Emphasis: What was the actual meaning behind the nickname "Stonewall?"

This fun activity requires students to analyze how emphasis can change the meaning of identical sentences, and describe what Bernard Bee may have meant by uttering the famous words "there is Jackson standing like a stone wall." Was he inspired or angry? See how emphasis changes the meaning of his words.

1. Warm-Up: The Power of Emphasis (10 minutes)

Begin with this sentence:
I never said she stole my money. Say it aloud with a different word emphasized each time. Ask:

• How does the meaning change depending on which word is emphasized?
• What does this teach us about tone, emphasis, and interpretation?

2. Mini-Lesson: The Mystery of “Stonewall” (10–15 minutes)

Tell the brief story of Confederate General Thomas J. Jackson and the First Battle of Bull Run. Explain that:

• General Bernard Bee is said to have shouted: “There stands Jackson like a stone wall.”
• The quote is famous—but historians don’t agree on what Bee meant.

Introduce two interpretations:

1. Bee admired Jackson’s bravery and steadiness under fire.
2. Bee was frustrated by Jackson’s lack of action and meant it sarcastically.

This shows how a single sentence, like in literature or drama, can carry different meanings based on delivery and context.

3. Student Activity: Two Fictional Accounts (20–25 minutes)

Distribute or display a chart with two columns. In each, students will create a short fictional scene or dialogue where Bernard Bee gives context to the famous quote—once with admiration, once with frustration.

Column 1: Admiring Emphasis
Bee says the line with awe and respect. How might he explain it afterward? What words would he emphasize?

Column 2: Critical Emphasis
Bee says the line with irritation or sarcasm. How might he explain it afterward? What words would he emphasize?

Encourage students to:

• Be creative while staying grounded in the historical moment
• Use dialogue or first-person narration
• Consider the emotions and stress of a battlefield setting

4. Share & Reflect (10–15 minutes)

Invite students to read one or both versions of their fictional accounts. Discuss:

• How did emphasis change the meaning of the quote?
• What might make historians disagree about a historical moment like this?
• Why does this matter when studying history?