D. C. KRONE IS DEAD



Urbana - Champaign during the Civil WarAbstract: The Civil War affected the entire country. Illinois was on the western edge of the country at the time. How did the people of Illinois rally around the nation? Did they enlist and fight during the war? In this unit, students will learn who enlisted in the Grand Army of the Republic by learning facts, evaluation of photographs and learning about a Civil War veteran through letters, newspaper articles and biographical sketches.Essential Questions: - While the country was fighting the Civil War, how did the people of Central Illinois participate?- What are some ways the people of Champaign-Urbana participate in the Civil War- Can we reconstruct a person’s life by the sketches of information available?Assessment: Students will be assessed on their participation, completion of worksheets and a group project where the teacher will use a rubric, students will assess each other’s contribution and individuals will also evaluate their participation in the project.Setting the Purpose: The purpose for this unit is to bring the Civil War home to Illinois so that students can see how people from their state participated. They will be able to identify areas of Illinois where trainings took place and where Confederate Prison’s were located. Students will also, in groups, evaluate the available information about a Civil War Soldier to sketch out the person they thought he might have been. This will be completed using a biological sketch questionnaire and then presenting their information to the class.Lesson 1 – Students will start a KWL chart about Illinois and the Civil War. Introduction to Illinois and the Civil War power point: Students will complete a map of Illinois showing where the Military bases and Prisoner of War camps were located. Lesson 2 – Students will evaluate local newspaper clippings to determine to what extent civilians participate in the war effort and how soldiers were treated.Lesson 3 – Students will read and evaluate census information, memorial tributes and photographs. Once they have completed these evaluations, the project will be introduced.Lesson 4 - Students will go into groups and will be assigned a folder on one soldier from Central Illinois. They will work as a team to create a biographical sketch of this soldier and present it to the class.Lesson 5 and 6- continuation of Lesson 5Lesson 7 – Group PresentationsStudents will present the biographical sketch of their assigned soldier. Grading will be done by rubric attached.When all presentations are done, students will be given time to fill out evaluations for their team members and themselves.Analysis of local primary sources:Students will read copies of Civil war Era Newspapers to evaluate how Central Illinois participated in the Civil War rmation for biographical projectFamily historiesProbate recordsCensus filesPhotographsHistorical writingsCivil Case recordsTies to National Primary sources:Students will read dispatches from Washington DC and East Coast newspapers about current events during the Civil War.Annotated List of Materials and Resources for the lessons:KWL ChartIntroduction Power PointThis power point presentation has information about the United States during the Civil War as well as Illinois and the Urbana area. Information about who served in the war. Information is included for mapping the military camps during the War and the prisoner of war camps. Blank map of Illinois is also attached.Power Point worksheetThis worksheet goes along with the introductory power point. Students fill in information as the power point is presented.Map of Illinois (students and overhead)This is the page sized map that appears at the end of the power point. Students use this to fill in the military camps and prisoner of war camps as the power point progresses.Data packets for individual soldiersJohn S. WolfeHenry M. BrownfieldSamuel T. BuseyHomer W. AyersStephen Alfred ForbesBiographical Sketch directionsWorksheets for groups to use when collecting data for their biological sketches.Biographical Sketch RubricThis is the rubric that will be used to assess students on the completed project. Should be shown to students prior to the start of the project so they are aware of how they are being graded.Biographical Sketch group evaluation rubricThis rubric will be used for students to evaluate the participation of the peers in their group. Should be shown to students prior to the start of the project so they are aware of how they are being graded.Biographical Sketch individual rubricThis rubric will be used for students to evaluate their own participation in the group project. Should be shown to students prior to the start of the project so they are aware of how they are being graded.Presentation RubricThis rubric will be used for the presentation part of the project. It will detail how students will be graded during their presentation of their project. Should be shown to student prior to the start of the project so they are aware of how they are being graded.Lesson 1: Students will begin to understand the extent that Illinois was involved in the Civil WarAbstract: In this lesson students will begin by assessing prior knowledge of the Civil War through a KWL chart. An introduction of Illinois’ part in the Civil War will be presented through a power point and, at the conclusion, students will have mapped out the Military Camps and Prisoner of War camps in the state of Illinois.Essential Questions:To what extent did Illinois contribute to the Civil War effort?What was some of the ways that they helped in the military arena?Assessment: Students will be evaluated on their participation during the power point as well as their completion of the map marking out Illinois military camps and prisoner of war camps.Setting the Purpose: Students will assess their prior knowledge and then move on to find out more information about how Illinois participated in the Civil War. This knowledge will help them later in the unit as they create biological sketches of Civil War soldiers.Procedure:Pass out blank copies of a KWL chart. Ask students to fill in what they know about Illinois’ participation in the Civil War. Ask them to fill out what they would like to know about Illinois participation.Hand out a Power Point worksheet (attached) so that as teacher is presenting the introductory power point, students can fill in the blanks.On the second page of the power point work sheet will be a map of Illinois. Students should fill in the Military camps with a blue pencil or marker and prisoner of war camps with a red pencil or marker.Explain to students the project we will be working on the rest of the week and what is expected. Have copies of rubric on overhead so that students can see expectations.Analysis of primary sources: - Quotes from Confederate war POW’s. - Photographs of Civil War camps.Ties to National Primary source: Various information about Civil War.List of Materials and Resources:KWL ChartPower point worksheetIllinois map, blue pencils, red pencilsAttachments:KWL chartPower Point worksheetIllinois mapPower pointLesson 2: Understand the extent that Illinois was involved in the Civil War as well as what was happening in Central Illinois at this time.Abstract: In this lesson student’s will read local newspapers form the Civil War era to determine how the local people were affected by the war. Essential Questions:What was going on in Champaign County during the Civil War?Where did the people in Champaign County get their news from?Assessment: Students will be evaluated on their participation and on the short response at the end of the lesson.Setting the Purpose: Students will read and discuss the events going on in Central Illinois at the time of the Civil War and how they impacted the people of Urbana. They will then move on to discuss how prisoner of war soldiers were treated at Illinois camps.Procedure:Introduce lesson and expectations. Remind students that yesterday we learned hoe people in Illinois helped with the war effort. Today we are moving closer to home. The information we are reading today was printed in local papers. While the papers were local, the vast majority of the news came from big city papers, not local reporters.Break students into groups. (there are 5 different articles) Each group should get a copy of the original newspaper article and a typed copy. The group also has a group worksheet to fill out.Groups should read the article, discuss it, complete the attached worksheet and prepare a 3 to 5 minute presentation.Once all groups have completed their worksheets, each group will get up and present their article. A 2 minute question time should follow each group presentation.Analysis of Primary Sources:June 6, 1881 – article from Champaign County Union “War News”.Jan 30, 1861 article in Champaign county Union “How Amos Kendall would treat the southern insurrectionists.”June 13, 1863 article from Champaign County Union “Three Year Volunteers.”June 13, 18632 article from Champaign County Union “Desperation of the Rebels.”January 30, 1861 article from the Illinois Gazette “Fighting Oppression in Mississippi.”Discussion questions – group work Ties to National Primary source: Articles supplies come from national news feeds.List of Materials and Resources:- Packets of information for each group- original Article- typed copy of article- WorksheetAttachments:5 articlesTyped copy of newspaper article titled “How Amos Kendall would Treat the Southern Insurrectionists.” January 30, 1861 Champaign County Democrat.Copy of newspaper article titled “Frightful Oppression in Mississippi” from January 30, 1861 issue of the Illinois GazetteCopy of Newspaper article titled “ War News” from Champaign County Union – June 6, 1861Copy of newspaper article titled “Three year Volunteers” from June 13, 1863 edition of The Illinois Gazette.5 typed copies of articlesWorksheet – Primary source worksheet - NewspapersLesson 3: Students will learn how to read and interpret data from US Census Records, memorial tributes and photographsAbstract: Information can be gleaned from many different sources. Students will use this lesson to find out the information available from sources that historian use.Essential Question:What information is valuable to historians and where can it be found?How can you look at historical documents to find valuable information?Assessment: Students will work in teams to evaluate specific documents. They will have a worksheet to fill out showing they could find specific information on each document.Setting and Purpose: Students are familiar with looking for information in dictionaries, resource books and the internet. This class will revolve around using different types of primary sources to find information useful to historians.Procedure:The class with start with the teacher using the overhead projector to show three different types of primary sources; a census sheet, a photograph and a memorial tribute. Discussion will follow each slide about the kind of information that can be found on each of the sources.Students will be broken into groups of 3 or 4. Stations will be set up around the room. Each station will have one primary source available for students. Students will be given a worksheet that asks specific questions about each primary source.Students should be given 3 – 4 minutes at each station to find the information they need. A signal will let students know when it is time to change stations.Once everyone has had a chance to go to each station, students will return to their seats and a class discussion will start about the information found.Wrap up the class by letting the students know that tomorrows class will start as the bell rings because they need as much time as they can get to work on their project. Remind them to bring the rubrics form the first lesson, a notebook and writing utensil.Analysis of Primary sources: Students will be analyzing photographs, census information, obituaries and newspaper articles from Champaign County during the time of the Civil War.Attachments:QuestionnaireCopies of overheads to be made of the following:1880 Census Record1910 census recordPhotograph 1Photograph 2Photograph 3Photograph 4Lesson 3JESSE D. ADAMS?The Severyite, Mar. 7, 1907 Died:? Mar. 6, 1907? Deaths. ? ? ADAMS—Wednesday March 6, 1907, at 7:05 a. m. at his home in the north part of Severy, Mr. Jesse D. Adams, aged 73 years, 5 months and 27 days. ? The deceased was born Sept. 19, 1833, near Utica, N. Y., where he grew to manhood, going to Illinois in 1856 and settling at Frankfort, where he was married to Miss Bathsheba Ellis, June 11, 1865; they removed to Kansas in 1879, settling on a farm in Elk county south of Severy where they made their home until 1904 when they removed to Severy, which has been their home since.? There were two sons born to this union, one dying in infancy, and one L. P. Adams living south of Severy.? Mr. Adams was an old soldier having enlisted in the 15th Illinois cavalry in 1861 and was discharged the following year on account of sickness. ? Mr. Adams was one of the early settlers here and has always been a good neighbor and friend, a hard worker and since coming to Kansas has accumulated considerable valuable farm property by his industrious life and honest methods.? He leaves an aged wife and son and many relatives and friends to mourn his departure. ? Mr. Adams has been a member of the Congressional church since 1888; was a Mason and a member of the Grand Army. ? Mr. Adams has been sick during the past fifteen months and since last November has been confined to his bed, yet during all this time he has never complained and always appeared happy and had a good word to say to all who called in to see him. ? The funeral services will be held from the house today at 2 p. m. by Rev. Rhoades and Rev. Gardner after which the remains will be interred in Twin Groves cemetery. Retrieved from 3? DEWITT CLINTON KRONE???????????Independence Daily Reporter, Wednesday, April 27, 1921, Pg. 1:? D. C. KRONE IS DEADA Pioneer of This County Answers Death’s SummonsHAD PARALYTIC STROKEMr. Krone Resided on Farm in Sycamore Township Fifty YearsA Useful Life??? ??????? Death last night called Dewitt C. Krone, one of the best known men in Montgomery County, after he had suffered for a week from a stroke of paralysis.? After being stricken on Wednesday of last week, he was conscious only a part of the time.??????????? Funeral services for Mr. Krone will be held tomorrow afternoon at 2 o’clock from the First Methodist church with the pastor, Dr. H. A. Gordon, in charge.? Burial will be in Mount Hope cemetery.Was a Pioneer? ????????? December 4, 1868, D. C. Krone took his claim in Montgomery county.? He came to Kansas the same year he left the army and stopped for three years near the Neosho river between LeRoy and Neosho Falls.? He was from Macon county, Illinois, where his birth occurred April 17, 1844.??????????? Mr. Krone acquired a country school education and grew to maturity on the farm.? In 1862 he enlisted in Company E, Forty-first Illinois Infantry, under Col. I. C. Pugh, the regiment being attached to the Army of the Tennessee.? The principle engagements participated in by Mr. Krone were the Red River expedition, Siege of Vicksburg, Bentonville, Cold Water and March to the Sea, and on to the Grand Review in Washington, D. C.? He was discharged at Louisville, Kentucky, and was mustered out July 28, 1865.? Returning home, his trip to Kansas was soon made and his connection with Kansas development took place.Family Raised Here???? ?????? In 1868 Mr. Krone married Margaret J. daughter of John S. Lobaugh of Neosho Falls.? The Lobaughs came to Kansas as pioneers from the state of Pennsylvania.? The union of Mr. Krone and his wife, Margaret J., produced the following children, viz:? Naomi, wife of Jacob S. Corzine of Taylorville, Ill., Katherine M., Mrs. Mabel Burke of Whistler, Oklahoma, and Walter W. of Sycamore.? The mother of these children passed away April 9, 1880.? Mr. Krone married Mary I. White, a daughter of Capt. Charles White of Longton, Kas.? Two daughters only, have resulted from this marriage, viz:? Edith Lucile and Ruth.? The family are all members of the Methodist church.? Mr. Krone served nearly forty years as a member of the district board of the Krone school.? In politics he was a staunch Republican and was three times chosen as a delegate to the state convention.On One Farm 50 Years??????????? When Mr. Krone came to this county he selected, as his future home, a tract of land on Sycamore creek in section 22, township 31, range 15, where for fifty years he carried on farming with its attendant auxiliaries successfully and effectively.? A few months ago he sold his farm and moved to this city to retire.? He was a fine Christian gentleman in the fullest sense of the word.? He was a landmark in his community and the Sunday school picnic at Krone’s grove was for many years an event which drew people from every part of the county.?? South Kansas Tribune, Wednesday, May 4, 1921, Pg. 1:? OBITUARY OF D. C. KRONE? ??????????? The death of DeWitt Clinton Krone, a widely known pioneer in Sycamore Township, living on the farm which he took a claim among the Osage Indians in 1869, occurred in his new home in Independence, April 26, 1921.??????????? He was an Illinoisan, reared in Macon county on a farm, and when the effort was made to destroy the Union he early volunteered under the call of Abraham Lincoln and served with credit until he was discharged.??????????? Returning home, he wearied of its monotony and when Comrade Carmean suggested a trip to Kansas, “D.C.” was ready for the trip.? During 1868 he with his brother-in-law Sam Walker pioneered to Sycamore valley, and each took a claim and by Jan. 1869 Mr. Krone pitched his tent on a claim in the fertile valley of Sycamore which he improved, entered and owned until his death.??????????? Mr. Krone was enterprising, industrious, and public spirited, and with him and others a Sunday School was organized and in time a “circuit rider” came and held preaching services.? When the county organized school district No. 43 it was named “Krone” because of “D.C.’s” activities, and for nearly forty years he was a member of the school board and his home was often the home of the teacher, as well as of the preacher.??????????? In politics, he was outspoken, positive and had wide influence in public affairs.??????????? During the winter of 1869 Mr. Krone and his brother-in-law found their way to their claims among the Osage Indians, and it became their home until the infirmities of age compelled a rest, but Mr. Krone’s was of but a few weeks.? The fertility of the valley and the timber were attractive and a settlement was made early, and it became one of the choice and prosperous ones of the county and Independence and Neodesha their towns.??????????? In political affairs Mr. Krone was a Republican, a prohibitionist and a stalwart man often serving in the councils of the party conventions.? And he stood for the best school obtainable, not only for No. 43, but in the big contest for the County High School, as he had been for the court house, jail and railroads, and his home for school activities.??????????? Last July when Mr. and Mrs. Krone decided to move to our city, the neighbors, fully a hundred of them from near and far, gathered and old and young made it a memorable occasion, as through his activities they were widely known, and their moving was considered a serious loss.??????????? In pioneer days he cleared a fine grove in his pasture and for a generation it has been the annual Sunday School picnic pleasure grounds in Sycamore valley every August and that township has maintained generally larger Sunday Schools than any other in the county.??????????? Mr. Krone is survived by his wife Mrs. Isabel White Krone, and daughter Mrs. Naomi Corzine of Taylorville, Ill., Miss Katherine Krone, Mrs. J. H. Burke, a son Walter Krone, Mrs. Lucille Evans and Mrs. Ruth Newmaster; also a sister Mrs. J. D. Stevens of Taylorville, Ill., Mrs. E. R. Taylor and brother E. K. Krone of this city, and Charles L. Krone of Chandler, Okla.??????????? The funeral was held at the First Methodist church in this city of which Mr. Krone and wife had united and was in charge of the pastor Rev. H. A. Gordon, who began his ministry at Krone School house on his first circuit twenty years ago, and his home when in the valley was at the Krone home, and the minister spoke with much feeling of his departed friend, who had done so much for him when he was a young minister on his first circuit, and was much an assistance then and since in his ministry.? Rev. A. A. Horner of Longton was also in the pulpit, and spoke feelingly of his friend Krone who had been so loyal to him in yester-years in his ministry on the Sycamore circuit, and his old neighbor friend, R. M. Pasley offered prayer.? The attendance was very large and the largest attendance from Sycamore and Independence farmers of any ever in the church, and there was also a large attendance of the Grand Army, the W. R. C., and their associate members and the church was filled, and the service was peculiar in that Mr. Krone had been so intimately related to public affairs of the church, schools, and other public affairs.From History of Montgomery County, Kansas, By Its Own People, Published by L. Wallace Duncan, Iola, Kansas, 1903, Pg. 286-288:? Lesson 4-5-6:Abstract: Students will learn to analyze primary sources to better understand an individual from history.Essential Questions:Who were the people from Central Illinois that were involved in the Civil War?Assessment:Students will be assessed on their team work, the product of their project and their presentation of their project.Setting the Purpose: Through specific primary sources, students will create a biographical sketch of a soldier from Central Illinois who fought in the civil War. Primary Sources will include, but are not limited to, photographs, obituaries, Newspaper articles, pension documents, and historical writings.Procedure:Pass out rubrics. Spend 5 minutes reviewing the rubrics and what is expected. Answer questions.Have packets of information about 5 Civil War soldiers prepared.Have students break up into groups (teacher’s choice on how this is done). Hand out copies of the biographical sketch worksheet, let students read it over and then answer any questions.Remind students they only have 2 class periods to work on this and that the 3rd day will be devoted to presentations.Allow students to work, answering questions as needed.Analysis of Primary sources: Students will be analyzing photographs, census information, obituaries, pension documents, historical writings and newspaper articles.Ties to National Primary sources:Attachments:Biographical sketch directionsPacket of documents for John WolfeWillChampaign County BiographyMason’s BiographyBio from Salt Fork to ChickamaugaNews Gazette obituaryPacket of documents for Henry M. BrownfieldBiographical Sketch from Salt Fork to ChickamaugaBiographical sketch Standard History of Champaign CountyEstate PapersPacket for Homer AyersBio from Salt Fork to ChickamaugaPension applicationObituaryPhotograph of Homer AyersPacket for Samuel BuseyArticle from Arkansas GazetteArticle from News GazettePhotograph of Busey HomeArticle from Champaign County NewsMilitary Order memorial.Packet for Henry C. ForbesBio from Salt Fork to ChickamaugaObituaryPension ApplicationEstate PapersBooks and FilesFeb 6, 1982 issue of the Champaign Democrat. Microfilm copy from Champaign County Historical Archives, Urbana Free Library, 210 West Green St, Urbana, IL.June 13, 1863 issue of the Champaign County Democrat. Microfilm copy from Champaign County Historical Archives, Urbana Free Library, 210 West Green St., Urbana, ILJune 31, 1863 issue of the Champaign County Democrat, Microfilm Copy from Champaign County Historical Archives, Urbana Free Library, 210 West Green St, Urbana, ILJanuary 30, 1861 issue of the Champaign Gazette. Microfilm copy from Champaign County Historical Archives, Urbana Free Library, 210 West Green St., Urbana, IL.From Salt Fork to Chickamauga by Robert H. Behrens. 1988. Champaign County Historical Archives, Urbana Free Library, 210 West Green St., Urbana, IL.A Biographical History of Western Star Lodge No. 240, A.F. & A.M. by David W. Godwin. Champaign County Historical Archives, Urbana Free Library, 210 West Green St., Urbana, ILPortrait and Biographical Album of Champaign County, Illinois 1887, part 2. Printed by the Chapman Brothers, 1887.Pre-1865 Marriage Records, Champaign County Illinois. Printed by the Champaign County Historical Archives.Champaign County Genealogical Society Quarterly. Family history file of Henry Brownfield located in the Champaign County Historical ArchivesFamily History file of Samuel Busey located in the Champaign County Historical ArchivesVarious estate papers and photographs located in files of Champaign County Historical Archives.Name?Date?Fill in the information as we are looking at the Power Point. Map information will go on the back side of this worksheet.1__________ many peoole lived in Illinois at the start of the Civil War2250,000 is the number of _________ people who joined the military during the Civil War3What percentage of the population is that? ________4John Deere invented the _________5_________________ invented the reaper.6Name 2 camps that trained the military in Illinois__________________________________________________7Name 2 places where Confederate Prisoners of War were housed?__________________________________________________8What camp was the largest training camp in Illinois? ______________________9 Who was Camp Butler named after? ____________________________10What did the people of Rockford give the Soldiers training at Camp Fuller? ___________________11Where did the first POW's come from at rock Island Arsenal? ____________________________12Wht did the 8th cavalry do after the war? _________________________13Who practiced law in Daniville in 1843? ______________________14What tribes owned the land that is now Danivlle National Cemetary? ________________________15Where did a small pox epidemic kill POW's? __________________________16How could a prisoner leave POW camp? __________________________Lesson 2How Amos Kendall Would Treat the Southern InsurrectionistsHon. Amos Kendal, the old friend of Andrew Jackson, in a letter published recently, gives some ideas of what is to be done with South Carolina. The Constitution prescribes that the President must collect the Federal revenues and must defend the forts and other property of the United States. These duties must be performed, any ordinances of secession to the contrary notwithstanding – though it is not necessary for the President to be the aggressor in any act of violence. It a state chooses to withdraw her representation in Congress let them go. If the Federal judicial officers within a State resign, and none can be found to supply their places, it cannot be helped. If the postmasters within a State resign, and none can be found to supply their places, or if they refuse to pay over their quarterly revenues, let the Post offices be discontinued. But let not a ship enter her ports without paying the lawful duties to the United States, nor leave them without a clearance from the Federal authorities. Let the white people of South Carolina, about equal to one third of the city of New York, enjoy for a while, the luxury of a direct tax to support an independent Government, with all the paraphernalia of an army and a navy. It may be that a short experience would satisfy her people that the Union is not such an “accursed” thing as has been represented, and they may deem it best, for themselves to resume their relations with the Federal government.”Lesson 2 Frightful Oppression in MississippiThe secessionists of South Carolina and Mississippi are particularly anxious to keep the world from knowing some things that are going on in those states. Yesterday, a gentleman, formerly a member of the Kentucky Legislature, state that he was just starting for Mississippi to consider to relieve his brother in that state. The brother had written him that a tax was imposed upon every slave owner in that State of twelve dollars for each negro” that, unless the tax should be paid within a very few days, the negro property was to be confiscated to the public use; that his own negro tax $1,500, which he had no manner whatever of paying; and that hundreds of slave proprietors were hurrying their slaves out of the State to escape the intolerable oppression. He moreover wrote that this was known to be only the beginning of a terrible system of taxation, and added the expressing of his perfect conviction that the people would not stand it; that whining thirty days they would rise up in their wrath and their strength and crush oppression and oppressors alike beneath their feet.In South Carolina, as we all know, a tax of sixteen dollars per head for slaves was very recently levied on all slave owners, and there and in Mississippi, a stampede of slave owners with their slaves has been going on. What Alabama and Florida have done or are contemplating in regard to slave taxation, we are not informed, but unquestionably they will find themselves forced to the odious and de3sperate experiments resorted to by South Carolina and Mississippi. And now we ask our Kentucky friend, in view of these things, to reflect well upon their condition, their prospects, and their duties to themselves and their families. If States in the far South find themselves driven, even in the very first stage of preparations for the maintenance of their independence, to levy a negro tax of twelve and sixteen dollars per head, what monstrous taxes and what frequent taxes Kentucky in a state of secession, would be compelled to levy on her people for the sake of that long and horrible border warfare, which every man of even the commonest sagacity knows would be the inevitable? When is the Kentuckian not blinded by passion who will not carefully appeal to all around him to take solemn warning from the fantastic tricks now played before high heaven in the South – Louisville Journal.Lesson 2WAR NEWSWashington, June 4 – The speakership of the next house will probably be given to Grow, of PA, or Blair, of MO.The State Department will be draped in mourning tomorrow in memory of Senator Douglas.Trustworthy Intelligence has been received to the effect that the enemy is in motion and that an attack on our lines within the next twenty-four hours is looked for.Col. Felly is not dead as reported. He was severely wounded.Cairo, June 4 – Col. Taylor’s Company B, Light Artillery, arrived this morning. Col. McArthur’s and Col. Cook’s regiment arrived this P.M. by steamers.Two guns were mounted at Bird’s Point today.The man Pulley, arrested at Carbondale as traitor, was sent to Springfield this p.m. two more of the same clique are expected here tonight. All quiet.Louisville, May 4 – 1,500 muskets from the Government came across the Ohio River today and were distributed here.The Atlanta Intelligencer of the 1st learned that 2,500 troops have left Pensacola for Richmond.Chambersburg, PA – June 4 – A person from Sharpsburg, MD, states that the rebels have sent over 500 sick back to Winchester, the disease being small pox and diarrhea. The general belief is that Harper’s Ferry has been evacuated by the succession troops, the evidence going the loading of cars.Alexandria (VA), June 4 – Affairs quiet except that a picker was shot at on Hampton Creek. Laborers are constantly working on the fortification at Alexandria, supervised by Leut. Sayder, late of Sumter. If the grand army moves forward formidable opposition is expected at Manassas Junction. It is indispensable to rebels to hold this point as their only connection between Harper’s Ferry and Richmond except a difficult one in Staunton, VA.Thirty men from Berkley county arrived at Williams port to avoid impressments in the rebel army.The excitement against Virginians is in mass. The people are arming in expectation of border warfare.The Confederate pickers are station all along the Potomac.A Union man of Berkley County was shot as a spy Saturday.Fort Monroe, Baltimore, June 3 – the stream tug Yankee left for Norfolk this morning with a flag of truce. Heavy firing from Sewell’s Point was heard as she passed.Louisville, June 4 – Union flags are constantly raising amid great enthusiasm, all flying at half mast today in consequence of the demise of Senator Douglas.Mr. Crittenden consented to run for Congress in the Lexington District, by acclamation at Lagrange yesterday.Lesson 2Mr. DouglasA Washington correspondent of the Springfield, Massachusetts Republican writes as follows:Mr. Douglas is very cross and crabbed now a days. Ever since he delivered his speech he has been out of sorts with everybody. He is understood to have gone clear over to the secessionists. He is again on the best of terms with Jeff Davis. This fact alone shows that Douglas is an errant coward. The very man who betrayed and ruined him last spring, he how forgives, licking the hand that smote him. It is only when his selfishness comes in conflict with his political cowardice tan he acts as if possessed of courage. This was the case when he faced the Lecomptionian. His seat in the Senate was then in danger. But the Little Giant – would not be the name Little Doughface be more appropriate? – Cannot carry Douglas democrats in the House with him. McCleanand, his file leader, his right hand man, through all his career, came out on Monday in the House very strongly against secession. In the portions of his speech, he was bitter upon the disunionists. Cox, of Ohio, another Douglas man, followed in a speech of a similar character, full of the sentiment of “coercion,” which really means the execution of the laws.Lesson 2Three Year VolunteersThe compensation of volunteers for the war is not generally or correctly understood. Those who serve only three months will be paid eleven dollars per month and board. We are not aware that the Government provides them with uniforms, tents or camp equipage. They must look to the States to which they belong for those things.But it is different as regards the “three years” volunteers, as they are called. They will be provided with all that is furnished to the soldiers and officer of the regular army. The condition of enlistment is “for three years, unless sooner discharged,” which means until the end of the war, it that should be less than three years. If the rebellion is over in your year, the “three year men” will then be permitted to return home with an honorable discharge. It is not at all likely that the volunteers will be needed longer than till the first of next May, such is the time Gen. Scott has set for the rebellion to be put down. The regulars will be able to finish up what remains of the mutiny after the volunteers have swept through the rebel country.There will be paid to each of the volunteers who serve until the end of the war, a bounty of one hundred dollars in fold; and in addition thereto. Congress will doubtless bestow a land warrant for 160 acres. The regular pay of eleven dollars per month and board is in addition to the bounty money.The volunteers for the war will be allowed $2.50 per months or $30 per year for clothing and a full outfit of camp equipage besides.The three months militia who refuse to enlist for the war, will get no bounty or land – nothing but their pay for $11 per month and board.Volunteers who are hesitating about enlisting for three years should bear these things in mind; 1st that the war will be over, in all probability, and they will get their discharge within one year of their enlistment. 2nd When their service is ended, they will receive a bounty of $100 in gold, in addition to boarding, clothing. 3rd That Congress will bestow upon each man a homestead of a quarter section of land.Chicago Tribune.Lesson 2Primary Source Worksheet - NewspapersName ______________________________________What is the title of your article?What, in general, is this article about?Who wrote this document?Who is the intended audience for this document? How do you know this (give an example)Why was this document written?Does the document report facts? Offer opinions? Clearly distinguish the two? Are “facts” backed up with sources?When was this written? Has it been modified since then? When was this written? Has it been modified since then? Would you use this article in a research paper?Group Evaluation – Civil War Biographical SketchNames of group members____________________________________Category4321OrganizationInformation is very organized with well-constructed rmation lacks a bit of organization but paragraphs are well constructedInformation is organized, but paragraphs are not well-constructed.The information appears to be disorganizedUse of InformationInformation clearly relates to the subject. It includes detail and interesting rmation clearly relates to the subject. There are little rmation is not just about the subject. There are no rmation does not relate to the subject.MechanicsNo grammatical, spelling or punctuation errors.Almost no grammatical, spelling or punctuation errors.A few grammatical, spelling or punctuation errorsMany grammatical, spelling or punctuation errors.Paragraph ConstructionAll paragraphs include introductory sentence, explanation or details and concluding sentence.Most paragraphs include introductory sentence, explanation or details, and concluding sentence.Paragraphs included related information but were typically not constructed well.Paragraphing was not clear and sentenced were not typically related within the paragraphs.First DraftDetailed draft is neatly presented and includes all required informationDraft includes all required information and is legibleDraft includes most required information and is legible.Draft is missing required information and is difficult to read.CooperationEach person in their group knew what their job was and could tell the teacher what they were responsible for and their jobs were well done.Each person in the group knew what their job was, but some had a hard time retelling it to the teacher. Their jobs were completed wellEach team member was not sure of their job and everyone worked on everything.No one knew what they were doing. No one did anything.Score for entire team _________________Evaluate your group – Civil War Biographical SketchMy Name ____________________ Team member name __________________Category321ContributionWas the leader of the groupA hard working group memberDidn’t do muchQuality of WorkHigh QualityMight need to be redoneWhat work?AttitudePositive all the timePositive most of the timeMostly critical of what we were doingFocus on TaskStays focused all the timeNeeded to be reminded of what you were doingLet everyone else do the workWorking with OthersSupports othersCritical of othersVery negative.Evaluate your group – Civil War Biographical SketchMy Name ____________________ Team member name __________________Category321ContributionWas the leader of the groupA hard working group memberDidn’t do muchQuality of WorkHigh QualityMight need to be redoneWhat work?AttitudePositive all the timePositive most of the timeMostly critical of what we were doingFocus on TaskStays focused all the timeNeeded to be reminded of what you were doingLet everyone else do the workWorking with OthersSupports othersCritical of othersVery negative.Evaluate myself – Civil War Biographical Sketch.My Name ____________________ Category321ContributionI was the leader of the groupI was not the leader but I worked hardI didn’t do much, this was a stupid projectQuality of WorkI did my best quality work on the job I was assignedOthers had to help me get my job doneWhat work?AttitudeI did my best to stay positivePositive most of the timeI was a grumpFocus on TaskI stayed focused on the taskNeeded to be reminded of what you were doingTalked about everything but the project.Working with OthersI worked well with the people in my groupI didn’t like the people in my groupI refused to work with the people in my group.Evaluate myself – Civil War Biographical Sketch.My Name ____________________ Category321ContributionWas the leader of the groupI was not the leader but I worked hardI didn’t do much, this was a stupid projectQuality of WorkI did my best quality work on the job I was assignedOthers had to help me get my job doneWhat work?AttitudeI did my best to stay positivePositive most of the timeI was a grumpFocus on TaskI stayed focused on the taskNeeded to be reminded of what you were doingTalked about everything but the project.Working with OthersI worked well with the people in my groupI didn’t like the people in my groupI refused to work with the people in my group.Presentation Rubric – Civil War Biographical SketchMembers of Group _________________________________________Category4321PreparednessGroup is completely prepared and has obviously rehearsed.Group seems pretty prepared but might have needed a couple more rehearsals.The group is somewhat prepared, but it is clear that rehearsal was lacking.Group does not seem at all prepared to present.Stays on TopicStays on topic all (100%) of the time.Stays on topic most (99-90%) of the time.Stays on topic some (89%-75%) of the time.It was hard to tell what the topic prehensionGroup is able to accurately answer almost all questions posed by classmates about the topic.Group is able to accurately answer most questions posed by classmates about the topic.Group is able to accurately answer a few questions posed by classmates about the topic.Group is unable to accurately answer questions posed by classmates about the topic.Listens to other presentationsListens intently. Does not make distracting noises or movements.Listens intently but has one distracting noise or movement.Sometimes does not appear to be listening but is not distracting.Sometimes does not appear to be listening and has distracting noises or movements.Lesson 4Henry Brownfield BioSOURCE: "A Standard History of Champaign County, Illinois," J. R. Stewart, Supervising Editor, The Lewis Publishing Company, Chicago and New York, Vols. I & II, 1918HENRY M. BROWNFIELD is one of the old timers of Champaign County and has had his home in this region since early childhood and for a period of more than sixty years. The honor and respect due him are the result not only of long residence, painstaking work and management as a practical farmer, but also to his most creditable record as a soldier in the Union Army during the Civil War.Mr. Brownfield is a native of Missouri, having been born in Shelby County, October 15, 1842. His parents, John R. and Susan (MULLENS) BROWNFIELD, were both natives of Kentucky, and were pioneers in northeastern Missouri, where they married. In 1851 the family came to Illinois and settled eight miles north of Urbana.Henry M. Brownfield was one of seven children. He obtained his early education by attending an old log school house on the prairie, known as the Peters’ school. He had barely finished his lessons when the war cloud arose, and in the exciting times of 1861, when every youth responded to the call of patriotism, he enlisted at Homer, and was sent to Hannibal, Missouri, where on October 1, 1861, two weeks before his nineteenth birthday, he was sworn into the service of the United States. He remained performing camp duty at Hannibal from October to the following February. Mr. Brownfield was a member of Company F of the Twenty-sixth Illinois Infantry.He was in active service almost continuously throughout the four years of the war. His first service was with Pope’s Expedition down the Mississippi River to Island No. 10. He and his comrades fought at New Madrid, Missouri, had a skirmish at Point Pleasant, and were in the Missouri campaign from March 6, to April 6, 1862. Crossing the Mississippi, they captured Rebel prisoners at Island No. 10, and then at New Madrid they took a boat and went to Corinth, landing above Shiloh. They fought at Farmington, near Corinth, and took part in the siege of that Mississippi city. They next followed General Price down to Ripley, returned to Camp Clear Creek, and then had a part in the great battle at Iuka, Mississippi, where the Union troops won the day. The Union forces there were under the command of General Rosecrans and 400 of the Union command were killed. They fought Price’s command two days at Corinth, on October 3 and 4, 1862, and then followed the retreating Confederates for two days from Corinth. Price made a turn and came back and struck General Hulbert, soon again in retreat, and the Illinois troops captured all his camp equipment. The command in which Mr. Brownfield was a member then returned to Corinth, and soon took up the Vicksburg campaign. Here under Sherman Mr. Brownfield was in some of the notable exploits of the campaign. He was on the transports convoyed down the Mississippi by Porter’s fleet, running past the batteries at Vicksburg, down to the mouth of the Yazoo River and up that stream to Snyder’s Bluff. Here they were in camp until Pemberton surrendered Vicksburg to Grant. They next took part in the sixteen days’ siege of Jackson, returning to Vicksburg and taking boat for Memphis, and from there went east in the campaign involving the battles of Lookout Mountain and Chattanooga. He was in the battle of Missionary Ridge and was then part of the expedition sent to relieve the besieged Knoxville. After that the troops returned to Chattanooga and from there to Colliersville. On January 4, 1864, Mr. Brownfield re-enlisted for the three years or during the war. He had had a long and arduous experience, but was not yet satisfied, and determined to see the war victoriously completed. At his re-enlistment he and his comrades were given a thirty days’ furlough and he spent that time pleasantly visiting his Illinois home. He rejoined his command at Colliersville, and was then on the march to the sea with Sherman. lMany times he sang the famous song which celebrated that march, and it is the testimony of Mr. Brownfield that it was much easier to sing it than make the march itself. He fought at Kingston, and at Dallas, Georgia, on May 28th was wounded in the shoulder and jaw and was sent to a hospital. He was given a furlough July 12th, and again went home for thirty days. In November, 1864, he tried to rejoin his command, but got only as far as Chattanooga, where he spent the winter. He was then sent to Nashville, and took boat up the Ohio River. The boat stuck in the ice and the troops were taken off and transported by railroad through Cincinnati to Pittsburgh, to Harrisburg, to Annapolis, Maryland, and there conveyed down the bay and around the sea past Cape Henry and Cape Hatteras, where the vessel encountered a severe gale and he suffered the inclemencies of the rough sea for four days and four nights. The troops were finally landed at Morehead City, North Carolina, fought at Newbern and near Raleigh, and were clearing that district of the remnants of the Confederate Army when peace was declared and the glad tidings of Lee’s surrender were hailed with joy by all the weary soldiers, particularly Mr. Brownfield, who had been out for nearly four years.On July 2, 1865, the veteran soldier, still not yet twenty-three years of age, was mustered out at Louisville, Kentucky, and returned home.During one of his furloughs he had married Miss Elizabeth MCCLUGHEN. Mrs. Brownfield was born in St. Joseph Township of Champaign County, a daughter of Robertson and Jane (MCCAMMON) MCCLUGHEN. Her parents were natives of Ohio, and had come to Illinois when quite young and were married in Champaign County. Elizabeth McClughen was one of nine children and she received her early advantages with her brothers and sisters in an old log cabin school house.After their marriage Mr. and Mrs. Brownfield settled in Urbana. Ten children were born to them, named Oscar M., Clara Iona, Susan Orpha, Charles, George, Rosa, Freddie, Grace, Simeon and Jane. Mr. and Mrs. Brownfield gave their children all possible advantages and sent them to the Pleasant Grove school. Again and again have these worthy people experienced the sorrows of mortal life, and one by one they laid their children to rest, until only one now survives. This is the youngest daughter, Jane. She was liberally educated and was a successful school teacher in Champaign County, as was also her husband. She married Norton MAHORNEY. They have one child, Corrinne Elizabeth, born June 27, 1917, the only grandchild of Mr. and Mrs. Brownfield, and the delight of the entire family.Mr. and Mrs. Brownfield enjoy a comfortable home in St. Joseph Township, and while the years have brought them many sorrows they have also brought them the satisfaction of efforts extended and the results of fruitful toil. Both are active members of the Christian Church, and in politics Mr. Brownfield is a Republican. He served as constable four years and has always done his part in community affairs. ................
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