An American Turning Point: The Civil War in Virginia

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Table of Contents An American Turning Point: The Civil War in Virginia

Teacher Guide

Introduction/Program Description …………………………………………………………………………..…… 3

Lesson Plan ………………………………………………………….…………………………………………………….. 4-7

Historical Background……………………………………..………………………………………………………….. 8

Activities

Pre Lesson Activity: Primary Source …………………….…………………………………………………..…… 9-11

During Lesson Activity: Vocab Sheet…………………….……………………………………………………….. 12

Post Lesson Activity: Letter from a Soldier……….………………………………………………………..…. 13-15

Suggested Review Questions ……………………….…………………………..……….…………………………. 16

Student Worksheets

Crossword ……………………………………………………………………………………………..………………….. 17-18

Word Search…………………………………………………………..……………………………………………………. 19

Selected Images/Sources

Daily Life ……………………………………………………………………………………………..……………………. 21

Appomattox ……………………………………………………………..……………………………..………………….. 21

Musket Manufacturing ……………………………………………………………………………..………………….. 23

pg �3Introduction

Thank you for showing interest in a HistoryConnects program from the Virginia Historical Society. We are really excited for the opportunity to share some of the treasures from the VHS with you and your group. As we prepare for the presentation, we would like to share some additional information, to make sure that the program meets your expectations.

The program uses primary sources and replica artifacts while providing a contextual background history for the students. It is designed to work as either a preview or a review of the topic. If there are particular historical aspects regarding the American Civil War that you would like to be the focus of the presentation, please let us know and we will do our best to make sure the educator highlights these areas more intensely during your presentation. We are able to tailor each presentation to your needs.

This PDF packet of suggested pre- and post-program activities and teaching extensions is fully intended for use at your discretion. The program is designed as a standalone activity, but could easily fit into a larger unit. Please familiarize yourself with the materials and discuss them with your class.

Please be prepared to facilitate by calling on students yourself during the lesson. Explain to students that this is an interactive medium and encourage them to ask questions. This will be an inquiry-based exploration. Students are sometimes initially shy about responding to questions during distance learning lessons. Even when students are not shy, these programs work more smoothly when the students are called on by their teachers. Have students raise their hands to be called on. If possible, have the students stand when asking or answering a question. We understand that not all questions will be able to be answered during our time together.

We have established historyconnects@gmail.com as an outlet for teachers and students to continue our historical conversation after the program has ended.

We encourage you to share photos and/or comments about your HistoryConnects experience and tag us in your posts/tweets. Here are some ways you can connect with us: @VAHistorical

We ask teachers, after the program, to please fill out the evaluation form emailed to you. HistoryConnects is made possible by the Hugh V. White Jr. Outreach Education Fund.

If you have any questions or concerns, please don’t hesitate to contact me at historyconnects@gmail.com or 804-342-9689. I am looking forward to this program with your group.

Warmly,

The HistoryConnects Team

Program Description:

Students will explore the everyday experience of a Civil War soldier, focusing on aspects of camp life such as clothing, food, and letters from home. From the perspective of those who fought, students will gain insight into the war and its consequences. This program involves the active participation of the entire class as students.

pg �4The Civil War Soldier

Topic: The Civil War: An American Turning Point

Content Provider: HistoryConnects with Virginia Historical Society

Participants: no maximum, HistoryConnects suggests 30 students

Topic-Specific Central Question: In what ways was the Civil War a turning point? How did people experience the war?

Objectives: 1. Students will identify major political and military figures from the Civil War2. Students will compare and contrast the North and the South during the antebellum period.3. Students will understand the procession of secession and the events that started the war.4. Students will address the advantages of both the North and the South during the war.5. Students will identify major Civil War battles.6. Students will summarize the contributions made by women, slaves, and children to the war effort.7. Students will discuss what it may have been like to be soldiers in the war using artifacts provided by the VHS.8. Students will understand the effect the Civil War had on the nation

Materials: Provided 1. Lesson Plan catered to Virginia Standards2. Historical background for teachers3. Pre, During, and Post Activities4. Student worksheets

Introduction: Before the HistoryConnects lesson begins, we ask that teachers complete the "Pre Lesson Activity" provided in the lesson packet. The activity addresses primary sources and how students can identify them. It plays into the broader theme of this lesson, and enhances the students' experiences during.

Conclusion: Students will participate in a question and answer period with the HistoryConnect instructor.

Evaluation: Teachers are recommended to the complete the Post Lesson Activity with their class. We have also provided a series of review questions that can be used on a unit test or quiz.

Differentiated Instruction: The distance learner appeals to a variety of different learners. The visual and audio components are exciting for students who aren’t always enthusiastic in the traditional classroom setting. Students are actively involved in a question and answer style lesson, which gives many otherwise quiet students an opportunity to engage with the distant educator. We also use a variety of historical artifacts that encourage students to engage with the past in more authentic way. We have included a activities for different levels of cognition to help students use the material after the distance lesson is completed.

pg �5Body of the Lesson: I. The instructor will begin by discussing the pre-lesson activity by asking questions about primary sources

A. What primary sources do we have access to from the Civil War? II. Instructor will begin a discussion of the Civil War using images and questions.

A. What do you already know about the Civil War? B. When was it? Where was it? Who did it involve? Why is it called a Civil War? C. Instructor will explain the difference better the North and the South

III. Instructor will discuss the Antebellum Period A. What were the Northern Economy and Southern Economy like? B. North: Mixed, industrial, merchants, limited farming, free labor C. South: Rural, agricultural, tobacco, rice, cotton, enslaved labor D. What is the difference between enslaved and free labor? Who gets paid? E. Instructor will show students a map of the antebellum free and slave states

IV. Instructor will address the 1860 election A. Who was Abraham Lincoln? B. Lincoln wasn’t voted as president in any of the Southern states, so they felt like he wasn’t their president and decided to secede

V. Instructor will address secession A. What does secession mean to you? Can you think of any justifications for secession? B. Would you want to secede if you were in the South? C. What are some reasons why you wouldn’t secede? D. The southern states that seceded became the Confederate States of America, new country

VI. Instructor will give a brief military history of the Civil War A. Fort Sumter April 12, 1861: first shots of war fired

1. The Southern forces blew up the Fort, before this Lincoln didn’t take them seriously B. 11 States seceded C. First battle? Bull Run or Battle of Manassass different names D. People in the 19th century had a more traditional vision of battle, this was before modern warfare E. Lincoln realized this had became a war and would take more soldiers F. Generals, S- Gen Robert E Lee, N- Gen Ulysses S Grant G. in 1865: Gen Robert E Lee surrendered at Appomattox (image) H. What were the direct effects of the Civil War? I. What do you think some of the long term effects were? What impact did decisions about slavery have on the history of

America? VII.Instructor will address the advantages of both the North and the South

A. N: industry, African American troops B. S: Slaves, farms, knew the land

VIII.Instructor will discuss the Civil War Soldiers A. Requirements of being a soldier B. Women: ran farms, served as spies, nurses C. Do you think women fought in the war?

1. Female fighters 2. Francis Clayton

D. Would any of you want to be a Civil War soldier? Why or why not? E. Uniform: Instructor will use VHS reproduction artifacts to demonstrate Civil War soldier uniforms F. On hand: Instructor will use VHS artifacts to demonstrate the objects that soldiers would carry into battle G. Camp life: Instructor will use VHS reproduction artifacts to demonstrate how soldiers spent their free time H. Technology: Instructor will discuss weapons, medicine, “modern warfare”

pg �6Virginia Standards of Learning Addressed:

VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by d) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and thecreation of West Virginia. b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.c) describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians.

USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by a) describing the cultural, economic, and constitutional issues that divided the nation.b) explaining how the issues of states’ rights and slavery increased sectional tensions.c) identifying on a map the states that seceded from the Union and those that remained in the Union.d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, andFrederick Douglass in events leading to and during the war.

VUS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and their importance as major turning points in American history by a) evaluating the multiple causes of the Civil War, including the role of the institution ofslavery as a principal cause of the conflict; b) identifying the major events and the roles of key leaders of the Civil War Era, withemphasis on Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass; e) examining the impact of the war on African Americans, the common soldier, and thehome front, with emphasis on Virginia;

National Standards of Learning Addressed:

NS1: The student understands how the North and South differed and how politics and ideologies led to the Civil War. Therefore, the student is able to: a) Identify and explain the economic, and cultural differences between the North and the South.b) Explain the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict.c) Chart the secession of the southern states and explain the process and reasons for secession.

NS2A: The student understands how the resources of the Union and Confederacy affected the course of the war. Therefore, the student is able to: a) Compare the human resources of the Union and the Confederacy at the beginning of the Civil War and assess the tactical advantagesof each side. b) Identify the innovations in military technology and explain their impact on humans, property, and the final outcome of the war.c) Identify the turning points of the war and evaluate how political, military, and diplomatic leadership affected the outcome of theconflict. d) Evaluate provisions of the Emancipation Proclamation, Lincoln's reasons for issuing it, and its significance.NS2B: The student understands the experience of the war on the battlefield and homefront. Therefore, the student is able to: a) Compare the motives for fighting and the daily life experiences of Confederate with those of white and African American Unionsoldiers. b) Compare women's homefront and battlefront roles in the Union and the Confederacy.c) Compare the human and material costs of the war in the North and South and assess the degree to which the war reunited the nation.

NETS-S technology standards addressed: ☐ Creativity and Innovation - demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology ☐ Communication and Collaboration - use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. ☐ Research and Information Fluency - apply digital tools to gather, evaluate, and use information. ☐ Technology Operations and Concepts - demonstrate a sound understanding of technology concepts, systems and operations

NCSS themes addressed: ☐ Culture☐ Time, Continuity, and Change ☐ People, Places, and Environment. ☐ Individuals, Groups, and Institutions ☐ Power, Authority, and Governance ☐ Production, Distribution, and Consumption ☐ Science, Technology, and Society ☐ Civic Ideals and Practices

pg �7Marzano strategies addressed: ☐ Similarities and Difference ☐ Summarizing and Note-taking ☐ Nonlinguistic Representation ☐ Cooperative Learning ☐ Cues, Questions, and Advance Organizers

Revised Bloom’s Taxonomy levels addressed: ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating

C3 Framework dimensions addressed: ☐ Evaluating sources and using evidence ☐ Communicating conclusions and taking informed action

pg �8Historical Background:

The American Civil War, which took place from 1861 to 1865, was a critical turning point for the nation. North and South were split apart over the issues of slavery and states’ rights, and only four years of fighting could reunite them.In 1860 Abraham Lincoln was elected president of the United States, and South Carolina seceded from the Union with other southern states following. After Lincoln called for more supplies to be sent to Fort Sumter outside of Charleston, S.C., more states seceded and formed the Confederate States of America under President Jefferson Davis.

The first major battle was the Battle of Manassas, or Bull Run, in July 1861. Both sides thought the war would be quick, but after this battle they realized it would take longer than they had realized. Over the course of four years, numerous battles would be fought with many of them under the direction of U.S. General Ulysses S. Grant and Confederate General Robert E. Lee. At places like Antietam, Gettysburg, and Shiloh, many lives would be lost.

Disease actually killed more soldiers than battle wounds. Field hospitals were set up on the battlefields, and more serious cases were taken to hospitals in local cities and towns. Clara Barton was the most famous nurse for the North, and Sally Louisa Tompkins ran her own hospital for Confederate soldiers in Richmond, Virginia. Amputations were common, and sanitation was not practiced, so disease ran rampant.

New technologies and inventions found important roles during the war. Telegraph machines increased communication within the armies, and hot air balloons were used to scout locations and enemy positions. Among the most novel ideas of the time was the invention of the ironclad. First seen in action in the 1862 battle of the Monitor vs. the Merrimac, iron plated ships revolutionized the previous wooden ships easily destroyed by cannon fire.

Battles and fighting were not the only way soldiers spent their time. Civil War soldiers spent a large portion of their time in their camp areas. Time that wasn’t spent drilling, marching, or maneuvering was generally spent in the camp looking for something to do. Most of the life of a soldier was repetitive and boring. As a result, he often looked for different ways to pass the time. These activities included indoor and outdoor games, as well as letter writing, whittling, carving, sketching, singing and playing musical instruments.

Soldier’s diets often left much to be desired. Hardtack (firm, thick crackers), dried beef, beans, saltpork, and coffee frequently comprised a daily diet. Vegetables and fruits were often in short supply, leaving men lacking in certain vitamins. Soldiers drank from polluted streams and rivers or ate spoiled food. Diarrhea and dysentery (severe infection of the lower intestinal tract) sickened and killed many men.

Uniforms for both sides were mainly made of wool, making for often unbearable summer days. Soldiers had to carry everything with them, so they usually only had the essentials, like their gun, food, blankets, and dishes and utensils. This still amounted to a heavy load and made for miserable long marches.

Camp life, while not the best, was the least of the soldiers’ worries. After all the fighting was said and done, over 620,000 people had died. In April of 1865, Robert E. Lee surrendered to U.S. Grant at Appomattox Court House, Virginia, and the Civil War came to a close. Despite the death and tragedy, the war did bring some good to the United States-a reunited nation without slavery and rights for people no matter their race, thanks to the 13th, 14th, and 15th Amendments to the Constitution.

For an extensive timeline of the Civil War, visit http://www.historyplace.com/civilwar/.

pg �9Pre Lesson: the Historical Record People living in the past left many clues about their lives. These clues include both primary andsecondary sources in the form of books, personal papers, government documents, letters, oralaccounts, diaries, maps, photographs, reports, novels and short stories, artifacts, coins, stampsand many other things. Historians call all of these clues together the historical record.

Primary sources are records of events as they are first described without anyone else’sinterpretation or analysis. These items can be letters, photographs, maps, printed material suchas newspapers or magazines, video and sound recordings, and physical objects such as clothing,furniture, or tools.

Secondary sources offer an analysis or an explanation of primary sources. Some secondarysources use primary sources to support a certain opinion or idea. Examples of secondary sourcesare dictionaries, encyclopedias, textbooks, books and articles.

Remember: A primary source account is the first account.

pg �10Pre Lesson: Primary Source Worksheet 1. What is the definition of a primary source?

2. What is the definition of a secondary source?

Below is a list of sources of historical information. Circle the letter indicatingwhether the item is a primary (P) or secondary (S) source. If an item could beused as either a primary or a secondary source, mark either (E). Because someitems could be either or both, be prepared to explain your answers!

Business Reports P S E

A Reporter P S E

An Elderly Relative P S E

A Letter P S E

A Diary P S E

A Census Book P S E

A Textbook P S E

A Magazine Article P S E

A Video P S E

A Map P S E

A City Directory P S E

A Headstone P S E

A Museum Docent P S E

Court Records P S E

A Cartoon P S E

A Song P S E

A Photograph P S E

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Pre Lesson: Primary Source Worksheet

Write a one-sentence description of how someone could use, read or look at

each of the following as a primary source for information.

· Diaries

· Interviews

· Letters

· Documents

· Scrapbooks

· Photographs

· Clothing

· Toys

· Surveys

· Audio/Video Recordings

pg �12During Lesson Activity: Selected Vocabulary

Abraham Lincoln:

Accouterments: various military and personal items carried by a soldier (canteen, haversack, bedroll, etc.)

Amputation: a surgical operation used to remove a hand, arm, foot or leg.

Artillery: cannon and other large weapons.

Battle of First Manassass:

Bayonet:

Canteen: tin or wood container on a strap, used to carry liquid.

Cap: a small, metal eraser-shaped device used to explode powder in a musket barrel.

Cartridge: paper tube which held a bullet and gun powder.

Cavalry: group of men scouting and fighting from _______ -back.

Civil War: war fought between different groups of the same nation.

The Confederacy:

Emancipation Proclamation: Lincoln issued this declaration freeing the slaves.

Fort Sumter:

Hardtack: hard biscuit made of flour, salt, and water.

Haversack: small canvas sack used by soldiers to carry their food.

Housewife:

Infantry: group of men fighting on foot.

Ironclad:

Jefferson Davis: President of the Confederacy.

Rifled Musket: musket loading gun, fired with cartridge and cap.

Robert E Lee:

Secession: the act of breaking away from something.

The Union:

Ulyssess S Grant:

pg �13Post Lesson Activity: Letter From a Soldier

Directions: Imagine you are a Confederate or Union soldier in the Civil War. Using the vocabulary provided, construct a letter to a loved one at home. Be sure to use detailed language that demonstrates your understanding of the HistoryConnects Skype lesson. Dear ____________________,_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________, ______________________________

pg �14Sample Letter: Centreville Fairfax Co. Virginia July 25th 1861

Dear Mother. I know you can pardon me for not writing sooner when you learn the condition I have been in for the last ten days. Though I could not write myself I told several of the Farmville officers to mention my safety and good health, for you must recollect that officers can enjoy many privileges not granted to privates such as telegraphing etc. However as I am now “in Camp” & have the pleasure & time of opening my Knapsack & writing on a greasy board I will give you some account of the Battles. To Begin at the beginning. On the morning of the 17th (Wednesday) we were at the Fairfax C.H. then our advance pickets were fired into by the skirmishers of the enemy. The pickets were 5 miles from Camp. The fire was returned & then the pickets retreated in to our camp which was on a Series of high hills. Soon (9ock) the enemy was seen advancing in three dense columns, which covered the whole face of the earth. For miles & miles around the view was darkened by acres of moving men, coming on so slowly that their progress was only visible by the gleam of their bayonets as the Sun struck them at different angles of reflection. The living earth seemed to be creeping slowly & slowly on us, and the roll of drums & artillery drowned the loud orders of the officers. Sixty thousand men were in those dense columns. Our little army of 6000 drew itself up behind out breastworks and gazed with surprise but not fear on this multitude of armed men. It was a glorious sight to see such a little band opposing a vast army of disciplined soldiers, marching with proud & haughty step to the sound of martial music & under the shadow of gay and beautiful banners, emblazed with every curious device & motto & decorated with ever color & figure that ingenuity could devise. We had just opened out cartridges, cocked our guns and silently awaiting the enemy to come within gun shot, when Beauregard telegraphed Bonham to retreat. In a moment the trenches were deserted and out Regts double quicked 8 miles to Bulls Run. The enemy following us at a distance of 2 miles. Ten minutes longer and the enemy would have succeeded in their plan, i.e. got between us & Bulls Run & intercepted our retreat, thereby cutting us off from the main army, for you know Bonham’s command was only an advance force, and the plan was for it to show fight at C.H. but retreat when attacked. The enemy saw this and tried to stop our retreat. And his superior generalship was displayed on our side, for instead retreating along the road from C.H. to that ford on the Run where our most powerful batteries & defenses were we took the road that lead to an unfortified ford, thereby making the impression that we were going to the strongest place, of course then the enemy did not follow us far but approached along the road that lead to the other ford, thinking that the weakest point. The very trap was set for them. All this was done on Wednesday. On that night we slept on our arms, tired and worn out by the run. ……The hardest part of the fight was at the Stone Bridge ½ mile from our 18th position. The 19 regiment indeed our whole brigade (3 Regts) guarded the ford at B which was next in importance to the Bridge, and where we expected a powerful attack, which we would have had had not the enemy taken up the idea from the fact that we all retreated there from C.H. that we were very strongly fortified there. So it happened that in both battle we were near by, but not in the thickest part of either. From 8 to 4 ock we guarded that ford, looking all the time at the raging battle, & burning to rush into that murderous fire & assist out friends & Southern brethren. Imagine a giant forest come crashing, lumbering to the ground, and you will have a faint idea of the sound of battle. The battle waged doubtfully until half past two. At 12 the enemy succeeded in bringing their heavy Rifle cannon over the river, a thing we had been contending against all day, for their command was greatly superior to ours in numbers & caliber. At this junction the Star of the South waned and I thought all was lost. The Yankee band played a beautiful Te Deum whose sweet strains mingled strangely with the hoarse clamors of war. Now commenced the most terrible fight that ever took place and this continued as any other. Our forces were driven slowly back before the murderous fire of fifty Rifle canon. Those cannon must be taken at all hazards, said Beauregard, or the day is lost. A solid column of 5000 moved against those dreadful cannon, which were defended

pg �15by 8000 U.S. Regulars, the Elsworth Zouaves, & several other picked Regiments of the North. Our Brigade was then moved up in the midst of the fight and ordered to support this charging column of 5000. We came up in good order, amidst a hail of bullets, bomb shells & cannon balls, stepping over dead men & horses and in direct range of those belching cannon. The cannon balls struck all around us, the shells busted at our feet and the minies sung their song of death around our ears. I thought that there was not a foot across that long field that was not swept by balls, but strange to say that we lost only 12 men killed & wounded out of our Regt. Having gotten in supporting distance of the charging column we were ordered to lie flat down on our stomachs & by no means to raise our heads. We were then in a little sink or bottom about 2 feet depressed so that a ball sweeping over from rise to another would go about a foot above us, allowing that we were a foot in thickness. I buried my head as deep as I could to get it & crouched down to the ground as a squirrel sticks to a tree. I could feel the wind of the balls as they whizzed by my ears, and was nearly stifled by the smoke & jarred by the concussion of those terrible cannon. I raised up once or twice to look over the brow of the little hill to see how the battle was going but the louder Song of the bullets, grape & shells warned me & I stuck my head again. Poor Wilson of the guards was close by me, Nat Jackson & several other being between when an untimely elevation of his head caused his death, a ball passing through his head. I don’t think he spoke a word. Dr. Hatchellson of Lunenburg was struck by a piece of shell, but it had hit something else & only made a bad bruise on his leg. We lay in that little bottom about 30 minutes, and I think I was praying all the time, in accordance to my own feeling & faith & in obedience to Uncle R’s exhortation. …………. They just rode into the enemy & hewed them down until their arms grew tired & horses were broke down. The cannon kept in the road & plowed it up for ten miles, firing grape shot all the time. Tuesday I walked on the battlefield until I was tired looking at the dead & seeing the wounded & the dying. I gave them water & all the assistance I could. In some parts of the field you could not roll a wheelbarrow without moving the dead & around the cannon they were piled up. We took 50 pieces of the finest cannon in the world, enemy piece that was brought across the Potomac. 20,000 stands of improved arms fell into our hands. Baggage enough to cover whole acres of land was left by the enemy. And the finest baggage I ever saw. The finest wagons, horses, Knapsacks, armaments, blankets, cooking utensils & everything that you could possibly think was in the greatest abundance & of the most approved & patent (?) kind. It was a picked army, carefully selected officers & splendidly equipped. The clothes on the dead Yankees is worth thousands of dollars, for they were of the finest & most beautiful kind. A great many pleasure wagons & carriages were along, made in all shapes & sizes, silver mountings, etc. It was what Scott called “The Grand army of the Potomac.” I talked with many of the wounded and prisoners, they all say that they were forced to fight, that moneyed men closed the factories of the North & forced the operatives to the Camp. A great many said that they were 3 months volunteers & their time was out on the 18th but they were forced to come on. I thought I had seen dead bodies, carnage, blood, destruction & loss on the battlefield, but when we marched down here I saw other sights. All along the road was scattered the dead bodies that the cavalry & cannon had cut down in the pursuit. Baggage lay as thick as the rock on the Pike. Wagons were broken in every fence corner, guns, trunk……… We have members of Congress & many political men In our guard house, also one preacher. One nice, finely dressed prisoner said he was about to visit Europe, but concluded he would take a pleasure trop down south. Indeed many come over with the same intention. All seem to think that they had only to march along & they would get to Richmond without any serious interruption. We are now on a forward march & stop here only to rest & wash clothes. It is my opinion that we will be in Alexandria in two days. I am tired writing more so good bye & write soon. Love to all. Send this to Edmund & tell him to keep it.

pg �16

Suggested Review Questions:

1. What was the main issue that divided the United States and eventually led to the Civil War?

2. What word describes the South’s withdrawal from the Union?

3. Who was the president of the Union during the Civil War?

4. What was the capital of the Confederate States for most of the Civil War?

5. What was the first battle of the Civil War called?

6. What did President Lincoln sign that freed all the slaves in Confederate States?

7. Which of the following was not a way soldiers spent their time in camp?

8. What invention was used for communication among the armies?

9. Where did Robert E. Lee surrender to Ulysses S. Grant? 10. Which of the following was a role for women during the war?

pg �17Student Activity: Crossword

Across2. First shots fired3. Boat covered in metal4. President of the United States5. First battle of the Civil War8. Bag soldiers carried

Down 1. President of the Confederacy6. Removal of an arm or leg from the body7. To break away

pg �18Key Across2. Fort Sumter3. Ironclad4. Abraham Lincoln5. Manassas8. HaversackDown1. Jefferson Davis6. Amputation7. Secede

pg �19Word Search

F Z H I P C C T G U T N X E H

D K Z J D V R K W G O Y E Q N

Q V W H B R H Q Q I K L A W A

I C J V E U D A T I P F S C S

F F O P Y J V A N Z D B K V A

Z Q T N W A P C U S X R P T N

T N T X F I J E J M S Y D A I

N M I Y C E U L Q E S U D D T

A X K N V L D Y C N X A U I A

R P A R I F L E D M U S K E T

G M W V T X S K R N A A Z V I

E F M P I S Z R W A O A G S O

K W S T I K S Y Z H C I X H N

M J Y O O V A J J J U Y N C I

H Y N H P A R G E L E T V U T

CONFEDERACY EMANCIPATION GRANT

LEE RIFLED MUSKET SANITATION

SECESSION TELEGRAPH UNION

pg �20

Selected Sources

pg �21

Army camp life on the road.

pg �22

The surrender at Appomattox

pg �23

Manufacturing of muskets