Tuesday, August 8, 2017

Retired Teachers Never Quit: Teaching about Gettysburg

I retired in 2008 but I still have teaching running in my blood. So I putter around with fresh materials even today.

If you’re interested in material on the Battle of Gettysburg, for example, there are easy ways to put together a good slide presentation for students.

(Feel free to borrow any of those that follow.)

First, I always made sure, when we did a unit on the Civil War, that my students knew what the Rebel battle flag looked. 

Naturally, we talked about what it can mean today.



If you’re interested, this barn stands not far north of Cincinnati, as you head north on I-71. The roof has been painted the same way since 1972, at least. Until recently, a burned cross, symbol of the Ku Klux Klan stood in a nearby orchard




The map of Gettysburg above shows the position of the two armies on the second day of the fight. Long ago, I learned you could cut out black and white art from old history books. You can pick up a lot of old books at antique stores and use the work without fear. Almost everything printed before 1930 is out of copyright. Most black and white art I have could be scanned into handouts for students to read.

This might be a good example. I love the story:



Like any good teacher, I brought my own experiences to discussion (although I admit I taught before everything had to be standardized and a teacher might be horsewhipped if he or she didn’t teach to the test). At the age of twelve, I developed an abiding interested in the Civil War, which had much to do with why I later became a history teacher myself. But I had a totally unrealistic view of what war might involve.

Still naïve, in 1968, I enlisted in the United States Marines and twice volunteered to go to Vietnam. I was both dumb and lucky and was never sent. During my teaching career, however, I was able to bring in all kinds of combat veterans to talk to my kids. It wasnt even hard to convince them to come in and spend an entire day, as Ive previously discussed on my blog. And in all the years the veterans came to talk, I don’t think I ever heard a word they said that made me wish I had been personally shot at.

One veteran of Iwo Jima told me after he talked to my classes in 2005, that he had nightmares every day for the next month.

In any case, because of my own background, I tried to make it crystal clear to students that there was no glory in war.




My old school still continues a program I helped start in 2003 to bring out veterans to talk to all our kids in classroom settings. (SeeThe Veterans Come to Loveland Middle School.) We’ve had as many as twenty veterans come on one day. Some are now former students, who have served in Afghanistan and Iraq, and their tales are sometimes harrowing, and sometimes make you very proud of what these young men have done. (We still haven't manged to find any young female veterans to visit; but we still aren't giving up.) At least one, who was sitting in my class on 9/11, told Loveland students in 2014 that he, too, had nightmares all the time as a result of what he saw.


Because of my own background, and because of what veterans have told me (one Vietnam vet broke down in tears during his talk) I tried to make it clear to my students there was no real glory in war.

The two pictures above obviously serve that purpose. The doctor’s kit from the Civil War (it’s a little blurry; I took it in 1978) includes a very noticeable saw—for amputating hands, feet, arms and legs. I myself chose not to mince words when talking about the carnage in any Civil War battle—or any battle before or since. I took the picture of the belt buckle struck by a Minnie ball through the glass of a display case at the Gettysburg National Park Visitor’s Center museum in 2011. 

So I never used it in class, myself.

If I was teaching today, I’d ask students what the man who was hit must have thought. I assume he got knocked out and bruised badly, of course. That would get students talking, I think.









Today, if you go, the battlefield at Gettysburg is quiet, even picturesque. The stone statues and monuments, the polished cannon in the museum display, have nothing to say about the great contest waged there in July 1863. (See above.) Of course, the job of any good history teacher is to put flesh and blood back on the bones of those who lived in the past, to breathe life into the story.

I never used many of these pictures myself, having taken them or reproduced them since I retired. But the examples of shot and shell (above) might help your classes understand the destruction artillery wrought on every battlefield of the war.

Another great way to assemble pictures for your own class involves nothing more taxing, albeit time-consuming, than checking images readily available on the internet.

Yes, I still remember: “time-consuming” sums up the endless work required of every teacher every day, every week, and every year.

Several artists have done excellent work. Winslow Homer would be one, and anything he has done is long out of copyright and can be used in almost any way. You can also look for the photographs of Matthew Brady. Two painters still working today certainly stand out, Don Troiani and Mort Kuntsler. To assemble some of the images below, I purchased one of Troiani’s books at a used book sale, cut out the photos I wanted to use, and scanned them through my printer to my computer.

It cost me all of $3. You can make use of them if you like for free!!! Hey, I’m retired. I have a good pension!

This painting by Troiani shows members of the Iron Brigade, fighting on July 1.
The 19th Indiana, pictured here, suffered terrible casualties, losing 210 out of 308 men.

Troiani captures the drama of the battle on July 2.
General Barksdale, leading his Louisiana troops (shown waving his hat here) was killed.

I can't remember what unit this is, clearly Zouaves.
Scene by Troiani from the fight on July 2

If you go on vacation you may get some useful pictures yourself.
Here we look down from Little Round Top, a key point on the battlefield, particularly on July 2.

From this spot you look toward Little Round Top.
A Confederate sniper took post behind the stone wall and went to work picking off Union soldiers.
That sharpshooter himself was killed.

At a key moment on July 2, the 20th Maine, holding the line atop Little Round Top
ran out of ammunition.
Their colonel, Joshua Chamberlain, ordered a desperate bayonet charge and they held the position.
Mark Maritato's work, shown here, is also good.


Naturally, if you can weave more women into the story that’s always wise. At least two female soldiers took part during Pickett’s Charge, one of whom was killed, the other wounded. (They Fought like Demons by DeAnne Blanton and Lauren M. Cook, about women who disguised themselves and served during the war might interest many teachers as well.) And the only civilian to die during the fighting was Jenny Wade.

Here’s how I told her story in a piece I prepared for my classes:

Wesley Culp grew up in Gettysburg. Later he headed south to start a new life. In the summer of 1863 Culp, now a member of Lee’s army, returned to his hometown. On the evening of July 1 he visited his sister’s house. He mentioned a message he had for Jenny Wade, a childhood friend. By chance Culp had seen her Yankee boyfriend, Jack Skelly, in a Confederate hospital. Skelly was badly wounded but hoped to return home soon.

Culp told his sister he would deliver the message personally in a day or two. Instead, he died fighting, July 2. Jenny Wade was also killed—while baking bread—the next day. The 20-year-old was hit when a stray bullet ripped through the front door of her home, passed through a small inner room, cut a second door, and struck her in the back. Wade collapsed without a sound, never knowing what hit her. She was the only civilian to die at Gettysburg. Skelly never heard the news. He died on July 12, as a result of his wounds. Whatever message he had meant for Culp to deliver, Jenny Wade never had the chance to hear it.



High fashion in 1863.

The key event at Gettysburg—and likely the key event of the war—was Pickett’s Charge, a heroic but doomed effort by 15,000 men. There are all kinds of good details that you can use to bring the moment alive; but to keep this post shorter, I’ll just add a few of the pictures I’ve found.

Longstreet opposed ordering Pickett's Charge but was over-ruled by Robert E. Lee.

Climbing a fence in their path, Pickett's men take punishing fire.


Scene of Pickett's Charge from the Gettysburg museum.
At center a caisson blows up.


I found you could scan old black and white art into materials for your students.



Were these  three Rebel soldiers lucky to be captured?



Finally, if I may, I would emphasize again the need to introduce the human element into any discussion of war. In most textbooks, the death toll at Gettysburg is duly and perhaps dully noted. But it’s just a number to your students today. Try asking them how they’d feel if a father, brother, cousin or other loved one was killed fighting for our country.

Make sure they feel.





The quote, above, I photographed at the battlefield museum simply so I wouldn’t have to write it down or forget it entirely before I got home.

The picture of the three young children was found after the battle ended. Here’s the way I told students the story behind it:

Sergeant Amos Humiston, a Yankee from New York, was killed on the first day of battle. Soldiers rarely carried identification in 1863 and when Humiston’s body was found later no knew who he was. In his hands, however, he held a picture of three young children. Northern papers ran it under the headline: WHOSE FATHER WAS HE?

The children were recognized.

The photo was returned to the family. 


Anyway, if this material is of any use to any young teachers today, then I’ve done my good deed for now.


As a retired teacher, it’s time for a nap.

4 comments:

  1. Joel Lahrman, a star student from the past commented on Facebook when I posted this: I would recommend reading The Killer Angels by Michael Shaara, the battle of Gettysburg told from the imagined first person viewpoint of many of the main characters. Fantastic as far as how the battle would "feel". The book is responsible for much of the reevaluation of Longstreet's actions and reputation.

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  2. Chad Russell, another great young man from the past, quickly concurred. Via Facebook, he said: Actually I read The Killer Angels recommended by non[e] other than John.

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  3. Joel promptly added this: It had been on my list for awhile, finally got around to reading it a year or two. It was fantastic. Obviously it's a novel, not exactly nonfiction, but the mix of historical accuracy of the book and the imagined feelings and conversations of the participants made it great reading. The Longstreet-Lee exchanges were my favorite part, with many of them making it into the 1993 Gettysburg movie.

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  4. So, I went with this: A great memoir by a Civil War veteran is Co. Aytch, easily found at most book stores. Of course, everyone should read MY BOOK. Ha, ha. No, wait, I'm dead serious. Required reading for every man, woman and child.

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