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The Lives of Soldiers during the Civil War Portrayed through Letters

Jessica PetersonWebster Elementary

Spring 2009

Library of Congress Prints and Photographs Division Washington, D.C. LC-B8184-10693 DLC

Many students learn about the Civil War from their classroom textbook or other written material but never have a chance to learn about personal accounts of individuals during that period of time. Students will be given the opportunity to examine soldier letters from both sides of the Civil War and gain an appreciation of what soldiers went through during the war. They will use the Library of Congress to view these letters, analyze them, and then create a Civil War journal.

Overview/ Materials/Historical Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation BarObjectives Students will:

search for primary sources related to the topic. analyze the letters of the soldiers using the provided

Analysis Sheet. develop a Civil War Journal (created in Microsoft

Word) where the student will add entries based on the letters they have viewed.

Recommended time frame 5-8 sessions, 45 minute time intervalsGrade level 5th GradeCurriculum fit Social Studies (Civil War Unit)Materials Library of Congress website

Analysis Sheet Written Documents word doc

Microsoft Office Word Civil War Journal Entry Sheets Construction Paper (cover of journal)

Teaching with Primary Sources Illinois State University

http://www.library.ilstu.edu/aam/Resources/NA_analysis_sheets/written_document_analysis_worksheet.doc

http://memory.loc.gov/cgi-bin/query/I?cwar:19:./temp/~ammem_wTpA::displayType=1:m856sd=cwp:m856sf=4a40901:@@@mdb=manz,eaa,aaeo,aaodyssey,gottscho,hh,bbpix,bbcards,magbell,berl,lbcoll,cdn,cic,cwnyhs,cwar,consrvbib,coolbib,coplandbib,curt,dag,fsaall,aep,fine,fmuever,dcm,cmns,cowellbib,toddbib,afcnyebib,lomaxbib,ngp,gottlieb,alad,mff,scsmbib,mcc,mymhiwebib,aipn,afcwip,fawbib,omhbib,pan,vv,wpapos,psbib,pin,presp,qlt,ncr,afc911bib,mesnbib,denn,runyon,wtc,detr,upboverbib,varstg,horyd,hawp,suffrg,mnwp,rbcmillerbib,awh,awhbib,sgproto,wright

Illinois State Learning Standards Back to Navigation BarEnglish Language Arts: GOAL 3: Communicate ideas in writing to accomplish a variety of purposes. 13C. Communicate ideas in writing to accomplish a

variety of purposes. 3.C.2a Write for a variety of purposes and for

specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements).

Social Science: GOAL 16: Apply the skills of historical analysis and interpretation. 16A. Apply the skills of historical analysis and

interpretation. 16.A.2a Read historical stories and determine

events which influenced their writing. 16.A.2b Compare different stories about a

historical figure or event and analyze differences in the portrayals and perspectives they present.

16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.

GOAL 16: Understand the development of significant political events. 16B. Understand the development of significant

political events. 16.B.2d (US) Identify major political events and

leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt.

Procedures Back to Navigation BarSession One:

Students will be involved in a class discussion about the lives of Civil War soldiers. They will discuss what they have read in written material (textbook, chapter books, etc.) compared to their


own feelings on the topic. Possible topics would include the hardships of

being a soldier, the life of a soldier, and how a soldier communicated with friends and family. The teacher will write down the highlights of the discussion on butcher paper and then help guide the students into a discussion on how soldiers lived to receive a letter from home.

Session Two: Students will use their prior knowledge to

choose primary sources using the Library of Congress website http://www.loc.gov/index.htmlThey will search for 7-10 letters from Civil War soldiers.

After they have viewed them, they will choose 6 to cite and to respond to in their journal.

Session Three: Students will finish up viewing the letters if they

did not finish before and then complete the citation in the “Resource Table” provided in the computer file.

Session Four: Once sources are selected and cited, the student

will need to print their “Resource Table” for their journal.

They will also print the template for the Civil War journal. They will need six copies of the journal page.

Once the above jobs are completed, each student will need to print an analysis sheet for written documents and complete the analysis for one of the chosen soldier letters.

Session Five: Students will work in groups and discuss their

analysis sheets. Then they will work on their Civil War journals.

Session Six-Eight: The last three sessions will be time given to the

students to complete their 6 journal entries to the selected soldiers.

As students finish the letters, they will peer-edit with partners to make sure grammar and punctuation is being used correctly.

When journal entries are completed, students will use construction paper to create a front and back cover. They will add their “Resource


http://www.loc.gov/index.html

Table” and the journal entries. The finished project will be handed in for a grade.

Evaluation Back to Navigation Bar Class Discussion Analysis Sheet Civil War Journal Rubric

Extension Back to Navigation BarAdditional Activities:

Become pen pals with soldiers that are fighting for our country today.

View Exhibit A Civil War Soldier in the Wild Cat Regiment: Selections from the Tilton C. Reynolds Papers ...


http://search.loc.gov:8765/cs.html?charset=utf-8&url=http%3A//memory.loc.gov/ammem/collections/tcreynolds/&qt=civil+war+soldiers&col=loc&n=1&la=en



Historical Background Back to Navigation Bar

This lesson will help to enforce information learned in the class about the Civil War. Students will use their prior knowledge learned from the Civil War to help better understand the lives of the Civil War soldiers. A soldier in the 1860’s led a difficult life and had experiences that they would never forget. Poor food and shelter was a normal way of life. Soldiers had to endure watching their comrades die before their eyes. They were far from their families and friends and looked forward to communicating with them through letters. Letters provided hope for many soldiers and kept many going through the long periods of fighting. No matter if a soldier was fighting for the Confederate or Union army, they lived to receive a letter from home.

The following questions are suggested when beginning this lesson: What kinds of inconveniences do you think soldiers dealt with during the Civil

War? How might these hardships make it more difficult to be a soldier? Have you ever gone camping or hiking and dealt with unpleasant situations such

as poison ivy, mosquitoes, rashes, sleeping outdoors, and carrying heavy loads? How would you have felt if you had to deal with these situations for months or

years on end? Why do you feel that letters were so important to the lives of soldiers? If you had a family member in the war, would you write letters to them and if yes,

what would you include in your letters to them?

The goal of this lesson is to have students gain an appreciation of the hardships of Civil War soldiers. The students will be given the role of communicating with soldiers and creating a bond through written words with someone they will never have a chance to meet. Hopefully through this lesson, students will realize the importance of communication. Some may become more aware of the loneliness of soldiers fighting today and initiate a correspondence with them that could possibly lead to a lifelong friendship.


Primary Resources from the Library of CongressBack to Navigation Bar

Image Description Citation URLLetter from Giles S. Thomas to W. P. Thomas and Margaret Thomas, July 16, 1863

Nebraska State Historical Society, [Digital ID, e.g., nbhips 12036]

http://memory.loc.gov/cgi-bin/query/r?ammem/psbib:@field(DOCID+@lit(l006))

Letter from Gillis to Mattie V. Thomas, April 26, 1865

Nebraska State Historical Society, [Digital ID, e.g., nbhips 12036]


Letter with colored sketch, James W. Duke to an unidentified cousin, written from a Union prison camp, 31 August 1864.(Charles Buford Papers)

Library of Congress, Manuscript Division

http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field(DOCID+@lit(mcc/068))

Letter from Tilton C. Reynolds to Juliana Smith Reynolds, October 6, 1861

Library of Congress, Manuscript Division.

http://memory.loc.gov/cgi-bin/query/r?ammem/mreynoldsbib:@field(DOCID+@lit(mreynolds000010))














http://memory.loc.gov/cgi-bin/ampage?collId=mcc&fileName=068/page.db&recNum=0&itemLink=D?mcc:1:./temp/~ammem_GlT2::@@@mdb=aaeo,aaodyssey,hh,mharendt,bbpix,magbell,berl,lbcoll,cic,cwband,cwnyhs,mreynoldsbib,mtaft,consrvbib,coolbib,coplandbib,mfdipbib,fine,fmuever,cmns,flwpabib,cowellbib,toddbib,lomaxbib,afcwwgbib,haybib,raelbib,hurstonbib,mtj,mff,wpa,scsmbib,mal,klpmap,mjm,mcc,mymhiwebib,mmorse,fawbib,afcpearl,psbib,pin,relpet,afc911bib,mesnbib,upboverbib,varstg,mgw,rbcmillerbib,wright%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5

http://memory.loc.gov/master/mss/mreynolds/002/002007/0001.jpg

Letter from Hiram P. Sprague to Juliana Smith Reynolds, February 22, 1862



Letter from Orlando Gray to Juliana Smith Reynolds, March 4, 1862



Letter from John S. Smith to Juliana Smith Reynolds, July 22, 1862















http://memory.loc.gov/cgi-bin/ampage?collId=mcc&fileName=068/page.db&recNum=0&itemLink=D?mcc:1:./temp/~ammem_GlT2::@@@mdb=aaeo,aaodyssey,hh,mharendt,bbpix,magbell,berl,lbcoll,cic,cwband,cwnyhs,mreynoldsbib,mtaft,consrvbib,coolbib,coplandbib,mfdipbib,fine,fmuever,cmns,flwpabib,cowellbib,toddbib,lomaxbib,afcwwgbib,haybib,raelbib,hurstonbib,mtj,mff,wpa,scsmbib,mal,klpmap,mjm,mcc,mymhiwebib,mmorse,fawbib,afcpearl,psbib,pin,relpet,afc911bib,mesnbib,upboverbib,varstg,mgw,rbcmillerbib,wright

RubricBack to Navigation Bar

Civil War Journal Rubric4 3 2 1

Usage of primary sources.

All six primary sources were cited correctly. (Image, description, citation, and URL)

4 -5 primary sources were cited correctly.

2 - 3 primary sources were cited correctly.

0 -1 primary sources were cited correctly.

Purpose Strong voice and tone that clearly addresses thepurpose for writing.

Appropriate voice and tone. The purpose is largely clear.

Attempts to use personal voice and tone. Somewhat addresses theintended purpose.

Demonstrates limited awareness of use of voiceand tone. Limitedevidence of intended purpose.

Understanding

Many interesting,specific details and ideas are included.

Many details and ideas are included.

Some details and ideas are included.

Few details and ideas are included.

Time Management

Mature management.

Used time appropriately.

Needed frequent assistance.

Did not complete task.

Writing Conventions Grammar Punctuation Spelling Capitalization

Skillful applications of mechanics.

Few errors: appropriate for grade level.

Frequent errors but readable: emerging skills.

Serious errors make it hard to understand.

Total Points/Grade :________________


HandoutsBack to Navigation Bar

Civil War Journal

After viewing 7-10 soldier letters from the Library of Congress website, choose 6 letters where you will create an entry based on each letter and respond to the soldier. Make sure to include the date of the entry, address the letter to the soldier, and ask questions or clarification of anything you do not understand in the letter or anything you would like to know more about that was mentioned by the soldier. Remember that soldiers lived to receive a letter from home so make sure to take your time as you create your letter so the soldier would feel that you truly care about his safety and well-being.Directions:

Visit the Library of Congress website http://www.loc.gov/index.htmland view 7-10 soldier letters from the American Memories collection.

Choose 6 letters to respond to in your journal. Add each letter to your resource table that will be provided to you in your folder on the computer titled “Civil War Resource Table.”

After you have selected 6 letters, print your resource table and include in the front of your journal.

In your folder on the computer, there will be a template for your Civil War journal entry. Please open the document and print six copies.

Complete the entries making sure to include the date, the viewpoint (Confederate or Union if you are able to determine it), address the letter to the soldier, and also ask questions or clarification about the content of the letter.

The teacher will provide construction paper that will be used as a front and back cover for the journal. Using the provided paper, put together your journal and decorate the front cover with your name and the title “My Civil War Journal.”

When completed, give the finished product to the teacher. The project will be graded using the provided rubric.

Civil War Journal


http://www.loc.gov/index.html

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