HISTORICAL PERIOD:                              Civil War

WHO’S IN THE FILM:                                Denzel Washington, Matthew Broderick, Morgan
                                                                        Freeman, Cary Elwes, Andre Braugher

DIRECTOR:                                                 Edward Zwick

DATE MADE:                                              1989

RUNNING TIME:                                       122 minutes - color

PLOT SUMMARY:                                     Glory is the stirring true story of the Massachusetts
                                                                       54th, the first all black regiment allowed into battle.
                                                                       Based on letters written by Robert Shaw, it is a
                                                                       moving, generally accurate representation of the
                                                                       period.  Excellent preformances enhance this nearly
                                                                       perfect vehicle.

  LEARNING STANDARDS:The learning standards for this film include, but are not limited to:

#4    Learners will analyze how and why some things change while others persist.
        They evaluate factors that lead to change, the pace of change, and its impact.
        They organize time periods defined by patterns and turning points.

#5     Learners will learn about themselves and other historical context by assessing
         their roles as inheritors of the past, players of the present, and shapers of the
         future.

#11   Learners will define many types of power by analyzing how it is distributed,
         managed, and negotiated, both legitimately and illegitimately.

#20   Learners will assess how and why groups form by evaluating when group
         membership is voluntary or involuntary and by analyzing reasons why people
         choose to belong - or not belong - to a group.

#24   Learners will analyze examples of conflict, cooperation, and interdependence
         among groups, societies and nations.

SECTION 1:   HISTORICAL INFORMATION:

                     1.     What was the Civil War?
                     2.     What caused the Civil War?
                     3.     When was the Civil War?
                     4.     How did the Civil War end?  What were the results?

SECTION 2:  SETTING THE STAGE:

A.     CHARACTERS: (List the main characters in the film.)

         Colonel Robert Gould Shaw           Governor Anderson
         Major Kevin Forbes                       Tripp
         Abraham Lincoln                            Thomas
         Frederick Douglass                         Jupiter Sharts
         Charlie Morse                                 Rawlins
         General Strong

B.     PLACES: (List the important places mentioned in the film.)

         Boston                                        James Island, South Carolina
         Antietam Creek, Maryland          Darien, Georgia
         Gettysburg                                  Bufort, South Carolina
         Fredericksburg                            Fort Wagner, South Carolina
         Readsville Training Camp            Charleston, South Carolina

C.     TERMS AND CONCEPTS: (List the terms/concepts students need to know.)

         Slavery: slaves, indentured servants, freemen
         Emancipation; Emancipation Proclamation
         Blue & Gray
         Contraband Soldiers
         The Union, Confederacy
         Fraternization
         Secession
         Jayhawk
         Regiment
         Negro

A.     VIEW THE FILM IN SEGMENTS:  We suggest that the instructors preview
         the film and select breaks in the film that are appropriate to the class.

NOTE:  You may want to pause the film at times for clarification when the story line
becomes confusing or when a pivotal event occurs.

B.     RECAP:  RECAP THE EVENTS OF THE SEGMENT YOU HAVE JUST
        SHOWN BY USING QUESTION PROMPTS:

         1.         What happened?
         2.         What do you think is going to happen next
         3.         Why did this occur?

C.     ACTIVITIES BETWEEN SEGMENTS:  (May be done during or after class)

         1.         Make and document predictions about what’s going to happen next.
         2.         Word search activities
         3.         Map activities:  Identify Union/Confederate States; Civil War States,    travels of the 54th.
         4.         Fill in a timeline.
         5.         Definitions - matching activity
         6.         Make a map of the east coast of the U.S. and use post-it flags to locate    sites mentioned in the movie.

A.      THE 5 Ws AND MORE:  Suggested questions for GLORY may be asked
         during the viewing of the film and  during teacher facilitated discussion after
         viewing the film.

         1.        Who were the main characters?
         2.        Which character(s) did you like?  Why?  Which character(s) did you
                    dislike?  Why?
         3.        Describe the major characters.
         4.        What kinds of weapons did the soldiers use in the Civil War?
         5.        How did the armies attack during battle?
         6.        Do you think armies do the same thing now?
         7.        Who was Frederick Douglass?
         8.        Do you think the soldiers had a problem taking orders from white leaders?
         9.        Describe the four black soldiers who shared the tent.
         10.      Do you think the Sergeant Major was prejudiced?
         11.      What was the Colonel trying to do when he kept yelling at the soldier to    reload quickly?
         12.      Was it difficult for Colonel Shaw to be Robert’s commander?  Why?
         13.      What did Colonel Shaw do to punish Tripp, the deserter?
         14       Why was Colonel Shaw upset after he gave the order?
         15.      After the Colonel found out why Tripp deserted what did he do?
         16.      What happened when the soldiers found out they were getting less pay    than the white soldiers?
         17.      What did the Colonel do when the soldiers ripped up their paychecks?
         18.      After the others insulted him, why didn’t Thomas want to go back to    Boston?
         19.      Why did Colonel Shaw want to lead the Attack on Fort Wagner when he
                     knew it would probably mean many of them would die?
         20.      What was the most important thing to the soldiers on the night before the
                     battle?
         21.      Why did the Colonel let his horse go?
         22.      What scene is most powerful to you?  What words come to your mind?

B.     THEMES AND CONCEPTS:  Teacher may initiate discussion from the
         areas listed below contingent upon learner interest.

     1.         Slavery, slaves, freemen, indentured servants
     2.         Emancipation
     3.         North vs. South (economic systems, political systems)
     4.         White culture vs. black culture
     5.         Democracy
     6.         Power structures, authority structure (military vs. slavery)
     7.         Disciplined vs. nondisciplined army
     8.         Military strategies during the Civil War
     9.         Weaponry used during the Civil War
     10.       Medical knowledge and treatment of injuries
     11.       Private vs. officer
     12.       What were black soldiers ultimately being used for in the war?
     13.       Why did they refuse to take their pay?  What would you have done?
     14.       Immoral orders (looting of the town in Georgia) Why did they do it?
     15.       Have you ever had to do things you did not want to do?  What did that
                 feel like?
     17.       Deserter scene - What did you think about the whipping punishment?
     18.       The Battle of Fort Wagner - Why did the Colonel send off his horse
                 before the battle?  Did they have a chance?  Why did they fight this battle
                 so eagerly?  How were they buried?
     19.       Role of women - What were their responsibilities and roles during this era?

These activities could be used at any point during this unit:

     1.         Springfield Fights the Civil War Time Trunk - Springfield Library and
                Museums History/Social Studies Rental Kit Time Trunk includes handling
                collection of Civil War objects and a curriculum guide that contains many
                activities.

     2.         Use the library, atlases and historic documents, to find the location of
                 Readville Camp.

     3.         Review primary source materials( letters from the regiment, excerpts from
                 the speech at Unveiling of the Shaw Monument (May 31, 1897), two
                 books upon which the movie is based: Lay This Laurel and
                 One Gallant Rush.)

     4.         Use maps to chart travels of the 54th regiment including Readville Camp
                 and Fort Wagner.

     5.         Make posters of flags, uniforms, weapons.

     6.         Research the major battles of the Civil War.

     7.         Report on women’s accomplishments during the Civil War.

     8.         Create a biography on a Civil War leader.