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The Civil War

A Social Studies Resource Unit for Fifth Grade Students

Submitted as Partial Requirement for CRIN E05

Elementary Social Studies Curriculum and Instruction

Professor Gail McEachron

Fall 2012

Prepared By

Benjamin Hindman

bthindman.wmwikis.net

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THE CIVIL WAR

The Civil War

Introduction

The United States Civil War and the years leading up to it were some of the most

influential and important time periods in the history of the United States. Cultural and economic

differences between those who lived in the northern and southern states would eventually lead to

a violent war that sometimes pitted father against son or brother against brother. The Civil War

not only tested the stability of the nation but also gave freedom to millions of African American

slaves.

The events and significance of the Civil War are addressed throughout multiple grade

levels in Virginia social studies and history Standards of Learning and the National Standards for

History (see Appendix A). It is important for students to not only learn and memorize facts

about the Civil War, but to also understand the emotions of those who took part in or

experienced life during the war.

In their article Civil War Stories: An Integrative Approach to Developing Perspective,

authors Loft and Wasta (2000) write that one of the primary goals of teaching a unit on the Civil

War should be for students to “assume a personal perspective of the reality of any war and

especially the Civil War” (p.62). This article also highlights the benefits of incorporating

reading and writing exercises into a Civil War unit. Journal writing activities allow students to

empathize and take on the role of people who experienced the war firsthand and help to

“demonstrate the growth of most students’ perspectives on the Civil War from abstract, objective

observations to detailed, personal outlook” (Loft & Wasta, 2000, p.64). Exposing students to the

extreme conflict of the Civil War will help them to learn more about our nation’s history and

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better understand how meaningful the war was in terms of human rights and freedom in

transforming and shaping the country we live in today.

Key Ideas and Events

There were several key events that took place in the in the years leading up to and during

the Civil War that would leave a lasting legacy in United States history. The main underlying

issues surrounding the events leading up to the war involved differing opinions about the

strength and validity of states’ rights, slavery, economic and cultural differences between the

north and the south, and the Presidential election of Abraham Lincoln.

In the South, where agriculture supported the economy, slaves were used to work large

tobacco and cotton plantations (Berson, Howard, Shoob, & Salinas, 2011). In the North, the

economy was much stronger than the South’s and was supported through industrialization and

manufacturing (Berson et al., 2011).

A key event that led to the development of the Civil War was the Presidential election of

Abraham Lincoln in 1860 (Duran, Gusman, & Shefelbine, 2005). Many southerners felt

threatened by Lincoln’s views on slavery (Duran et al., 2005). One month after he was elected,

South Carolina seceded from the United States (Banks, Colleary, Greenow, Parker, Schell, &

Zike, 2011). Within three months five more southern states would follow South Carolina’s lead,

forming the Confederate States of America (Banks et al., 2011).

The Civil War officially began on April 12, 1861when Confederate troops fired on Union

troops at Fort Sumter in South Carolina (Duran, Gusman, & Shefelbine, 2005). Over the next

five years, hundreds of thousands of men from the north and south would sacrifice their lives

fighting for their beliefs and values.

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The Emancipation Proclamation, issued by President Lincoln stated that as of January 1,

1863, all slaves in the Confederacy were freed (Banks, Colleary, Greenow, Parker, Schell, &

Zike, 2011). Lincoln hoped that the Proclamation would give northern troops a renewed purpose

in the war and weaken the South (Banks et al., 2011). This defining moment in American

history was the first time when African Americans were awarded the freedoms allowed under the

Constitution.

Two crucial northern victories in July, 1863 served as a turning point in the war. The

first key victory occurred when southern troops invaded the north and clashed with Union troops

for three days in Gettysburg, Pennsylvania (Banks, Colleary, Greenow, Parke, Schell, & Zike,

2011). By the end of battle, 51,000 soldiers had been killed or wounded (Banks et al., 2011).

The second significant northern victory occurred in Vicksburg, Mississippi. Vicksburg was

located on the Mississippi River and was essential for protecting southern control of the river

(Berson, Howard, Shoob, & Salinas, 2011). After two months of siege, Confederate soldiers

surrendered the city, giving control of the Mississippi River to the north (Berson et al., 2011).

These two defeats demoralized the Confederate army and gave control of the war to the north.

After five years of fighting, the Civil War drew to a close on April 9, 1865 (Duran,

Gusman, & Shefelbine, 2005). The Confederate commander, General Robert E. Lee surrendered

to Ulysses S. Grant, commander of the Union army at Appomattox Court House, Virginia

(Duran et al., 2005). In five years of fighting, over 620,000 soldiers from the north and south

had died (Duran et al., 2005).

Men, Women, Youth & Children

Women, African Americans, and children all made significant contributions to the war

for both the north and south. Women served as nurses, caring for the wounded and collecting

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food and supplies (Whitelaw, 1997). Some women also served as spies and provided important

information about the opposing army’s size and location (Caravantes, 2002). In the north,

African Americans fought valiantly, laying their lives on the line so that their fellow African

Americans could be free. Children also participated in the Civil War as drummers and

sometimes lied about their age in order to fight (Murphy, 1990).

One of the most famous women to serve during the war was a nurse named Clara Barton.

In the first few months of the war, Barton worked to collect food and medical supplies to send to

the frontlines to care for wounded Union soldiers (Whitelaw, 1997). In 1862, Barton began to

serve on the frontlines, caring for the wounded. Barton’s assistance was recognized throughout

the Union. After the war, Barton would go on to found the American Red Cross in 1881

(Whitelaw, 1997).

Another famous woman who served during the Civil War was a Confederate spy named

Belle Boyd. In the fall of 1861, Belle began serving as a messenger for the Confederate

Generals Beauregard and Stonewall Jackson (Caravantes, 2002). Her knowledge of the local

area and horseback riding skills allowed Belle to serve as a messenger and spy throughout the

war (Caravantes, 2002).

In 1863, the “Fighting 54th

”, an African American regiment of soldiers was formed in

Massachusetts (Banks, Colleary, Greenow, Parker, Schell, & Zike, 2011). These soldiers fought

for guaranteed freedoms for fellow African Americans. Even though the north was fighting to

end slavery, the black soldiers in the “Fighting 54th

” were not treated as equals to the white

soldiers (Banks et al., 2011). A few months after being formed, the “Fighting 54th

”, fought in

their first battle when they attacked Fort Wagner in South Carolina (Banks, et al., 2011).

Although this battle was a Union defeat, members of the 54th

fought heroically (Banks et al.,

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2011). By the end of the war, almost 200,000 African Americans had joined the northern army

(Banks et al., 2011).

Both the North and the South had restrictions and age limits for those who could serve in

the armies (Murphy, 1990). Many young boys served as drummers, beating signals and

commands for the soldiers on the battlefield (Murphy, 1990). Drummers also helped take care of

horses, gather firewood, and cook (Murphy, 1990). Taller and older looking boys lied about

their age and managed to enlist as regular soldiers (Murphy, 1990). In some cases, parental

permission was allowed to be used for boys to enlist (Murphy, 1990).

Closing and Legacy

The events leading up to and the fighting of the Civil War were some of the most

defining and influential events of American history. The Civil War would inevitably lead to the

freedom of millions of African American slaves and served as a true test of the strength of the

nation. The Civil War divided the country; however the war also allowed for the nation to be

reunited, paving the way for a stronger and more unified federal government. If the war had not

been fought, the North and South could still be two separate entities, and the United States of

America would not be what we currently live in today. If it were not for the Civil War, African

Americans might still not have rights or even be treated as human beings. The federal

government would have little influence on states and the United States would certainly not be as

unified as it is today. The efforts of the hundreds of thousands of men, women, and children,

including whites, African American, and Native Americans who served and fought for their

beliefs during the Civil War have shaped our nation’s history and left a lasting legacy for the

rights and freedoms of all its citizens.

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Map/Globe Lesson Plan: The Civil War

Preparer: Benjamin Hindman Audience: 5th

Grade

Space Described: Whole Group (27 students) Time: 1 hour

Standards:

~STANDARD USI.9c- The student will identify on a map the states that seceded from the Union

and those that remained in the Union.

~Standard USI.9e- The student will use maps to explain critical developments in the war,

including major battles

Materials: Map of the United States in 1860, colored pencils/crayons, student textbook, selected

literature on the Civil War, completed map with answers, battles chart with answers.

Intro: In order to understand the effect and magnitude of the Civil War, it is essential that

students understand which states were fighting for the Confederacy and Union. It is also

important that students can understand and identify the events and locations of the major battles

of the Civil War

Anticipatory Set: Using a document camera, show the unlabeled map the students will be using

in the lesson of the United States in 1860. Ask students if they notice anything unusual about

this map (Virginia and West Virginia are not yet divided). Ask students if they remember from

what they have been learning about the Civil War which states seceded from the Union and

which states remained in the Union. Explain to students that in 1860, just before the Civil War

began, Virginia was once a larger state, which is represented on the map. When Virginia voted

to secede from the Union, the western counties of Virginia decided to secede from Virginia to

remain in the Union.

Objective:

1.Given a blank map of the United States of America in 1860, students will be able to identify

states that seceded from the Union, border states that remained loyal to the Union but

continued to allow slavery, and states that remained in the Union with 100% accuracy.

2.Given a list of major battles of the Civil War and a variety of literature on the Civil War,

students will identify when and where each battle took place, which army won the battle, and

how many soldiers died fighting the battle.

Purpose: The purpose of this lesson is to help students to visualize and understand the divisions

between the Union and Confederate states as well as to help students identify the locations of

major battles of the Civil War and know important information about these battles.

Instructional Input: Begin by asking students if they can remember which states seceded from

the Union. Write the students’ responses on the dry-erase board. Next, review the textbook with

the class to identify all the states that seceded from the Union and those that remained in the

Union. Be sure to point out the border states that remained in the Union but continued to allow

slavery. Inform students they will be identifying these groups of states by writing the state’s

name in the correct location on their map and then coloring the states different colors. Next,

inform students they will also be using these books to learn more about the major battles that

took place during the Civil War. Tell students they will be researching the battles then writing a

description of when and where each battle took place, which army won the battle, and how many

soldiers died fighting in the battle. Finally, tell students to they will also have to mark the

relative location of the battle on their maps.

Modeling: Show students a completed map that shows the different Confederate and Union

states. Point out that the Union and Confederate states are identified by different colors. Next

show students how to use an index to find information on the first battle on the list, Fort Sumter.

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Remind students of the information they need to include in the descriptions, then identify this

information in the text being reviewed. Write a sample description and show what is being

written on the document camera. Lastly, identify the relative location of the battle in the text

then use an atlas to identify this location. Using the atlas as reference, model for students where

the mark should be placed on the map, then write Fort Sumter and April 12-14, 1861 underneath.

Checking for Understanding: Ask students to use the information they just reviewed and

discussed from the text to begin identifying the states that seceded from the Union and the states

that remained in the Union on their maps. As students work, walk around the class, making sure

students have a proper understanding of what is expected and that they are performing the work

correctly. When students have finished working, ask the students to identify the states that

separated the North from the South.

Guided Practice: Ask students to work with their table groups to complete the first 5 battles on

the list. Remind students of what is expected in the descriptions of each battle and that you

expect them to mark the battle on their maps. As students work, continue to walk around,

checking to see if students are properly searching for information and providing the correct

details in their descriptions. After 15-20 minutes, ask several groups to share the information

they have collected with the class. Write the information provided by each group on the dry-

erase board.

Independent Practice: After discussing the information collected by some of the groups in the

guided practice, inform students they will be finishing the research on their own. Ask students to

use the same methods they used when working with a partner to collect information.

Closure: After the students complete the independent practice invite students to share what they

learned. Students may use the document camera to share their descriptions of major battles as

well as the locations of the battles. Ask students if they have ever lived in or traveled to any of

the states on their maps. Follow up by asking students whether that state was a state that seceded

or remained in the Union. Next, ask students if they have been to any of the battle sites or cities

or towns that are located near the battle sites.

Background Content: A key concept for this lesson is the word “secede”. The word secede

means to withdraw membership from a union or alliance. By the time the Civil War broke out in

1861, eleven states (AL, AR, FL, GA, LA, MS, NC, SC, TN, TX, VA) had seceded from the

United States to form the Confederate States of America. DE, KY, MD, and MO were known as

border states and remained in the Union. However these states had no laws that banned slavery.

CA, CT, IL, IN, IA, KS, ME, MA, MI, MN, NH, NJ, NY, OH, OR, PA, RI, VT, WV, and WI

remained loyal to the Union and had laws that did not allow for slavery. Throughout the Civil

War, major battles at Fort Sumter (April 12-14, 1861-Confederate Victory), the first battle of

Manassas (July 21, 1861 Confederate Victory), Antietam (September 17, 1862 Union Victory),

Vicksburg (May 18, 1863-July 4, 1863 Union Victory), Gettysburg (July 1-3, 1863 Union

Victory), and Petersburg (June 4, 1864 Confederate Victory) would all lead to the eventual

Confederate surrender at Appomattox Court House (April 9, 1865 Union Victory). These battles

left hundreds of thousands of soldiers dead and contributed to the largest loss of American lives

in battle on U.S. soil.

Evaluation:

Formative: Observation of student participation and checking for understanding by

monitoring student work and asking questions.

Summative: The Battle of Antietam took place in

A) Virginia B) Tennessee C) Pennsylvania D) Maryland

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Name: Date:

Complete the following chart, using your textbook and other resources.

Event Description Significance

Fort Sumter

Battle of Manassas

(Bull Run)

Battle of Antietam

Battle of Vicksburg

Battle of Gettysburg

Battles of Petersburg

Appomattox

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Preparer: Benjamin Hindman Time: 1 hour Context: 5th

Grade

Arts/Critical Thinking: Photography in the Civil War Space: Whole Group (27 students)

Standards:

Virginia Standards of Learning- USI.9- The student will demonstrate knowledge of the causes,

major events, and effects of the Civil War by

f) describing the effects of war from the perspectives of Union and Confederate soldiers

(including African American soldiers), women, and enslaved African Americans.

National Standards for History- Era 5 Civil War and Reconstruction

Standard 2- The student is able to understand the course and character of the Civil War

and its effects on the American people.

Objectives:

1. Given a photograph, the student will interpret the attitudes and emotions of participants in

the Civil War.

2. Given a photograph, the student will interpret and understand the effects of the

devastation to the land and cities that served as battlefields during the Civil War.

3. Given a camera, students will take black and white photographs of their classmates.

Resources:

-Camera and film

-Donlan, L. (2007). Mathew Brady: Photographing the Civil War. Chicago: Heinemann-Raintree

-Russell, A.J. (1865). Railroad yard ruins. Available online. http://www.loc.gov/pictures/item/

2005684439/resource/

-Russell, A.J. (1865). Soldier’s cemetery, Alexandria, VA. Available online. http://www.loc.gov/

pictures/item/2005689617/resource/

-Gardener, A. (1863). A harvest of death, Gettysburg, Pennsylvania. Available online.

http://www.loc/gov/resource/ppmsca/12834/#seq-80

-Gavitt, G.W. (Between 1862-1865). 10th

Rhode Island soldiers. Available online.

http://www.loc.gov/pictures/resource/ppmssca.10882//

-Photographer unknown (Between 1860-1870). Two brothers in arms. Available online.

http://www.loc.gov/pictures/resource/ppmsca.13484/?co=gld

Introduction: Gather the students on the carpet to learn about the role of photographers and

photography in the Civil War. Begin by reading aloud from Mathew Brady: Photographing the

Civil War by Leni Donlan. On the third page ask students: “Who do you think these people are

in the photo?” (objective). Have students make connections about the soldiers in the picture with

what they have learned so far in the Civil War unit. Ask students: “What side (Confederate or

Union) are the soldiers in the picture fighting form?” (decisional). Have students support their

reasoning with knowledge learned about Union and Confederate soldiers.

Content Focus: Tell students that the soldiers in the picture were serving in the Union army.

Point out the darker colored uniforms on the soldiers and inform the students that soldiers in the

Union army wore dark blue uniforms and soldiers in the Confederate army typically wore gray

uniforms. Also point out the soldiers’ belt buckles and buttons and inform students that soldiers

in the Union army would often have the letters US inscribed on buttons and belt buckles.

Remind the students that the Civil War was fought from 1861-1865 between northern (Union)

and southern (Confederate) states. The soldiers who fought on both sides fought because of

differing views about states’ rights and slavery.

Then tell students: We are going to look at some photographs that were taken during the

Civil War. Inform the students that some of the pictures are of people who fought in the war,

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one is of people who died in the war, one is a city destroyed by the war, and one is a landmark

that was created because of the war.

On the document camera, show the picture 10th

Rhode Island Soldiers. Ask the students

to look at the photograph for a minute without talking. Then, ask the students, “Who do you

think the African American people in the photograph are? (objective) and “How would you feel

if you were one of the soldiers in the picture?” (reflective). Next, show the portrait of the

African American soldiers, Two Brothers in Arms. Ask the students, “Why do you think these

soldiers wanted to have their portraits taken?” (interpretive). Next, show the students the picture

A Harvest of Death. Explain to students this picture was taken after the Battle of Gettysburg in

July 1863. Remind students that over 50,000 soldiers fighting for both the Union and the

Confederacy died during the three day battle. Ask the students, “Why do you think the

photographer took a picture of this scene?” (interpretive). Next, show the students the picture

Soldier’s Cemetery. Explain to students that this is a photo of Arlington National Cemetery.

Inform students that the cemetery was placed on the lawn of the Confederate General Robert E.

Lee’s home, Arlington House because of Lee’s disloyalty to the Union. Ask the students, “What

do you notice most about this photograph?” (reflective) and “What does this photo make you

think of?” (reflective). Lastly, show students the picture Railroad Yard Ruins. Ask students,

“How would you describe what is being shown in this photograph?” (decisional). Inform

students this picture was taken after the Confederate capital of Richmond was burned by Union

troops in 1865.

Explain to students that the pictures taken during the Civil War were taken to help

remember what life was currently like. Then say that many soldiers were aware of the

consequences of war and this was the only way for their families to remember them when they

were gone. The students will do the same, taking pictures around the school and of their

classmates to remember that particular moment in time.

Closure: Inform students they will be working in groups of four to take black and white

photographs of their classmates or of landscapes around the school. Ask students to think about

the meaning and emotions they felt when they looked at the Civil War photographs while they

are trying to decide what they would like to photograph. Inform the students the pictures of each

other should be resemble the portraits they saw of soldiers. Ask the students posing to look

serious and stoic. The photos will later be posted on a bulletin board.

Assessment:

Formative- Observation of student participation by answering questions about the photographs.

Summative- Students will complete an activity in which they will answer the questions asked by

the teacher to the whole class. Evaluate the students’ knowledge of Civil War photography

through a multiple choice identification question.

Background Information: The American Civil War was fought from 1861- 1865.

Photography was still very new and this was the first time it was used to document a war.

Soldiers often had their portraits taken before heading off to war so that their families would

have something to remember them by while they were away. Mathew Brady and Alexander

Gardener were pioneers at capturing the true horrors of war on film. Photographing the war was

a truly cumbersome task. Photographers had to haul their bulky equipment onto the battlefield

with horse drawn wagons. It was in the wagon that the pictures were processed.

Key Concepts: Photography is the art of creating images by chemically recording light using

light-sensitive material such as film.

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Name:____________________

Civil War Photography Activity Sheet

Respond the following questions as the picture is shown.

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th Rhode Island Soldiers.

Who do you think the African American people in the photograph are?

How would you feel if you were one of the soldiers in the picture?

Two Brothers in Arms.

Why do you think these soldiers wanted to have their portraits

taken?

Soldier’s Cemetery.

What do you notice most in this photograph?”

What does this photo make you think of?

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Railroad Yard Ruins.

How would you describe what is being shown in

A Harvest of Death.

Why do you think the photographer take a picture

of this scene?”

Why was it popular for soldiers to get their portraits taken during the Civil War?

a. It was required by the armies. b. So the soldier’s families had something to remember them by. c. The soldiers thought it would be fun. d. The soldiers wanted their pictures in future history books.

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Railroad Yard Ruins.

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Two Brothers in Arms.

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Soldier’s Cemetery.

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10th Rhode Island Soldiers.

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A Harvest of Death.

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Biography Lesson: Clara Barton Prepared by: Benjamin Hindman

Audience: 5th

Grade; whole group setting; multiple classrooms participating (~125 students)

Expected Lesson Length: 1 hour

Standards:

-VS.7c- The student will demonstrate knowledge of the issues that divided our nation and led to

the Civil War by describing the roles played by whites, enslaved African Americans, free

African Americans, and American Indians.

-USI.9f- The student will demonstrate knowledge of the causes, major events, and effects of the

Civil War by describing the effects of war from the perspectives of Union and Confederate

soldiers (including African American soldiers), women, and enslaved African Americans.

-National Standards for History- Historical Thinking Standard 5- The student is able to

identify issues and problems in the past and analyze the interests, values, perspectives, and

points of view of those involved in the situation.

Behavioral Objectives:

1.After viewing an oral presentation given by my wife, Lauren Hindman, portraying Clara

Barton, students will describe Barton’s influence in the Civil War and will be able to list at

least 3 key events that took place in Barton’s life.

2.Given a selection of books about the life of Clara Barton, students will identify and illustrate

key aspects and events of Barton’s life as well as her leadership role during and after the Civil

War. Students will then draw pictures that show the students’ interpretations of these events.

3.Given a 20 minute time period, students will write a descriptive essay about the challenges

faced by women during the Civil War and Clara Barton’s leadership role during the Civil War.

Materials and Time: Women’s clothing appropriate for the Civil War time period, examples of

medical supplies used during the Civil War (pictures or artifacts), paper for drawing, colored

pencils or crayons, and multiple copies of the books Clara Barton: Civil War Nurse, by Nancy

Whitelaw, Clara Barton, by Stephen Krensky, Clara Barton: Courage Under Fire, by Janet and

Geoff Benge, Clara Barton: Founder of the American Red Cross, by Christin Ditchfield.

Introduction- Begin with a presentation given by my wife, Lauren Hindman, where she will

portray the character of Clara Barton. This presentation will be given to all of the 5th

grade

classrooms in the school cafeteria or auditorium. Lauren will give a brief description of Clara

Barton’s childhood including the leadership roles of Barton’s father. Then Lauren will discuss

what life was like in the United States before the breakout of the Civil War. Lauren will then

discuss Clara Barton’s influence and civic engagement during the Civil War. Lauren will be sure

to remind students that during this time period women faced many challenges working and

serving as professionals. Lastly, Lauren will discuss the accomplishments of Clara Barton in the

years after the Civil War including the creation of the American Red Cross. Students will then

have the opportunity to ask Clara Barton’s character questions. After the presentation, the

students will complete an activity sheet in which they will write a brief description of Clara

Barton’s influence in the Civil War and will also list 3 additional facts about Clara Barton.

Content Focus- After the presentation, ask students to give their interpretation of what a leader

is. Pull information from student responses to discuss the characteristics of leadership and civic

engagement. Following the presentation and discussion, students will return to their classrooms

to continue participating in the lesson. Inform students that there are multiple copies of books

that focus on the formative events and achievements in Clara Barton’s life. Have students work

with their table groups to peruse the copies of the books to identify elements of leadership and

civic engagement in Clara Barton’s life. As students read, have them focus their attention to

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answering these key questions: How do you think Clara’s father’s role as a leader influenced

her decisions to provide care and medical assistance for Union soldiers in the war? Is

perseverance essential for a leader to be successful? Are leaders born with perseverance or is it

a trait that can be developed? How did Clara Barton demonstrate perseverance? How was

Clara Barton a trailblazer among women? After identifying information about key events in

Barton’s life and/or her influence/leadership during and after the Civil War, students will be

given the opportunity to draw pictures that show their interpretations of these events.

Closure: Explain to students that they are going to have 20 minutes to write at least 2

paragraphs about Clara Barton’s leadership role during the Civil war and the challenges she

faced during the Civil War. Ask students to focus on the challenges faced by female nurses

during this time period and on how Clara Barton’s leadership skills allowed her to overcome

these challenges to provide necessary care and treatment for thousands of soldiers during the war

as well as after the war.

EVALUATION:

Formative- Observation of student participation by attentively listening and/or asking questions

during the biographical presentation. Completion of activity sheet during introduction and

content focus portion of the lesson.

Summative- Evaluation of pictures drawn by students that represent the students’ interpretations

of influential events in Clara Barton’s life. Evaluation of student essays that discuss what

students think it would be like to serve as a nurse during the Civil War, the challenges faced by

female nurses during the Civil War, and Clara Barton’s leadership role during the Civil War as

well as in the years after the war. Completion of multiple choice question focusing on leadership

characteristics identified with Clara Barton:

When Barton asked to help soldiers on the front lines, why was she initially told no?

A) She didn’t have the skills B) There was a surplus of medics and nurses

C) She was a woman D) She was too young

Background Information: Born in Massachusetts in 1821, Clara Barton was raised in a large,

supportive household. Her father served as a town official, captain in the militia, and was a

member of the Massachusetts legislature. At 17, Barton began teaching in a one room school

house. When Barton was offered a lesser pay because she was a woman, she refused the pay.

As a result, members of the school board voted to grant Barton higher and more equivalent pay.

In 1854, Barton moved to Washington, D.C. where she took a job working as a clerk in a patent

office. After the breakout of the Civil War in 1861, Barton noticed sick and wounded Union

soldiers returning from the battlefields. Barton used her money to buy food and clothing and

gave them to soldiers at their encampments. She eventually asked officials at the War

Department if she could help wounded soldiers on the front lines. Initially, she was told that

women had no place on the battlefield, however she was persistent and she was given permission

to serve on the front lines. Barton’s work earned her the tile “Angel of the Battlefield.” Several

generals and Union leaders felt Barton should not be helping because she was a woman. In

1864, Secretary of War Edwin Stanton asked Barton and other volunteers to return to the

battlefield to care for the soldiers. After the War’s conclusion, Barton traveled to Europe where

she was introduced to the Red Cross and witnessed its effectiveness for providing medical care,

food, and clothing for those who needed it. When Barton returned from Europe she started a

chapter of the Red Cross. In 1882, Chester Arthur signed a treaty that was later ratified by the

Senate that allowed Barton to form an American Chapter of the Red Cross. In 1904, Barton

resigned from her leadership position at the Red Cross and died a few years later in 1912.

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Name:___________________________ Date:_________________________

Clara Barton Performance/Presentation:

Write a brief description of the information provided during

the performance:

List 3 key events that took place during Clara Barton’s life:

1.

2.

3.

Answer at least three of the following questions:

1. How do you think Clara’s father’s role as a leader influenced

her decisions to provide care and medical assistance for Union

soldiers in the war or as the president of the American Red

Cross?

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2. Do you think perseverance is essential for a leader to be

successful?

3. Are leaders born with perseverance or is it a trait that can be

developed?

4. How did Clara Barton demonstrate perseverance?

5. How was Clara Barton a trailblazer among women?

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Lesson 4 (Inquiry) – Civil War Letters

Prepared by: Benjamin Hindman

Standards:

National History Standards-

2B, Grades 5-12: Demonstrate understanding of the social experience of the war on the

battlefield and home front by comparing the motives for fighting and the daily life

experiences of Confederate and those of white and African American Union soldiers.

Virginia Standards of Learning-

USI.9: The student will demonstrate knowledge of the causes, major events, and effects

of the Civil War by

f) describing the effects of war from the perspectives of Union and Confederate

soldiers (including African American soldiers), women, and enslaved African

Americans.

Intended Audience: This lesson is designed for a heterogeneous fifth grade classroom.

Students will have received instruction dealing with the political, economic, and military features

of the Civil War; however students will have limited knowledge of the Civil War’s social

history.

Behavioral Objectives:

1. Given letters written by soldiers and civilians, the students will identify and record

conditions of life during the Civil War, with 100% participation

2. Given research opportunities, the students will generate inquiries about experiences

during the Civil War and provide recorded responses to such inquiries using primary and

secondary sources provided by the teacher, with 100% participation.

3. Given a 45 minute time period and information collected from generated inquiries, the

students will write a 5 paragraph restricted response essay discussing the routines and

activities performed by soldiers serving in the Civil War, the differences between white

and black soldiers in the Civil War, and the roles of African Americans fighting for the

Union and Confederacy with 100% participation.

Time: Three 60 minute sessions

Space: Students will work in groups of three to generate inquiries and then research such

inquiries; students will work independently to write a 5 paragraph restricted

response essay

Materials: 11 letters written by officers and soldiers in the Union army during the Civil War,

two secondary source articles focusing on the role of African Americans in the

Union and Confederate armies, notebook paper for recording information, laptop

computers.

Procedure:

Day 1-

Catalyst: Read letter written by a child during the Yugoslavian civil war. Ask students to give

their interpretations of what life was like for soldiers and civilians during the war.

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Introduction: Most accounts of the Civil War that appear in textbooks focus attention on the

political, economic, and military elements of the war. Ask students questions such as: What do

you think it would be like to be a soldier fighting in the Civil War? What do you think it would

be like to be a civilian during the Civil War? What would it be like to have all the men in your

family away from home fighting in the war? How do you think a soldier who chose to fight for

the Confederacy felt about the war compared to a soldier who was drafted into the Union army?

How do you think free African American soldiers felt about fighting for the Union? Allow

students to discuss their answers and opinions to these questions. Make sure that each student

response is seen as valuable and possible. Inform students that responses to the questions can be

evaluated for validity using authentic primary sources. Have students discuss what sources

would be valuable for identifying answers to the questions. Student responses will likely include

newspaper articles, letters, diary entries, and official records.

Content focus: Distribute sets of 11 letters to student groups. Inform students that the letters

were written by white officers and a free African American soldier who served in the all black

54th

Massachusetts Infantry as part of the Union army. Ask the students to read the letters then

identify and record their impressions of what life was like and what the challenges and

complications were for the officers and soldiers. Have students record a hypothesis about what

life was like for soldiers serving in the Civil War.

Predicted Outcomes: Ask students to generate inquiries they have as a result of reading the

letters. Some questions may focus on locations mentioned in the letters (Where is Olustee?,

Where is Morris Island, South Carolina?), some questions will focus on the daily routines of

officers and soldiers serving in the army (What did they do when they weren’t fighting?), some

questions may focus on vocabulary in the letters (What does mustered mean?), some questions

may focus on roles of officers and soldiers (How did you become an officer? Did the officers

receive special privileges?), and some questions may focus on the role of African Americans in

the Union army (Were there African American officers? Why were African American soldiers

treated differently if the Union was fighting for their freedom?)

Day 2

Have students take the generated inquiry questions they developed the previous day and direct

them to appropriate sources to find information that will help answer their inquiries. Have

students use laptop computers to navigate the Valley of the Shadows website. Briefly

demonstrate for students how to navigate the page to find the different forms of primary sources.

Show students that the primary sources are sorted into two categories, sources from Augusta

County in Virginia and Franklin County in Pennsylvania. Ask students to search for information

using primary sources for both Augusta and Franklin counties. Have the students record newly

located information in the appropriate section on their activity sheet, finding answers to their

generated inquiries.

Day 3

Have students review the information they have collected over the past few days from the

different primary and secondary sources. Ask the students to write a 5 paragraph restricted

response essay that focuses on the roles of African Americans in the Confederate and Union

armies.

Closure: Have students share their generated inquiries and the information found that provides

answers to these inquiries. Ask students to provide specific details that can be used to support

the inferences and conclusions drawn from the information. Encourage students to share

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different opinions and challenge their peers hypotheses using supporting evidence and

information.

Evaluation:

Formative- Student participation in and response to class discussions, cooperation with

group members while generating and researching inquiries.

Summative- Quantity and quality of information collected while reading letters 8 teacher

provided letters, quantity and quality of information collected while researching

generated inquiries, completion of 5 paragraph restricted response essay.

Background Information:

Day 1- The eleven letters that serve as initial primary sources students will read and use to

generate inquiries are letters that were written by white officers and an unknown free African

American soldier serving in the all black 54th

Massachusetts Infantry Regiment. Two of the

letters are written by Colonel Robert Gould Shaw, the first commander of the 54th

Massachusetts. Shaw was killed in 1863 while leading his men at the Battle of Fort Wagner in

South Carolina. Many of the letters were written by Colonel Edward Needles Hallowell who

was wounded at the Battle of Fort Wagner. Hallowell took over command of the 54th

Massachusetts after the death of Col. Shaw. At the end of the war, Hallowell returned to his

family in Medford, Massachusetts where he became a wool commission merchant. Hallowell

would die six years after the war as a result of complications with wounds suffered during the

war.

Day 2-The Valley of the Shadows website provides students access to many different forms of

primary sources. Students may are able to search through official records, letters and diaries, and

newspapers in from soldiers and civilians living in Augusta County, Virginia (South) and

Franklin County, Pennsylvania (North). The primary sources provided by the website span the

entire length of the Civil War. Students may use this collection of primary sources to research

information specific to the inquiries generated in the previous day’s lesson. The documents are

arranged in alphabetical and numerical date order. The students will be able to view brief

summary of the information then click the resource to navigate to a page that provides the actual

primary sources.

Skills: The process of inquiry; research; developing tentative generalizations about social

history during the Civil War era.

Values: Respect for use of reason; respect for evidence; tolerance for ambiguity; curiosity;

skepticism.

Concepts: War (conditions of life during war; the roles of officers, soldiers, and civilians)

Vocabulary: “mustered” means to assemble troops for inspection or to prepare for battle,

“sutler” means a merchant who sells goods to an army in the field

Resources: Winsboro, I.D. (2007). A reassessment of African Americans and Union military

service in Florida during the Civil War. The Journal of African American History, 92 (3), pp.

327-346. Martinez, J.A. (2012, January 19). Black Confederates. Retrieved from Encyclopedia

Virginia. doi: http://www.encyclopediavirginia.org/Black_Confederates.

Essay Question:

Describe two daily routines and activities of soldiers fighting in the Union and Confederate

armies when they were not fighting (2 pts.). Describe the differences between white and black

soldiers fighting in the Union and Confederate armies (3 pts.). Compare the roles of African

Americans fighting in the Union and Confederate armies (3 pts.).

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Name:_______________________ Date:_______________________

Student Inquiry Activity

Information collected from 11 letters provided by teacher:

Hypothesis about soldiers’ lives during the Civil

War:_________________________________________________________________________

Student Generated Inquiries:

1. ________________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________

3. ________________________________________________________________________

________________________________________________________________________

4. ________________________________________________________________________

5. ________________________________________________________________________

________________________________________________________________________

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Information Collected from Valley of the Shadows website (be sure to include

who/what/when/where the information involves):

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Information Collected from the articles A Reassessment of African Americans and Union

Military Service in Florida During the Civil War and Black Confederates (be sure to

include who/what/when/where the information involves):

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Sarajevo, 8 November 1992

Dear Mr George Bush,

I implore you to help our Bosnia. I am a refugee from Vogosca, near Sarajevo. I have nothing

to eat, nothing to drink, no bed to sleep in, nothing to keep me warm and almost not clothes to

wear. The same goes for the other children of my age. We are starting to die.

I implore you to do something to make the war end and stop them firing over our heads.

You could help us so much…so much…

Help to end this war and we shall be very grateful. You do not know what this is like, or

you know something, a little part of all this. You cannot realize the suffering of these people.

In those parts of the country attacked by the Serbs horrible things are happening. They

keep killing and torturing people. It is driving us mad. That is why I am begging you to help us.

My name is Edina Sulejmanovic,

I am 12 years old

PLEASE HELP BOSNIA NOW!

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April 2, 1864

THE CHRISTIAN RECORDER

Philadelphia, Pennsylvania

For the Christian Recorder.

MR. EDITOR: – Sir: – It is with pleasure that I now seat myself to inform you concerning our

last battle: thus we were in Co. B, on the 20th of Feb. Mr. Editor, I am not sitting down to inform

about this battle without knowing something about it.

The battle took place in a grove called Olustee, with the different regiments as follows: First was

the 8th U.S.; they were cut up badly, and they were the first colored regiment in the battle. The

next were the 54th Mass., which I belong to; the next were the 1st N.C. In they went and fired a

few rounds, but they soon danced out, things were too warm for them. The firing was very warm,

and it continued for about three hours and a half. The 54th was the last off the field. When the 1st

N.C. found out it was so warm they soon left, and then there was none left to cover the retreat.

But captain J. Walton, of the 54th, of our company, with shouts and cheers, cried, “Give it to

them my brave boys! Give it to them!” As I turned around, I observed Col. E.N.

Holowell standing with a smile upon his countenance, as though the boys were playing a small

game of ball.

There was none left but the above named, and Lieut. Col. Hooper, and also Col. Montgomery;

those were the only field officers that were left with us. If we had been like those regiments that

were ahead, I think not only in my own mind, but in the minds of the field officers, such as Col.

Hooper and Col. Montgomery, that we would have suffered much loss, is plain to be seen, for

the enemy had taken some three of four of their pieces.

When we got there we rushed in double-quick, with a command from the General, “Right into

line.” We commenced with a severe firing, and the enemy soon gave way for some two hundred

yards. Our forces were light, and we were compelled to fall back with much dissatisfaction.

Now it seems strange to me that we do not receive the same pay and rations as the white soldiers.

Do we not fill the same ranks? Do we not cover the same space of ground? Do we not take up

the same length of ground in the grave-yard that others do? The ball does not miss the black man

and strike the white, nor the white and strike the black. But, sir, at that time there is no

distinction made, they strike one as much as another. The black men have to go through the same

hurling of musketry, and the same belching of cannonading as white soldiers do.

It has been nearly a year since we have received any pay; but the white soldiers get their pay

every two months; ($13.00 per month,) but when it comes to the poor negro he gets none. The

54th left Boston on the 28th of May, 1863. In time of enlisting members for the regiment, they

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were promised the same pay, and the same rations as other soldiers. Since that time the

government must have charged them more for clothing than any other regiment; for those who

died in a month or two after their enlistment, it was actually said that they were in debt to the

government. Those who bled and died on James’ Island and Wagner, are the same. Why is it not

so with other soldiers? Because our faces are black. We are put beneath the very lowest rioters of

New York. We have never brought any disgrace by cowardice, on the State we left.

E.D.W.

Co. B, 54th Mass., Vol.

Jacksonville, Fla., March 13th, 1864.

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Pre- and Post-Assessment Questions:

Multiple Choice (2 pts. each)-

Directions: Circle the correct answer.

1. The Battle of Antietam took place in

A) Virginia

B) Tennessee

C) Pennsylvania

D) Maryland

2. Why was it popular for soldiers to get their portraits taken during the Civil War?

A) It was required by the armies. B) So the soldier’s families had something to remember them by. C) The soldiers thought it would be fun. D) The soldiers wanted their pictures in future history books.

3. When Barton asked to help soldiers on the front lines, why was she initially told no?

A) She didn’t have the skills

B) There was a surplus of medics and nurses

C) She was a woman

D) She was too young

Essay-

Directions: You have 45 minutes to write a 5 paragraph restricted response essay using

information collected from your generated inquiries.

Essay Question (8pts.):

Describe two daily routines and activities of soldiers fighting in the Union and Confederate

armies when they were not fighting (2 pts.). Describe the differences between white and black

soldiers fighting in the Union and Confederate armies (3 pts.). Compare the roles of African

Americans fighting in the Union and Confederate armies (3 pts.).

34

THE CIVIL WAR

References

Banks, J., Colleary, K., Greenow, L., Parker, W., Schell E., & Zike, D. (2011). The United

States: Early years. Columbus, OH: Macmillan McGraw-Hill.

Benge, J. & Benge, G. (2002). Clara Barton: Courage under fire. Seattle: YWAM Publishing

Benoit, P. (2011) The surrender at Appomattox. Chicago: Childrens Press

Berson, M., Howard, T., Shoob, S., & Salinas, C. (2011).Virginia social studies United States

history to 1865. Beijing: Houghton Mifflin.

Caravantes, P. (2002). Petticoat spies: Six women spies of the civil war. Greensboro, NC:

Morgan Reynolds Publishers, Inc.

Cataldi, A. (1993). Letters from Sarajevo. Brisbane, Queensland: Element.

Colbert, N. (2000). The firing on Fort Sumter: A splintered nation goes to war. Greensboro:

Morgan Reynolds Publishing

Corrick, J.A. (1996). The battle of Gettysburg. San Diego: Lucent Publishing

Creighton, M. (2005). The colors of courage: Gettysburg’s forgotten history: immigrants,

women, and African Americans in the Civil War’s defining battle. New York, NY: Basic

Books.

Davis, W.C. & Pritchard, R.A. (1996). The battlefields of the Civil War. Norman: University of

Oklahoma Press Smith, C. (1993). The first battles: A sourcebook on the Civil War.

Minneapolis: Millbrook Press

Davis, W.C. & Sauers, R.A. (2004) The Civil War chronicles. Lincolnwood, IL: Publications

International

Ditchfield, C. (2004). Clara Barton: Founder of the American Red Cross. Danbury, CT:

Children’s Press

Donlan, L. (2007). Mathew Brady: Photographing the Civil War. Chicago: Heinemann-Raintree.

Duran, E., Gusman, J., & Shefelbine, J. (2005). American history. Boston, MA: Houghton

Mifflin Company.

Emblidge, M.E., Ward, E.P., Brewster, T.M., Castro, I.M., Johnson, D.L., Jones, G.L., Moore,

K.L., Rotherhan, A.J., & Saslaw, E.B. (2008). History and social science standards of

learning for Virginia public schools. Retrieved from

http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_versio

n/stds_all_history.pdf

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Gaines, A.G. (2001) The battle of Gettysburg in American history. Berkeley Heights, NJ: Enslow

Publishing

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Gavitt, G.W. (Between 1862-1865). 10th

Rhode Island soldiers. Available online.

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Gould, R.S. (1992). Blue-eyed child of fortune: The Civil War letters of Colonel Robert Gould

Shaw. Athens, GA: University of Georgia Press.

King, D. (2001). The triangle histories of the Civil War: Battles. Farmington Hills, MI:

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346

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member-in-54th-massachusetts-regiment/

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Appendix A

Virginia SOLs-

VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to

the Civil War by

a) identifying the events and differences between northern and southern states that

divided Virginians and led to secession, war, and the creation 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, and Frederick Douglass in events leading to

and during the war;

e) using maps to explain critical developments in the war, including major battles;

f) describing the effects of war from the perspectives of Union and Confederate

soldiers (including African American soldiers), women, and enslaved African

Americans.

National Standards for History-

Era 5 Civil War and Reconstruction (1850-1877)-

Standard 1: The causes of the Civil War

Standard 2: The course and character of the Civil War and its effects on the American

people

Historical Thinking Standard 5-

The Student is able to identify issues and problems in the past and analyze the interests,

values, perspectives, and points of view of those involved in the situation.

National History Standards-

2B, Grades 5-12: Demonstrate understanding of the social experience of the war on the

battlefield and home front by comparing the motives for fighting and the daily life experiences of

Confederate and those of white and African American Union soldiers.

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Expenses:

Most of the materials for this unit can be found for free in the school, online, or at the

local public library. The books used in the lessons are available at the local public libraries. The

maps, photographs, and articles used in lessons 1, 2, and 4 can be found online. Other materials

such as colored pencils and laptop materials can be found in the school. A digital camera will be

used in lesson #2 which is also available in the school. A Civil War era women’s clothing

costume will be borrowed from the teacher’s aunt who participates in Civil War reenactments to

be used in lesson #3.