Last updated: October 3, 2021
Lesson Plan
Order No. 11 7th & 8th Grade
- Grade Level:
- Middle School: Sixth Grade through Eighth Grade
- Subject:
- Social Studies
- Lesson Duration:
- 60 Minutes
- State Standards:
- Missouri - Theme 5, B - Trace the events leading to conflict between Norther & Southern states. Describe critical development & turning points in Civil War
- Additional Standards:
- Kansas - Events: Ks-Nb Act, Bogus legislature, Bleeding Kansas, Pony Express, Civil War, statehood, Battle of Mine Creek, Quantrill's Raid, Order #11
Oklahoma - 8.10.4 - Impact of slavery, repeal of Mo. Comp. factional feuds in Bleeding Kansas - 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 piece of art in a contentious circumstance.
Background
Fort Scott National Historic Site video - Bleeding Kansas, 4:18
Burnt District video, 8:27
Bingham Painting, courtesy of the State Historical Society of Missouri Art Gallery, Columbia, Mo.
Several examples of Bingham's work
Preparation
Fort Scott National Historic Site video - Bleeding Kansas, 4:18
Burnt District video, 8:27
Bingham Painting, courtesy of the State Historical Society of Missouri Art Gallery, Columbia, Missouri
General Thomas Ewing's Order #11
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.
Map of "Burnt District" in Missouri
Short biography of George Caleb Bingham
Several examples of Bingham's work
Order #11 painting
Biography: General Thomas Ewing
Ewing, son of Thomas Ewing who had been Senator from Ohio, Secretary of Treasury, Secretary of the Interior
Ewing jr. was one of private secretaries to Zachary Taylor, Brown University, graduated 1854.
Cincinnati, studied law, married, moved to Leavenworth, Kansas, partner in law firm of Ewing, Denman & 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 District 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.
Materials
Lesson Hook/Preview
Ask students to name their favorite social media influencers. Then have them share what it is about that person that draws their attention. Is it the content? The message? The format? Ask them how many social media influencers that they follow. Ask them if they follow people that have different views from their own or if they follow people that they like and agree with fully.
Procedure
Show Fort Scott National Historic Site video - Bleeding Kansas, 4:18, discuss.
Show General Thomas Ewing's Order #11 on Smartboard if available, read together, discuss why General Ewing issued such an order.
Show video 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?
Have students create a social media campaign that promotes General Thomas Ewing's Order #11: They can take on the persona of General Thomas Ewing or as a Campaign Manager
Students must include the following:
A hashtag
A 280 character explanation of the reasoning FOR the Order
Images that who WHO will be moving
Images that show HOW people will be encouraged/forced to move
(Students can use resources like Canva or Template.net for free to construct realistic social media posts.)
Have students then create a social media campaign that promotes the opposing view of Order #11 under the persona of George Caleb Bingham.
Students must include the following:
A hashtag
A 280 character explanation of the reasoning AGAINST the Order
Images that show HOW those that will be moving will be impacted
Images that show WHY this order should NOT be supported
(Students can use resources like Canva or Template.net for free to construct realistic social media post.)
Discuss:
How does knowing both sides of an issue help bring forth clarity and truth?
Why do you/people tend to favor following or finding information that fits with what they already believe?
When creating the social media campaigns, which was easier to create? The truth or the lie?
Should those that knowingly spread lies be held accountable when they are in charge of the welfare of people?
How does the purpose of actions impact the way people respond to those actions?
What is the most effective way to deal with violent civilian populations by the military?
What is the most effective way to deal with the abuse of power by the military against the civilian population?
What lesson should be learned from the reason, action, and result of Order #11?
Vocabulary
General Order - Under martial law, the commander of military forces and his provost marshals determine 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, program, 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 coordination with Department of Defense (DoD) and the law enforcement community.
Supports for Struggling Learners
Students struggling to articulate their social media positions can break it down in more concrete concepts:
Why was General Thomas Ewing's Order #11 done?
How would people be able to learn that they are supposed to be relocated?
Why was George Bingham opposed to Order #11?
Do you think his painting would be an effective tactic to gain sympathy from Missourians to NOT support Ewing? Why or why not?
Enrichment Activities
Have students create a false or inaccurate information that is woven into the authentic message and have students view the work of others and try to identify the misinformation.