Students learn about General Lee’s surrender to General Grant at Appomattox. They will identify similarities and differences between the two generals. Finally, they will work together to identify important details about several Confederate officers who surrendered after Lee.
Students read an introduction explaining the unusual nature of the Civil War and that Confederate forces surrendered at multiple locations before the war finally ended in June 1865. They examine an image of Lee surrendering to Grant at Appomattox and contribute a unique observation about the scene to a shared class table.
Teacher MovesPresent the lesson overview and objectives, then guide students in closely observing the surrender image. Prompt discussion of student observations, highlighting visual details such as the generals’ body language and the presence of surrounding officers to build interest in the historical moment.
Students view Appomattox Court House and read Appomattox Court House: Lee’s Surrender to learn about the circumstances and key details of Lee’s surrender to Grant. They then post a summary of the battle and the surrender meeting to a class wall.
Teacher MovesClarify the military situation after the fall of Richmond, explaining how Grant’s pursuit, the near encirclement of Lee’s army, and the soldiers’ starvation led Lee to seek surrender. Describe the setting and tone of the meeting at Appomattox Court House, including differences in the generals’ appearance and the presence of Union officers, to deepen students’ understanding before they write their summaries.
Students read about the two commanders in Grant Versus Lee and Which General Was Better? Ulysses S. Grant or Robert E. Lee? to compare their backgrounds and leadership styles. Using this information, they complete a two-column graphic organizer with important facts about Robert E. Lee and Ulysses S. Grant.
Teacher MovesSupport students in identifying key biographical and leadership details for each general, such as origins, military experience, strategic strengths, and personal qualities. Use guiding questions about what makes an effective leader—character, example, and results—to prompt reflection and discussion as students complete and review their organizers.
Students recall that fighting continued after Appomattox and review the Timeline of Civil War Events around April 9, 1865. In small groups, they divide and read different articles—Bennett Place Surrender, Surrender at Citronelle, and One of the last Confederate generals surrenders—to learn about later Confederate surrenders. Group members share what they learned, compare similarities and differences among the events, and then post a small-group response explaining how and when the Civil War ended, using evidence from their readings and discussion.
Teacher MovesOrganize students into small groups and ensure each group member has a different surrender event to read. Monitor group discussions, prompting students to note locations, key figures, timing, and outcomes of each surrender. After groups post their explanations, highlight strong or insightful responses for whole-class discussion, and explain that the Civil War’s end was a gradual process involving multiple surrenders as Confederate leaders recognized that continued fighting was futile.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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