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The Civil War in the Chesapeake

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The Civil War in the Chesapeake Virginia’s State Parks . Your Backyard Classrooms The Civil War in the Chesapeake Bay y studying maps and battles, stu- Many battles occurred to secure ma- Grade Levels: 4–12 dents will understand the strat- jor waterways, such as the Chesapeake egies used by the Federal and Bay, or forts and cities that could help Objectives BConfederate forces during the Civil secure a safe landing space for armies. Students will understand the role of War. Issues to be discussed include how Each worksheet will investigate one the Chesapeake Bay and its tributar- topographic and maritime features battle and help the students understand ies in naval and land battles of the Civil War. influenced the sites and outcomes of how geography played a role in action battles and the importance of the gov- around the Chesapeake Bay and coastal ernments controlling access to certain plain during the Civil War. Materials cities, waterways and other features. Map of the Chesapeake Bay Pencils This information can be used while ex- Procedure Ruler periencing the field trips on the follow- Before the class: Copies of worksheets ing pages. SOLs addressed will focus on Run off a worksheet for each student social sciences, history and geography. and have a map for each group of stu- Where dents. Inside the classroom Background 1. Divide students into groups. During the Civil War (1861-1865), Give each group a copy of the When with the capital of the Confederacy in map, pencils and one of the battle Anytime of the year, preferably before Richmond and the capital of the United backgrounds. (Each student should visiting a park States in Washington, D.C., only about receive a worksheet.) 100 miles apart, both cities needed to 2. Have the students read about the Resources be protected by their respective military battle, determine the objective of National Park Service, units. If the government of one side was the battle and complete the exercises http://www.chesapeakebay.net/ under the control of the other, vital re- on the worksheet to determine how discover/bayhistory/civilwar cords, buildings and governmental offi- geography influenced the outcome cials would be in peril. Even moving of- of the battle. Civil War Website ficials or records during wartime would 3. Students can share their answers www.civilwar.com expose them to danger. with the rest of the class. Books In the 1860s traveling by water was 4. You are encouraged to develop ad- • Bailey, Ronald H. and the Editors much faster and more efficient than ditional worksheets for your local of Time-Life Books, Forward to traveling by land. Larger amounts of area. For example, schools, parks Richmond: McClellan’s Peninsular cargo could be moved on ships than by and historic areas along the James Campaign, Time-Life Books, 1983, wagon. Today paved roads can be built River might develop a worksheet • Beatie, Russel H., Army of the over waterways and wetlands, and hills related to the battle at Drewry’s Potomac: Birth of Command, No- can be smoothed for easier travel. In the Bluff and Fort Darling or the siege vember 1860 – September 1861, Da 1860s bad or incomplete roads, swamps of Petersburg. Capo Press, 2002, • Beatie, Russel H., and marshes, even fallen trees and other Army of the Potomac: McClellan’s First Cam- vegetation, made travel by horse and Follow-up activities: paign, March – May 1862, Savas wagons difficult in some areas. 1. Have the students write a report Beatie, 2007, Most ships and boats traveled under about their findings. • Burton, Brian K., The Peninsula & wind or human power. Some were pow- 2. Study battles in the area around Seven Days: A Battlefield Guide, ered by steam. In 1862 the first ironclads your school. Analyze the way geog- University of Nebraska Press, 2007, fought in the James River. These were raphy played a role in the outcome wooden ships with iron sidings. of the battle. Virginia State Parks Your Backyard Classrooms | 1 The Civil War in the Chesapeake Bay 3. Visit a state park near you and follow the related lesson plan in Books continued this book. • Miller, William J., The Battles for • Sears, Stephen W., To the Gates of 4. Have students study a map and Richmond, 1862, U.S. National Park Richmond: The Peninsula Campaign, develop a hypothesis about other Service and Eastern National, 1996, Ticknor and Fields, 1992, possible geographically important • Mills, Eric. The Chesapeake in the Civil • Webb, Alexander S, The Peninsula: locations. Have them research mili- Wa r, Tidewater Publishers, 2007 McClellan’s Campaign of 1862, Castle tary activities at these spots. • Salmon, John S., The Official Virginia Books (reprint 2002), 1981. , Stackpole 5. Have students brainstorm about Civil War Battlefield Guide Books., 2001. Developed by Charlene Talcott, Belle Isle other reasons a port or city may be State Park important. (commerce, universities, governmental centers, and others) Worksheets: The Battle between USS Monitor and CSS Virginia (The Battle of Hampton Roads) Background: other cities depended on ships bring- 2. Since Hampton Roads was block- Monitor and Virginia were classified ing them goods and shipping out prod- aded by the Union navy, do you as “ironclad” ships. Most of the ships ucts that were made in those cities. On see other ways that cities such as during the Civil War were made of wood March 8, 1862, Virginia fired upon Norfolk and Richmond could and powered by sails. These two were several Union ships and rammed oth- continue trade? What would be the different. They were made of wood, but ers with the strong metal bow. Several advantages and disadvantages to ship surfaces above the water line were Union ships were sunk and many sailors these new routes? covered with iron plates. A rotating tur- were injured or killed. Answers will vary, but could include ret on the Monitor allowed guns to be On March 9, Monitor arrived and land routes; Norfolk could try to use fired in almost any direction. Both ships began a battle with Virginia. The ships the ocean via Virginia Beach. were powered by steam made from fought for several hours, with both ships burning coal. unable to sink the other. A shell hit the 3. Both sides saw this battle as a vic- The CSS Virginia was fashioned turret of the Monitor, causing an explo- tory. Each thought that the other from the hull and engines of the sunken sion of its ammunition. The ship re- had retreated. Virginia caused more USS Merrimac. Metal plates, turrets, treated to tend to its wounded. Virginia damage to ships and crew than guns and other parts of the ship were saw this as a retreat, and left to celebrate Monitor. However, the blockade added at a naval yard in Norfolk. Al- a victory. When Monitor returned and was still in place. Even today some though the ship was renamed, it is often saw that Virginia had left, the crew historians disagree about which referred to as Merrimac. (Sometimes it is thought that they were victorious. side won, although others claim it spelled Merrimack.) was a tie. What do you think? The Union navy blockaded (blocked 1. Look at a map and locate Hamp- Answers will vary. with ships) the Hampton Roads area. ton Roads. It is where the James, Any unauthorized ships could be fired Elizabeth, and Nansemond Rivers upon. This seriously affected travel of meet before entering the Chesa- Virginia ships in and out of the Chesa- peake Bay. peake Bay. Norfolk, Richmond and 2 | Your Backyard Classroom Virginia State Parks The Civil War in the Chesapeake Bay The Peninsula Campaign Background: navy could help keep the Confederate line stretching from Yorktown to In the spring of 1862, the largest forces away. the James River. Why do you think army ever assembled in North Amer- It was not easy. Most soldiers walked, he did this? ica gathered at Fort Monroe. Almost even in heavy rains that turned the Blocking the movement of Union 150,000 Union men, 3,600 wagons, 300 dirt roads to mud. Confederate forces soldiers, including alternate routes. artillery pieces, 700 ambulances, and fought them at several places along the 25,000 horses and mules were planning way. The soldiers took more than two 3. The Union naval ships traveled sev- to travel from Fort Monroe to Rich- months to get close to Richmond. eral days ahead of the Union army. mond, a distance of about 80 miles. Why do you think they did this? They chose Fort Monroe because it 1. Locate Fort Monroe on a map. Possible answers: Shelling towns stayed in Union control after the start of Trace a possible route from Fort ahead of the army to force retreats; the Civil War. General George B. Mc- Monroe to Richmond. causing panic among Southerners Clellan was in charge of this operation. in the towns; testing the strength Two groups of soldiers marched 2. The Confederate troops were led (number of people and weapons) of toward Richmond, one near the York by General John Magruder. He the army. River and one near the James River. By stationed many soldiers with can- staying near the river, they hoped the nons and other artillery along a The Potomac River Background: The blockading ships do not need to stay marching to Richmond; be ready to The Potomac River serves as the bor- in one place but can move up and down attack Washington, D.C. der between Maryland, which remained the river. The Union called the boats pa- part of the United States during the Civ- trolling the river “The Potomac Flotilla.” 3. Besides protecting the United States il War, and Virginia, which became part capital, what are some other reasons of the Confederate States.
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