Exploring first-person female narratives related to Sherman's march to the sea

This lesson plan uses first-person narratives from the Documenting the American South collection to demonstrate differences in perspective related to historical events, in this case, Sherman's march to the sea. It encourages students to compare the views of two southern ladies with that of a Union soldier.

A lesson plan for grades 9–12 English Language Arts and Social Studies

By Meghan Mcglinn

Learn more

Related pages

• Who started the Civil War? Comparing perspectives on the causes of the war: This lesson plans presents the account of Rose O'Neal Greenhow, a confederate spy during the Civil War. Students are encouraged to find confirming and refuting evidence of her perspective on what caused the Civil War by browsing the Documenting the American South Collection of digitized primary sources.
• North Carolina women and the Progressive Movement: In this lesson, students read primary source documents from Documenting the American South specifically related to North Carolina women involved in reform movements characteristic of the Progressive era. For the most part, these documents detail women's work in education-related reform and describe the creation of schools for women in the state. They also demonstrate that, as was true in the rest of the nation, the progressive, female reformers of N.C. were segregated based on race and socio-economic status.
• Confederate currency: An inflation simulation: Using primary sources from the Documenting the American South collection, students will engage in a brief simulation of inflation during the Civil War while learning about issues faced on the home front in North Carolina.

Related topics

• Learn more about American history, Civil War, United States, William T. Sherman, history, march to the sea, narratives, oral histories, social studies, and women.

Help

Please read our disclaimer for lesson plans.

Legal

Learning outcomes

Students will:

• learn about the southern, female perspective regarding the Civil War, especially their experiences on the home front.
• gain an understanding about perspective and point-of-view in historical accounts.

Teacher planning

Time required for lesson

One day

Materials/Resources

• Copies of compare/contrast sheet — one per student
• Computer lab or individual student computers (or individual copies of primary source documents)
• Access to the article First Person Narratives

Pre-activities

Have students read a brief introduction to First Person Narratives.

Activities

1. Divide the class into two groups. Have each group read one of the following documents:
• Group one reads excerpts of Eliza Frances Andrews The War-Time Journal of a Georgia Girl and Learn More: Summary of this Title (pp. 19–21, 29–35).
• Group two reads excerpts of Dolly Lunt Burge: A Woman’s Wartime Journal from November 19, 1864. This is a quick read and the entire section can be skimmed rather easily (p. 20–32).
2. Have students complete half of the compare/contrast sheet.
3. Then give each student a partner to complete the handout. Note: Some portions of the handout require students to search various portions of the documents including the cover pages, illustrations, and author’s notes.

Assessment

Assess students based on the completion of the handout and participation in a class discussion that focuses on the texts.

Supplemental information

Extensions:

• Compare the women’s accounts to the textbook or another secondary source.
• Also, students could compare these to a male perspective like that of George Washington Baker.