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Andersonville: Prisoner of War Camp National Park Service Teaching with Historic Places U.S. Department of the Interior Andersonville: Prisoner of War Camp Andersonville: Prisoner of War Camp (National Park Service Historic Photograph Collection) John McElroy wrote in 1864 of the beginning of his stay at the Confederacy's largest prison camp, Andersonville Prison, or Camp Sumter as it was officially known, in southwest Georgia: Five hundred men moved silently toward the gates that would shut out life and hope for most of them forever. Quarter of a mile from the railroad we came into a massive palisade with great squared logs standing upright in the ground. Fires blazed up and showed us a section of these and two massive wooden gates with heavy iron hinges and bolts. They swung open as we stood there and we passed through into the space beyond. We were at Andersonville.¹ Approximately 45,000 prisoners would enter Andersonville's gates during its 14- month existence. Nearly 13,000 would never see freedom again. ¹John McElroy, This Was Andersonville, Ray Meredith, ed. (New York: Fairfax Press, 1979), 5 National Park Service Teaching with Historic Places U.S. Department of the Interior Andersonville: Prisoner of War Camp Document Contents National Curriculum Standards About This Lesson Getting Started: Inquiry Question Setting the Stage: Historical Context Locating the Site: Maps 1. Map 1: Civil War prison camps 2. Map 2: Location of Andersonville, Georgia Determining the Facts: Readings 1. Reading 1: Andersonville Prison 2. Reading 2: Life as a Prisoner Visual Evidence: Images 1. Drawing 1: Andersonville Prison site 2. Drawing 2: Andersonville Prison as it appeared in August 1864. Drawn by Thomas O'Dea, former prisoner 3. Photo 1: Andersonville Prison (looking southeast from the sinks), 1864 4. Photo 2: Andersonville Prison, 1864 Putting It All Together: Activities 1. Activity 1: Family History 2. Activity 2: Money in Prison 3. Activity 3: The Raiders' Trial 4. Activity 4: Prisoner of War Camps 5. Activity 5: Interview a Former Prisoner of War References and Endnotes Additional Resources National Park Service Teaching with Historic Places U.S. Department of the Interior Andersonville: Prisoner of War Camp Where this lesson fits into the curriculum Time Period: Late 19th century Topics: The lesson could be used in units on the Civil War or on prisoners of war. Relevant United States History Standards for Grades 5-12 This lesson relates to the following National Standards for History from the UCLA National Center for History in the Schools: US History Era 5 • Standard 2A: The student understands how the resources of the Union and Confederacy affected the course of the war. • Standard 2B: The student understands the social experience of the war on the battlefield and homefront. Relevant Curriculum Standards for Social Studies This lesson relates to the following Curriculum Standards for Social Studies from the National Council for the Social Studies: Theme II: Time, Continuity and Change • Standard D: The student identifies and uses processes important to reconstructing and reinterpreting the past, such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality. Theme III: People, Places, and Environment • Standard B: The student creates, interprets, uses, and distinguishes various representations of the earth, such as maps, globes, and photographs. • Standard I: The student describes ways that historical events have influenced, physical and human geographic factors in local, regional, national and global settings Theme V: Individuals, Groups, and Institutions National Park Service Teaching with Historic Places U.S. Department of the Interior Andersonville: Prisoner of War Camp • Standard E: The student identifies and describes examples of tensions between belief systems and government policies and laws. Theme VI: Power, Authority, and Governance • Standard C: The student analyzes and explains ideas and governmental mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, and establish order and security. • Standard G: The student describes and analyzes the role of technology in communications, transportation, information-processing, weapons development, or other areas as it contributes to or helps resolve conflicts. Theme VII: Production, Distribution, and Consumption • Standard B: The student describes the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market system. Theme IX: Global Connections • Standard D: The student explores the causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as health, security, resource allocation, economic development, and environmental quality. • Standard F: The student demonstrates understanding of concerns, standards, issues, and conflicts related to universal human rights. Theme X: Civic Ideals, and Practices • Standard C: The student locates, accesses, analyzes, organizes, and applies information about selected public issues - recognizing and explaining multiple points of view. • Standard D: The student practices forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic. Relevant Common Core Standards This lesson relates to the following Common Core English and Language Arts Standards for History and Social Studies for middle school and high school students: Keys Ideas and Details • CCSS.ELA-LITERACY.RH.6-8.2 Craft and Structure • CCSS.ELA-LITERACY.RH.6-8.4 • CCSS.ELA-LITERACY.RH.6-8.6 Integration of Knowledge and Ideas National Park Service Teaching with Historic Places U.S. Department of the Interior Andersonville: Prisoner of War Camp • CCSS.ELA-LITERACY.RH.6-8.7 Range of Reading and Level of Text Complexity • CCSS.ELA-LITERACY.RH.6-8.10 National Park Service Teaching with Historic Places U.S. Department of the Interior Andersonville: Prisoner of War Camp About This Lesson This lesson is based on the National Register of Historic Places registration file, "Andersonville National Historic Site" [http://pdfhost.focus.nps.gov/docs/NRHP/Text/70000070.pdf] (with photographs http://pdfhost.focus.nps.gov/docs/NRHP/Photos/70000070.pdf), park documents, and publications. This lesson was written by Alan Marsh, former supervisory Park Ranger at Andersonville National Historic Site. It was edited by Teaching with Historic Places staff. This lesson is one in a series that brings the important stories of historic places into classrooms across the country. Objectives 1. To describe living conditions in a Civil War prison camp and the causes of these conditions; 2. To discuss methods used by prisoners to cope with the prison environment and conditions; 3. To explain how value systems influence attitudes and behavior of prisoners of war; 4. To examine Andersonville's emotional impact on the nation during the post-war months; 5. To identify the location of prisoner of war camps in their community or region. Materials for students The materials listed below can either be used directly on the computer or can be printed out, photocopied, and distributed to students. 1. Two maps of Civil War prison camps, and Andersonville, Georgia; 2. Two readings on Andersonville Prison and life as a prisoner of war; 3. Two drawings of the site and a picture drawn from the memory of an Andersonville prisoner; 4. Two historic photographs of Andersonville Prison Visiting the site Andersonville National Historic Site is located 10 miles northeast of Americus on Georgia Highway 49. The 482-acre park consists of the site of Andersonville Prison and a national cemetery. A visitor center and museum contain information on Civil War prisons and the overall prisoner of war story. The grounds are open daily from 8 a.m. until 5 p.m. The visitor center and museum are closed New Year's Day and Christmas Day. For more information, write to Andersonville National Historic Site, Route 1, Box 800, Andersonville, GA 31711, or visit the park's web pages. National Park Service Teaching with Historic Places U.S. Department of the Interior Andersonville: Prisoner of War Camp Getting Started What might this place be? National Park Service Teaching with Historic Places U.S. Department of the Interior Andersonville: Prisoner of War Camp Photo Analysis Worksheet Step 1: Examine the photograph for 10 seconds. How would you describe the photograph? Step 2: Divide the photograph into quadrants and study each section individually. What details--such as people, objects, and activities--do you notice? Step 3: What other information--such as time period, location, season, reason photo was taken--can you gather from the photo? Step 4: How would you revise your first description of the photo using the information noted in Steps 2 and 3? Step 5: What questions do you have about the photograph? How might you find answers to these questions? National Park Service Teaching with Historic Places U.S. Department of the Interior Andersonville: Prisoner of War Camp Setting the Stage When the Southern states first considered secession, most people believed that if war came, it would be brief. They did not envision four years of fighting that would lead to cruel deaths and the thousands that were captured as prisoners of war. In 1862 a system of parole and exchange was informally adopted by the Union and Confederate governments. A "paroled" prisoner pledged not to participate in the war or assist his allies. He would often be released on the spot to proceed to a camp where paroled soldiers were concentrated until the two governments officially exchanged prisoners. He could then return to the military. In the fall of 1863, the U.S. government suspended exchanges. The growing number of captured soldiers soon began filling Union and Confederate prisons. Although conditions were bad in both Southern and Northern prison camps, the large number of prisoner deaths at Georgia's Andersonville Prison combined with the defeat of the Confederate states resulted in national attention and public outrage on the treatment of Union prisoners there.
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