L4+Bizier,+Daniel

 **UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **  **LESSON PLAN FORMAT ** **__Objectives __** **Student will understand that: ** the North had an economic/military advantage that helped the Union win the Civil War **__Maine Learning Results Alignment __** Maine Learning Results: Social Studies E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma: Civil War and Reconstruction (1850-1877) Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Students will understand that there were several causes in the years leading up to the Civil War that caused the war to begin.
 * __Teacher’s Name __****: **Mr. Bizier **__Date of Lesson__:** Lesson 4
 * __Grade Level __****: **11 **__Topic__:** Civil War and Reconstruction
 * Student will know:** that the South was an agricultural power (dependent on slaves), the North had industrialized (not as dependent on slaves), Major Generals (the South had the advantage here), the North had the resource and population advantage, The Emancipation Proclamation, major battles (Gettysburg, Shiloh, Antietam, Vicksburg, and others)
 * Student will be able to:** debate how advantages possessed by each side influenced the outcome of the Civil War**.**

**__Assessment __** <span style="font-family: "Times New Roman","serif";">At the beginning of the lesson students will be given a KWL chart to fill out with what they already know about the Civil War and the advantages possessed, and what they want to learn; and they will pass it back to me. At the end of the lesson the students will get their KWL charts back and will fill out what they learned. This will allow me to gauge what students already know, so I will not need to focus as much on those aspects, it will also show me what students are interested in knowing so I can focus more on those aspects; lastly it will allow students to think about what they learned that they found interesting. We will also have a class discussion where we talk about the advantages that each side possessed and major battle that occurred in the Civil War. The students will break up into think-pair-share groups to discuss advantages possessed and major battles. Students will complete sequence charts that highlight major battles.
 * Rationale:** Students will understand that each side (North and South) possessed advantages that influenced the outcome of the Civil War. They will also understand that there were pivotal battles that changed the course of the Civil War.
 * <span style="font-family: "Times New Roman","serif";">Formative (Assessment for Learning) **


 * Summative (Assessment of Learning)**
 * Wiki Spaces (60)**- As a class we will create a Wiki space. On the Wiki Space we will debate the advantages that each side possessed, and how these advantages influenced the cause of the Civil War. You will be graded on how much you participate in posting, and on the quality of your posts, there will be a rubric. Students will have a chance to revise their posts after receiving feedback from the teacher.

**__Integration__** <span style="font-family: "Times New Roman","serif";">Technology: Students will utilize type II technology by using the Internet software of wikispaces to an online debate. English: The debate will integrate English with grammar and spelling. **__<span style="font-family: "Times New Roman","serif";">Groupings __** <span style="font-family: "Times New Roman","serif";">We will have classroom discussions. Students will also break up into think-pair-share groups to have discussions.

**__<span style="font-family: "Times New Roman","serif";">Differentiated Instruction __** **<span style="font-family: "Times New Roman","serif";">Strategies **<span style="font-family: "Times New Roman","serif";">
 * Tailors**
 * Verbal:** The online debate will help verbal learners, because it is word based.
 * Logical:** Hearing the numbers of casualties for major battles will help to put it in to perspective for logical learners; it will also relate the Civil War to wars that are happening today
 * Visual:** Using Google Earth and seeing major battlefields will help visual learners put battles into perspective.
 * Intrapersonal:** The student will complete the online debate responses on their own, which will help intrapersonal learners.
 * Interpersonal:** The think-pair-share exercise will engage interpersonal learners.
 * Naturalist:** Seeing the actual battlefields on Google Earth will engage naturalist learners.

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


 * Absent:** If a student is absent I will ask for them to contact me so that they can find out what the reading will be for the next, and if there is any homework due for the next class.

Students will utilize type II technology by using the Internet software Wikispaces to have a debate online.
 * Extensions**

**__Materials, Resources and Technology__** **__<span style="font-family: "Times New Roman","serif";">Source for Lesson Plan and Research __** <span style="font-family: "Times New Roman","serif";">Students will use wikispaces.com for the debates: http://edu221-civil-war-debate.wikispaces.com/message/list/home Wikispace tutorial: <span style="color: blue; font-family: "Times New Roman","serif";">[] <span style="font-family: "Times New Roman","serif";"> KWL and Sequence charts from: http://www.eduplace.com/graphicorganizer/ <span style="font-family: "Times New Roman","serif";">Students will use textbooks Students will search the Internet for helpful links.
 * <span style="font-family: "Times New Roman","serif";">Markers
 * <span style="font-family: "Times New Roman","serif";">Text-books
 * <span style="font-family: "Times New Roman","serif";">Laptops
 * <span style="font-family: "Times New Roman","serif";">Pens/pencils
 * <span style="font-family: "Times New Roman","serif";">Notebooks
 * <span style="font-family: "Times New Roman","serif";">Any work that will need to be handed back to students
 * <span style="font-family: "Times New Roman","serif";">Rubrics

**__<span style="font-family: "Times New Roman","serif";">Maine Standards for Initial Teacher Certification and Rationale __** <span style="font-family: "Times New Roman","serif";">
 * //Standard 3 - Demonstrates 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:** There were a variety of resources, textbooks and links to help students understand the material. The hook will help students learn visual, logical, and naturalist learners interested. The group work will help interpersonal learners. The product, an online debate, will help intrapersonal and verbal learners. It will be easy for students to learn because they will be in a good environment, where they feel as though they can ask questions; I will provide clarifying information for them. Students will participate in an online debate using Wikispaces. As for learning styles, the “clipboards” will like the fact that all of the rubrics will be available beforehand, so they will know exactly what they need to do. “Microscopes” will benefit because they are trying to dig deeper into how advantages that either side possessed influenced the outcome of the war, they will also be researching some of the major battles. The think-pair-share, and classroom discussions will help the “puppy” students because it will make them feel like they are in a good, safe, environment. Lastly, the fact that there are many activities will help “beach balls” because they will be kept busy, and engaged.

Reference Content notes, which can be found at the end of this lesson. Maine Learning Results: Social Studies E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma: Civil War and Reconstruction (1850-1877) Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Students will understand that the North (Union) had the economic/military advantage that helped them win the Civil War.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**
 * Rationale:** Students will understand that each side (North and South) possessed advantages that influenced the outcome of the Civil War. They will also understand that there were pivotal battles that changed the course of the Civil War.
 * Facet of understanding:** I chose perspective for this lesson. I wanted students to be able to analyze how the advantages that each side possessed influenced the outcome of the Civil War. I also wanted students to be able to analyze pivotal battles of the war.

<span style="font-family: "Times New Roman","serif";">Students will utilize type II technology in the form of a Wikispace, where they will have a debate on advantages possessed during the Civil War, and major battles of the Civil War, during this lesson. Other examples of varied instructional strategies and technology usage include:
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Tailors**
 * Verbal:** The online debate will help verbal learners, because it is word based.
 * Logical:** Hearing the numbers of casualties for major battles will help to put it in to perspective for logical learners; it will also relate the Civil War to wars that are happening today
 * Visual:** Using Google Earth and seeing major battlefields will help visual learners put battles into perspective.
 * Intrapersonal:** The student will complete the online debate responses on their own, which will help intrapersonal learners.
 * Interpersonal:** The think-pair-share exercise will engage interpersonal learners.
 * Naturalist:** Seeing the actual battlefields on Google Earth will engage naturalist learners.

At the beginning of the lesson students will be given a KWL chart to fill out with what they already know about the Civil War and the advantages possessed, and what they want to learn; and they will pass it back to me. At the end of the lesson the students will get their KWL charts back and will fill out what they learned. This will allow me to gauge what students already know, so I will not need to focus as much on those aspects, it will also show me what students are interested in knowing so I can focus more on those aspects; lastly it will allow students to think about what they learned that they found interesting. We will also have a class discussion where we talk about the advantages that each side possessed and major battle that occurred in the Civil War. The students will break up into think-pair-share groups to discuss advantages possessed and major battles. Students will complete sequence charts that highlight major battles.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** As a teacher it is important that you check for understanding with your students. This is how I plan to check for understanding.
 * Formative (Assessment for Learning)**


 * Summative (Assessment of Learning)**
 * Wiki Spaces (60)**- As a class we will create a Wiki space. On the Wiki Space we will debate the advantages that each side possessed, and how these advantages influenced the cause of the Civil War. You will be graded on how much you participate in posting, and on the quality of your posts. You will also be graded on a rubric. Students will have a chance to revise their posts after receiving feedback from the teacher.

**__<span style="font-family: "Times New Roman","serif";">Teaching and Learning Sequence __** <span style="font-family: "Times New Roman","serif";">Desks will be arranged in groups of two. 1. The first thing that we are going to is the hook, where we will use Google Earth to look at battle sites and I will read off some casualties at major battles. (15 minutes). <span style="font-family: "Times New Roman","serif";">2. Next I will pass out KWL charts. Students will fill out what they already know about the Civil War and who possessed what for advantages, and what they know about the major battles. Students will also fill out what they wish to learn about the advantages that each side possessed, and about major battles (10 minutes). 3. I will talk about the advantages that the South had in military leadership, and how it led to early success, but they could not sustain it because the North had a population advantage. I will also lecture on the Anaconda Plan, which was implemented by the North. I will also talk about some of the major battles of the Civil War. (35 minutes). <span style="font-family: "Times New Roman","serif";">4. Students will break up into think-pair share groups. They will be given time to research major battles. They will fill out a sequence charts of the major battles of the Civil War. They will work on the sequence chart for the remainder of class, and will finish it for homework (20 minutes).
 * Day 1:**

1. We will review what we went over last class, focusing on advantages that influenced that war, and major battles (15 minutes). <span style="font-family: "Times New Roman","serif";">2. We will then go over the sequence charts of major battles, and students will be able to fill in any that they may not have had (15 minutes). 3. We will then go over the wikispace tutorial, and I will answer any questions that the students have about the video (15 minutes). 4. I will go over my expectations for the debate (10 minutes). 5. The class will have the rest of the period to start the debates (25 minutes).
 * Day 2:**

1. We will discuss the posts on the debate from last class and I will answer any questions that the class had (15minutes). 2. Students will take the next portion of class to work on their debate posts (45minutes). 3. Students will receive their KWL charts that they filled out the first day of the lesson. They will be able to see what they learned that they wanted to. They will also fill out what they wished that they had learned, which we can discuss (20 minutes).
 * Day 3:**

The Civil War is the only instance in American history that pitted brother against brother, or father against son **//Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world//**. Students will use Google Earth to look at major battlefields, and will hear casualty numbers from some of the major battles. I will also tell them the total number of Civil War casualties and tell that it is more than almost all other American wars, COMBINED! I will also let the students know that a single day of battles could and did result in more casualties that the total number of casualties that the Iraq war has produced, to help them relate it to today’s world.
 * Where, Why, What, Hook, Tailors: Logical, Naturalist, Visual**

We will have a class discussion where we talk about the advantages that each side possessed. Students will be given KWL charts. Students will fill out what they already know about the Civil War and who possessed what for advantages, and what they know about the major battles. Students will also fill out what they wish to learn about the advantages that each side possessed, and about major battles. Students will break up into think-pair share groups. They will be given time to research major battles. They will fill out a sequence charts of the major battles of the Civil War
 * Students will know that:** the South was an agricultural power (dependent on slaves), the North had industrialized (not as dependent on slaves), Major Generals (the South had the advantage here), the North had the resource and population advantage, The Emancipation Proclamation, major battles (Gettysburg, Shiloh, Antietam, Vicksburg, and others)
 * Equip, Explore, Rethink, Tailors: Intrapersonal, Interpersonal**

<span style="font-family: "Times New Roman","serif";">Students will have the chance to complete their sequence charts. Student will work on sequence charts with a partner. They will take class time to research some of the major battles and what they do not finish in class they will finish on their own for homework. At the beginning of the next class period we will discuss what we talked in the previous class. We will also talk about the sequence charts, and we will go over them, allowing students to fill in anything that they may have missed.
 * Student will be able to:** debate how advantages possessed by each side influenced the outcome of the Civil War**.** The class will debate on wiki spaces about which sides had advantages in the Civil War and how the advantages influenced the Civil War.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Verbal**

<span style="font-family: "Times New Roman","serif";">We will have a debate, using Wikispaces; students will post on their own. Students will be graded based on a rubric. At the end of the lesson students will receive their KWL charts that they filled out the first day of the lesson. They will be able to see what they learned that they wanted to. They will also fill out what they wished that they had learned, which we can discuss.
 * Evaluate, Tailors: Interpersonal, Intrapersonal, Verbal**

[|**Anaconda Plan**]<span style="font-family: "Times New Roman","serif";">
 * Content Notes**

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.

<span style="color: blue; font-family: "Times New Roman","serif";">[|**Emancipation Proclamation**] <span style="font-family: "Times New Roman","serif";"> 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 wagered 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 centerfolds 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.

[|**Battle of Antietam**]<span style="font-family: "Times New Roman","serif";"> Date(s): September 16-18, 1862
 * 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.

<span style="color: blue; font-family: "Times New Roman","serif";">[|Battle of Vicksburg] <span style="font-family: "Times New Roman","serif";">

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 bombproof 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.

<span style="color: blue; font-family: "Times New Roman","serif";">[|The Battle of Gettysburg] <span style="font-family: "Times New Roman","serif";">

This most famous and most important Civil War Battle occurred over three hot summer days, July 1 to July 3, 1863, around the small market town of Gettysburg, Pennsylvania. It began as a skirmish but by its end involved 160,000 Americans. Before the battle, major cities in the North such as Philadelphia, Baltimore and even Washington were under threat of attack from General Robert E. Lee's Confederate Army of Northern Virginia, which had crossed the Potomac River and marched into Pennsylvania. The Union Army of the Potomac under its very new and untried commander, General George G. Meade, marched to intercept Lee. On Tuesday morning, June 30, an infantry brigade of Confederate soldiers searching for shoes headed toward Gettysburg (population 2,400). The Confederate commander looked through his field glasses and spotted a long column of Federal cavalry heading toward the town. He withdrew his brigade and informed his superior, Gen. Henry Heth, who in turn told his superior, A.P. Hill, he would go back the following morning and "get those shoes." Wednesday morning, July 1, two divisions of Confederates headed back to Gettysburg. They ran into Federal cavalry west of the town at Willoughby Run and the skirmish began. Events would quickly escalate. Lee rushed 25,000 men to the scene. The Union had less than 20,000. After much fierce fighting and heavy casualties on both sides, the Federals were pushed back through the town of Gettysburg and regrouped south of the town along the high ground near the cemetery. Lee ordered Confederate General R.S. Ewell to seize the high ground from the battle weary Federals "if practicable." Gen. Ewell hesitated to attack thereby giving the Union troops a chance to dig in along Cemetery Ridge and bring in reinforcements with artillery. By the time Lee realized Ewell had not attacked, the opportunity had vanished.

Meade arrived at the scene and thought it was an ideal place to do battle with Lee's Army. Meade anticipated reinforcements totaling up to 100,000 men to arrive and strengthen his defensive position. Confederate General James Longstreet saw the Union position as nearly impregnable and told Lee it should be left alone. He argued that Lee's Army should instead move east between the Union Army and Washington and build a defensive position thus forcing the Federals to attack them instead. But Lee believed his own army was invincible and he was also without his much needed cavalry that served as his eyes and ears during troop movements. Cavalry leader Jeb Stuart had gone off with his troops to harass the Federals. Stuart's expedition would turn out to be for the most part a wild goose chase, which left Lee at a disadvantage until he returned. Lee decided to attack the Union Army's defensive position at the southern end of Cemetery Ridge, which he thought was less well defended. About 10 a.m. the next morning, Thursday, July 2, Gen. Longstreet was ordered by Lee to attack. But Longstreet was quite slow in getting his troops into position and didn't attack until 4 p.m. that afternoon thus giving the Union Army even more time to strengthen its position. When Longstreet attacked, some of the bitterest fighting of the Civil War erupted at places now part of American military folklore such as Little Round Top, Devil's Den, the Wheat Field and the Peach Orchard. Longstreet took the Peach Orchard but was driven back at Little Round Top. About 6:30 p.m. Gen. Ewell attacked the Union line from the north and east at Cemetery Hill and Culp's Hill. The attack lasted into darkness but was finally unsuccessful at Cemetery Hill, although the Rebels seized some trenches on Culp's Hill. By about 10:30 p.m., the day's fighting came to an end. The Federals had lost some ground during the Rebel onslaught but still held the strong defensive position along Cemetery Ridge. Both sides regrouped and counted their causalities while the moaning and sobbing of thousands of wounded men on the slopes and meadows south of Gettysburg could be heard throughout the night under the blue light of a full moon. Generals from each side gathered in war councils to plan for the coming day. Union commander Meade decided his army would remain in place and wait for Lee to attack. On the Confederate side, Longstreet once again tried to talk Lee out of attacking such a strong position. But Lee thought the battered Union soldiers were nearly beaten and would collapse under one final push. Lee decided to gamble to win the Battle of Gettysburg and in effect win the Civil War by attacking the next day at the center of the Union line along Cemetery Ridge where it would be least expected. To do this he would send in the fresh troops of Gen. George Pickett. Along with this, Gen. Ewell would renew the assault on Culp's hill. But as dawn broke on Friday, July 3, about 4:30 a.m., Lee's timetable was undermined as Union cannons pounded the Rebels on Culp's Hill to drive them from the trenches. The Rebels did not withdraw, but instead attacked the Federals around 8 a.m. Thus began a vicious three-hour struggle with the Rebels charging time after time up the hill only to be beaten back. The Federals finally counter attacked and drove the Rebels off the hill and east across Rock Creek. Around 11 a.m. the fighting on Culp's Hill stopped. An eerie quiet settled over the whole battlefield. Once again Lee encountered opposition to his battle plan from Longstreet. Lee estimated about 15,000 men would participate in the Rebel charge on Cemetery Ridge. Longstreet responded, "It is my opinion that no 15,000 men ever arrayed for battle can take that position." But Lee was unmoved. The plan would go on as ordered. Throughout the morning and into the afternoon amid 90° heat and stifling humidity the Rebels moved into position in the woods opposite Cemetery Ridge for the coming charge. Interestingly, some Union troops were moved away from Cemetery Ridge on Meade's orders because he thought Lee would attack again in the south. Several hours before, Meade had correctly predicted Lee would attack the center, but now thought otherwise. He left only 5,750 infantrymen stretched out along the half-mile front to initially face the 15,000 man Rebel charge. Lee sent Jeb Stuart's recently returned cavalry to go behind the Union position in order to divert Federal forces from the main battle area. Around noon, Union and Confederate cavalry troops clashed three miles east of Gettysburg but Stuart was eventually repulsed by punishing cannon fire and the Union cavalry led in part by 23 year old Gen. George Custer. The diversion attempt failed. Back at the main battle site, just after 1 p.m. about 170 Confederate cannons opened fire on the Union position on Cemetery Ridge to pave the way for the Rebel charge. This was the heaviest artillery barrage of the war but many of the Rebel shells missed their targets and flew harmlessly overhead. The Federals returned heavy cannon fire and soon big clouds of blinding smoke and dust hung over the battlefield. Around 2:30 p.m. the Federals slowed their rate of fire, then ceased, to conserve ammunition and to fool the Rebels into thinking the cannons were knocked out - exactly what the Rebels did think. Pickett went to see Longstreet and asked, "General, shall I advance?" Longstreet, now overwhelmed with emotion, did not respond, but simply bowed his head and raised his hand. Thus the order was given. "Charge the enemy and remember old Virginia!" yelled Pickett as 12,000 Rebels formed an orderly line that stretched a mile from flank to flank. In deliberate silence and with military pageantry from days gone by, they slowly headed toward the Union Army a mile away on Cemetery Ridge as the Federals gazed in silent wonder at this spectacular sight. But as the Rebels got within range, Federal cannons using grapeshot (a shell containing iron balls that flew apart when fired) and deadly accurate rifle volleys ripped into the Rebels killing many and tearing holes in the advancing line. What had been, just moments before, a majestic line of Rebel infantry, quickly became a horrible mess of dismembered bodies and dying wounded accompanied by a mournful roar. But the Rebels continued on. As they got very close, the Rebels stopped and fired their rifles once at the Federals then lowered their bayonets and commenced a running charge while screaming the Rebel yell. A fierce battle raged for an hour with much brutal hand to hand fighting, shooting at close range and stabbing with bayonets. For a brief moment, the Rebels nearly had their chosen objective, a small clump of oak trees atop Cemetery Ridge. But Union reinforcements and regrouped infantry units swarmed in and opened fire on the Rebel ranks. The battered, outnumbered Rebels finally began to give way and this great human wave that had been Pickett's Charge began to recede as the men drifted back down the slope. The supreme effort of Lee's army had been beaten back, leaving 7,500 of his men lying on the field of battle. Lee rode out and met the survivors, telling them, "It is all my fault." And to Pickett he said, "Upon my shoulders rests the blame." Later when he got back to headquarters Lee exclaimed, "Too bad. Too bad! Oh, too bad!" The gamble had failed. The tide of the war was now permanently turned against the South. Confederate causalities in dead, wounded and missing were 28,000 out of 75,000. Union casualties were 23,000 out of 88,000. That night and into the next day, Saturday, July 4, Confederate wounded were loaded aboard wagons that began the journey back toward the South. Lee was forced to abandon his dead and begin a long slow withdrawal of his army back to Virginia. Union commander Meade, out of fatigue and caution, did not immediately pursue Lee, infuriating President Lincoln who wrote a bitter letter to Meade (never delivered) saying he missed a "golden opportunity" to end the war right there. On November 19, President Lincoln went to the battlefield to dedicate it as a military cemetery. The main orator, Edward Everett of Massachusetts, delivered a two-hour formal address. The president then had his turn. He spoke in his high, penetrating voice and in a little over two minutes delivered the Gettysburg Address, surprising many in the audience by its shortness and leaving others quite unimpressed. Over time, however, the speech and its words - government of the People, by the People, for the People - have come to symbolize the definition of democracy itself.

<span style="color: blue; font-family: "Times New Roman","serif";">[|The **Battle of Shiloh**] <span style="font-family: "Times New Roman","serif";"> The Battle of Shiloh, also known as the Battle of Pittsburg Landing, was a major battle in the Western Theater of the American Civil War, fought April 6–7, 1862, in southwestern Tennessee. A Union army under Maj. Gen. Ulysses S. Grant had moved via the Tennessee River deep into Tennessee and was encamped principally at Pittsburg Landing on the west bank of the river. Confederate forces under Generals Albert Sidney Johnston and P. G. T. Beauregard launched a surprise attack on Grant there. The Confederates achieved considerable success on the first day, but were ultimately defeated on the second day. On the first day of the battle, the Confederates struck with the intention of driving the Union defenders away from the river and into the swamps of Owl Creek to the west, hoping to defeat Grant's Army of the Tennessee before the anticipated arrival of Maj. Gen. Don Carlos Buell's Army of the Ohio. The Confederate battle lines became confused during the fierce fighting, and Grant's men instead fell back to the northeast, in the direction of Pittsburg Landing. A position on a slightly sunken road, nicknamed the "Hornet's Nest", defended by the men of Brig. Gens. Benjamin M. Prentiss's and W. H. L. Wallace's divisions provided critical time for the rest of the Union line to stabilize under the protection of numerous artillery batteries. Gen. Johnston was killed during the first day of fighting, and Beauregard, his second in command, decided against assaulting the final Union position that night. Reinforcements from Gen. Buell and from Grant's own army arrived in the evening and turned the tide the next morning, when the Union commanders launched a counterattack along the entire line. The Confederates were forced to retreat from the bloodiest battle in United States history up to that time, ending their hopes that they could block the Union advance into northern Mississippi.

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