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.
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.
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:
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).
Clip #2: Social Climbing and Slavery (3:18).
Clip #3: Widowed (5:15).
Clip #4: The Election of 1860 (2:07).
Clip #5: Rose the Spy (3:45).
Clip #6: Suspicion, Arrest, and the Press (3:27).
Clip #7: Prison and Exile (6:55).
Clip #8: Time in Richmond and Europe (4:03).
Clip #9: Return and Death (6:00).
Clip #10: Legacy (1:31).
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'.