We are pleased to provide you with teacher packets containing pre- and post-visit activities for your students. These packets will provide you with information about the Battle of Antietam and provide you with lessons and activities that supplement your study of the battle. Please feel free to utilize any of the material found in the packets to plan your visit or to enrich and reinforce the materials you present to your students in the classroom.
Teacher-Led Tour Materials:
On-Site Teacher Led Activities:
Here is a collection of "Scavenger Hunt" worksheets for students to complete when they visit the park:
Following the 1862 Battles of Harpers Ferry and Antietam, General Robert E. Lee’s army retreated back to Virginia, providing President Lincoln with the victory he needed; he could now issue the Emancipation Proclamation. Although this document didn’t end the war, it changed the meaning of the war and proved crucial to its eventual outcome. What did it say? What didn’t it say? Why was it so important? And what happened to the members of Company A, 126th New York?
When Confederate General Robert E. Lee’s Confederate army invaded Maryland in September 1862, he found it necessary to eliminate the threat to his rear – the Union garrison at Harpers Ferry. This led to the crucial Battle and Siege of Harpers Ferry, an operation that resulted in the surrender of over 12,000 Union soldiers, the largest surrender of U.S. troops until World War II. And what part did the 126th New York play in this battle?
When war broke out in April 1861, Harpers Ferry was still producing weapons for the U.S. Government, but that spring, the Confederates dismantled both weapons’ factories and sent the machines south. Yet Harpers Ferry remained important to the Union. Why? Students will learn about the town’s importance, a little bit about soldier life, and of the 126th New York’s first experiences in this border town after their arrival in August 1862.
When war broke out in April 1861, thousands of young men rushed to join the colors. Why were they so anxious to go off to war? Then, after the horrors of war had been exposed, why were thousands more willing to enlist in 1862? Why did men of central New York decide to join a new unit, the 126th New York Volunteer Infantry in August of 1862? Each student will receive the identity of an actual soldier from that regiment, and eventually find out what happened to him as a result of the war.
This lesson plan can be used to help your students explore some of the important roles that women had during the Civil War. Students will read one primary and two secondary sources and then complete two writing assignments.
Students will work together in groups to send and receive messages using signal flags that they have made.
Students will study historic photographs, sketches, and paintings of the battle and then compare them to modern photographs of the battlefield. They will then complete a worksheet that compares the battlefield then and now
Students will read and evaluate primary and secondary resources and then complete and present a writing assignment based on the point of view of one of the persons they learned about.
Students will assume the role of war correspondents and gather facts about the battle through utilizing primary and secondary sources. Using these sources, students will learn about the Battle of Antietam and then write and illustrate a period newspaper.
Students will explore original source materials illuminating the suspension of the writ of habeas corpus during the Civil War. Students will examine Lincoln’s suspension of the writ of habeas corpus and the non-judicial detention of Southern sympathizers during the Civil War.