Lesson Plan: Rose Greenhow: Socialite, Secessionist, and Civil War Spy

Background and Marriage

Kelly Hancock talked about Washington, D.C. socialite and Confederate spy Rose O’Neal Greenhow, including her background and marriage. This virtual program was hosted by the American Civil War Museum in Richmond, Virginia.

Description

This lesson explores the life and times of Rose O'Neal Greenhow, a Civil War Confederate spy. The lesson opens with a brief review article of the Civil War. Students are then presented with ten video clips exploring Greenhow's background, marriage, views of slavery, connections to the Washington, D.C. elite, actions as a spy, arrest and imprisonment, role as a Confederate emissary in Europe, death, and legacy. The lesson then asks students to compare Greenhow's background, contributions, shortcomings, and legacy with another Civil War-era female spy, Elizabeth Van Lew. The lesson then concludes with a reflective prompt.

Procedures

  • SET UP

    This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

    You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

    You can also save and share the following Google resource for students to use with this lesson.

    Handout: Graphic Organizer (Google Doc).

    In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

  • WARM UP AND INTRODUCTION

    Pose the following brainstorming question to your students: Make a list of five to ten famous women throughout American history. What were their contributions? Have students record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

    Then, provide your students access to this introductory article (American Battlefield Trust). Direct your students to review the article and answer the following questions on their graphic organizer and review their responses with a partner or small group:

    • What two questions did the Civil War “resolve?”
    • Why did the Civil War begin?
    • How did the Civil War end?
  • VOCABULARY

    Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the choice board activity in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage. We recommend having your students define and present the terms in a jigsaw activity to save time.

    Depending on time and resources, you may consider having your students define and present the terms in a Frayer's Model activity, where each student takes one to two words. Students can then post their models around the room for reference throughout the lesson.

    Note: this is not an all-encompassing list of terms included in each video. We recommend you previewing the video to determine any necessary additions/subtractions to this list for your specific students.

  • ENGAGEMENT

    Direct students to the engagement section of their graphic organizers. Have students view each clip, take notes, and answer each question in their graphic organizers (the video clips and questions are also listed below). After students are finished, direct them to share their responses with a partner, a small group, or the whole class. Note: all video clips feature Kelly Hancock, Interpretation and Programs Manager at the American Civil War Museum.

  • Clip #1: Background and Marriage (4:38).

    • How old was Rose Greenhow when she first came to Washington, D.C.? Why did she come to D.C.?
    • Where did Greenhow live during her early years in D.C., and how did this location impact who she met?
    • Based on the clip, for what two reasons did Greenhow attract the attention of “many men?”
    • According to Kelly Hancock, for what other two reasons did Greenhow have connections to “upper levels of D.C. society?”
    • How does Hancock describe Greenhow’s husband and their marriage?
  • Clip #2: Social Climbing and Slavery (3:18).

    • What four examples of the Greenhow’s social climbing does Hancock provide?
    • According to Hancock, what were Greenhow’s views regarding slavery?
    • How might Greenhow’s father’s death influenced her views regarding slavery?
    • To whom did Greenhow credit her views regarding slavery? Summarize the anecdote that Hancock provides regarding Cuba.
  • Clip #3: Widowed (5:15).

    • What happened to Greenhow’s husband, and how might Greenhow have found out?
    • Based on the clip, what financial impact did this event have on Greenhow? Why did this impact not last?
    • What allowed Greenhow “access to the highest levels of D.C. society?”
    • According to Hancock, whom did Greenhow entertain during this time? Describe her relationship with Senator Henry Wilson.
  • Clip #4: The Election of 1860 (2:07).

    • Why might Greenhow have been in a “prime position” after the Election of 1860?
    • What ultimately happened in the Election of 1860, and how did this affect Greenhow’s family?
    • According to Hancock, how did Greenhow view Abraham Lincoln?
  • Clip #5: Rose the Spy (3:45).

    • Who recruited Greenhow to serve as a spy, and what did he teach her?
    • What role did Greenhow’s home play during this time? What example does Hancock provide?
    • According to Hancock, what message did Greenhow send on July 9th? Who did she send the message to, and who delivered it?
    • Based on the clip, what was the impact of Greenhow’s message and confirmation? How many messages did Greenhow send in total?
  • Clip #6: Suspicion, Arrest, and the Press (3:27).

    • What was Greenhow “outspoken” about? According to Hancock, what did Greenhow’s neighbors do?
    • Who arrested Greenhow, what was she charged with, and where was she originally jailed?
    • What did Greenhow continue to do while on “house arrest?”
    • Based on the clip, how did Greenhow “make use of the press?”
  • Clip #7: Prison and Exile (6:55).

    • Where was Greenhow sent to for her prison term? What personal significance did the location have?
    • In what type of conditions did Greenhow serve her prison term, and what was her response?
    • Why did Abraham Lincoln want to “exile” prisoners?
    • What was the outcome of Greenhow’s hearing? Summarize the quote from Greenhow’s hearing.
    • When was Greenhow finally freed?
  • Clip #8: Time in Richmond and Europe (4:03).

    • How long was Greenhow in Richmond, Virginia? How did her contemporaries view her?
    • What did Jefferson Davis ask Greenhow to do? Who traveled with her and what else did she bring on the voyage?
    • According to Hancock, how long was Greenhow in Europe? What are two things she accomplished while in London?
    • What did Greenhow arrange while in France? What was the outcome?
  • Clip #9: Return and Death (6:00).

    • What did Greenhow do on July 30th?
    • Based on the clip, what was the Condor and what happened to it?
    • According to Hancock, how and why did Greenhow die?
    • What ultimately happened to Greenhow’s body?
  • Clip #10: Legacy (1:31).

    • According to Hancock, what impact did Greenhow have as a spy?
    • Where does Hancock say Greenhow was “effective?”
  • APPLICATION

    In the lesson, Kelly Hancock references another Civil War-era spy, Elizabeth Van Lew, and briefly compares her to Rose Greenhow.

    Ask your students to reflect on their learning about Rose Greenhow from the video clips. Then, direct them to conduct research on both Greenhow and on Van Lew. Students may benefit from being provided these overview articles on both Greenhow and Van Lew (the articles are also linked below).

    Have your students complete the chart under the application section in their graphic organizers, including differences and similarities for the two individuals. Then, ask your students to share their findings with the class by developing and presenting a presentation.

  • CLOSURE

    Direct your students to complete the final culminating writing prompt in their graphic organizers: Having now learned about the background, contributions, and shortcomings of Rose Greenhow, describe her legacy. Be sure to include evidence from the video clips and activities to support your argument. Encourage your students to use evidence from the video clips to support their response.

    Have students share their responses, comparing their perspectives with their classmates'.

Additional Resources

Vocabulary

  • Abolitionist
  • Battle Of Manassas (or Battle Of Bull Run)
  • Blockade Runner
  • Boarding House
  • Civil War
  • Confederate
  • Dolly Madison
  • Emissary
  • George B. Mcclellan
  • James Buchanan
  • Jefferson Davis
  • John C. Calhoun
  • Martin Van Buren
  • Matthew Brady
  • Old Capitol Building
  • Pierre Gustave Toutant Beauregard
  • Presidential Election Of 1860
  • Roger B. Taney
  • Secessionist
  • Slavery
  • War Of 1812
  • Widowed
  • William Seward

Topics

U.S. HistoryWorld History

Grades

Middle SchoolHigh SchoolUniversity