Teacher's Guide for COBBLESTONE ^® Manassas

Objectives:

• to develop an understanding of misconceptions about warfare, leadership problems, and other issues faced by the nation at the onset of the Civil War
• to improve comprehension skills (by practicing scanning skills, by reading for specific information, by selecting information for writing projects, and by utilizing graphic organizers)
• to practice writing skills through a variety of activities both practical and creative
• to develop and enrich vocabulary
• to participate in small group and whole class activities

NOTE: Before tackling the specific articles in this issue, review - or introduce, as the case may be - such elements as the time frame, the geographical locations, the major figures of, and the causes for the Civil War.

For "Preparing for War" (pages 4-7)

1. Begin with a profile of Winfield Scott. Ask students to "draw" him horizontally on a sheet of paper (a stick figure would be fine, but ask students to look at his photo on page 5 for a general idea of his appearance, including his uniform).. To the left of Scott, ask students to list as many facts about Scott as they can find. On his right, students will list opinions Scott held about tactical aspects of the war. This activity should set the stage for discussions about the ways in which individual leadership styles and opinions shape warfare.
2. Provide students with an outline map of the United States. Ask students to write right across the map. On the northern half of the map, students will list all of the advantages the North had in fighting a war. On the southern half of the map, students will list all of the South's advantages.

For "You Are All Green Alike" (pages 5-7)

NOTE: Complete activity accompanying "Battle Style Blunders" (below) and then read the article before beginning the following activity:

1. Before beginning the article, discuss the terms "green" and "greenhorn." Talk about some student activities where this term might apply.
2. Divide students into small groups. Give each group several large blank sheets of paper. Ask students to divide their papers into as many numbered frames (as in cartoon frames) as they think necessary for the activity. Students will then use these frames to show the events of the Battle of First Manassas using x's as troops and various colored dots (with a key created elsewhere) to indicate placement of leaders. NOTE: Use pencil only, as adjustments may need to be made after the following group activity.
3. When the frames are completed, put two groups together to compare their work and make necessary corrections.

For "Battle Style Blunders" (pages 10-13)

You might start by talking about the "shirts and skins" system of designating teams for a basketball game. Explain why it was difficult to tell who was who on the Civil War Battlefield. Ask students to place a circle (labeled "Confusion" in the middle of sheet of paper; spokes radiating from the circle will be used to identify the major elements of confusion during the battle.

For "A Rude Awakening" (pages 14-16)

1. Read aloud Whitman's quote on page 14. Discuss the quote as well as the various reasons behind the defeat.
2. Address the question: Who was at fault? Discuss modern warfare and raise the same question about where blame should (and does or does not) fall.
3. Discuss the rise and demise of George B. McClellan.

For "Jackson Makes His Move" (pages 27-30)

Study Guide questions:

(page 27)

1. What did John Pope realize when he saw an orange glow in the sky?
2. Why was Pope happy to discover what might have been thought of as bad news?
3. What did Pope say in his order to the troops to converge on Manassas? (Copy his entire quote exactly as it appears at the end of the first paragraph.)
4. Where did Jackson take his troops, however, and what did he manage to do the next day?
5. What was the percentage of men shot at Brawner Farm?
6. Pope didn't leave enough men to stop the Rebel reinforcements. Why?

(page 28)
7. What tactic did Pope use the next day (August 29)? What was successful about this tactic? What was unsuccessful?
8. What word is used to describe the orders Pope gave to Porter? What is a synonym for this word?

(page 29)
9. Why did Pope think that Porter was refusing to attack?
10. How worried was Longstreet (about Porter's presence)?

(page 30)
11. Instead of ambushing the retreating Confederates, what did Porter's troops find themselves doing?
12. To what kind of weapons did Jackson's men have to resort?
13. What did Longstreet do before reinforcing Jackson?
14. What did Pope do when he understood that he had been defeated?
15. Why was Pope's retreating army not destroyed?
16. For the Confederacy, Second Manassas was a smashing ______.

For "The Blame Game" (pages 32-34)

1. Read through this article with students. Ask students to look for instances when leaders' opinions - rather than facts - enter the picture.
2. Ask students to write two clear statements: one finding in favor of Porter, the other ruling against him.

For "Dodging Bullets" (pages 38-41)

1. Read aloud the first paragraph on page 38 and discuss.
2. Ask seven students to each read aloud one family's story.
3. Engage students in a discussion about what they think would happen if an enemy attacked neighborhoods today. Consider such factors as the state of modern weaponry, the role the media would play, the mindset of the American public in the wake of 9/11, etc.

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Updated: 2/10/12 11:09 pm
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