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800-858-7339 • www.tcmpub.com Exploring Primary Sources Primary Exploring Civil War Teacher’s Guide

Civil War Teacher's Guide Table Contents of

Introduction Why Are Primary Sources Important? 4 Research on Using Primary Sources 6 Analyzing Primary Sources with Students 11 Components of This Resource 15 How to Use This Resource 18 Standards Correlation 23 Creating Strong Questions 28 Primary Source Card Activities Two Brothers 31 Battle of Glorieta Pass 35 President Lincoln Visits Antietam 39 Drummer Boy 43 Gettysburg Address 47 General Ulysses S. Grant 51 Burial at Cold Harbor 55 General Robert E. Lee 59 Primary Source Reproduction Activities Uncle Tom’s Cabin Reviews 63 Lincoln Election Poster 69 Fredericksburg Battle Map 75 Emancipation Proclamation 81 Recruitment Poster 87 Soldier’s Letter to His Sister 93 Sherman’s March Music 99 Reward Poster 105 Culminating Activities Project-Based Learning Activity 111 Document-Based Questions 114 Making Connections Technology Connections 119 Young-Adult Literature Connections 122 Appendix References Cited 123 Answer Key 124 Digital Resources 128

“My Darling Sheik …”

So opens a letter dated August 31, 1927, from Catherine Borup to her paramour, Anthony DiLieto. A native of the Bronx, 24-year-old Borup was the daughter of Irish and Danish immigrants, while trolley-car driver DiLieto, aged 27 and also from New York, was a first‑generation American of Italian stock. Borup was away from her “Darling Sheik” and used pen and paper to express her feelings of loneliness at their separation.

The sentiment of the letter from Borup to DiLieto evokes a kind of vintage language from the time period. The reference to the “Sheik” refers to silent-screen star Rudolph Valentino, a popular young star of his day. There is a discussion about train schedules and a potential rendezvous. But so what? What’s the big deal about a letter between two anonymous lovers of the Roaring 20s? Well, they were my maternal grandparents, and upon the 1986 death of my grandfather, Anthony DiLieto, their letters were turned over to me for my care. Since then, I have occasionally shared these letters with my students when we are studying the 1920s. When I read the aforementioned letters to my students, I gently slip each one out of its original Rudolph Valentino envelope, complete with its two-cent stamp, and the 1920s speak to us across a chasm of almost 100 years.

Primary sources are powerful learning and teaching devices that provide students, teachers, and scholars with a window into the past unlike any other kind of resource. In some ways, just about everything around us can be deemed a primary source. A primary source is any documentation of an event from a person who actually participated in the event. Such sources give us firsthand views of the past.

With an array of primary sources at your disposal, you can help connect students to the past in ways that are unimaginable. William Faulkner once wrote, “The past is never dead. It’s not even past.” Teaching through the use of primary source materials will not only enrich your students’ understandings and give the past meaning; it will also enrich your repertoire of teaching tools by providing relevance. With primary sources at your side, you can easily answer the oft-heard query “So what?” that comes from those students chasing away the “I hate history” blues.

No matter how you use primary sources, you will find that they will invigorate your classroom, engage your students, and promote inquiry into the past. Effective use of primary sources can help you challenge your students to question their assumptions about the past. Primary sources breathe life into one of the most exciting disciplines of all—history—because they reflect individual human spirit through the ages.

4 111316—Exploring Primary Sources: Civil War © | Teacher Created Materials Introduction

Primary Source Introduction Activity

To get your students warmed up to the idea of using primary source materials, consider doing the following exercise with your class shortly after the school year begins.

1. As a homework assignment, have students, with the help of a family member or adult, look through souvenirs of their lives (e.g., photographs, letters, certificates, diaries, newspaper clippings, birth certificates, library cards, report cards). Have each student select a primary source to share with the class.

2. Before they bring their selected primary sources to class, have students think about the following questions: ■■ What does the primary source have to do with them? ■■ What does the item say about their life? ■■ Where did the primary source come from?

3. During the follow-up class meeting, ask students to share their selected primary sources. As they present, have them share answers to the following questions: ■■ What type of primary source is this? ■■ How was the primary source saved, and who saved it? ■■ Who created the primary source? ■■ How does the primary source relate to the rest of the students in class?

4. As each student presents their primary source, have the rest of the class record responses to the following questions: ■■ What does the primary source say about whoever created it? ■■ What does the primary source say about whoever saved it? ■■ What does the primary source say about life in this era?

Once you have prepared your students with this analysis strategy, you will be well on your way to introducing them to the work of historians as they make valid inquiries into the past.

With its authentically re-created primary source documents, captivating images, and easy‑to‑follow lessons, the Exploring Primary Sources series allows teachers and students to expand their study of history beyond the textbook and classroom. The components included in this series assist busy teachers in presenting innovative primary source lessons that meet social studies standards and the NCSS C3 Framework.

The robust lessons of this series provide teachers with all they need to teach with primary sources without additional research or planning. Teachers have print and digital primary sources at their fingertips and do not need to rush to find such resources. Activities are varied, flexible, challenging, and engaging. Teacher’s Guide

This Teacher’s Guide is divided into three sections: Primary Source Cards, Primary Source Reproductions, and Culminating Activities. The first two sections are arranged chronologically. The lessons may be taught in whichever order meets classroom needs. The culminating activities provide opportunities for students to share their learning in multiple ways.

By participating in the lessons provided in this kit, students will do the following:

■■ articulate their observations ■■ compare their assumptions against those of others ■■ analyze what they see ■■ expand their appreciation for other time ■■ improve their content vocabularies periods ■■ build literacy skills ■■ collaborate creatively with classmates ■■ strengthen critical-thinking skills ■■ develop strong questions and research ■■ study visual clues skills

By presenting the lessons in this book, teachers will do the following:

■■ meet social studies curriculum standards

■■ integrate literacy into social studies

■■ develop critical-thinking skills in students

■■ prepare students for document-based assessments

■■ grow students’ twenty-first century skills

■■ challenge students to question their assumptions

■■ provide inquiry-based activities

■■ encourage all students to succeed

Introduction Primary Source Cards and Reproductions

Students will study the Civil War in the United States by examining the lives of important people and events during that time. The Civil War was the deadliest war in American history. This is in large part because soldiers on both sides were American. The war divided family members and friends and defined the future for the young country. The war affected the nation’s geography, economy, and structure.

Primary Source Cards Primary Source Description Pages Two Brothers photographs of George and Thomas Crittenden 31–34 Battle of Glorieta Pass painting of soldiers during the Battle of Glorieta Pass 35–38 photograph of Abraham Lincoln during his visit President Lincoln Visits Antietam 39–42 to Antietam photographs of Jackson, a drummer boy for the Drummer Boy 43–46 79th Regiment of the U.S. Colored Infantry photograph of the dedication of the Gettysburg Gettysburg Address 47–50 National Cemetery photograph of Ulysses S. Grant after the Battle of General Ulysses S. Grant 51–54 Cold Harbor photograph of black soldiers gathering the dead Burial at Cold Harbor 55–58 for burial photograph of Robert E. Lee taken a week after the General Robert E. Lee 59–62 Civil War ended

Primary Source Reproductions Primary Source Description Pages Uncle Tom’s Cabin Reviews newspaper reviews of Uncle Tom’s Cabin 63–68 1860 election poster for Abraham Lincoln and Lincoln Election Poster 69 –74 Hannibal Hamlin Fredericksburg Battle Map map of the battle plan for the Battle of Fredericksburg 75–80 Emancipation Proclamation the Emancipation Proclamation 81–86 Recruitment Poster recruitment poster for African American soldiers 87–92 Soldier’s Letter to His Sister letter from Joseph Slagg, a Northern soldier, to his sister 93–98 cover of the sheet music for “Sherman’s March to Sherman’s March Music 99–104 the Sea” reward poster for finding John Wilkes Booth after Reward Poster 105–110 Lincoln’s assassination

16 111316—Exploring Primary Sources: Civil War © | Teacher Created Materials PRIMARY SOURCE CARD ACTIVITIES 43 pdf)

? What . What . Give students students . Give 111316—Exploring Primary Sources: Civil War Civil Sources: Primary 111316—Exploring pdf) . youngest (page 46; assessment based . ‑ Encourage students to ask their own questions to to questions own their ask to students . Encourage . (drummer card source primary . . .

What kind of soldier or drummer might you have been if you had served in the Civil War? Civil the in served had you if been have you might drummer or soldier of kind What study? to you for chosen photo this was Why What side of the Civil War was this boy serving? How old might he have been? have he might old How serving? boy this was War Civil the of side What after and before life boy’s this describe you would how observe, you what on Based joining the army? What motivates people to risk their lives? their risk to people motivates What ■ ■ ■ ■ ■

■ ■ ■ ■ ■ a few minutes to make lists of at least five observations or questions they have about the the about have they questions or observations five least at of lists make to minutes a few images Share the photographs of the drummer boy from the primary source card source primary the from boy drummer the of photographs the Share the discuss to questions guiding the use and question, essential the Introduce boy drummer the of photographs facilitate further inquiry Ask students to think about a time they may have had to make tough decisions tough make to had have may they a time about think to Ask students were the circumstances? Did they have any help? Explain that they will be learning about about learning be will they that Explain help? any have they Did circumstances? the were them for meant that what and wartime during decisions make to had who boys copies of the Drummer Boy the of copies War the in . pdf) (page 45; Children of copies bgchildren1 document Casualties Youngest The of copies Students will be able to explain how young boys participated participated boys young how explain to able be will Students War Civil the in a debate in learning their apply will Students ■ ■ ■ ■ ■ Guiding Questions Essential Question ■ ■ ■ ■ ■ 2. 3. 1. Materials Created Teacher Introducing the Primary the Source Introducing Materials

Learning Outcomes The Little Drummer Little The Drummer Boy

These key content words are included in both levels of the background information ■ ■ primary source card source primary Provide time for students to complete at least of two the activities from the back of the this text at alower reading level is provided in the Digital Resources—bgchildren2 . Have student pairs read the background information, Children in the War the primary source, and respond thoughtfully to the questions Have students think about what they’ve learned throughout this lesson, carefully analyze provided in the Digital Resources (youngest . Distribute copies of The Youngest Casualties or after aset time limit with them to join the debate, they should tap members of their side of the debate and switch spots the of rest the class forms acircle around them and listens Hold adebate with the following structure: students 4–8 begin debating the topic, while arguments representing the pro and con sides of the debate were anecessary part of the military during the Civil War writing and conduct additional research to write opinions and debate this claim: Children completed primary source card activities Bring students together to discuss their annotated background information pages and the text by writing exclamation points next to information they find shocking or interesting Review the key words with students as necessary ■ ■ ■ ■ ■ ■ ■ ■ recruiting officers recruiting noncombatants enlist callsdrum —to sign up for the armed forces Key Words Key . The debate ends when one side convinces enough students to join their side . —signals, calls, or commands given by people playing drums —members of the armed forces whose duties do not include fighting . —officers whose job it is to enroll members of the military . . Explain to students that they will use their (cont.) (cont.) . Adigital copy of the primary source is jpg) . As students. As read, they should annotate . Have students meet and prepare their . Divide the class into teams . If students in the circle want . . (A copy of ©

Teacher Created Materials . pdf . ) . Name______Date______

Children in the War Drummer Boy Drummer The Civil War was not just a battle for One of the most popular roles for adults. Hundreds of thousands of black children in the war was to serve as and white children rushed to enlist when drummer boys. Drummers served as the war began. a means of communication between camps and on battlefields. Drummers The minimum age in the Union was 18 on both sides had to know more than 40 years old for soldiers and 16 years old for different drum calls. Each drum call told musicians. For the first year of the war, soldiers to perform a specific task. The children who did not meet the minimum drum calls could also deliver important age requirement could still enlist with information faster than a person on parental permission. However, this horseback could. practice changed in 1862. The minimum age in the Confederacy was 18 years old Children on both sides were wounded, for the first few years of the war. In 1864, killed, and taken as prisoners of war. the age requirement in the South was Many child soldiers were homesick but lowered to 17 years old. kept fighting anyway. One child soldier at the Battle of Shiloh later said, “I On both sides, children frequently lied thought what a foolish boy I was to run about their ages to enlist. Some children away to get into such a mess as I was in. ran away and changed their names so I would have been glad to have seen my their parents could not force them to go father coming after me.” back home. Even when children told the truth about their ages, many recruiting At least 48 child soldiers received a officers overlooked the laws and Medal of Honor—the highest award a accepted anyone. member of the military can receive—for their service. Today, historians estimate Child soldiers served many different that as many as one in five Civil War roles. Some were trained for battle. soldiers were younger than 18 years Other children assisted doctors in old. That has led surgeries and carried supplies. They also some people to refer prepared weapons, worked as guards, to the war as “The and served as barbers. Boys’ War.” Many child soldiers enlisted as musicians. Since musicians did not carry weapons and were considered noncombatants, musicians were seen as having safer jobs than soldiers. However, attacks often came on quickly. Musicians would have to rush away from the fighting to avoid being killed. In some battles, they were forced to grab weapons that had been dropped on the battlefields and defend themselves.

The Youngest Casualties

Directions: Study the image carefully. Then, answer the questions. Drummer Boy

grave of Civil War drummer boy named Clarence David McKenzie, who enlisted at age 11 and died at age 12

1. Why would McKenzie’s grave have such a large statue?

2. Do you think his family had the statue made? Explain your reasoning.

3. Why would a cemetery be made just for war veterans?

46 111316—Exploring Primary Sources: Civil War © | Teacher Created Materials

Drummer Boy

About the Photographs

These photographs are of a young African American drummer boy for the Union army. The drummer boy’s name is believed to have been Jackson. Jackson was part of the 79th Regiment of the United States Colored Infantry. Historians believe that Jackson was enslaved. He either escaped or was freed and then joined the Union army sometime after 1863.

Analyzing History • Develop a possible daily schedule for Historical Writing this young drummer boy. Include times and reasons for drum calls. Fiction • In what ways were the experiences of Imagine you are the friend of a boy white and black drummer boys similar? who has run away from home to be a In what ways were they different? drummer boy. Write a letter to him expressing your feelings. Then, write • Research information about drummer a response from the drummer boy. boys in the American Revolution. What was similar to the Civil War drummer Nonfiction boys’ experiences? What was different? • Why do you think Frederick Douglass Find details of a major battle in the and other abolitionists supported the Civil War. Describe the drummer creation of the U.S. Bureau of Colored boy’s duties and what may have Troops to fight on the side of the happened to him. Use facts from Union army? the battle to make your writing believable.

Writing Challenge

Research the various drum calls the drummer boys of the Civil War needed to perform during battles. Write about what their jobs must have been like during the war.

? pdf) . 111316—Exploring Primary Sources: Civil War Civil Sources: Primary 111316—Exploring pdf) . pontoon (page 80; assessment document‑based reproduction (fredericksburg1 (page 79; . pdf) sneden ) Give students a few minutes to make lists of at least five observations or observations five least at of lists make to minutes a few students ) Give

What advantage did the South gain while Union forces waited for the pontoons to arrive? to pontoons the for waited forces Union while gain South the did advantage What What geographic features can you see on the map? the on see you can features geographic What battle? this in play location did role What South? the for battle important an this was Why What factors influence the outcomes of battles or wars? or battles of outcomes the influence factors What ■ ■ ■ ■ ■

■ ■ ■ ■ ■ Introduce the essential question, and use the first two guiding questions to discuss the the discuss to questions two guiding first the use and question, essential the Introduce inquiry. further facilitate to questions own their ask to students Encourage map. Share the reproduction by passing it around and allowing students to see it up close. (You (You close. up it see to students allowing and around it passing by reproduction the Share Battle the of copies distribute or map the of version digital the display to choose also may of Fredericksburg. Show students a map of Fredericksburg, Virginia. Lead a discussion about the unique unique the about a discussion Lead Virginia. Fredericksburg, of a map students Show both for area this of disadvantages and advantages possible Discuss area. the of geography War. Civil the during South the and North the partners. with questions their discuss them Have map. the about have they questions (page 78; (page 78; . pdf) of Fredericksburg Battle of copies fredericksburg2 Map Sneden’s of copies Bridges Pontoon the of copies Fredericksburg Battle Map Battle Fredericksburg Success (page 77; Southern of . pdf) copies bgsuccess1 Students will study and explain the factors that influenced the the influenced that factors the explain and study will Students Fredericksburg. of Battle the of outcome effort the in Fredericksburg of geography the of significance the understand will Students city. the control to army Union the by ■ ■ ■ ■ ■ ■ ■ Essential Question Guiding Questions ■ ■ ■ ■ ■ ■ ■ 3. 2. 1. Materials Created Teacher Introducing the Primary the Source Introducing Materials

Learning Outcomes Early Southern Victories Southern Early Fredericksburg Battle Map

© PRIMARY SOURCE REPRODUCTION ACTIVITIES 76 111316—Exploring Primary Sources: Civil War Document-Based Assessment Analyzing Source the Primary Early Southern Victories Map Battle Fredericksburg 6. 5. 4. 3. 2. 1. ■ ■

These key content words are included in both levels of the background information. ■ ■ the text by highlighting information about the North and the South in different colors. Review the key words with students as necessary. students As read, they should annotate the primary source, and respond thoughtfully to the questions. Have students think about what they’ve learned throughout this lesson, carefully analyze the Digital Resources (pontoon Distribute copies of Pontoon Bridges To learn more about Fredericksburg, see page 120 for atechnology‑based extension activity. that might determine the outcome of battle. led to the outcome of the Battle of Fredericksburg. Then, have them add any other factors Refer students back to the essential question, and have them make lists of the factors that leaders of defeated troops often failed to recognize and adapt to new technologies. in World War II, and real‑time communication in the War on Terror). Remind students that loaders and paper wadding by the Union army, machine guns in World War I, mechanization use of chariots by the Hittites, the Longbow at Agincourt, rifling guns by colonists, breach Lead students in adiscussion about the impact of changing technologies upon war (e.g., the information and their copies of Battle Fredericksburg of complete to their sheets. activity Distribute copies of Sneden’s to Map students. Tell students to use the background questions and any other questions that came up as students annotated the text. When students finish reading the background information, discuss the last guiding two of this text at alower reading level is provided in the Digital Resources—bgsuccess2 Have small groups of students read the background information, Southern Success ■ ■ ■ ■ ■ ■ ■ ■ from leaving or entering another country manufacturing internal drought blockade Key Words Key —a long—a period of time in which there is little rain —existing within agroup or organization —an act—an of war in which one country uses ships to stop supplies or people —relating to the processof turning raw materials into goods . jpg). . Adigital copy of the primary source is provided in (cont.) (cont.) ©

Teacher Created Materials . (A copy . pdf.) Name______Date______

Southern Success Fredericksburg Battle Map Battle Fredericksburg

At the outset of the Civil War, it seemed The Battle of Fredericksburg was one likely that the Union would quickly of these major successes. It took place in defeat the Confederacy. The Union had December 1862. Major General Ambrose soldiers from 23 states that could join Burnside moved the Union army into the fight; the Confederacy had 11 states. Virginia. He wanted to gain position The North also had more railroads and beyond the Rappahannock River near manufacturing plants, which could help Fredericksburg. His plan was ruined supply its soldiers. when he realized the pontoon bridges he needed had not been delivered from However, the South had its own Washington. As Union troops waited for advantages. Southern states had a them, the Confederates took over Marye’s very long coastline, which would be Heights, which was above Fredericksburg. nearly impossible to blockade. Many The higher ground gave Confederate Southerners had served in the U.S. military troops a huge advantage. After five days, before the war and were skilled soldiers. the Union army retreated. The first years of the war went well for the Confederacy. Southerners took their early Union losses and the length of the war victories as proof that their soldiers were were threatening to tear apart the Union better than the North. Northerners began once again. Rumors spread that some to realize that the Southern war machine midwestern states were considering would not be easily stopped. joining the South or even forming a third country. In June 1862, General Robert E. Lee took command of part of the Confederate Then, in July, the North and the South army. Lee’s army stopped multiple Union met at the Battle of Gettysburg. Both attacks and earned a reputation as skilled sides had huge losses. However, among fighters. As President Abraham Lincoln the 28,000 soldiers that the Confederacy struggled to find a capable leader for lost were some of the South’s most senior the Union, the Confederacy continued to soldiers. The loss of those men could not advance under its strong leadership. be replaced. Gettysburg would prove to be the last time Lee tried to invade the However, Southerners were dealing North. Instead, the rest of the war would with a number of internal problems. The have to be spent defending the South. war had cut off trade with the North. After that, all the Union had to do was Southerners did not have access to basic outlast the South. items. More important than the loss of goods was the shortage of food. A drought in 1862 led to severe food shortages. Southerners began to fear the threat of starvation. Despite these issues, the Confederacy continued to succeed throughout the first half of 1863.

Battle of Fredericksburg Fredericksburg Battle Map

Sneden’s Map Fredericksburg Battle Map Battle Fredericksburg

About the Map Robert Knox Sneden was a mapmaker for the Union during the Civil War. Sneden created this battle map in his diary sometime around December 1862. The map shows the movements of Confederate and Union soldiers on the third day of the Battle of Fredericksburg. The Confederate leaders were James Longstreet and Thomas “Stonewall” Jackson. On the Union side was Major General Ambrose Burnside. Burnside was hesitant with his movements. The Confederacy took full advantage of that. The Confederate troops used geography to their advantage. They used high bluffs to fire down on the Union soldiers. The North was crushed and forced to retreat.

Directions: Answer these questions based on what you’ve learned.

1. What role did the Rappahannock River play in the Battle of Fredericksburg?

2. Why is it important to understand geography when drawing battle plans?

3. The Union and the Confederate troops had advantages and disadvantages. Complete this chart, doing additional research if necessary.

Advantages Disadvantages

Union Army

Confederate Army

Challenge Write a diary entry as though you were Major General Burnside. Tell about the lessons you have learned from the Battle of Fredericksburg.

Pontoon Bridges

Directions: Use the image to answer the questions. Fredericksburg Battle Map

pontoon bridges during the Battle of Fredericksburg

1. How many pontoon bridges were used?

2. Why would troops construct such a bridge?

3. Using what you have learned, write about how pontoon bridges were involved in the Battle of Fredericksburg.