|
Organization and purpose of these Lesson Plans
The purpose of these plans is to provide
the teacher with background information to the book as well as ideas for
pre-teaching and extension activities. Included is also a set of questions
for each Chapter and a resources page with web sites and books listed. We
will begin with a brief education behind the ideas in the book,
recommendations for teaching with it, specific questions and finally ideas
for further research.
How does Crossroads at Gettysburg tie
into Books One, Two, Three, Four and Five of the Young Heroes of History
Series?
First of all, let us remember that
all of the Young Heroes of History books are designed to be used either as
stand-alone books or as part of a ten volume family saga. It is not
necessary to purchase other books if a teacher only wants to focus on the
issues in Crossroads at Gettysburg.
In Book
One, Send ‘Em South,
we are introduced to David and George Adams. They are two young Irish boys
who live in Boston at a time when the Irish were severely mistreated and
abused by the people of Boston. Fortunately for David, his father married
a relatively wealthy Abolitionist woman. This allowed the family to move
out of the slums. The entire Irish family, including George and his
father, were allowed to rent a house from David’s grandfather even
though he openly dislikes the Irish.
Years later, David’s parents have left
him in Boston to move to the dangerous Kansas territory. As avid
abolitionists, they hope to help make the newly forming state slave free.
While they are gone, David and George discover Lisa, a fugitive slave girl
trying to escape the slave catchers who have come to find her. Although
George does not really want to help, David brings him along in his attempt
to help Lisa remain free. By the end of the book, David has apparently
failed and Lisa is returned to the plantation in Georgia.
In Book
Two, On the Trail of John Brown’s
Body we see the two cousins, David and George
desperately trying to remain best friends despite the split that is going
on in their family and in the country over the slavery issue.
Unfortunately for them both, David’s father and grandfather are deeply
involved in a secret plot with the mysterious John Brown. When David
unwittingly steals money from his grandfather and runs away to Kansas, he
sets in motion a series of events that will imperil the entire family.
David’s grandfather sends George after
David. Then he hires a mysterious stranger to follow them. Throughout
George’s travels and even in Kansas, this stranger becomes a constant
threat. Once in Kansas, the boys experience first hand the danger and
violence of "Bleeding Kansas." To make matters worse David’s
mother is ill and his father keeps disappearing for days at a time. The
only time things seem normal is when David, George, their new friend
Charles and their fathers play a friendly game of baseball.
When the mystery finally begins to make
itself known, things only get worse. David’s father is involved with
John Brown and has gone off to Harper’s Ferry to end slavery forever!
Only George and David can stop him but they don’t know whether they
should! George ends up kidnapped by Brown’s men and it looks like he
might even die when Brown attacks the town and makes George and other
citizens his hostages!
In Book
Three Off to Fight,
George and his father have left the family and moved to Virginia. They
have made the state their home after the John Brown raid made them fear
and despise the extremes of the abolitionist movement.
George’s priorities however are simply
to be a 13 year old boy, have fun and hang out with the guys. He finds
that the only way he can make friends in Richmond, Virginia is to join a
gang. Things go well for George and his newfound friends until the state
of Virginia secedes from the Union and calls for volunteers.
Hoping to join his older friends, George
joins up as a drummer boy and is eventually promoted. Unfortunately, war
is not the fun adventure George thought it would be. When the Federals
attack Fredericksburg and destroy the town George sees firsthand the
devastation of war.
A young girl living in Fredericksburg
becomes victim to the Union bombardment as her house is destroyed and her
parents killed. Hiding in the woods, trying to survive, Allison is
discovered by George and eventually learns to trust him. The only problem
is that George is a soldier and he must go off to fight and leave Allison
all alone!
In Book
Four Nowhere to Turn
We now turn to the younger brother of David, Thomas.
We find out that Thomas is an unhappy boy.
His older brother David has disappeared
(at the end of Book Two). His
favorite cousin George has moved South.
His parents are dead and he has been forced to move with his Uncle
to a farm in Pennsylvania. He
finds his life boring and monotonous.
Nowhere to Turn is
a book about choices. Throughout the book Thomas finds he makes the wrong choices
for the wrong reasons. He
chooses to run away. He
chooses to join the army. He
chooses to run from battle and he chooses to hide his secret from his
family and friends. By the time of the Battle of Antietam Thomas has no choices
left and finds himself with Nowhere to Turn.
By examining Thomas’ character,
students learn about how to make choices.
They learn about consequences and the effect their actions have on
others.
In Book
Five, No Girls Allowed
Prior to the Civil War, Women had been
fighting and organizing in attempt to be treated as equals. Once
the war began, women all but forgot their cause and joined to help out
their side as enthusiastically as men.
However the issues of equality had not gone away.
No Girls
Allowed
deals with the issues of women’s concerns amidst the crisis of a Civil
War. It looks through the eyes of two girls who choose to help
their country in very different ways.
Without trying to, they both end up taking a stand for women as
well. Mary (David Adams’
younger sister who we first see in Book One), feeling alone and abandoned
by the rest of the family and seeing her brothers, cousins and Uncle all
going off to war, decides to run away to the battlefields and help the
wounded. Lynn, a headstrong
teenager who refuses to be treated differently from her twin brother,
decides to join the army with him after their father is killed in the
first battle of the war.
As these two
girls’ stories are told, we begin to see the struggles these girls have
as well as the shocking horror of the deadliest battle of the war: Antietam. When
they finally meet, tensions rise even higher as they realize that each of
them is also fighting a battle to be treated as equals, but in very
different ways. As we close
the story, each girl believes her way of dealing with equality is correct
leaving the final decision to the reader.
So, what is Book Six Crossroads at Gettysburg about?
Just as in the
war itself, Crossroads at Gettysburg is the climactic book in the
series. Finally, the family
is united again, but not in the way anyone could hope for.
Leading up to
the battle, we see both sides of the war at home.
In the North, Mary and Thomas are struggling to make sense of the
war. For over two years now,
they have seen nothing but losses for the Union Army, despite their
superior numbers and power. Daniel,
the character from Maine introduced in Book Five, also appears in the
book. He and Thomas, at home on leave, find themselves having to
defend the Union Army’s honor against local boys who see the war as
stupid and unjust.
Meanwhile in
the South, George is dealing with the hardships brought to Richmond by the
Yankee blockades and invasions. He
tries to return to his boyhood by playing with his old friends but soon
realizes that he has seen too much horror and tragedy to ever be an
innocent kid again. In anger,
relief and excitement, he follows orders and rejoins the Confederate Army
to invade the North.
At this point
the book turns to the military aspects of the war.
We see George’s Confederates invading Pennsylvania and trying to
locate the Union Army. We see
the Union Army giving chase. Daniel
makes a desperate stand on Day 2 at Little Round Top and George is part of
the failed charge led by Pickett on Day 3.
And finally, once the dust settles, we do indeed see George and
Thomas, the two cousins meet once the battle is over.
Their meeting symbolizes how much the country has suffered and how
far the separation has taken them. The
pain of the loss for Southerners and the Northern jubilation are all
portrayed.
What are
the major issues in Crossroads at Gettysburg?
More than
anything, Crossroads at Gettysburg is a book about loss and how we deal
with it. Throughout the
story, the family is trying desperately to hold onto their hopes for
victory. Mary wants to see the family united again, as well as the
country. Thomas wants to earn
respect and finally prove to himself and the country that the Union Army
can fight. George wants to
somehow survive the war with his dignity intact.
More than any
other of the Young Heroes Books, Crossroads deals with
military tactics. Both the
actions at Little Round Top and Pickett’s charge are seen in specific
detail through the eyes of the soldiers who were there.
In addition, the overall strategies of both Lee and Meade are
discussed and presented graphically.
However,
perhaps the most important issue in this book is the reality of what was
at stake on those summer days in July.
We see the desperation of the South to finish the war, the North to
defend their homes and prove their cause to be just and the impact of
Lee’s defeat on Southern morale.
What are the Objectives of Crossroads at Gettysburg?
·
To introduce the reader to
the conditions of the home fronts of both North and South
·
To examine the military
tactics used by both Lee and Meade
·
To introduce the reader to
the amazing efforts of units like the 20th Maine and
Pickett’s Division
·
To examine the impact the
battle of Gettysburg had on Northern and Southern morale
·
To introduce major characters
and places such as Washington D.C., Gettysburg, Richmond; General George
Meade, General Robert E. Lee, General James Longstreet, General George
Pickett, and Colonel Joshua Chamberlain and portray them as they appeared
to the people of the times.
·
To portray the horror of war
as seen through the eyes of the everyday soldiers.
·
To evaluate the time period
through the eyes of the people who lived it.
·
To portray the events in a
non-biased way in order to allow the reader to evaluate and judge.
·
To describe the issues of the
times in contemporary terms.
·
To include the everyday
concerns of people of the time period in order to put the larger issues
into perspective.
·
To portray the individuals as
people similar to ourselves that the reader can relate to.
·
To instill an appreciation of
history.
·
To provide the reader with
questions and issues for debate and discussion.
Who is the target audience
for Crossroads at Gettysburg?
The
quick answer to this question is middle level readers, usually around the
age of 11-15. However, understanding the uniqueness of individuals, there
are of course many ways to adapt the reading level for different needs.
The book is appropriate for younger readers who read above level or have
an interest in the civil war or history or military and political issues.
It can also be used with younger learners in a group reading where an
adult is present. The book may also be used by older students and indeed
has been used in grades as high as 11.
What are the important
vocabulary and concepts that a reader should be aware of?
The
answer to this question of course depends on to what degree the teacher
wants to cover material. A basic understanding of the causes of the war is
a good starting point. Expanding this to discuss how the war progressed
and definition of secession is the next logical area to discuss. At
minimum, students should be aware of the following:
Secession:
The act of leaving a group. In this case, the declarations of Independence
that the Southern States declare when leaving the United States of
America.
The
Confederacy: The term used to
describe the group of states that secede and form a new government based
upon a confederation style as seen in the original Articles of
Confederation.
Union:
Term used to apply to the Northern government; the United States of
America.
Regiment:
A unit of men in the army organized by a town or a group of people
totaling 1,000 men.
Suggested pre-activities:
**Special Note: Much of the
information needed to cover these topics can be found on the various web
sites listed at the end of these plans.
**In
looking at the causes of the war, consider these activities:
*Discuss the history of
slavery and its conditions.
*Examine the
Constitutional Convention. Was
there anything in the document about State’s Rights?
*Examine the expansion of
Slavery by looking at the various compromises: 3/5; Missouri; 1850.
*Examine the Geography of
the United States at the time. Identify Southern and Northern states as
well as the territories.
*Review the election of
1860. What states voted for Lincoln?
*Read the reasons for
secession given by Southern States in their declarations of Independence.
*Read Lincoln’s
Inaugural Address and discuss his attitudes towards Secession.
*Review the different
advantages and disadvantages both North and South had in the coming war.
*Review the battles of
Antietam and Fredericksburg.
*Discuss the overall Union
and Confederate strategies as a precursor to explaining what led General
Lee to invade the North.
Specific Questions for Crossroads
at Gettysburg:
These
questions are designed to be used by many levels of students. They are
broken down into simple recall and understanding, in-depth and critical
thinking questions, and extension/discussion questions. Feel free to use
whatever questions meet the needs of the age group you are using.
**Unfortunately,
since these lessons are freely available on the internet, an answer key is
not available. We all know
what our students would do with that!
However, many of the questions are open ended opinion and therefore
easy to grade and discuss.
CHAPTER 1
Recall:
1.
Describe Mary’s nightmare.
2.
How was Mary’s nightmare different from what really happened with
the mashed potatoes?
3.
Why has Mary been having nightmares?
4.
Who does her sister think can help Mary?
Critical Thinking:
5.
Interpret Mary’s dream.
Extension:
6.
List the people in Mary’s family and describe how each one is
related to her.
CHAPTER 2
Recall:
1.
Describe Richmond, Virginia.
2.
How has Richmond changed from when George was younger?
3.
Why did the man steal the shopping bag?
4.
What does George do when he sees the old hill he used to play on?
Understanding and
Discussion:
5.
Why does George let the thief go?
Do you think he did the right thing?
Research:
6.
The thief says he is from Fredericksburg. What happened there and why do you think he came to Richmond?
CHAPTER 3
Recall:
1.
Who ran George and his friends off the hill?
2.
Describe George’s plan to take the hill back.
3.
Who won the battle?
Critical Thinking:
4.
Why does George stop the battle?
5.
Describe the reaction the other boys had to George.
Have you ever been in a situation where your friends could not
understand you?
Extension Project:
6.
Read book 3 in the Young Heroes of History Series:
Off to Fight. Write an essay on how George has changed from being a young
boy to the way he is in book 6.
CHAPTER 4
Recall:
1.
Who is John?
2.
What is he doing in George’s house?
3.
Who is Allison?
4.
What is she doing in George’s house?
5.
Why does George have to leave?
6.
What does Allison do just before George leaves?
Research/Extension:
7.
Research Mary Bowser and other African Americans who spied for the
Union. What kinds of things
did they do?
8.
What is the Emancipation Proclamation and how did it help African
Americans?
CHAPTER 5
Recall:
1.
What does George’s father say to him before he leaves?
2.
Who does George think he might see on the other side of the war?
Research/Extension Project:
3.
With your teacher’s help, find out how families were split up
during the war. Was it common
for family members to be on different sides in the war?
CHAPTER 6
Recall:
1.
Describe Mary’s dream.
2.
Who has arrived to help Mary recover?
3.
Who has he brought with him?
4.
What does the doctor think has been wrong with Mary?
5.
Where is the Union Army now?
CHAPTER 7
Recall:
1.
How do Thomas and Daniel spend their spare time?
2.
What regiment is Thomas in?
3.
What regiment is Daniel in?
4.
What accident occurs?
5.
How does Thomas’ Aunt Patricia react?
Critical Thinking:
6.
Thomas blows up at Aunt Patricia.
Describe the real reasons behind his anger.
Research/Extension Project:
7.
Thomas claims to have grown up.
Read Book 4 in the Young Heroes of History Series:
Nowhere To Turn and write an essay on how Thomas has changed
since that adventure.
CHAPTER 8
Recall:
1.
What has happened to Helen’s dolls?
2.
What is a copperhead?
3.
Why do Joey and Peter and Bobby think that the Union Army is wrong?
4.
What reason does Daniel give for why it is wrong for the South to
leave the country?
5.
Why does Mary interrupt the fight?
Critical Thinking,
discussion:
6.
Are Peter and Bobby and Joey right?
Should the North have just let the South go? What would have happened if it did?
CHAPTER 9
Recall:
1.
What is George looking for in Chambersburg?
2.
Why is he so mad at the farmer?
3.
Who is Eric?
4.
Describe how George feels about Eric.
Critical
Thinking/Discussion:
5.
Is George right to be angry at the farmer?
6.
To what degree are everyday citizens responsible for the actions of
their government and army?
Map Questions from the map
on page 82
1.
Where is Gettysburg?
2.
Where was the Confederate Army before they invaded?
3.
Where was the Union Army?
4.
Fill in the blanks with the correct direction for the following
sentence: Strangely enough,
on their way to Gettysburg, the Southern Army was moving _________ and
the Northern Army was moving __________________.
CHAPTER 10
Recall:
1.
Where is Daniel’s regiment on July 1st, 1863?
2.
Why are the rushing?
3.
Who does Daniel have a picture of?
4.
What ghost were the men seeing?
5.
What was their reaction to it?
6.
Which of Daniel’s friends seems to know all the answers?
7.
How do the Northern townspeople react when they see Daniel’s
regiment?
Critical Thinking:
8.
Why is this battle different than others the Union fought?
Map Questions from the map
on page 94
CHAPTER 11
Recall:
1.
What day is it?
2.
Where is Daniel’s regiment stationed?
3.
What is the name of Daniel’s Regiment?
4.
What does it mean that they are the last?
5.
Who is Daniel’s commander?
6.
What does it mean to refuse the line?
7.
What happens to the men’s ammunition?
8.
What is a bayonet charge?
Critical Thinking:
9.
Why did the commander feel they had to charge down the hill?
10. What would have happened to the army and the war if they had
not?
Extension:
11. Research the 15th Alabama. (The regiment that was attacking Daniel.)
How did the battle seem from their perspective?
CHAPTER 12
Recall:
1.
Where was George on July 2nd 1863?
2.
What is George looking forward to tomorrow?
3.
What does George and the other soldiers call General Lee?
4.
What does George think about seeing his cousin Thomas?
CHAPTER 13
Recall:
1.
Where does Thomas wake up on the night of July 2nd?
2.
What has happened to him?
3.
What does he think will happen to him if he sees a doctor?
4.
Who does Thomas find on the battlefield?
5.
What does he swear to him?
Research/Extension:
6.
Find out why Thomas is so afraid of doctors. What were medical practices like during Civil War battles and
why were there so many amputations?
CHAPTER 14
Recall:
1.
Who is in command of George’s division?
2.
Why has his men been picked?
3.
Who does Thomas meet on the battlefield?
4.
What do they notice about him?
5.
What is happening to George as he marches across the field towards
Thomas?
6.
What happens to Joshua?
7.
What happens to George and his friends?
Critical Thinking:
8.
Why has General Lee chosen to attack the Union men in the center?
9.
Why doesn’t Thomas yell at his cousins and tell them how angry he
is for how they treated him all these years?
10. What do Thomas and the other Union soldiers think about the
Confederates as they march towards him?
Research/Extension:
11. Research Generals Armistead and Hancock (discussed at the end
of the chapter.) What is their story?
Why is it so tragic and how is it similar to George and Thomas?
CHAPTER 15
Recall:
1.
On what day of the year was the battle officially over?
2.
Who shows up at the battlefield?
3.
What does she have with her?
4.
What does it mean?
Discussion:
5.
Describe the pain of loss that Thomas feels. What experiences have led him to break down and cry?
CHAPTER 16
Recall:
1.
Who does Thomas find on the battlefield?
2.
What is his reaction to finding out George is there?
3.
What has happened to George?
4.
Describe the reunion. What
does Thomas say? What does
Mary say?
5.
What do Mary and Thomas realize once they leave George?
Discussion:
6.
How did you expect the reunion to turn out? Were you surprised by what the boys and Mary said or did it
make sense to you?
7.
Does George have a right to be mad?
Research/Extension:
8.
Examine the effect the loss of Gettysburg on the South?
How did it effect their morale?
How did it effect the military situation?
Discussion and Essay:
Write a paragraph or more on the question below.
Make sure to answer ALL parts of the question.
What is your opinion of the
men and boys who fought at Gettysburg?
Were they fighting for a just cause?
Do you respect the Southerners for fighting even though slavery is
wrong?
The Gettysburg Address:
1.
This relatively short and simple speech is one of the most famous
in American History. Summarize
the main idea. What does
Lincoln mean when he says “we can not dedicate-we can not consecrate-we can not
hallow- this ground. The
brave men, living and dead, who struggled here, have consecrated it far
above our poor power to add or detract.”
2. What
kind of a dream does Lincoln have for America?
Suggested Post Activities:
*
Examine the enclosed Gettysburg Address.
***Use
the enclosed primary source documents to discuss how Lincoln felt about
the battle of Gettysburg and what opportunities were lost.
*Review
the impact Gettysburg had on Northern and Southern morale.
*Examine
the military tactics of both Lee and Meade.
What mistakes were made.
*Research
the diaries of individual soldiers and locate someone who was at the
Battle of Gettysburg. What
did they think of the battle.
*Discuss
Lee’s decision to order Pickett’s charge.
Was it a mistake? What
did he think about it afterwards. Research
the debate between General Longstreet and other Generals after the war was
over.
*Research
newspapers of the time. How
did they report on the results of the battle?
*Research
the origins of the civil war. Debate whether it could have been avoided.
*Compare
the battle of Gettysburg to the battle of Antietam and other battles Lee
fought in. How were they
different.
*Examine
how families were separated during the war.
Was it common for brother to fight brother?
*Examine
the battle of Vicksburg which also ended on the same day.
How had the war changed with on July 4, 1863.
*Study
the life of Robert E. Lee
For
more ideas or background information, consult the following web sites:
Mega
Database for History teaching and research
www.ilovehistoryonline.com
United
States Civil War Center
http://www.cwc.lsu.edu/cwc/civlink.htm
Home
Page of the National Park Service at the Battle of Gettysburg
http://www.nps.gov/gett/index.htm
Literature
of the Civil War Lesson Plans
http://7-12educators.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.yale.edu%2Fynhti%2Fcurriculum%2Funits%2F1997%2F2%2F97.02.02.x.html
Lesson
Plans on the Civil War itself
http://7-12educators.miningco.com/cs/historycwlessons/index.htm
Lessons
plans and info on slavery and black history
http://7-12educators.miningco.com/cs/slavery/index.htm
American
Civil War Timeline
http://www.americancivilwar.com/tl/timeline.html
Gettysburg
Order of Battle and other primary sources
http://civilwarhome.com/gettysbu.htm
Or, consult these sources used in the research of Crossroads
at Gettysburg
Boyer, Paul S., et al. The
Enduring Vision: A History of the American People.
Lexington, Massachusetts: D.C. Heath and Co., 1990.
Brash, Sarah. War
Between Brothers. New
York: Time Life Books, 1996.
Buel, Clarence Clough and Johnson, Robert Underwood.
Battles and Leaders of the
Civil War. New York:
Thomas Yoseloff, Inc., 1956.
Burke, David. The
Civil War, strange and Fascinating Facts.
New York: Fairfax
Press, 1982.
Chang, Inc. A
separate Battle: Women and the Civil War.
New York: Lodestar
Books, 1991.
Channing, Steven A.
Confederate Ordeal
The Civil War Series New
York: Time Life Books, 1984.
Clark, Champ. Gettysburg:
The Confederate High Tide. The Civil War Series,
New York: Time Life
Books, 1985.
Curry, Leonard P.
The Free Black in Urban
America. Chicago: The
University of Chicago Press, 1981.
Dabney, Virginius.
Virginia, The New Dominion.
Charlottesville, Va.: University of Virginia Press, 1971.
Davis, Kenneth G.
Don’t Know Much About the
Civil War. New York:
William Morrow & Co., 1996.
Desjardin, Thomas A.
Stand Firm Ye Boys From
Maine. Gettysburg, Pa.: Thomas Publications, 1995.
Denney, Robert E.
Civil War Medicine.
New York: Sterling
Publishing Co., 1994.
Eaton, Clement.
A History of the Old South. New
York: The Macmillan Company, 1949.
Friedman, William.
Freedom’s Unfinished
Revolution. New York:
The New Press, 1996.
Furgurson, Ernest B.
Ashes of Glory, Richmond at War.
New York: Alfred A. Knopf, 1996.
Garrison, Webb B.
Civil War Curiosities:
Strange Stories, Oddities, Events and Coincidences. Nashville:
Rutledge, 1994.
Hess, Earl J. The
Union Soldier in Battle. Lawrence,
Kansas: University Press of Kansas,
1997.
Jones de Renne, Wymberly.
Lee’s Dispatches; Unpublished Letters of General Robert E. Lee,
C.S.A. New York: Putnam,
1957.
Katcher, Philip.
The Civil War Source Book.
New York: Facts On
File, 1992.
Kay, Alan N. Notes
From Trip To Gettysburg. Palm
Harbor, Fl.: Alan Kay, 1996.
Lash, Gary.
Edward Baker’s California Regiment. wysiwyg://56http://www.geocities.com/Athens/Academy/1216/71stpenn.html
; June 15, 1998.
McCutcheon, Marc.
The Writer’s Guide to Everyday Life in the 1800’s.
Cincinnati: Writer’s
Digest Books, 1993.
McLaughlin, Jack.
Gettysburg: The Long
Encampment. New York:
Bonanza Books, 1963.
McPherson, James M.
The Atlas of the Civil War.
New York: Macmillan,
1994.
McPherson, James M.
Battle Cry of Freedom.
New York: Oxford University Press, 1988.
Miller, J.D. Chamberlain-Soul
of the Lion at Gettysburg. Military
History On-Line www.militaryhistoryonline.com/gettysburg/articles/analys4a.htm;
March 6, 2001.
Mitchell, Reid.
Civil War Soldiers.
New York: Viking,
1988.
Murphy, Jim. The
Boy’s War: Confederate and Union Soldiers talk about the Civil War.
New York: Clarion
Books, 1990.
Oates, Stephen B.
With Malice Toward None:
The Life of Abraham Lincoln.
New York: Harper &
Row, 1977.
Phillips, Ulrich B.
Life and Labor in the Old
South. Boston: Little,
Brown and Co.,1929.
Robertson, James I.
Tenting Tonight The Civil War Series
New York: Time
‑Life Books, Inc. 1984
Smith, Robert B.
Great Battles. “Hot Shot, Cold Steel”, Leesburg, Va.: Empire Press; Volume 6,
Number 5, July 1993.
Storick, W.C. Gettysburg.
New York: Barnes
& Noble Books, 1994.
Straubing, Harold
E.
In Hospital and Camp: The Civil War Through the Eyes of its Doctors
and Nurses. Harrisburg,Pa.: Stackpole Books, 1993.
Sutherland, Daniel E.
The Expansion of Everyday Life, 1860‑1876.
New York: Harper & Row, 1989.
Valentine, John.
Joshua Lawrence Chamberlain
Military History On-Line www.militaryhistoryonline.com/gettysburg/articles/usachaj.htm;
March 6, 2001.
Wheeler, Richard.
Witness to Gettysburg.
New York: Harper & Row, 1987.
Woodhead, Henry.
Voices of the Civil War.
New York: Time Life
Books, 1995.
Primary
Source Document
The
Following Document comes from Shotgun's
Home
of the American Civil War however it can also be found in other sources.
Read
the description of the primary source below then examine the actual
letter. For the actual web
site go to
http://civilwarhome.com/lincolnmeadeletter.htm
**The
original letter in Lincoln’s handwriting can be found in the Library of
Congress:
http://memory.loc.gov/cgi-bin/query/P?mal:16:./temp/~ammem_LspR::
Letter
from President Lincoln to Major General George G. Meade
|
This letter
was written on July 14, 1863, the day that Lincoln learned that
Lee's Army of Northern Virginia had escaped back across the
Potomac and had successfully avoided further battle with Meade's
army. Frustrated with the events, Lincoln penned this letter
to Meade but never sent it. Even
though Meade never read the letter, it does clearly show how
Lincoln felt about Meade's actions after the battle of Gettysburg.
|
Executive
Mansion,
Washington, July 14, 1863.
Major General Meade
I have just seen your despatch to Gen. Halleck, asking to be
relieved of your command, because of a supposed censure of mine. I am
very--very--grateful to you for the magnificent success you gave the cause
of the country at Gettysburg; and I am sorry now to be the author of the
slightest pain to you. But I was in such deep distress myself that I could
not restrain some expression of it. I had been oppressed nearly ever since
the battles at Gettysburg, by what appeared to be evidences that yourself,
and Gen. Couch, and Gen. Smith, were not seeking a collision with the
enemy, but were trying to get him across the river without another battle.
What these evidences were, if you please, I hope to tell you at some time,
when we shall both feel better. The case, summarily stated is this. You
fought and beat the enemy at Gettysburg; and, of course, to say the least,
his loss was as great as yours. He retreated; and you did not, as it
seemed to me, pressingly pursue him; but a flood in the river detained
him, till, by slow degrees, you were again upon him. You had at least
twenty thousand veteran troops directly with you, and as many more raw
ones within supporting distance, all in addition to those who fought with
you at Gettysburg; while it was not possible that he had received a single
recruit; and yet you stood and let the flood run down, bridges be built,
and the enemy move away at his leisure, without attacking him. And Couch
and Smith! The latter left Carlisle in time, upon all ordinary
calculation, to have aided you in the last battle at Gettysburg; but he
did not arrive. At the end of more than ten days, I believe twelve, under
constant urging, he reached Hagerstown from Carlisle, which is not an inch
over fifty-five miles, if so much. And Couch's movement was very little
different.
Again, my dear general, I do
not believe you appreciate the magnitude of the misfortune involved in
Lee's escape. He was within your easy grasp, and to have closed upon him
would, in connection with our other late successes, have ended the war. As
it is, the war will be prolonged indefinitely. If you could not safely
attack Lee last Monday, how can you possibly do so South of the river,
when you can take with you very few more than two thirds of the force you
then had in hand? It would be unreasonable to expect, and I do not
expect you can now effect much. Your golden opportunity is gone, and I
am distressed immeasurably because of it.
I beg you will not consider
this a prosecution, or persecution of yourself As you had learned that I
was dissatisfied, I have thought it best to kindly tell you why.
Abraham
Lincoln
Source: "The Collected Works of Abraham Lincoln" edited by
Roy P. Baster
Back to Main
Gettysburg page
1
2
3
4
|
