Civil War Unit (Part II)

Courtland Nation

Lesson Plan on the Union Blockade (Day 1)

STANDARD: SS8H5 Analyze the impact of the Civil War on Georgia.
(b) Explain Georgia’s role in the Civil War; include the Union blockade of Georgia’s coast, the
Emancipation Proclamation, Chickamauga, Sherman’s Atlanta Campaign, Sherman’s March to the Sea,
and Andersonville.
ESSENTIAL QUESTION(S):
What was Georgia’s role in the Civil War?
How do we compare and contrast Union and Confederate war strategies within the state of Georgia? Are
some more effective than others?
LEARNING TARGET(S):
Know what the Union Blockade was and explain the reasoning behind it.
Determine its impacts on the state of Georgia.
Evaluate the effectiveness of this strategy.
KEY CONCEPTS/NEW KNOWLEDGE: blockade, “Scott’s Great Snake,” Winfield Scott, Anaconda
Plan, blockade runners, Fort Pulaski
MATERIALS: Artifacts (cotton, leather boots, train, ammunition box), large paper sheet cut-outs,
slideshow images, YouTube link for video
HOOK (4 minutes): Put four artifact items (listed above) on the table for class to see.
I want you all to take a minute and look at each of these objects and think about their importance. (briefly
explain what each item is in case some students do not know, then call on students to tell about each item)
Now, what if I took all these things away? (Remove all items from table)
Turn to one of your neighbors and discuss why would an individual or group want to take these things
away from people?
(Ask different groups to share)
Well, in our unit this week, we are going to figure out exactly why items such as these were targeted by
certain groups in the Civil War and investigate what role Georgia played in all of it.
DIRECT INSTRUCTION (12 minutes):
First, we are going to watch a short clip of a musical parody, which many of you will recognize. I would
like for everyone to draw a simple t-chart and label it North and South. While we watch, jot down any
characteristics or strategies you see for each category.
(Show video clip, North vs. South) https://www.youtube.com/watch?v=_hGu2NyCAkE
(After the clip, call on students to share some of their findings)
Did anyone pick up on the part about Southern trade? (the South was “trade buddies” with England;
Union tried to block Southern ports, etc.)
What the singer hints at is the Union Blockade, which was one of the United States’ most important
strategies during the Civil War. This was brought about by Lincoln in April of 1861 in the form of the
Proclamation of Blockade Against Southern Ports (PICTURE 1).
(PICTURE 2) In looking at this illustration, what do you think it is trying to represent? What does the
snake appear to be doing?
The North’s objective was to use its navy to prevent the South from shipping its cotton to England and
France in return for weapons and other supplies. So think back to our activity at the beginning of class…
cotton, boots, and an ammunition box were some of the artifacts, and the Union knew they needed to
isolate the Confederacy and keep it from establishing a full-scale war economy based on these items. So,
what do you do? You cut them off. You block their ports and search their ships. When raw materials ran
out, or Union forces captured and destroyed industrial centers, the Confederacy had little means to
replace their losses.
The mastermind behind this strategy was General Winfield Scott (PICTURE 3), hence the name “Scott’s
Great Snake.” It was often called the “Anaconda Plan” due to its intention of “squeezing” the CSA to
death. Despite initial criticism, this strategy proved to be a major factor in the US victory. At first, the
Union blockade was not successful.
Here’s why:
Can I get some volunteers (have a group represent Union naval ships and some to represent CSA
blockade runners; have most of the blockade runners scoot past the Union ships)
Did you see what happened? Almost 9 out of 10 “blockade runners,” private citizens who took the risk of
evading the Union blockade for the chance at huge profits, were able to make it to Europe and back.
However, things changed dramatically in Georgia when the North destroyed the brick Fort Pulaski
(PICTURE 4) with rifled cannon. Once this fort was obliterated the North was able to effectively “bottle
up” the important port of Savannah. Though Georgians continued to attempt to sneak past the Union
blockade, and build several gun boats, including three “ironclads,” Georgia was unable to deal with the
power of the Union navy.
(PICTURE 5) The US also made several attacks on Georgia, including occupying St. Simons Island and
attacking the port town of Darien. Savannah was finally captured by General William T. Sherman, in
1864, with assistance from the U.S. Navy which was operating in the port.
APPLICATION/ACTIVITIES (25 minutes):
The Union Blockade was only one strategy implemented by the Union during the Civil War. Organize
students into groups of 4 and pass out topics/strategies (ie. defend land from “northern aggression,” gain
the support and aid of England and France, control the Mississippi River, etc.) so each group becomes an
“expert” on it; the ideal plan would be to check out the class iPads/netbooks for the class period to
research their topics, however, if this option is not available, then print out articles for the groups to use.
Each person in the group will choose one of the following to research, and as a group present their
findings on a large sheet of paper: 1) Explain the strategy 2) Explain key terms/vocabulary associated
with the strategy 3) Was it successful? Why or why not? 4) What is a question you have about your
strategy?
Once groups are finished, have them tape it to the wall, so that students can perform a gallery walk to see
each.
ASSESSMENTS/CLOSURE (4 minutes):
Nod your head if you can compare and contrast some of the Union and Confederate strategies. Shrug
your shoulders if you need more work on it.
Scholars still debate the effectiveness of the blockade and the lack of Confederate customs records makes
the question difficult to resolve. But, after looking at each of these strategies, by show of hands, how
many of you think it was the most effective Union strategy?
What do you think was the most effective Confederate strategy?

Lesson Plan on the Emancipation Proclamation (Day 2)

STANDARD: SS8H5 Analyze the impact of the Civil War on Georgia.
(b) Explain Georgia’s role in the Civil War; include the Union blockade of Georgia’s coast, the
Emancipation Proclamation, Chickamauga, Sherman’s Atlanta Campaign, Sherman’s March to the Sea,
and Andersonville.
ESSENTIAL QUESTION(S):
Why is Lincoln called the Great Emancipator?
Is human freedom contingent upon governmental powers?
Is change always good for a society?
LEARNING TARGET(S):
Explain the purpose of this document.
Investigate the Emancipation Proclamation’s impacts and evaluate its effectiveness.
Argue whether or not Lincoln deserves the title of the “Great Emancipator.”
KEY CONCEPTS/NEW KNOWLEDGE: Emancipation Proclamation, the “Great Emancipator,”
executive order, primary source
MATERIALS: modern-day proclamation, scavenger hunt worksheets, copies of the Emancipation
Proclamation, 6C’s primary analysis worksheets
HOOK (2 minutes): Get the student’s attention by pulling out a large, rolled-up document. Let them
know that this is a really important announcement, and that they should all listen very carefully. Read out
a hand-crafted document (a modern-day proclamation) that details how the President is lowering the
voting age from 18 to 13 (or whatever the majority of the student’s ages are).
DIRECT INSTRUCTION (10 minutes):
Yesterday we discussed one example of a proclamation. Can anyone recall what it was about?
(Proclamation of Blockade against Southern Ports) And we just discussed an example of a modern-day
proclamation. So can anyone help break down what the Emancipation Proclamation would be?
Emancipation- fact or process of being set free from legal, social or political restrictions
Proclamation- a public or official announcement of an important matter
So, in thinking about some of the laws today, what are some topics you would like to include in a modern-
day emancipation proclamation? (Have students share, then instruct them to create a concept map from
the information covered in the lecture).
Well, as we all know, slavery was the number one hot topic during the Civil War.
Lincoln set out to preserve the Union, based on the idea that the South had no right to secede. He entered
the presidency saying he had no constitutional right to touch slavery where it already existed, although he
personally wrote that he detested the idea of slavery. However, in a wartime climate, seizing “property”
of rebels was legal. The war lasted much longer than anyone expected, which meant Lincoln needed
much more manpower and support if he decided to issue anything concerning the illegality of slavery. He
did notice that fighting for the sole purpose of preserving the Union was no longer enough! There needed
to be a moral aspect to it. This would take the form of the Emancipation Proclamation.
But, Lincoln felt that he needed a major Union victory to have full support of the Proclamation.
This is when we see a complete shift in his wartime goals… no longer just a war to preserve the Union,
but a war to abolish slavery. And his Union “victory” that he was waiting for came in the form of the
Battle of Antietam; Antietam was considered the bloodiest one-day battle of the Civil War and considered
a draw with no clear winner, but it was seen as a strategic “victory” for the Union. Only five days after
the battle, Lincoln issued the Proclamation, but stated that it would not go into effect until the following
year. Hypothetically, if the South had surrendered before January 1, they would have been allowed to
keep their slaves. However, Lincoln knew the CSA would not give up, and this document would end
slavery once the war was over.
For GA, it had little impact at first, but when the war was brought to GA (what we will be discussing
tomorrow) the Union Army acted as an army of liberation for African Americans. In addition, for the
nearly 400,000 enslaved Georgians, the Proclamation laid the foundation for a new social order for the
end of the war.
APPLICATION/ACTIVITIES (15 minutes): Split the class into small groups (2-3) and have them
complete a scavenger hunt (attached). Once everyone has finished, as a class, briefly discuss and go over
each answer.
ASSESSMENTS (15 minutes): (Ask a student to hand out copies of the Emancipation Proclamation and
6C’s worksheet which are attached). Allow students time to work on this in class and assist students with
questions, etc. If a student does not finish before the time allotted, they may take it home and return
tomorrow. Let students know that these will be turned in for a grade and to work on our analysis skills
(individual formal assessment grade).
CLOSURE (3 minutes): Lincoln’s actions in issuing the Emancipation Proclamation and advocating for
the abolition of slavery have led many to grant him the title of the “Great Emancipator.” However, many
historians have called this into question. In Frederick Douglass’ (former slave and prominent
abolitionist) speech at the unveiling of the Freedmen’s Monument in 1876, he commemorates Lincoln’s
life, but what is so interesting is his analysis of why Lincoln did what he did. He uses the phrase, “by
forces of circumstances and necessity” in detailing how Lincoln issued the Proclamation, and he removes
Lincoln from the position of a martyr and explains how he was a “white man” in terms of his thoughts
and prejudices. But, at the end of the day, Lincoln’s actions did help end slavery and free millions of
slaves. Therefore, Douglass was willing to look past Lincoln’s personal prejudices and motivations
because in the end, slaves had been freed from bondage.
I would like for you to think on this question: Is Lincoln deserving of his title of the “Great
Emancipator”? Turn to your neighbor and discuss your opinion. (Ask if anyone would like to share).

Lesson Plan on Chickamauga (Day 3)

STANDARD: SS8H5 Analyze the impact of the Civil War on Georgia.
(b) Explain Georgia’s role in the Civil War; include the Union blockade of Georgia’s coast, the
Emancipation Proclamation, Chickamauga, Sherman’s Atlanta Campaign, Sherman’s March to the Sea,
and Andersonville.
ESSENTIAL QUESTION(S):
What was Georgia’s role in the Civil War?
How did Georgians react to the Battle of Chickamauga? How did the North react?
LEARNING TARGET(S):
What was the Battle of Chickamauga?
Why is this battle significant?
Investigate the impact of this battle on Georgia’s role in the Civil War?
KEY CONCEPTS/NEW KNOWLEDGE: Western theater, casualties, Chickamauga
MATERIALS: Tickets, article excerpts, “Five Ws and How” graphic organizers, Western Theater
PowerPoint
HOOK (7 minutes): Have the lights turned off in the classroom. When students enter the door, hand
them each a “ticket” to the “Western Theater.” Once all students are seated, proceed by showing them the
slideshow presentation of some of the most important battles in each theater of war (attached). Narrate
while showing the presentation.
Turn lights back on. I hope you all have enjoyed the show.
(Do a brief informal assessment; have students stand up if they agree, sit down or stay seated if they
disagree). There were only two theaters of the Civil War. The Confederate surrender at Appomattox
Court House happened in the Eastern Theater. The state of Georgia was in the Western Theater.
DIRECT INSTRUCTION (15 minutes): Graphic Organizer (The Five Ws and How)
Although we weren’t in the Eastern Theater, can anyone recall the bloodiest battle of the Civil War?
(Gettysburg) What about the second bloodiest battle? Y’all actually got to see it in the Western Theater.
It was actually right here in GA. Take a look at the statistics (pull up image on screen). These are in
terms of casualties (captured, wounded, and dead).

(Have a student pass out the graphic organizers and instruct them to jot down notes that would fit into
each category during the lesson).
For the first three years of the Civil War, GA was left relatively untouched by war despite a few
skirmishes. However, in 1863, the war was brought to GA, beginning with the Battle of Chickamauga.
In your graphic organizers, in the center you can write Chickamauga. A loose Cherokee translation of
this is the “river of death,” so you can draw a picture below it to help you remember it.
This battle took place from September 18-20th, 1863, and the main generals involved were Union
General William S. Rosecrans and Confederate General Braxton Bragg. This battle was essentially a
back and forth standoff and ultimate bloodbath between Union and Confederate forces.
The Union troops under Rosecrans really wanted to drive the Confederates out of Chattanooga, TN in the
hopes of opening up much of GA to target their rail lines. To meet these ends, Rosecrans split his army
into 3 divisions to approach Chattanooga. But, Bragg temporarily withdrew to GA. Two of Rosecrans’
divisions united and pushed toward Chickamauga Creek, which was in Walker County, GA just 10 miles
south of the TN/GA line and surrounded by thick forests. Bragg planned to attack Union forces as they
crossed the creek, and ultimately a back and forth battle ensued a span of three days. Bragg followed in
Rosecrans’ footsteps and divided his army into divisions, as he was reinforced by troops from VA. In the
end, the Union forces retreated to Chattanooga after one of Bragg’s divisions exploited a gap in the
Union forces.
There are many aspects of the battle that make it significant:
Not only was it the largest battle ever fought in the state of GA, but it was also the second bloodiest battle
of the CW, as we mentioned earlier.
Within the Western Theater, it was the most significant defeat of Union forces.
Although the Union ultimately maintained Chattanooga, this battle prevented Rosecrans from continuing
into GA. Woo hoo! GA was saved, even if just for a little while!
But, as with nearly everything, there were different perceptions on this battle and its significance.
APPLICATION/ACTIVITIES (20 minutes): In groups of three, you will each have an article excerpt
(attached) pertaining to the Battle of Chickamauga. Your goal as a group is to read and analyze the
articles. To analyze the articles, you will pick out 3-4 specific quotes from the excerpts and on a sheet of
paper (one per group), you will explain how each reveals a unique perception of the Battle of
Chickamauga, as it relates to the North vs. the South.
(Have student pass out articles to each group)
After everyone has finished, allow each group to share with the class one of their quotes and explanations.
ASSESSMENTS (2 minutes): (Thumbs-up, Thumbs down)
Thumbs up if you know a little more about the different theaters of the Civil War? Thumbs down if not, or
if you could use more practice? Thumbs up if you’re comfortable with explaining the significance of the
Battle of Chickamauga? Thumbs down if you’re not. Thumbs up if you think memory and perception
played a large role in the Civil War? Thumbs down if not.
CLOSURE (1 minute):
We will continue to examine this notion of memory and perception in relation to war. Tomorrow we will
be looking at a historical figure that is remembered in two very different, polarized lights depending
largely on whether or not you are in the North or the South. Try to brainstorm some different historical
figures that fit this description, and we’ll discuss it in class tomorrow.
Lesson Plan on Sherman’s Campaigns (Day 4)
STANDARD: SS8H5 Analyze the impact of the Civil War on Georgia.
(b) Explain Georgia’s role in the Civil War; include the Union blockade of Georgia’s coast, the
Emancipation Proclamation, Chickamauga, Sherman’s Atlanta Campaign, Sherman’s March to the Sea,
and Andersonville.
ESSENTIAL QUESTION(S): Who was General William T. Sherman? What were his military tactics,
and were they effective? How were Sherman’s actions received in the North and South?
LEARNING TARGET(S):
Analyze the actions of Sherman in the South in 1864.
Understand the purpose and impact of Sherman’s Atlanta Campaign and his March to the Sea.
Evaluate Sherman’s implementation of “Total War” and its importance on the outcome of the Civil War.
KEY CONCEPTS/NEW KNOWLEDGE: Total war, war “campaigns,” scorched earth policy
MATERIALS: Georgia map graphic organizer, “Where’s Sherman” chart, props and cutouts for skit,
excerpts/primary source documents for stations
HOOK (3 minutes): (Show video of instances of “Total War” ie. The bombings of Nagasaki and
Hiroshima in WWII)
(After showing the clip(s), have the class discuss the dynamics of it)
Who was the target of the bombings? What was the impact? Would you consider this sort of warfare
humane or inhumane?
This type of warfare is known as “Total Warfare,” in which all civilian-associated resources and
infrastructure become legitimate military targets. The contenders are willing to make any sacrifice of
lives and other resources to obtain a complete victory. War is essentially unrestricted in terms of the
weapons used, the territory or combatants involved, or the objectives pursued. The “laws” of war are
disregarded.
In today’s lesson, we will be looking at a Union general who is quite well-known throughout the South for
his harsh and total war military tactics, so keep in mind our discussion on the video.
OPENING ACTIVITY/DIRECT INSTRUCTION (5 minutes):
(Use short skit to provide background and context for Sherman’s campaigns)
(Select students to act out various roles: Grant, Sherman, Lee, and various other students can act as
soldiers while I whisper to them what they should say or do)
(Have student who is Sherman come to front and act depressed and upset) General Sherman had failed as
an independent commander in late 1861. But, after subsequent service under General Ulysses S. Grant
(pull student acting as Grant to the front) Sherman retrieved his reputation as a strong fighting force.
Sherman recognized Grant as strong-willed and confident, and together they made the ideal “dream
team.” (Have Sherman and Grant shake hands)
These two fought together from 1862 to the end of the war, so it was a strong friendship!
But the North was getting really tired of the war, and Lincoln was on his way out if he couldn’t obtain
more war victories for the North. Grant eventually got Vicksburg, Mississippi (Hand Grant a paper with
Mississippi River painted/drawn on it) which not only split the Confederacy in half from east to west, but
the Confederacy no longer had complete control of Mississippi River.
(Instruct Lee and his army of students to come to the front) Now Confederate General Robert E. Lee was
quite the man, and he held fast in the Eastern theater of the war. (have Lee flex his muscles and hold
poster that says “Eastern theater”)
But, in the Western theater, most battles had gone against the Confederacy. This was a weak spot and
Grant sought to exploit it (instruct Grant to rub his hands together in a sneaky manner, hand Sherman a
“Go West” poster, then pat Sherman on back and push him and his army away)
(Tell Grant then to push his way through Lee and his army)
APPLICATION/ACTIVITIES (20-25 minutes):
(Instruct students to return to their seats)
Now it is your turn to determine “Where’s Sherman?”
(split class into 4 or 5 small groups and give each group a number; the number will correspond to the
station set up around the classroom; students will rotate around the classroom, from station to station;
give each student a graphic organizer that includes a map of Georgia with cities labeled and a blank chart
with columns labeled “Where?” “What happened here?” and “North or South reactions”)
(Each station will be different; one will be focused on the Atlanta Campaign and include excerpts from
Sherman’s letters/writings and other primary sources; others will be focused on various other cities such
as Savannah and include primary sources for students to analyze as a group and take notes on)
Your goal is to not only see where Sherman went as you mark some of his key stops on your maps, but
also to analyze primary sources and documents to understand what Sherman’s military tactics were and
some of the Northern and Southern population’s responses to his total war doctrine.
(When all the groups have finished the stations, instruct them to return to their seats)
ASSESSMENTS (2 minutes): What were some of the main cities Sherman targeted? What were some
of his army’s tactics? Were they effective? Did the North and South have similar reactions to Sherman’s
war tactics? Why or why not?
CLOSURE (1 minute): Now that we know more about Sherman and his two campaigns through
Georgia, think back to the videos from the beginning of class. In a quick write-up that you will turn in
tomorrow for a grade, explain the connections between Sherman’s military tactics and those shown in the
video earlier (the bombings of Hiroshima and Nagasaki)? Was it humane or inhumane, and why or why
not?

Lesson Plan on Andersonville (Day 5)

STANDARD: SS8H5 Analyze the impact of the Civil War on Georgia.
(b) Explain Georgia’s role in the Civil War; include the Union blockade of Georgia’s coast, the
Emancipation Proclamation, Chickamauga, Sherman’s Atlanta Campaign, Sherman’s March to the Sea,
and Andersonville.
ESSENTIAL QUESTION(S):
Can one person be held responsible for so great a tragedy as Andersonville? How does memory and
perception help shape and define Georgia’s role in the Civil War?
LEARNING TARGET(S):
Be able to explain the conditions prevalent at Andersonville.
Know that memory and perceptions of Andersonville help shaped and define Georgia’s role in the Civil
War.
KEY CONCEPTS/NEW KNOWLEDGE: Military tribunal, role of perspectives, perception, and
memory
MATERIALS: Folders with excerpts from Wirz’ trial, letters, maps, etc. and printed out “picture lesson”
sheets
HOOK (2 minutes): (Pull up google docs images of Stone Mountain, GA monument and Robert E. Lee
statue in Charlottesville, VA)
Yesterday we discussed Sherman and we touched on the fact that there were and are different perceptions
of him; how he was memorialized often depended on whether it was in the North or the South. This
notion brings to question the ongoing debate over Confederate monuments, which deals largely with this
notion of how Civil War leaders and soldiers have been memorialized. Here are a couple of monuments
to jog your memory.
The town of Andersonville, GA is also home to one such controversial monument (show picture). This
particular monument is dedicated to Captain Henry Wirz, the Confederate commander of the
Andersonville prison, which was the largest and most famous military prison during the Civil War. The
Union also had prison camps, captives, and monuments. So, why do you think this one is so
controversial?
Let’s dig a little deeper to better understand the nature of Andersonville and Wirz’ situation. (Ask a
student to pass out papers)
DIRECT INSTRUCTION (8 minutes): (Picture Lesson sheet)
For today’s lesson, we will be discussing these various pictures and their relevance to Andersonville.
Feel free to jot down notes or questions you have anywhere on your paper.
1) Map of GA/location of Andersonville:
(key points to bring up to give them context)
a. Based on map, and if any of you have visited the area, what can you infer about the
location of the prison in Andersonville?
b. 1863: Confederate officials saw it as beneficial to move a large number of Union
prisoners from the capital of Richmond VA to more remote area (easily guarded, better
access to food supply, near railroad)
c. Officially named Camp Sumter in 1864 but became known as Andersonville Prison
because of its location.
2) Captain Henry Wirz:
a. Just from looking at his picture, what are your initial reactions to his character?
b. Born in Switzerland; previously oversaw prisons in Richmond VA; 1864, assumed
command of the inner prison stockade
3) Lieber Codes-1863: Essentially the Laws of War
a. Has anyone heard of these codes?
b. Concept of POW camp still new
c. Issued by Lincoln
d. govern conduct of soldiers during CW and protect rights of civilians and soldiers
e. ensure food and medical treatment; protect against murder, torture
f. used as basis of many later military tribunals (no judge and jury, but military officials)
4) Rendering of the Camp & actual photo of prisoners:
a. What sort of impression do you get from these two images?
b. Constructed to hold 10,000; June 1864: 26,000 prisoners, and in August: 32,000 (peak);
the prisoner exchange system broke down towards end of war; along with Confederate
economy
c. lack of food and supplies; disease, scurvy, dysentery
d. death toll more than 900 per month; nearly 13,000 prisoners died within the 14-month
period the prison camp was in operation
e. What really caught people’s attention was the emaciated survivors’ return home;
revelation of the prisoners' sufferings was one of the factors that shaped public opinion in
the North regarding the South after the close of the Civil War.
f. Something that also sparked attention was the arrest of Commander Henry Wirz
 (Read his charges)
APPLICATION/ACTIVITIES (15-20 minutes):
Now it is your turn for a quick investigation.
(split class into pairs, and then an even number of pairs on each side of the classroom)
This side of the class will be the defense team. Each of you (in groups of 2) will select two folders of
evidence to review for the trial of Henry Wirz. Your goal as a team is to identify points that you could use
to help defend him against these charges and prove his innocence.
The other side of the class will be the prosecution team. Each person will choose two folders to examine
and come up with points that could validate the charges against him or prove that he is guilty of violating
the laws of war.
(Once the groups have had time to review the evidence, ask groups to share with class some of the points
they found or concluded from the evidence)
By show of hands, do you say he is guilty or not guilty? Can one person truly be held responsible for so
great a tragedy as Andersonville? What really did happen?
COMMENTS (2 minutes): Outcome of military tribunal
a. Nov. 1865; Found guilty on both charges; public hanging in D.C.
b. One of the few people to be executed for war crimes committed during the Civil War
c. although 145 of 160 witnesses testified they never saw him kill a single prisoner, he was
blamed for conditions and accused of purposely conspiring/destroying lives of Union
soldiers; others, however, believe that he was instead, a scapegoat, as his monument in
Andersonville reveals, and even a Confederate hero and martyr
d. Georgia became highly associated with this important trial and the tragic events at
Andersonville
(Pull up picture of Wirz monument)
ASSESSMENTS (1 minute): (Ask students by show of hands) If you now understand why Wirz’
monument is controversial? If you can identify some of the conditions prevalent at Andersonville?
CLOSURE (1 minute): (Let students know that they need to think on these questions and we’ll discuss
first thing tomorrow for review) Now that we have discussed our topic, if you had the opportunity to
create or redesign a monument for Andersonville, what would it look like and say? Or would you keep
it? And, why?