enterprise?" or "
What happened to Micajah Berry after he became a prisoner of war?"
Since my classes are composed of Clarke County residents, allowing
them to keep a copy of these letters of McDonald and Berry will help
give the students a better sense of where they are from and that their
community is as important as any other in study of history.
TEACHER RESOURCES
WEB SITES THAT MIGHT PROVE USEFUL:
These sites provide documents, lesson plans, time lines, and/or handouts:
Our Documents
Go to Teacher's Toolbox and go to "Integrating Our Documents into
the Classroom." This site also provides a teacher source book as
well as information about National History Day in the classroom.
http://www.ourdocuments.gov/
The Library of Congress Learning Page
Check out "Using Primary Sources in the Classroom." Also,
there are several excellent lesson plans on the Civil War and Reconstruction
for various grade levels, including "The Civil War Through a Child's
Eyes."
http://memory.loc.gov/ammem/ndlpedu/lessons/index.html
National History Day
Click on "Educators" and then "Links" for museums,
archives, universities, and countless other sources for primary sources.
You can also download the Contest Guide (the rule book with the judges'
scoring rubric,) a Web cast of the June 2003 awards ceremony, tips for
using History Day in the classroom, and more! You will find "A
Research Roadmap" especially useful in helping your kids get started
with History Day.
http://www.nationalhistoryday.org
U.S. National Archives and Records Administration Digital Classroom
Go to Teaching with Documents and Teaching with Documents Lesson Plans,
which include "The Amistad Case," "Lincoln's Spot Resolutions,
" and other excellent plans on slavery, the Civil War, and Reconstruction.
You will also find "Building a School Archives," "History
in the Raw,"and the "Document Analysis Worksheet" to
be useful, especially in preparing students for History Day research.
http://www.archives.gov/
Eyewitness Home Page
First-hand accounts include "The Battle of Gettysburg," "Carnage
at Antietam," "Lincoln Enters Richmond, 1865," "Battlefield
Tragedy, 1862," "The Death of John Wilkes Booth," "Lee's
Retreat from Gettysburg, 1863," "Aboard a Slave Ship, 1829,"
and "The Trial of Andrew Johnson, 1868."
http://www.ibiscom.com/cwfrm.htm
Gilder Lehrman History Online
A very nice site! Especially recommended sections are "Hollywood's
America: Slavery in American Film," "Annotated Documents:
African American Voices," "Interactive Timelines," and
"Great Debates" (includes debates on the origins of American
slavery, whether slavery was the cause of American economic growth,
and whether Andrew Johnson should have been impeached.)
Teacher created classroom-tested lesson plans and handouts include "Women
in the Civil War."
http://www.gliah.uh.edu/historyonline
North American Slave Narratives: Collection of Electronic Texts
A part of the Documenting the American South Web site, this is an
extensive collection of memoirs and other nineteenth century publications
concerning slavery.
http://docsouth.unc.edu/neh/texts.html
The History Place Presents Abraham Lincoln
This site has a very detailed timeline of Lincoln's life and career,
photos, and documents, including Lincoln's last speech and letters to
Generals Hooker, Meade, and Grant.
http://www.historyplace.com/lincoln/index.html
EDSITEment
Go to History/Social Studies for plans such as "Evaluating Eyewitness
Reports," "More Amazing Americans: A Web Quest," "I've
Just Seen a Face: Portraits," "Attitudes Towards Emancipation,"
"Eve of the Civil War: Factory vs. Plantation," "Families
in Bondage," "Spirituals," "Images at War,"
"Lincoln Goes to War," "Walt Whitmans's Notebooks and
Poetry: The Sweep of the Universe," "What Portraits Reveal,"
"We Must Not Be Enemies: Lincoln's First Inaugural Address,"
"The Red Badge of Courage: A New Kind of Courage," "African-American
Communities in the North Before the Civil War," "After the
American Revolution: Free African-Americans," and "Who Was
Cinque?"
http://www.edsitement.neh.gov/
BOOKS, PERIODICALS, ARTICLES, HANDOUTS, ETC. USED FOR TEACHER'S
BACKGROUND READING OR REFERENCES:
Each student should receive a single copy of either a Berry or McDonald
paper.
SUGGESTED BOOKS, PERIODICALS, ARTICLES, ETC. FOR TEACHER'S BACKGROUND
READING:
Leon Litwack, Been in the Storm So Long
Bell Irvin Wiley, The Life of Johnny Reb: The Common Soldier of the
Confederacy and The Life of Billy Yank: The Common Soldier of the Union
John Blassingame, The Slave Community: Plantation Life in the Antebellum
South
John Hope Franklin, From Slavery to Freedom: A History of African-Americans
Tony Horwitz, Confederates in the Attic: Dispatches from the Unfinished
Civil War
Civil War Preservation Trust, Civil War Sites: The Official Guide to
Battlefields, Monuments, and More
Ira Berlin, Generations of Captivity: A History of African-American
Slaves
James McPherson, Battle Cry of Freedom
Our Documents: A National Initiative on American History, Civics, and
Service (Teacher Sourcebook)
C. Vann Woodward, Mary Chesnut's Civil War
Bruce Catton, The Terrible Swift Sword, Coming Fury, and Never Sound
Retreat
Shelby Foote, Shiloh (Also available as a beautifully read audiobook.)
David Herbert Donald, Lincoln
Albert B. Hart, The Reconstruction Era: Eyewitness Accounts
STUDENT RESOURCES:
Some suggested Web sites for students:
The Library of Congress Learning Page
http://memory.loc.gov/ammem/ndlpedu/lessons/index.html
Africans in America
http://www.pbs.org/wgbh/aia/
continued...
National History Day
http://nationalhistoryday.org
Our Documents
www.ourdocuments.gov
The History Place Presents Abraham Lincoln
http://www.historyplace.com/lincoln/index.html
BOOKS/PERIODICALS FOR CLASSROOM READING/ENRICHMENT (OPTIONAL)
Sherman's Forgotten Campaign,
Some other suggestions:
Escape from Slavery: The Boyhood of Frederick Douglass in His Own Words
Joy Hakim, Liberty for All
Virginia Hamilton, Many Thousands Gone: African-Americans from Slavery
to Freedom
Pat and Patricia McKissak, A Picture of Freedom: The Diary of Clotee,
A Slave Girl, Belmont Plantation, 1859
Joy Hakim, War, Terrible War
Kay Moore, If You Lived at the Time of the Civil War
Irene Hunt, Across Five Aprils
Stephen Crane, Red Badge of Courage
Jim Murphy, The Boys' War: Confederate and Union Soldiers Talk About
the Civil War
James McPherson, Fields of Fury: The American Civil War
Joy Hakim, Reconstruction and Reform
Zak Mettger, Reconstruction: American After the Civil War (Young Readers'
History of the Civil War
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