40 Minute James Is. School Demonstration Lesson Plan

By William J. Hamilton, III Part of Civil War @ Charleston

This document is a hypertext version of the lesson plan I use for school visits. This particular plan is optimized for the James Island School District, where I do most of my visits. Since so much of the war around Charleston took place on James Island, I can relate the geographic locations to areas the students live and visit. One of the schools I visit is Fort Johnson Middle School

Prior to visiting the school I obtain written permission from the Principle and local law enforcement agency to fire some blank rounds as part of the demonstration. In South Carolina, the permission of the authority in charge of the building is necessary to bring the weapons on school property and the permission of local law enforcement is needed to discharge a firearm in most areas. I always obtain both of these permissions in writing. Many schools have a police officer present during the demonstration which seems to make everyone happy. I also send a copy of the lesson plan and suggest that the School Libarary set up a table of Civil War Books for the Kids to check out.

The applicable SC Law is:
Sec. 16-23-420, Carrying or displaying firearms in public buildings or areas adjacent thereto
"(A) It is unlawful for a person to carry into a private or public school, college, or university building, or any publicly owned building, or have in his possession in the area immediately adjacent to these buildings, a firearm of any kind, without the express permission of the authorities in charge of the buildings."

I begin my attempting to demonstrate the relevance of history by telling the story of on of My Civil War Ancestors, William E. Finklea of the 10th. SC Voluntter Infantry, who was captured at Missionary Ridge

Basic Infantry Equipment

The first order of business is to discuss the basic infantry equipment, which I begin the class by wearing all on my person.
  1. Uniform, I wear a nondiscript gray sack coat and standard kersy blue trousers.
  2. Canteen, difficulties obtaining water.
  3. Haversack
  4. Cup, all of its various uses, drinking, cooking, digging, boiling coffee
  5. Hat, The Kepi and Forage Cap. The eventual preference for the felt hat or "slouch hat" by troops in the field.
  6. Blanket
  7. Gum Blanket, its use as shelter, rain cloak and ground cloth.
  8. Plate, its use for eating, and entrenching and the tendency to discard it as the war went on.
  9. Typical Rations, including a discussion of the quality of the foot and its tendencies towards spoilage and insect infestation.
  10. Shoes, straight last shoes, shortages, substitutes.
  11. Here is a drawing of a Civil War Soldier's basic Infantry gear arranged for inspection in his tent. A soldier who lost or damaged his equipment would have deductions made from his pay to replace it. Inspections made sure equpment was present, in working order and actually property of the soldier using it.

Food Quality, Medical Treatment, Sickness, Camp and Campaign Life

Marches- 2.5 - 1.75 miles per hour, up to 30 miles per day. Tactical implications of this speed of movement.

The Civil War on James Island

I try to increase the apparent relevance of the history by focusing on the geographical area in which the students live. All of these actions take place within three miles of where the students live. At some of the schools, the students live on the actual battleground.
  1. Ft. Johnson, 1861 and the firing on Ft. Sumter which began the war.
  2. 1st. Defensive Lines
  3. Secessionville 1862
  4. Sol. Legare Island, 1863. This battle was the first test under fire of the 54th. Mass. and is therefore of particular interest to African American students.
  5. 2nd. Defensive Lines
  6. July 1864, Western Lines & Ft. Johnson Boat Attack. Major attacks were conducted against the James Island defensive postions in July of 1864. The Battle of Bloody Bridge took place just across the river from James Island during this same campaign.
  7. Bombardments from Federal Positions. While not directed at James Island, the Swamp Angel was typical of the large Federal cannon used to shell the Confederate positions on James Island.
  8. Grimball's Causeway 1865

Musket firing Demonstration, Linear Tactics

I usually take the kids outside for this part of the demonstration and put them in two ranks. The kids usually resist this, but a certian amount of soldierly yelling will get the job done. The real goal here is to show why the soldiers fought the way they did. Putting the kids in an orderly formation also makes the rifle firing demonstration go smoothly.

Basic Infantry Weapons

  1. Side Knife, I discuss this items prominence at the beginning of the war and its gradual disappearance from the kit of most soldiers.
  2. Rifle, Cartridge Box, Cap Box, I carry and use a reproduction Enfield Rifle Musket. I try to give every student present the opportunity to hold the weapon and feel how heavy it is. When possible we have an original Enfiled with us that we allow the students to handle while I continue the discussion. Another reenactor or a teacher take sthe weapon around for the students to see.
  3. Bayonet
  4. Sword, of course an infantry private doesn't carry one, but I do discuss it and when possible have on on hand for the students to see.

Contrast Flintlock & Percussion Rifle

We try to have a flintlock on hand to show how that weapon worked and contrast it with the relative simplicity of the precussion cap musket. Of couse flintlocks saw some action early in the war. The greater speed and reliablity of the precussion cap musket is as big a factor in the tactical implications of the weapon as its range.

Miniball, impact on tactics, type of injuries inflicted

Musket Firing Demonstration

I ask the students with watches to time this. I ram the paper so they get a complete demonstration of how the weapon worked. I average about 18 - 22 seconds per round and fire three rounds. If a group of reenactors are present, we may demonstrate fire by files and rank as well.

Drill and Tactics

With the kids lined up, we have each of them use their right arm to simulate a musket and direct them to fire every twenty seconds. The slow speed makes an impression on them. We then discuss the great mystery of the war, why the men fired at each other in neat lines.
  1. Reasons, the slow rate of fire of the weapon demands massed fire for effectiveness. Every rifle available must be brought to bear on the enemy.
  2. Rate of Fire, Coordination of Men, Communication, Control, a wheel or similar movement demonstrates the importance of shoulder contact and close proximity to keeping the actions of the soldiers coordinated.
  3. Enfilade Fire, Flank and Front. After moving to the flank of the class/company we demonstrate how concentrated fire on the flank forces the force to move into a position where its massed fire can be brought to bear on the enemy
  4. Entrechments
Cavalry & Artillery Tactics, Contrast

Your part in history

I conclude by discussing how students can find their own families part in history. research

This plan is for an infantry reenactor visit to a James Island School, however all local reenacting groups do school visits. I have worked at schools with the 27th. South Carolina Volunteer Infantry. A pagelisting all local reenactment groups is available. Most reenactors are volunteers with regular jobs so our capacity for school visits is limited. Schools all tend to request these visits in March and April when they hit the war in the ir courses. Please consider having us early so we can accomidate more schools in our limited schedules.

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