Newsletters mailed home to parents of gifted students
Name: _______________________________
Extension Menu for
Grade 8 American Studies I: The Battle of Antietam
Directions: Choose a learning activity from one square to complete. If you choose the
square, “Write your idea here,” please see the teacher with your idea first. Circle the number
of the learning activity you choose. Turn in this paper with your work.
1. Select one of the following
individuals: Clara Barton, Alexander
Gardner, Johnny Cook, George
Smalley. Study their experiences
during the Battle of Antietam. Write
a journal entry (minimum 5
paragraphs) to describe his or her
experiences and feelings during this
bloody battle. Include accurate
information and interesting details
and illustrations that are neat,
attractive, and historically accurate.
2. Create an annotated, illustrated
timeline of the Battle of
Antietam. Include 6-8 significant
events from the battle.
Illustrations may be hand-drawn
or computer clip art. Text should
be typed or neatly handwritten in
blue or black ink. Measure
carefully to be sure that time
spans are spaced accurately.
Proofread to be sure that all
writing is clear, well edited, and
error-free.
4. Create a newspaper front page
(Northern or Southern) about the
Battle of Antietam. Write at least 4
articles with illustrations that
describe how and why the battle
occurred. Remember, the headline
article should reflect the most
important information. Articles must
be typed or neatly handwritten in
blue or black ink. Illustrations must
be neat, colorful, attractive and
historically accurate.
5. Research the leadership styles
and skills of the Confederate
(General Robert E. Lee,
"Stonewall" J. Jackson, Jubal
Early) and Union commanders
(General George B. McClellan,
Ambrose E. Burnside, Joseph
Hooker) at the Battle of Antietam.
Construct a cube to share your
findings. Each side of the cube
should contain a title, a visual
(computer generated or handdrawn), and a summary of one
leader’s style and skills.
8. Write your idea here:
7. Investigate military technology
and medical knowledge of the Civil
War Era. Compose an essay
(minimum 5 paragraphs) to explain
how differing levels of medical and
military expertise contributed to the
terrible casualties at the Battle of
Antietam. Your essay should
include an engaging introduction,
at least 3 body paragraphs, and a
compelling conclusion. Proofread
FCPS
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3. Design a brochure to inform
tourists and Civil War enthusiasts of
at least 5 points of interest at
Antietam Battlefield and the
surrounding area. Describe the
event(s) that took place at each point
of interest and the significance of the
event(s) to American history. Your
brochure must be typed or neatly
handwritten in blue or black ink and
must include captioned illustrations.
Illustrations must be neat, colorful,
and attractive. Include a title page
with a catchy title and an illustration.
6. Study the lives of at least 5
individuals involved in the Battle of
Antietam. Design a Civil War Hall
of Fame to celebrate their
achievements. Share your Hall of
Fame in a multimedia presentation
using software, such as PowerPoint
or Photo Story. Integrate visuals,
music, and written descriptions of
the images and individuals shown in
the presentation.
9. Abraham Lincoln and George B.
McClellan disagreed about whether
the Union army should pursue
General Robert E. Lee after the
Battle of Antietam. Select a partner
and investigate this historical
conflict together. Compose a 3-5
minute dialogue in which Lincoln
and McClellan discuss their differing
views and the reasons behind them.
Present your dialogue to the class.
American Studies I/Grade 8
to be sure that all writing is clear,
well edited, and error-free.
Teacher Initials for Approval: _____
Teacher Resource Page
Grade 8 American Studies I Extension Menu
Battle of Antietam
Intended Use: Follow up activity after a lesson or alternative activity for students
who demonstrate mastery of curricular indicators prior to a lesson
Standard(s) and Indicators Addressed:
Box 1: SS.AS1.90.03
Describe the contribution of the following to the Civil War: Crittenden Plan, George McClellan,
Ulysses S. Grant, Robert E. Lee, Frederick Douglas, Abraham Lincoln, Jefferson Davis, William
Sherman, and John Wilkes Booth, Clara Barton, Ironclads, Copperheads, income tax
Box 2: SS.AS1.90.02.a Evaluate how the following key events and turning points impacted the outcome of the Civil War: Fort
Sumter, Battles of Shiloh, Bull Run, Gettysburg, Antietam, Vicksburg, Sherman’s March, and
Appomattox Court House.
Box 3: SS.AS1.90.02.a Evaluate how the following key events and turning points impacted the outcome of the Civil War: Fort
Sumter, Battles of Shiloh, Bull Run, Gettysburg, Antietam, Vicksburg, Sherman’s March, and
Appomattox Court House.
Box 4: SS.AS1.90.02.a Evaluate how the following key events and turning points impacted the outcome of the Civil War: Fort
Sumter, Battles of Shiloh, Bull Run, Gettysburg, Antietam, Vicksburg, Sherman’s March, and
Appomattox Court House.
Box 5: SS.AS1.90.03
Describe the contribution of the following to the Civil War: Crittenden Plan, George McClellan,
Ulysses S. Grant, Robert E. Lee, Frederick Douglas, Abraham Lincoln, Jefferson Davis, William
Sherman, and John Wilkes Booth, Clara Barton, Ironclads, Copperheads, income tax
Box 6: SS.AS1.90.02.a Evaluate how the following key events and turning points impacted the outcome of the Civil War: Fort
Sumter, Battles of Shiloh, Bull Run, Gettysburg, Antietam, Vicksburg, Sherman’s March, and
Appomattox Court House.
Box 7: SS.AS1.90.01
Analyze key events and turning points of the Civil War and compare and contrast the goals, resources,
and strategies of the North and South, including the geographical advantages and obstacles created by
physical and human characteristics, technological advances, and military leadership
Box 9: SS.AS1.90.03
Describe the contribution of the following to the Civil War: Crittenden Plan, George McClellan,
Ulysses S. Grant, Robert E. Lee, Frederick Douglas, Abraham Lincoln, Jefferson Davis, William
Sherman, and John Wilkes Booth, Clara Barton, Ironclads, Copperheads, income tax
American Studies I/Grade 8
FCPS
Organizational Tips:
1. Note that the activities are arranged in order of difficulty (Boxes 1-3: least advanced, Boxes 7-9: most
advanced)
2. Provide students with access to…

research resources such as the school media center, the Internet, textbooks, and/or subscription
databases (SIRS, Student Resource Center, etc.)

supplies such as rulers, colored pencils, markers, paper, etc. for construction of newspaper front page,
cube, annotated, illustrated timeline, brochure, etc.

software such as PowerPoint, Excel, Inspiration, etc. to assist students in creating final products
FCPS
American Studies I/Grade 8