Behind Rebel Lines: The Incredible Story of Emma Edmonds, Civil War Spy

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Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. Compare the rights of women in the late 19th century to women’s rights in the present day. What are 6-8 major differences between these two eras? What notable historical events happened in the 20th century that granted women more freedom?

Teaching Suggestion: This Short Answer question will provide discussion and teaching opportunities to help in contextualizing the novel’s theme What Women Can Really Do. Until the mid-to-late 20th century, women’s roles in American society were limited primarily to the private sphere: domestic duties, familial responsibilities, and chores and work typically associated with the home and family. Women’s career options and property ownership rights were limited during much of the 1800s; women could not vote until the 19th Amendment to the US Constitution was ratified in 1920. Women who wished to defy gender norms sometimes did so in secret; Emma is an example of such a woman, as she changed her appearance in order to join the armed forces. Although the 20th century saw formal change to such expectations, such as the suffrage movement in the early 1900s, the legalization of women in the military after World War II, and the Sexual Revolution of the 1960s, some traditional gender norms still exist in contemporary society. Depending on background and interest level of class members, it might benefit readers to work together initially to brainstorm 6-8 major differences between these two eras, then address the rest of the prompt independently.

• Digital History shares an in-depth overview of Women’s Rights in the 18th and 19th centuries.
• The US Army website shares a historical overview of “Women in the Army.”

2. Between 1861 and 1865, the Union and Confederate armed forces battled in the American Civil War. What ideas were at the core of this conflict? What was the outcome of the war and how did this change the future of the US?

Teaching Suggestion: This Short Answer question invites students to reflect on what they know about the historical context of the novel: the US Civil War. While slavery was a main issue at the core of the disagreement, both Northern (Union) and Southern (Confederate) states differed on a multitude of opinions, including systems of enslavement-based economies versus manufacturing economies and the issue of states’ rights versus federal rights. While Confederate forces surrendered in the spring of 1865, differences of political and economic opinion were long-lasting, and formerly enslaved persons faced prejudice in the form of racist laws. Students might initially attempt the prompt independently, then work with a small group to pool and review their prior knowledge.

• National Geographic provides a resource site for students learning or reviewing “Civil War” topics.
• The National Park Service shares a variety of stories and resources related to “The Civil War.”

Short Activity

Working as a class, create a map of US states’ positions during the Civil War. Which of the states were Union and which were Confederate? Which were neutral? List 8-10 major battles of the war based on reputable resources. Where were these major battles fought? Mark them on your map.

Teaching Suggestion: Students may benefit from starting with a blank map to use, trace, or outline in their notes. Optionally, students might use creative materials (such as poster paper and colored pencils) or an online map where they can digitally color and add labels. The following links may be helpful as starting resources for students.

• Britannica Kids shares information including a detailed map regarding “American Civil War” battles.
• The American Battlefield Trust reviews “10 Facts: What Everyone Should Know About the Civil War.”

Differentiation Suggestion: Advanced students and those who might benefit from extended geographical context before reading might use The Canadian Encyclopedia’s “American Civil War and Canada” to explore the connection between the American conflict and Canada. Students can then highlight the border between countries on their maps and note/discuss questions regarding Canada’s role in the lives of some enslaved persons, reasons Canadian citizens may have enlisted, and Canadian reactions to the war overall.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

What does it mean “to make a difference”? Is there a subject about which you are particularly passionate and toward which you believe you could make a difference? Reflect upon someone you believe has made a difference. What has this person accomplished? What do you admire about this person’s work?

Teaching Suggestion: This Personal Connection Prompt invites students to reflect on the theme The Need to Make a Difference. Emma believes that she must make a difference as a form of patriotism; however, she opts not to follow the routes that many women take during wartime (e.g., domestic duties and public hospitals) and instead joins the conflict on the battlefield. Although she encounters many difficulties in the story, she resolves to take risks and persevere in the face of adversity. Students might journal independently on this topic immediately before beginning the novel with an optional opportunity to share.

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