Last updated: October 3, 2021
Lesson Plan
Order No. 11 3rd & 4th Grade
- Grade Level:
- Upper Elementary: Third Grade through Fifth Grade
- Subject:
- Social Studies
- Lesson Duration:
- 60 Minutes
- State Standards:
- Missouri: 3a Knowledge Explain Missouri's role in the Civil war, focusing on the concept of the border state. #5 Read & construct historical and current maps.
Oklahoma: 4.3.1 A Draw conclusions from maps, D. Identify push & pull factors of human migration - Additional Standards:
- Kansas: Evaluation of Historical Evidence Skills: Sourcing, Contextualization Geography Skills: Ask geographic questions. Acquire geographic information Civic Skills: Engage effectively in a range of collaborative discussions.
- Thinking Skills:
- Remembering: Recalling or recognizing information ideas, and principles. Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Creating: Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for NEW situations. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.
Essential Question
How does art reflect society and promote a specific point of view on a critical question?
Objective
Students will be able to identify the impact of a specific piece of art in a contentious circumstance.
Student Friendly Objective: I will be able to analyze elements of Bingham's Order #11 and understand what they were intended to mean.
Background
Fort Scott National Historic Site video: Bleeding Kansas 4:18, discuss
Burnt District Movie, 8:27, discuss
Bingham Painting, Image courtesy of the State Historical Society of Missouri Art Gallery, Columbia, Missouri
Preparation
ShowFort Scott National Historic Site video: Bleeding Kansas, 4:18, discuss
Show Burnt District Movie, 8:27, discuss
Show on "Smart Board"if available Order No. 11 from General Thomas Ewing
Show On "Smart Board" Bingham Painting, courtesy of the State Historical Society of Missouri Art Gallery, Columbia, Missouri.
Show on "Smart Board" map of "Burnt District" in Missouri
Show and discuss a short biography of George Caleb Bingham, plusseveral examples of Bingham's work.
Students should have three sheets of plain paper each.
Materials
Lesson Hook/Preview
Have students search for pictures of any kind that evoke emotion, discuss what that emotion is and how the picture depicts that emotion. Example: Advertisements for soft drinks, pictures of puppies.
Procedure
Show Fort Scott National Historic Site video - Bleeding Kansas, 4:18, discuss
read General Thomas Ewing's Order #11 to students, discuss why General Ewing issued such an order.
Show movie discussing the "Burnt District" in Missouri, discuss what would have been like to have lived in the area at the time, on both sides of the state line, ie., Kansans and Missourians. Show and discuss some of George Caleb Bingham's works. What was he trying to depict? What emotion is suggested by various paintings?
Distribute copies of Order #11 painting along with three sheets of plain paper. Have students cover over 3/4 of painting and then examine the uncovered 1/4 trying to answer and discuss the following questions: 1) What can you see in detail in the image? 2) What can you infer (understand what artist is trying to convey) by the entire painting? 3)What do you think Bingham thought of Ewing's order? 4)How did you come to that conclusion? 5)Based on what you know about the era, what do you think people might have thought of this painting when it was done? 6) What is your personal opinion of Order #11 based on this painting?
Script for Teacher to Close the Activity:
1)How were people being forced to move?
2) Why do you think that people were being moved?
3)Do you think this type of tactic is effective?
4)Do you think this type of tactic is something that should be used in the United States?
Defend your position with evidence and reasoning
Vocabulary
General Order - Under martial law, the commander of military forces and his provost marshal determined law and order instead of a civilian court. The general orders were their commands and took on the power of law.
Provost Marshal General - The Office of the Provost Marshal General (OPMG) is responsible for the policy, plans, programs, oversight and budget for the Army's policing functions, including law enforcement, criminal investigations, criminal intelligence fusion, corrections, biometrics & forensics, physical security, high risk personnel security, antiterrorism and detention operations in cooredination with Department of Defnese (DoD) and the law enforcement community.
General Order No. 11
Headquarters District of the Border
Kansas City, August 25, 1863
1. All persons living in Jackson, Cass, and Bates counties, Missouri, and in that part of Vernon included in this district, except those living within one mile of the limits of Independence, Hickman's Mills, Pleasant Hill, and Harrisonville, and except those in that part of Kaw Township, Jackson County, north of Brush Creek and west of Big Blue, are hereby ordered to remove from their present places of residence within fifteen days from the date hereof.
Those who within that time establish their loyalty to the satisfaction of the commanding officer of the military station near their present place of residence will receive from him a certificate stating the fact of their loyalty, and the names of the witnesses by whom it can be shown. All who receive such certificates will be permitted to remove to any military station in this district, or to any part of the State of Kansas, except the counties of the eastern border of the State. All others shall remove out of the district. Officers commanding companies and detachments serving in the counties named will see that this paragraph is promptly obeyed.
2. All grain and hay in the field or under shelter, in the district from which inhabitants are required to remove, within reach of military stations after the 9th day of September next, will be taken to such stations and turned over to the proper officers there and report of the amount so turned over made to district headquarters, specifying the names of all loyal owners and amount of such product taken from them. All grain and hay found in such district after the 9th day of September next, not convenient to such stations, will be destroyed.
3. The provisions of General Order No. 10 from these headquarters will be at once vigorously executed by officers commanding in the parts of the district and at the station not subject to the operations of paragraph 1 of this order, and especially the towns of Independence, Westport and Kansas City.
4. Paragraph 3, General Order No. 10 is revoked as to all who have borne arms against the Government in the district since the 20th day of August 1863.
Border War Map
Map of "Burnt District" in Missouri
Short biography of George Caleb Bingham and several examples of Bingham's work
Several Examples of Bingham's Work
Biography: General Thomas Ewing
Ewing, son of Thomas Ewing who had been Senator from Ohio, secretary of the treasury and secretary of the interior.
Ewing Jr., was one of the private secretaries to Zachary Taylor, Brown University, graduated 1854.
Cincinnati, studied law, married, moved to Leavenworth, Kansas, partner in law firm of Ewing, Denmam & Co.,
Later with brother Hugh and brother-in-law William T. Sherman, formed Sherman & Ewing, later added Daniel McCook.
1861 - first chief justice of Kansas supreme court, 1 1/2 years later resigned to join Union army.
Recruited the 11th Kansas Infantry regiment, colonel, promoted to brigadier general of volunteers in March, 1863.
Soon after placed in command of the District5 of the Border, issued famous Order No. 11 March, 1864, made commander of the District of St. Louis, November 21, placed in command of the District of Rolla.
Shortly thereafter, December 9, again made commander of the District of St. Louis, held until april, 1865.
March 13, 1865, breveted major general of volunteers for services at Pilot Knob.
After military, set up law practice in Washington, D.C., until 1870. Returned to Lancaster, Ohio, active in Greenback wing of the Democrat party, served in House of Representatives from 1877 to 1881.
Moved to New York City, practice law rest of life. died Jan. 21, 1896 from injuries in a street car accident.
Supports for Struggling Learners
Students struggling to identify concrete components of examining artwork can increase their confidence and prowess by using the guided questions below:
a) Describe the types of people you see.
b)Describe what is happening to the house.
d) Describe what is happening in the background of the painting. What is causing the smoke?
e) What does the signal of smoke mean?
f) What type of caravan is traveling?
g) Where do you think the people are going to go?
h) Do you think the people will ever be able to return home?
i) What do you think the Union army will do with the emptied homes?
Enrichment Activities
Have students locate a similar styled painting from a different perspective that was created during that time period, but conveyed (showed) a different view or life experience from the Midwest during the early 1800's.