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Explore the Round Tops via focus questions, including: Who was the hero of Little Round Top? And what’s the difference between history and memory? And why does any of this matter?
Classroom Activity #1: Historical Memory
Decide on something that happened at school 30 or so minutes before class (perhaps having lunch in the cafeteria, a test period, or morning announcements). Have everyone in the class write down their memories about it. Ask the students to be as specific as possible about things like the colors of clothing, where everyone was standing, and the words and sounds heard. Once everyone is through, compare memories (in small groups or as a class). What differences arose? Were any of the differences significant? Were any details remembered universally by all? What role did perspectives (physical and emotional) play in their memories?
Introduce the concept of “historical memory.” That is the way groups of people, communities, or nations construct and interpret narratives about past events and periods. Explain that during your Gettysburg Field Trip, the class will explore the flank action at Little Round Top on the southern end of the battlefield during the late afternoon hours of July 2, 1863 from varying perspectives.
Cover of the Historical Fiction Novel "The Killer Angels"
NPS Photo
Classroom Activity #2: Pop Culture and Memory
As a class, watch the “20th Maine bayonet charge at Little Round Top” excerpt from the 1993 movie Gettysburg, depicting the flank action. (Email us for a link to the clip if needed.) Ask them to describe what happened at that crucial moment in their own words.
As a class, review this excerpt (read aloud perhaps) from Michael Shaara’s 1974 novel, The Killer Angels, depicting the same moment in time. Then ask them to describe what happened in their own words. Explain to the class that during the field trip, they will be reading more accounts of this same moment in time to better determine exactly what happened versus our historical memory of the event.
The Killer Angels by Michael Shaara, 1974
Chamberlain To Nichols: “Find my brother. Send all company commanders. Hold your positions.”
Extend the line? No.
He brooded. Stood up. Stared to the left, then mounted the rock again, aware of pain but concentrating. To the left the Regiment ended, a high boulder there. Chamberlain thought : What was the phrase in the manual? Muddled brain. Oh yes: refuse the line.
The commanders were arriving. Chamberlain, for the first time, raised his voice. “You men! MOVE!”
The other commanders came in a hurry. Chamberlain said, “We’re about to be flanked. Now here’s what we do. Keep up a good hot masking fire, you understand? Now let’s just make sure the Rebs keep their heads down. And let’s keep a tight hold on the Eighty-third, on old Pennsylvania over there. I want no breaks in the line. That’s you, Captain Clark, understand? No breaks.”
Clark nodded. Bullets chipped the tree above him.
“Now here’s the move. Keeping up the fire, and keeping a tight hold on the Eighty-third, we refuse the line. Men will sidestep to the left, thinning out to twice the present distance. See that boulder? When we reach that point we’ll refuse the line, form a new line at right angles. That boulder will be the salient. Let’s place the colors there, right? Now you go on back and move your men in sidestep and form a new line to the boulder, and then back from the boulder like a swinging door. I assume that, ah, F Company will take the point. Clear? Any questions?
They moved. It was very well done.
Joshua Chamberlain
Library of Congress
Classroom Activity #3: Primary Sources and Memory
This activity may best be practiced outside or in a gymnasium. Divide the class into six small groups, and assign them group numbers 1-6. (They will use the same groups and group numbers during the field trip.) Then divide the class in half, with small groups 1-3 working together to re-enact a Left Wheel maneuver using only the instructions below, and small groups 4-6 working together to re-enact the “refusing the line” maneuver from the report narrative below. Be sure to appoint one student to take the lead as “the Colonel” for each group.
Allow 10-15 minutes for this activity to see if they can work out the meaneuvers. Tell them that they will be asked to demonstrate these maneuvers during the field trip, as well as work with additional primary sources to challenge our historical memory of the flank action on July 2.
The 1863 U.S. Infantry Tactics Manual “School of the Soldier”
Lesson IV: Wheelings
Wheeling from a halt, or on a fixed pivot:
· Wheeling on a fixed pivot takes place in passing a corps from the order in battle to the order in column, or from the latter to the former.
· In wheels from a halt, the pivot-man only turns in his place, without advancing or receding.
· The rank being at a halt, instructor will place a well-instructed man on the wheeling flank to conduct it.
Command: 1. By squad, left wheel. 2. March.
At the second command, the rank will step off with the right foot, turning at the same time the head a little to the right, the eyes fixed on the line of the eyes of the men to their right; the pivot-man will merely mark time in gradually turning his body, in order to conform himself to the movement of the marching flank; the man who conducts this flank will take steps of twenty-eight inches, and from the first step advance a little the right shoulder, cast his eyes from time to time along the rank, and feel constantly the elbow of the next man lightly, but never push him.
The other men will feel lightly the elbow of the next man towards the pivot, resist pressure coming from the opposite side, and each will conform himself to the marching flank – shortening his step according to his approximation to the pivot.
The instructor will make the rank wheel round the circle once or twice before halting, in order to cause the principles to be the better understood, and he will be watchful that the centre does not break.
When the instructor shall wish to arrest the wheel, he will command:
Command: 1. Squad. 2. Halt.
Refusing the Line, from J.L. Chamberlain's Report, July 6, 1863
“… I perceived a heavy force in rear of their principal line, moving rapidly but stealthily toward our left, with the intention, as I judged, of gaining our rear unperceived. Without betraying our peril to any but one of two officers, I had the right wing move by the left flank, taking intervals of a pace or two, according to the shelter afforded by rocks or trees, extending so as to over the whole front then engaged; and at the same time moved the left wing to the left and rear, making a large angle at the color, which was now brought up to the front where our left had first rested.
This hazardous maneuver was so admirably executed by my men that our fire was not materially slackened in front, and the enemy gained no advantage there, while the left wing in the mean time had formed a solid and steady line in a direction to meet the expected assault. We were not a moment too soon; for the enemy having gained their desired point of attack came to a front, and rushed forward with an impetuosity which showed their sanguine expectations.”
