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Encountering History: The Battle of Ball’s Bluff

Encountering History: The Battle of Ball’s Bluff. The Battle of Ball’s Bluff. Constructing an historical account. How was the battle fought? What factors led to the ending? Can blame for the Union defeat be affixed?. The Battle of Ball’s Bluff Constructing An Historical Account.

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Encountering History: The Battle of Ball’s Bluff

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  1. Encountering History: The Battle of Ball’s Bluff

  2. The Battle of Ball’s Bluff Constructing an historical account How was the battle fought? What factors led to the ending? Can blame for the Union defeat be affixed?

  3. The Battle of Ball’s Bluff Constructing An Historical Account • Supporting Student Success • Very Complex Task--Higher Order Thinking (HOT) • Encouraging Success • Break task down into manageable pieces • Scaffold: Help think without thinking for them

  4. The Battle of Ball’s Bluff • The Historical Context • April 1861: Fort Sumter • July 1861: First Bull Run (Manassas) • Oct. 1861: Ball’s Bluff

  5. The Battle of Ball’s Bluff • Gathering Evidence: Reenact the Battle • Battle Group Roles • Group Leader (Battle Orders) • Geographers • Sequencer • Recorder

  6. The Battle of Ball’s Bluff • Gathering Evidence: Reenact the Battle Roles A B C • Group Leader Ben Bethany Paige • Geographers Jared Francie Matt • Brittany Derek • Sequencer Jackie Blake Lindsey • Recorder Matthew Haley Felicia

  7. The Battle of Ball’s Bluff • Gathering Evidence: Reenact the Battle The Union Chain of Command

  8. The Battle of Ball’s Bluff II. New Evidence: Document Analysis Document #25 Lindsey, Felicia #26 Paige, Matt, Derek #27 Bethany, Francie, Brittany #28 Blake, Haley, Matthew #29 Ben, Jared, Jackie Complete Worksheet G in preparation for next class

  9. The Battle of Ball’s Bluff • I. Battle Reenactment • A. Fight Battle • - Individual Roles • -Group Product B. Synthesis & Hypothesis Formation • -WHOLE CLASS DEBRIEF • II. New Evidence: Letter Analysis • A. Individual decoding • ** Guiding Questions • (Historical Thinking) • B. Expert Groups Synthesize • -WHOLE CLASS DEBRIEF (Hypothesis Testing) • ** Data Retrieval Chart • ( Simple -> Complex) • ** Guiding Questions • (Weigh sources)

  10. The Battle of Ball’s Bluff Lesson Sequence: Day 2 Review battle outcome factors and hypotheses Expert group synthesis of new evidence Report findings to class Weigh sources

  11. The Battle of Ball’s Bluff Constructing an historical account How was the battle fought? What factors led to the ending? Can blame for the Union defeat be affixed?

  12. The Battle of Ball’s Bluff Lesson Sequence Review battle outcome factors and hypotheses McClellan orders slight demonstration. Stone sends Philbrick across the river to scout & report. Philbrick mistakenly reportssmall enemy camp. Stone orders Devens to attackcamp at daybreak. One company on cliffs to cover return. Baker is ordered to push the enemy if he can keep them in front. If they are pushed Stone will send Gorman in on the flank. Baker is to report frequently. Devens finds Philbrick made a mistake. Advances to within a mile of Leesburg & awaits further orders. Baker is given discretion for advancing or retreating. He spends morning trying to get cannon across. He sends no ordersto Devens. Hearing cries, he decides to reinforce rather than retreat. 6. Weapons are inferior. 7. Transportation across river is inadequate. 8. Field commander, Baker is killed. 9. Gorman never put into action. 10. No cover for retreating troops.

  13. The Battle of Ball’s Bluff Lesson Sequence Hypothesis Testing: Analysis of New Evidence Who wrote the letter? To whom? Why? What does the writer give as causes for Union defeat? Does the writer ascribe the results to good Confederate leadership, poor Union leadership, other causes? Is anyone explicitly or implicitly blamed?

  14. The Battle of Ball’s Bluff II. New Evidence: Document Analysis Document #25 Lindsey, Felicia #26 Paige, Matt, Derek #27 Bethany, Francie, Brittany #28 Blake, Haley, Matthew #29 Ben, Jared, Jackie

  15. The Battle of Ball’s Bluff Lesson Sequence Hypothesis Testing: Analysis of New Evidence Who wrote the letter? To whom? Why? What does the writer give as causes for Union defeat? Does the writer ascribe the results to good Confederate leadership, poor Union leadership, other causes? Is anyone explicitly or implicitly blamed?

  16. Whole Class Synthesis: Groups Report Analysis

  17. The Battle of Ball’s Bluff • I. Battle Reenactment • A. Fight Battle • - Individual Roles • -Group Product B. Synthesis & Hypothesis Formation • -WHOLE CLASS DEBRIEF • II. New Evidence: Letter Analysis • A. Individual decoding • ** Guiding Questions • (Historical Thinking) • B. Expert Groups Synthesize • -WHOLE CLASS DEBRIEF (Hypothesis Testing) • ** Data Retrieval Chart • ( Simple -> Complex) • ** Guiding Questions • (Weigh sources)

  18. The Battle of Ball’s Bluff • Analysis of Battle Reports • ** Weigh Sources • A. What is the bias of each writer? • WHOLE CLASS DEBRIEF • B. Who is most credible? Least credible?

  19. The Battle of Ball’s Bluff • III. Synthesis of Evidence • ** Reorganize for • Meaning • A. Conceptual Grouping: Establish Categories of Factors • -Individual Accountability • WHOLE CLASS DEBRIEF • B. Individual Organizing & Evaluation of Evidence

  20. The Battle of Ball’s Bluff Synthesis: Factors in the Battle’s Outcome

  21. The Battle of Ball’s Bluff • III. Synthesis of Evidence • ** Reorganize for • Meaning • A. Conceptual Grouping: Establish Categories of Factors • -Individual Accountability • WHOLE CLASS DEBRIEF • B. Individual Organizing & Evaluation of Evidence IV. Generalizations A. Evaluate the Battle -Individual Accountability WHOLE CLASS DEBRIEFB. Closure: Extend to Big Ideas 1. Implications for other Civil War Battles 2. Implications for other wars

  22. The Battle of Ball’s Bluff • The outcome • Joint Committee on the Conduct of the War • 2. Stone charged with disloyalty • Served 189 days in prison • Released and fought in Louisiana • Carried disgrace after the war • Went to Egypt; Chief of Staff until 1880

  23. The Battle of Ball’s Bluff • Was the outcome of the investigation justified? • How might the outcome have influenced other • events in the war? • McClellan to his wife: “I don’t want to end up like Stone.” • Do the events of Ball’s Bluff raise a persistent issue that • might have implications for other wars?

  24. The Battle of Ball’s Bluff • Ball’s Bluff and Persistent Issues • Should military or political leaders play the primary role • in prosecuting a war? • Other instances when this question has arisen?

  25. Discussion Groups: History Ben: Sarah, John, Kristen Dylan: Morgan, Christal Tommy: Celeste, Hunter Leah: Matthew, Melanie

  26. Teaching History I. HOW SHOULD HISTORY BE PRESENTED TO 6-12 STUDENTS? * What is History good for? Why teach History?

  27. Teaching History • I. HOW SHOULD HISTORY BE PRESENTED TO 6-12 STUDENTS? • * What is History good for? Why teach History? • Citizenship: How can history help? • Historical Perspective: How did we get this way? • Apply lessons from the past to today? • Promote identity with community/nation?

  28. Teaching History • I. HOW SHOULD HISTORY BE PRESENTED TO 6-12 STUDENTS? • * What is History good for? Why teach History? • Citizenship: How can history help? • Patriotism?

  29. Teaching History • I. HOW SHOULD HISTORY BE PRESENTED TO 6-12 STUDENTS? • * What is History good for? Why teach History? • Citizenship: How can history help? • Patriotism? • We are not afraid to entrust the American people with unpleasant facts, • foreign ideas, alien philosophies, and competitive values. For a nation • that is afraid to let its people judge the truth and falsehood in an open market • is a nation that is afraid of its people. • John F. Kennedy

  30. Teaching History • I. HOW SHOULD HISTORY BE PRESENTED TO 6-12 STUDENTS? • * What is History good for? Why teach History? • Citizenship: How can history help? • Historical Perspective: How did we get this way? • Apply past to present problems • Develop critical thinking skills • Reflective Patriotism • * Whose Story is told?

  31. Teaching History: Whose Story is Told? A Five-Minute History of America: Indigenous people lived here in tribal groups. The Europeans arrived in the Americas and . . .

  32. Teaching History: Whose Story is Told? • U.S.: Progressive Synthesis • World: Western Civilization Synthesis

  33. Whose Story is Told? • Until lions have their historians, tales of the hunt • shall always glorify the hunter. • African proverb • Habit of Mind • Truth is tentative: • Perspective determines what we see • and the conclusions we draw

  34. Teaching History • HOW SHOULD HISTORY BE PRESENTED TO 6-12 STUDENTS? • * What is History good for? Why teach History? • Citizenship: How can history help? • Reflective Patriotism? • Historical Perspective: How did we get this way? • Apply lessons from the past to today? • * Whose Story is told?

  35. Teaching History • DO 6-12 STUDENTS NEED EXPERIENCES WITH THE HISTORICAL METHOD?

  36. Teaching History • I. DO 6-12 STUDENTS NEED EXPERIENCES WITH THE HISTORICAL METHOD? Develop Habits of Mind: Reflective Skepticism • Tentativity of knowledge • Demand evidence to support factual claims • Weigh claims for trustworthiness View History as a tool for understanding the world

  37. Should we make moral judgments about the past?

  38. Should we make moral judgments about the past? “History is a screen upon which we project our vision of the future.” Becker

  39. Should we make moral judgments about the past? “History is a screen upon which we project our vision of the future.” Becker “The past is not dead. In fact, it’s not even past.” Faulkner

  40. A History of History

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