L5+Pelletier+Jennifer

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

Teacher’s Name:** **Ms. Pelletier**
 * Grade Level:** **10 Topic:** Civil War [Differing Opinions]

__**Objectives**__

 * Student will understand that** the North and the South had differing opinions about themselves and each other.
 * Student will know** about the Confederates vs. the Union, important battles, equipment, and leaders, including Robert E. Lee, Andrew Jackson, and Ulysses S. Grant.
 * Student will be able to** analyze the major enduring themes, turning points, events, consequences, and people in the United States and world during the Civil War and the implications for the present and future. Product: WebQuest.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies - E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 10 - **Diploma** Civil War and Reconstruction, 1850 - 1877 Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and critique major historical 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.


 * Rationale:**

This lesson focuses on the actual war part of the Civil War Era. It delves into what it was like to be a soldier on both sides, as well as important battles. Students will be able to analyze the major enduring themes, turning points, events, consequences, and people in the United States and world during the Civil War and the implications for the present and future by using a WebQuest.

__**Assessment**__

 * Formative (Assessment for Learning)**

Students will use the "Evaluation" section of the WebQuest to self-assess. The WebQuest asks these questions: > Students will write about these questions in a blog. They will also include the following questions: How did you feel you did? How did you feel writing the letter? What could you have done differently? What are you really proud of?
 * 1) Was your friend able to see and feel the same things you did when he/she read your letter?
 * 2) Did you include all of the information found [|here]? [meaning in the WebQuest]
 * 1) Were you able to identify the leaders of your battle?


 * Summative (Assessment of Learning)**

Students will be able to analyze the major enduring themes, turning points, events, consequences, and people in the United States and world during the Civil War and the implications for the present and future using a WebQuest and Inspiration. Students will write letters to their "best friend" about what it was like to be a soldier during the Civil War. Students will understand both the Union and the Confederate side, because not only will each student partner with someone to complete the assignment, write their letter to that person, and read the other person's letter, but each partner will take the role of either a Union or a Confederate soldier. Each pairing will have a soldier fighting for each side, so that once both letters have been read, every student should get the experience of being a soldier from not just one, but both sides.

__**Integration**__
1. Technology - Students will use a WebQuest to utilize the web in their research about soldiers in the Civil War. Students will also organize their thoughts using Inspiration. Students will finally complete their letters using Microsoft Word, Pages, or any other like program. The latter is, of course, Type I technology, however the use of Inspiration in this case can be argued as Type II technology. Instead of "surfing" the web, students will utilize it to construct a realistic journey for themselves and their partners as they embark on their quest to describe what it was like as a Union or Confederate soldier during the Civil War.

2. This lesson also relates to English, as it focuses on correct spelling, grammar, and punctuation, as well as good letter writing skills such as organization and web-making. The lesson may also venture into the realm of art, as students are allowed to add "aging" effects to their letters, such as tea. After all, letter writing itself is an age old art.

__Groupings__
Grouping students may be a little touchy, because the WebQuest focuses on "best friends," but every student's best friend may not be in the class, nor may every student have a best friend. Although it may be a little odd for students, and not so much a choice, I will group students by using their Seasonal Partners. There should still be some liking between students, hopefully, since they helped to pick this in the first place. I will have them chose their Winter partners.

__**Differentiated Instruction**__

 * Strategies**


 * Verbal:** Students will read their letters aloud to at least two people.
 * Logical:** Students will go through a process of revisions for both ideas and grammatics.
 * Kinesthetic:** Students will do an activity, called Circle the Sage and they must actively find someone to read their letter to or someone who will read their letter.
 * Visual:** Students will encounter pictures on the WebQuest, as well as potentially improving their letters by making them look "old" (tea will do this).
 * Intrapersonal:** Students will work individually on the WebQuest.
 * Interpersonal:** Students will be working in groups and partners during the whole process.


 * Modifications/Accommodations**


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

If a student misses one or both days, they must come to see the teacher before class. Instead of with a partner, the student really will write to his or her best friend. The student will complete the WebQuest, but will not be able to engage in the group activities conducted on the day or days that student missed. The student and the teacher will make an individualized plan for when the student will turn the letter and any other assignments pertaining to this lesson. Time in class to work on the project may be possible, depending on how far the rest of the class has gotten on their projects and which day the student missed. Again, the student and the teacher will negotiate how the assignment will be handled.


 * Extensions**

I will modify the "Reflections" section of the WebQuest. After students discuss the questions in the reflection section, then they will write a blog, answering the questions. The questions are as follows: After reading about the trials and tribulations of a soldier during the Civil War, you now now realize that life as a soldier was not an easy one. If you could have chosen sides, which one would you have chosen and why? If this war could have been avoided, what steps needed to be taken? Do you think that we are a stronger nation for going through this turmoil and this war? If so, why?

__**Materials, Resources and Technology**__

 * A Nation Divided WebQuest: http://www.stonewall.fcps.net/wq/cwwebquest/civilwar.htm
 * Computers with internet access
 * make sure all of the links on the WebQuest work (as of today, April 24, 2009, they do)
 * Inspiration
 * Word, Pages, or some form of the like for students to type up their letters
 * Tea
 * Coffee
 * An even amount of students (hopefully, if not, I can put in a group of three)
 * Pens
 * Pencils
 * Paper
 * Blog Accounts for the students
 * my Uncle Joe (for the hook), or at least his account of what happened in Desert Storm, if at all possible - it would be neat if I could get this on GarageBand if he could not make it in person - (If not, either of my grandfathers may be able to talk about war; I will have to research this further)

__Source for Lesson Plan and Research__
A Nation Divided WebQuest: http://www.stonewall.fcps.net/wq/cwwebquest/civilwar.htm The link to the actual resources used in the WebQuest: http://www.historyplace.com/civilwar/#fort_sumter

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:**
 * //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.//


 * Beach Ball**: This lesson allows students a variety of people to get feedback from. Students have a choice when getting feedback.


 * Clipboard**: The WebQuest provides structured, visual directions. There are clear steps to complete the assignment and their is satisfactory closure to the WebQuest.


 * Microscope:** Students discuss their letters with a variety of people, at least one outside of class, preferably at home. Students also discuss details in class during the Circle the Sage activity. Students make their letters their own by aging them if they wish, customizing them with their names, and putting effort into them.


 * Puppy**: By asking someone outside of class, preferably at home, to read their letter, students can choose someone whom they feel safe and comfortable with. The teacher will also ensure a classroom of respect and support.

Rationale:**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Students will be able to analyze the major enduring themes, turning points, events, consequences, and people in the United States and world during the Civil War and the implications for the present and future using a WebQuest and Inspiration. Students will write letters to their "best friend" about what it was like to be a soldier during the Civil War. Students will understand both the Union and the Confederate side, because not only will each student partner with someone to complete the assignment, write their letter to that person, and read the other person's letter, but each partner will take the role of either a Union or a Confederate soldier. Each pairing will have a soldier fighting for each side, so that once both letters have been read, every student should get the experience of being a soldier from not just one, but both sides.

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Verbal:** Students will read their letters aloud to at least two people.
 * Logical:** Students will go through a process of revisions for both ideas and grammatics.
 * Kinesthetic:** Students will do an activity, called Circle the Sage and they must actively find someone to read their letter to or someone who will read their letter.
 * Visual:** Students will encounter pictures on the WebQuest, as well as potentially improving their letters by making them look "old" (tea will do this).
 * Intrapersonal:** Students will work individually on the WebQuest.
 * Interpersonal:** Students will be working in groups and partners during the whole process.

I have used technology to find the perfect WebQuest and to make sure that all of the resources my students will be using from the WebQuest are accurate and still work. Students will use Inspiration to organize their thoughts before using Word, Pages, or a similar writing program to create their letters.

Rationale:**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will use the "Evaluation" section of the WebQuest to self-assess. The WebQuest asks these questions: > Students will write about these questions in a blog. They will also include the following questions: How did you feel you did? How did you feel writing the letter? What could you have done differently? What are you really proud of? Students will be able to analyze the major enduring themes, turning points, events, consequences, and people in the United States and world during the Civil War and the implications for the present and future using a WebQuest and Inspiration. Students will write letters to their "best friend" about what it was like to be a soldier during the Civil War. Students will understand both the Union and the Confederate side, because not only will each student partner with someone to complete the assignment, write their letter to that person, and read the other person's letter, but each partner will take the role of either a Union or a Confederate soldier. Each pairing will have a soldier fighting for each side, so that once both letters have been read, every student should get the experience of being a soldier from not just one, but both sides.
 * 1) Was your friend able to see and feel the same things you did when he/she read your letter?
 * 2) Did you include all of the information found [|here]? [meaning in the WebQuest]
 * 1) Were you able to identify the leaders of your battle?

__Teaching and Learning Sequence__
Hook - 15 minutes ISP Chart and Circle the Sage - 20 minutes Begin WebQuest and start letter - 45 minutes Homework: Look over your letter with someone from home and write their feedback in your learning log - 30 minutes
 * Day 1**

Finish letter - 20 minutes Partner feedback and learning log - 10 minutes for each partner, a total of 20 minutes Finish revising letter - 15 minutes Make sure letter is typed; students may personalize the letter with tea or coffee, or any other pre-approved manner - 5 minutes Self-assessment blog (students with no internet access may write their blog in Word or Pages and put it up on the web during the beginning of the next class) - 15 minutes Homework: Extensions - 15 minutes
 * Day 2**

For both days of this lesson, students will sit in groups of two. The desks will be set up next to each other, instead of facing each other, so that students may talk quietly as they work together to write and revise their letters. Students will be asked upon entering the classroom to sit with their Winter Seasonal Partner. My Uncle Joe will come in to speak as the hook. He was a soldier during Dessert Storm and could tell the class what it was like during that time to be a soldier. I will then segue, after any questions, into explaining that we will be finding out what it was like for a soldier during the Civil War Era. Students will understand that the North and the South had differing opinions about themselves and each other. There is still fighting going on today all over the world, yet we are all human. //Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world//. **(What)** **(Where)** **(Why)** **(Hook) (Tailor) Kinesthetic, Logical, Verbal, Intrapersonal, Interpersonal**

Grouping students may be a little touchy, because the WebQuest focuses on "best friends," but every student's best friend may not be in the class, nor may every student have a best friend. Although it may be a little odd for students, and not so much a choice, I will group students by using their Seasonal Partners. There should still be some liking between students, hopefully, since they helped to pick this in the first place. I will have them chose their Winter partners. On day two, where most of the partner interaction will occur, students will spend time reading their letters to their partners and getting feedback. Each student should have 10 minutes to read their letter and get feedback from his or her partner. On Day one, students will complete a Circle the Sage activity, using an ISP Chart to help them. This will give students a little extra information that would not be available on the WebQuest. The WebQuest will help students visualize the information and give them a chance to read over the directions themselves. Students will know about the Confederates vs. the Union, important battles, equipment, and leaders, including Robert E. Lee, Andrew Jackson, and Ulysses S. Grant, by using an ISP Chart to complete a Circle the Sage activity and by completing a WebQuest. **(Equip)** **(Explore)** **(Experience) (Tailor) Kinesthetic, Verbal, Interpersonal, Logical, Visual, Intrapersonal**

Students will read their letters out loud to their partners and record the feedback in a learning log. Students will clean up any grammar, spelling, and concept mistakes, as well as add in any missing information. Students will find another person, preferably at home, to read their letter to and get feedback. This particular part will be homework for Day one. Students will make final changes on Day two as they meet with their Winter Partners and possibly spend time making their letters look "old" or individualizing their letters. **(Refine)** **(Rethink)** **(Revise) (Rehearse) (Tailor) Verbal, Logical, Visual, Intrapersonal, Interpersonal**

Students will use the "Evaluation" section of the WebQuest to self-assess. The WebQuest asks these questions: >  Students will write about these questions in a blog. They will also include the following questions: How did you feel you did? How did you feel writing the letter? What could you have done differently? What are you really proud of? This section will be done on Day two. For homework on Day two, students will complete the extensions. For the extensions, I will modify the "Reflections" section of the WebQuest. After students discuss the questions in the reflection section, then they will write a blog, answering the questions. The questions are as follows: After reading about the trials and tribulations of a soldier during the Civil War, you now now realize that life as a soldier was not an easy one. If you could have chosen sides, which one would you have chosen and why? If this war could have been avoided, what steps needed to be taken? Do you think that we are a stronger nation for going through this turmoil and this war? If so, why? Students will mak e sure that they have completed all of the steps of the WebQuest.  **(Evaluate) (Tailor) Verbal, Intrapersonal, Interpersonal**
 * 1) Was your friend able to see and feel the same things you did when he/she read your letter?
 * 2) Did you include all of the information found [|here]? [meaning in the WebQuest]
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Were you able to identify the leaders of your battle?


 * Content Notes**

**<span style="color: rgb(255, 0, 0);">November 6, 1860 ** - Abraham Lincoln, who had declared "Government cannot endure permanently half slave, half free..." is elected president, the first Republican, receiving 180 of 303 possible electoral votes and 40 percent of the popular vote. Auction and Negro sales, Atlanta, Georgia. **<span style="color: rgb(255, 0, 0);">Feb 9, 1861 ** - The Confederate States of America is formed with Jefferson Davis, a West Point graduate and former U.S. Army officer, as president. <span style="color: rgb(0, 0, 160);">**Fort Sumter Attacked** Fort Sumter after its capture, showing damage from the Rebel bombardment of over 3000 shells and now flying the Rebel "Stars and Bars" - April 14, 1861. Robert E. Lee, son of a Revolutionary War hero, and a 25 year distinguished veteran of the United States Army and former Superintendent of West Point, is offered command of the Union Army. Lee declines. Map of Allegiances of the States - 1861. <span style="color: rgb(0, 0, 160);">**First Bull Run** Ruins of the Stone Bridge over which Northern forces retreated until it was blown up by a Rebel shell adding to the panic of the retreat, with the Federals returning to Washington as "a rain-soaked mob." **<span style="color: rgb(255, 0, 0);">July 27, 1861 ** - President Lincoln appoints George B. McClellan as Commander of the Department of the Potomac, replacing McDowell. McClellan tells his **[|wife]**, "I find myself in a new and strange position here: President, cabinet, Gen. Scott, and all deferring to me. By some strange operation of magic I seem to have become the power of the land." **<span style="color: rgb(0, 0, 160);">1862 ** <span style="color: rgb(255, 0, 0);">**Feb** **6, 1862** - Victory for Gen. Ulysses S. Grant in Tennessee, capturing Fort Henry, and ten days later Fort Donelson. Grant earns the nickname "Unconditional Surrender" Grant. The Monitor at dock, showing damage from the battle. President Lincoln temporarily relieves McClellan as general-in-chief and takes direct command of the Union Armies. **<span style="color: rgb(0, 0, 160);">Shiloh ** **<span style="color: rgb(255, 0, 0);">June 1, 1862 ** - Gen. Robert E. Lee assumes command, replacing the wounded Johnston. Lee then renames his force the Army of Northern Virginia. McClellan is not impressed, saying Lee is "likely to be timid and irresolute in action." Young Georgia Private Edwin Jennison, killed in the Seven Days Battles at Malvern Hill - the face of a lost generation. <span style="color: rgb(0, 0, 160);">**Second Battle of Bull Run** The Union Army, 90,000 strong, under the command of McClellan, pursues Lee. **<span style="color: rgb(0, 0, 160);">Antietam ** Confederate dead by the fence bordering Farmer Miller's 40 acre Cornfield at Antietam where the intense rifle and artillery fire cut every corn stalk to the ground "as closely as could have been done with a knife." President Lincoln visits Gen. George McClellan at Antietam, Maryland - October, 1862 **<span style="color: rgb(0, 0, 160);">Fredericksburg ** "It is well that war is so terrible - we should grow too fond of it," states Lee during the fighting. **<span style="color: rgb(0, 0, 160);">1863 ** **<span style="color: rgb(0, 0, 160);">Chancellorsville ** "I just lost confidence in Joe Hooker," said Hooker later about his own lack of nerve during the battle. Confederate soldiers at the Sunken Road, killed during the fighting around Chancellorsville. "I have lost my right arm," Lee laments. **<span style="color: rgb(0, 0, 160);">Gettysburg ** Union soldiers on the Battlefield at Gettysburg. <span style="color: rgb(255, 0, 0);">**July 13-16,** **1863** - Antidraft riots in New York City include arson and the murder of blacks by poor immigrant whites. At least 120 persons, including children, are killed and $2 million in damage caused, until Union soldiers returning from Gettysburg restore order. **<span style="color: rgb(0, 0, 160);">Chickamauga ** Lincoln among the crowd at Gettysburg - Nov 19, 1863 **<span style="color: rgb(0, 0, 160);">Chattanooga ** **<span style="color: rgb(0, 0, 160);">1864 ** In the west, Sherman, with 100,000 men begins an advance toward Atlanta to engage Joseph E. Johnston's 60,000 strong Army of Tennessee. A council of war with Gen. Grant leaning over the shoulder of Gen. Meade looking at a map, planning the Cold Harbor assault. **<span style="color: rgb(0, 0, 160);">Cold Harbor ** Many of the Union soldiers in the failed assault had predicted the outcome, including a dead soldier from Massachusetts whose last entry in his diary was, "June 3, 1864, Cold Harbor, Virginia. I was killed." The 13-inch Union mortar "Dictator" mounted on a railroad flatcar at Petersburg. Its 200-pound shells had a range of over 2 miles. **<span style="color: rgb(0, 0, 160);">March to the Sea ** **<span style="color: rgb(0, 0, 160);">1865 ** Only Lee's Army at Petersburg and Johnston's forces in North Carolina remain to fight for the South against Northern forces now numbering 280,000 men. At Petersburg, Virginia, well supplied Union soldiers shown before Grant's spring offensive. A Confederate boy, age 14, lies dead in the trenches of Fort Mahone at Petersburg. <span style="color: rgb(0, 0, 160);">**Lee Surrenders** "After four years of arduous service marked by unsurpassed courage and fortitude the Army of Northern Virginia has been compelled to yield to overwhelming numbers and resources," Lee tells his troops. General Lee surrendered in the parlor of this house. Lee posed for this photo by Mathew Brady shortly after the surrender. Final portrait of a war weary president - April 10, 1865 **<span style="color: rgb(0, 0, 160);">Lincoln Shot ** Funeral Procession on Pennsylvania Ave. - April 19, 1865 A victory parade is held in Washington along Pennsylvania Ave. to help boost the Nation's morale - May 23/24, 1865.
 * <span style="color: rgb(255, 0, 0);">Dec 20, 1860 ** - South Carolina secedes from the Union. Followed within two months by Mississippi, Florida, Alabama, Georgia, Louisiana and Texas.
 * <span style="color: rgb(0, 0, 160);">1861 **
 * <span style="color: rgb(255, 0, 0);">March 4, 1861 ** - Abraham Lincoln is sworn in as 16th President of the United States of America.
 * <span style="color: rgb(255, 0, 0);">April 12, 1861 ** - At 4:30 a.m. Confederates under Gen. **[|Pierre Beauregard]** open fire with 50 cannons upon Fort Sumter in Charleston, South Carolina. The Civil War begins.
 * <span style="color: rgb(255, 0, 0);">April 15, 1861 ** - President Lincoln issues a Proclamation calling for 75,000 militiamen, and summoning a special session of Congress for July 4.
 * <span style="color: rgb(255, 0, 0);">April 17, 1861 ** - Virginia secedes from the Union, followed within five weeks by Arkansas, Tennessee, and North Carolina, thus forming an eleven state Confederacy with a population of 9 million, including nearly 4 million slaves. The Union will soon have 21 states and a population of over 20 million.
 * <span style="color: rgb(255, 0, 0);">April 19, 1861 ** - President Lincoln issues a Proclamation of Blockade against Southern ports. For the duration of the war the blockade limits the ability of the rural South to stay well supplied in its war against the industrialized North.
 * <span style="color: rgb(255, 0, 0);">April 20, 1861 ** - Robert E. Lee **[|resigns his commission]** in the United States Army. "I cannot raise my hand against my birthplace, my home, my children." Lee then goes to Richmond, Virginia, is offered command of the military and naval forces of Virginia, and accepts.
 * <span style="color: rgb(255, 0, 0);">July 4, 1861 ** - Lincoln, in a speech to Congress, states the war is..."a People's contest...a struggle for maintaining in the world, that form, and substance of government, whose leading object is, to elevate the condition of men..." The Congress authorizes a call for 500,000 men.
 * <span style="color: rgb(255, 0, 0);">July 21, 1861 ** - The Union Army under Gen. **[|Irvin McDowell]** suffers a defeat at **[|Bull Run]** 25 miles southwest of Washington. Confederate Gen. **[|Thomas J. Jackson]** earns the nickname "Stonewall," as his brigade resists Union attacks. Union troops fall back to Washington. President Lincoln realizes the war will be long. "It's damned bad," he comments.
 * <span style="color: rgb(255, 0, 0);">Sept 11, 1861 ** - President Lincoln revokes Gen. John C. Frémont's unauthorized military proclamation of emancipation in Missouri. Later, the president relieves Gen. Frémont of his command and replaces him with Gen. David Hunter.
 * <span style="color: rgb(255, 0, 0);">Nov 1, 1861 ** - President Lincoln appoints McClellan as general-in-chief of all Union forces after the resignation of the aged **[|Winfield Scott]**. Lincoln tells McClellan, "...the supreme command of the Army will entail a vast labor upon you." McClellan responds, "I can do it all."
 * <span style="color: rgb(255, 0, 0);">Nov 8, 1861 ** - The beginning of an international diplomatic crisis for President Lincoln as two Confederate officials sailing toward England are seized by the U.S. Navy. England, the leading world power, demands their release, threatening war. Lincoln eventually gives in and orders their release in December. "One war at a time," Lincoln remarks.
 * <span style="color: rgb(255, 0, 0);">Jan 31, 1862 ** - President Lincoln issues General War Order No. 1 calling for all United States naval and land forces to begin a general advance by Feb 22, George Washington's birthday.
 * <span style="color: rgb(255, 0, 0);">Feb 20, 1862 ** - President Lincoln is struck with grief as his beloved eleven-year-old son, Willie, dies from fever, probably caused by polluted drinking water in the White House.
 * <span style="color: rgb(255, 0, 0);">March 8/9, 1862 ** - The Confederate Ironclad 'Merrimac' sinks two wooden Union ships then battles the Union Ironclad 'Monitor' to a draw. Naval warfare is thus changed forever, making wooden ships obsolete. **[|Engraving of the Battle]**
 * <span style="color: rgb(255, 0, 0);">In March <span style="color: rgb(192, 192, 192);"> **- The Peninsular Campaign begins as McClellan's Army of the Potomac advances from Washington down the Potomac River and the Chesapeake Bay to the peninsular south of the Confederate Capital of Richmond, Virginia then begins an advance toward Richmond.
 * <span style="color: rgb(255, 0, 0);">April 6/7, 1862 ** - Confederate surprise attack on Gen. Ulysses S. Grant's unprepared troops at Shiloh on the Tennessee River results in a bitter struggle with 13,000 Union killed and wounded and 10,000 Confederates, more men than in all previous American wars combined. The president is then pressured to relieve Grant but resists. "I can't spare this man; he fights," Lincoln says.
 * <span style="color: rgb(255, 0, 0);">April 24, 1862 ** - 17 Union ships under the command of Flag Officer **[|David Farragut]** move up the Mississippi River then take New Orleans, the South's greatest seaport. Later in the war, sailing through a Rebel mine field Farragut utters the famous phrase "Damn the torpedoes, full speed ahead!"
 * <span style="color: rgb(255, 0, 0);">May 31, 1862 ** - The Battle of Seven Pines as Gen. **[|Joseph E. Johnston]**'s Army attacks McClellan's troops in front of Richmond and nearly defeats them. But Johnston is badly wounded.
 * <span style="color: rgb(255, 0, 0);">June 25-July 1 ** - The Seven Days Battles as Lee attacks McClellan near Richmond, resulting in very heavy losses for both armies. McClellan then begins a withdrawal back toward Washington.
 * <span style="color: rgb(255, 0, 0);">July 11, 1862 ** - After four months as his own general-in-chief, President Lincoln hands over the task to Gen. **[|Henry W. (Old Brains) Halleck]**.
 * <span style="color: rgb(255, 0, 0);">Aug 29/30, 1862 ** - 75,000 Federals under Gen. **[|John Pope]** are defeated by 55,000 Confederates under Gen. Stonewall Jackson and Gen. **[|James Longstreet]** at the second battle of **[|Bull Run]** in northern Virginia. Once again the Union Army retreats to Washington. The president then relieves Pope.
 * <span style="color: rgb(255, 0, 0);">Sept 4-9, 1862 ** - Lee invades the North with 50,000 Confederates and heads for **[|Harpers Ferry]**, located 50 miles northwest of Washington.
 * <span style="color: rgb(255, 0, 0);">Sept 17, 1862 ** - The bloodiest day in U.S. military history as Gen. Robert E. Lee and the Confederate Armies are stopped at **[|Antietam]** in Maryland by McClellan and numerically superior Union forces. By nightfall 26,000 men are dead, wounded, or missing. Lee then withdraws to Virginia.
 * <span style="color: rgb(255, 0, 0);">Sept 22, 1862 ** - Preliminary Emancipation Proclamation freeing slaves issued by President Lincoln.
 * <span style="color: rgb(255, 0, 0);">Nov 7, 1862 ** - The president replaces McClellan with Gen. **[|Ambrose E. Burnside]** as the new Commander of the Army of the Potomac. Lincoln had grown impatient with McClellan's slowness to follow up on the success at Antietam, even telling him, "If you don't want to use the army, I should like to borrow it for a while."
 * <span style="color: rgb(255, 0, 0);">Dec 13, 1862 ** - Army of the Potomac under Gen. Burnside suffers a costly defeat at **[|Fredericksburg]** in Virginia with a loss of 12,653 men after 14 frontal assaults on well entrenched Rebels on Marye's Heights. "We might as well have tried to take hell," a Union soldier remarks. Confederate losses are 5,309.
 * <span style="color: rgb(255, 0, 0);">Jan 1, 1863 ** - President Lincoln issues the final Emancipation Proclamation freeing all slaves in territories held by Confederates and emphasizes the enlisting of black soldiers in the Union Army. The war to preserve the Union now becomes a revolutionary struggle for the abolition of slavery.
 * <span style="color: rgb(255, 0, 0);">Jan 25, 1863 ** - The president appoints Gen. **[|Joseph (Fighting Joe) Hooker]** as Commander of the Army of the Potomac, replacing Burnside.
 * <span style="color: rgb(255, 0, 0);">Jan 29, 1863 ** - Gen. Grant is placed in command of the Army of the West, with orders to capture Vicksburg.
 * <span style="color: rgb(255, 0, 0);">March 3, 1863 ** - The U.S. Congress enacts a draft, affecting male citizens aged 20 to 45, but also exempts those who pay $300 or provide a substitute. "The blood of a poor man is as precious as that of the wealthy," poor Northerners complain.
 * <span style="color: rgb(255, 0, 0);">May 1-4, 1863 ** - The Union Army under Gen. Hooker is decisively defeated by Lee's much smaller forces at the Battle of Chancellorsville in Virginia as a result of Lee's brilliant and daring tactics. Confederate Gen. Stonewall Jackson is mortally wounded by his own soldiers. Hooker retreats. Union losses are 17,000 killed, wounded and missing out of 130,000. The Confederates, 13, 000 out of 60,000.
 * <span style="color: rgb(255, 0, 0);">May 10, 1863 ** - The South suffers a huge blow as Stonewall Jackson dies from his wounds, his last words, "Let us cross over the river and rest under the shade of the trees."
 * <span style="color: rgb(255, 0, 0);">June 3, 1863 ** - Gen. Lee with 75,000 Confederates launches his second invasion of the North, heading into Pennsylvania in a campaign that will soon lead to Gettysburg.
 * <span style="color: rgb(255, 0, 0);">June 28, 1863 ** - President Lincoln appoints Gen. **[|George G. Meade]** as commander of the Army of the Potomac, replacing Hooker. **[|Meade]** is the 5th man to command the Army in less than a year.
 * <span style="color: rgb(255, 0, 0);">July 1-3, 1863 ** - The tide of war turns against the South as the Confederates are defeated at the Battle of Gettysburg in Pennsylvania.
 * [|Read about the Battle of Gettysburg]** - **[|Battlefield Photos]**
 * <span style="color: rgb(255, 0, 0);">July 4, 1863 ** - **[|Vicksburg]**, the last Confederate stronghold on the Mississippi River, surrenders to Gen. Grant and the Army of the West after a six week siege. With the Union now in control of the Mississippi, the Confederacy is effectively split in two, cut off from its western allies.
 * <span style="color: rgb(255, 0, 0);">July 18, 1863 <span style="color: rgb(192, 192, 192);"> **-<span style="color: rgb(192, 192, 192);"> 'Negro troops' of the 54th Massachusetts Infantry Regiment under Col. Robert G. Shaw assault fortified Rebels at Fort Wagner, South Carolina. Col. Shaw and half of the 600 men in the regiment are killed.
 * <span style="color: rgb(255, 0, 0);">Aug 10, 1863 ** - The president meets with abolitionist **[|Frederick Douglass]** who pushes for full equality for Union 'Negro troops.'
 * <span style="color: rgb(255, 0, 0);">Aug 21, 1863 ** - At Lawrence, Kansas, pro-Confederate William C. Quantrill and 450 proslavery followers raid the town and butcher 182 boys and men.
 * <span style="color: rgb(255, 0, 0);">Sept 19/20, 1863 ** - A decisive Confederate victory by Gen. Braxton Bragg's Army of Tennessee at **[|Chickamauga]** leaves Gen. **[|William S. Rosecrans]**' Union Army of the Cumberland trapped in Chattanooga, Tennessee under Confederate siege.
 * <span style="color: rgb(255, 0, 0);">Oct 16, 1863 ** - The president appoints Gen. Grant to command all operations in the western theater.
 * <span style="color: rgb(255, 0, 0);">Nov 19, 1863 ** - President Lincoln delivers a two minute Gettysburg Address at a ceremony dedicating the Battlefield as a National Cemetery.
 * [|Page one of Gettysburg Address in Lincoln's handwriting][|Page two of Gettysburg Address in Lincoln's handwriting]**
 * <span style="color: rgb(255, 0, 0);">Nov 23-25, 1863 ** - The Rebel siege of Chattanooga ends as Union forces under Grant defeat the siege army of Gen. Braxton Bragg. During the battle, one of the most dramatic moments of the war occurs. Yelling "Chickamauga! Chickamauga!" Union troops avenge their previous defeat at Chickamauga by storming up the face of Missionary Ridge without orders and sweep the Rebels from what had been though to be an impregnable position. "My God, come and see 'em run!" a Union soldier cries.
 * <span style="color: rgb(255, 0, 0);">March 9, 1864 ** - President Lincoln appoints Gen. Grant to command all of the armies of the United States. Gen. **[|William T. Sherman]** succeeds Grant as commander in the west.
 * <span style="color: rgb(255, 0, 0);">May 4, 1864 ** - The beginning of a massive, coordinated campaign involving all the Union Armies. In Virginia, Grant with an Army of 120,000 begins advancing toward Richmond to engage Lee's Army of Northern Virginia, now numbering 64,000, beginning a war of attrition that will include major battles at the Wilderness (May 5-6), Spotsylvania (May 8-12), and Cold Harbor (June 1-3).
 * <span style="color: rgb(255, 0, 0);">June 3, 1864 ** - A costly mistake by **[|Grant]** results in 7,000 Union casualties in twenty minutes during an offensive against fortified Rebels at **[|Cold Harbor]** in Virginia.
 * <span style="color: rgb(255, 0, 0);">June 15, 1864 ** - Union forces miss an opportunity to capture Petersburg and cut off the Confederate rail lines. As a result, a nine month siege of Petersburg begins with Grant's forces surrounding Lee.
 * <span style="color: rgb(255, 0, 0);">July 20, 1864 ** - At Atlanta, Sherman's forces battle the Rebels now under the command of Gen. **[|John B. Hood]**, who replaced Johnston.
 * <span style="color: rgb(255, 0, 0);">Aug 29, 1864 ** - Democrats nominate George B. McClellan for president to run against Republican incumbent Abraham Lincoln.
 * <span style="color: rgb(255, 0, 0);">Sept 2, 1864 ** - **[|Atlanta]** is captured by **[|Sherman]**'s Army. "Atlanta is ours, and fairly won," Sherman telegraphs Lincoln. The victory greatly helps President Lincoln's bid for re-election.
 * <span style="color: rgb(255, 0, 0);">Oct 19, 1864 ** - A decisive Union victory by Cavalry Gen. **[|Philip H. Sheridan]** in the Shenandoah Valley over Jubal Early's troops.
 * <span style="color: rgb(255, 0, 0);">Nov 8, 1864 ** - Abraham Lincoln is re-elected president, defeating Democrat George B. McClellan. Lincoln carries all but three states with 55 percent of the popular vote and 212 of 233 electoral votes. "I earnestly believe that the consequences of this day's work will be to the lasting advantage, if not the very salvation, of the country," Lincoln tells supporters.
 * <span style="color: rgb(255, 0, 0);">Nov 15, 1864 ** - After destroying Atlanta's warehouses and **[|railroad]** facilities, Sherman, with 62,000 men begins a March to the Sea. President Lincoln on advice from Grant approved the idea. "I can make Georgia howl!" Sherman boasts.
 * <span style="color: rgb(255, 0, 0);">Dec 15/16, 1864 ** - Hood's Rebel Army of 23,000 is crushed at **[|Nashville]** by 55,000 Federals including Negro troops under Gen. **[|George H. Thomas]**. The Confederate Army of Tennessee ceases as an effective fighting force.
 * <span style="color: rgb(255, 0, 0);">Dec 21, 1864 ** - Sherman reaches Savannah in Georgia leaving behind a 300 mile long path of destruction 60 miles wide all the way from Atlanta. Sherman then telegraphs Lincoln, offering him Savannah as a Christmas present.
 * <span style="color: rgb(255, 0, 0);">Jan 31, 1865 ** - The U.S. Congress approves the Thirteenth Amendment to the United States Constitution, to abolish slavery. The amendment is then submitted to the states for ratification.
 * <span style="color: rgb(255, 0, 0);">Feb 3, 1865 -** A peace conference occurs as President Lincoln meets with Confederate Vice President **[|Alexander Stephens]** at Hampton Roads in Virginia, but the meeting ends in failure - the war will continue.
 * <span style="color: rgb(255, 0, 0);">March 4, 1865 ** - Inauguration ceremonies for President Lincoln in Washington. "With malice toward none; with charity for all...let us strive on to finish the work we are in...to do all which may achieve and cherish a just, and a lasting peace, among ourselves, and with all nations," Lincoln says.
 * <span style="color: rgb(255, 0, 0);">March 25, 1865 ** - The last offensive for Lee's Army of Northern Virginia begins with an attack on the center of Grant's forces at Petersburg. Four hours later the attack is broken.
 * <span style="color: rgb(255, 0, 0);">April 2, 1865 ** - Grant's forces begin a general advance and break through Lee's lines at Petersburg. Confederate Gen. **[|Ambrose P. Hill]** is killed. Lee evacuates Petersburg. The Confederate Capital, **[|Richmond]**, is evacuated. Fires and looting break out. The next day, Union troops enter and raise the Stars and Stripes.
 * <span style="color: rgb(255, 0, 0);">April 4, 1865 ** - President Lincoln tours **[|Richmond]** where he enters the **[|Confederate White House]**. With "a serious, dreamy expression," he sits at the desk of Jefferson Davis for a few moments.
 * <span style="color: rgb(255, 0, 0);">April 9, 1865 ** - Gen. Robert E. Lee surrenders his Confederate Army to Gen. Ulysses S. **[|Grant]** at the village of Appomattox Court House in Virginia. Grant allows Rebel officers to keep their sidearms and permits soldiers to keep horses and mules.
 * <span style="color: rgb(255, 0, 0);">April 10, 1865 ** - Celebrations break out in Washington.
 * <span style="color: rgb(255, 0, 0);">April 14, 1865 ** - The Stars and Stripes is ceremoniously raised over Fort Sumter. That night, Lincoln and his wife Mary see the play "Our American Cousin" at Ford's Theater. At 10:13 p.m., during the third act of the play, John Wilkes Booth shoots the president in the head. Doctors attend to the president in the theater then move him to a house across the street. He never regains consciousness.
 * <span style="color: rgb(255, 0, 0);">April 15, 1865 ** - President Abraham Lincoln dies at 7:22 in the morning. Vice President **[|Andrew Johnson]** assumes the presidency.
 * <span style="color: rgb(255, 0, 0);">April 18, 1865 ** - Confederate Gen. Joseph E. Johnston surrenders to Sherman near Durham in North Carolina.
 * <span style="color: rgb(255, 0, 0);">April 26, 1865 ** - John Wilkes Booth is shot and killed in a tobacco barn in Virginia.
 * <span style="color: rgb(255, 0, 0);">May 4, 1865 ** - Abraham Lincoln is laid to rest in Oak Ridge Cemetery, outside Springfield, Illinois.
 * <span style="color: rgb(255, 0, 0);">In May ** - Remaining Confederate forces surrender. The Nation is reunited as the Civil War ends. Over 620,000 Americans died in the war, with disease killing twice as many as those lost in battle. 50,000 survivors return home as amputees.
 * <span style="color: rgb(255, 0, 0);">Dec 6, 1865 ** - The Thirteenth Amendment to the United States Constitution, passed by Congress on January 31, 1865, is finally ratified. Slavery is abolished.


 * Handouts**