A Union Soldier’s View of the Battle of Raymond Lesson Plan

Read the Article:
A Union Soldier’s View of the Battle of Raymond
Author:
Drew Gardner

Students Will

  • Analyze a primary source and it’s perspective on the Battle of Raymond
  • Employ the primary source as unique historical evidence regarding the events surrounding the Battle of Raymond
  • Summarize the primary source pertaining to the Battle of Raymond

Materials

  • Computer/tablet with internet access
  • Paper and writing utensils
  • Highlighters

Preparation

Curricular Connections

Mississippi College- and Career-Readiness Standards for the Social Studies

Seventh Grade (Compacted): US History From Exploration to Reconstruction 

  • 7C.14.2 - Examine key early battles and plans which shaped decisions in the North and South, including: First Bull Run, Shiloh, Antietam, Vicksburg, Gettysburg, Sherman March, Anaconda Plan, etc. 

Eighth Grade - US History: Exploration to 1877 

  • 8.9.2 - Examine key early battles and plans which shaped decisions in the North and South, including: First Bull Run, Shiloh, Antietam, Vicksburg, Gettysburg, Sherman March, Anaconda Plan, etc.  

  • 8.9.3 - Identify key Northern and Southern political and military leaders and their contributions. 

Mississippi Studies 

  • MS.6.2 - Analyze the military actions that took place in Mississippi during the Civil War. 

Teaching Levels

Grades 7 through 12

Lesson

  1. The teacher will explain that history is a story of the past, and accounts differ depending on one’s perspective. Evidence crafts each tale, but each piece of evidence must be examined, questioned, and critiqued. One piece of evidence is not enough to create an accurate story of the past. Primary source documents are important pieces of evidence to understand past people, places, and events.   
  2. The teacher will explain that this article includes a primary source from the late-nineteenth century in which derogatory and outdated language and depictions are used to describe people, particularly African Americans. This language has not been removed so that current readers can have an accurate depiction of the writer’s perspective. 
  3. Students will read "A Union Soldier’s View of the Battle of Raymond" individually and highlight unfamiliar terms and or phrases. 
  4. The teacher will ask students to identify portions of the article that may have been unclear or used language that was unfamiliar. The teacher will need to read through the article thoroughly to be prepared for some of the questions and clarifications students will need. 
  5. The teacher will introduce the National Archives analysis tool to students, explaining the parts of the tool and answering any questions that may be presented. Depending on the class, teachers may need to model usage of the National Archives analysis tool. 
  6. The teacher will place students in groups of two and three to examine the New York Semi-Weekly Tribune article from Friday, November 19, 1886 using the analysis tools from the National Archives in this activity. 
  7. Students will use the National Archives Written Document Analysis Worksheet to create a Google Slides presentation with at least 5 slides or develop a 200-word essay. Students should employ each portion of the analysis tool in their Google Slides or essay. 
    • Google Slides Example: (Students are encouraged to use images and media components to build an engaging presentation) 
      • Slide One: Introduction/Description (3-5 sentences) 
      • Slide Two: Meet the Document 
      • Slide Three: Observe its Parts 
      • Slide Four: Try to Make Sense of It 
      • Slide Five: Use it as Historical Evidence 
    • Essay: 
      • Students will use the National Archives Written Document Analysis Worksheet frame craft a 200-word essay examining the primary source’s perspective. 
      • Students must cite evidence to support their claims. 
  8. Each group will present their findings before the class. Students will upload their paper or their Google Slides to the learning platform. Presentations can be displayed on the classroom site or printed for physical display in the classroom. 

Further Reading