Music in the Civil War Context

Lesson #2 – Art Criticism/Critical Thinking: Music in the Civil War

Context: Intermediate (Grade 4), 1 hour lesson, whole group (18 students)

Virginia Standards of Learning: 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; Music 4.4 The student will respond to music with movement. 1) Perform choreographed and non-choreographed movements. Music 4.7 The student will create music through a variety of experiences. 1. Improvise simple melodic and rhythmic accompaniments.

Objectives: 1) Given different musical selections from the Civil War era, students will describe the instruments they hear as well as the implied emotions the songs express. 2) Given an assigned emotion and a set of “instruments”, students will create a beat that exhibits the emotion and play them for their classmates.

Resources/Materials: Music selections, instruments made from household materials (kitchen items, books, pens, etc), tubs from baskin robbins, knowledge retrieval chart with associated handouts (one per student), summative assessment handout Music selections retrieved from http://pdmusic.org/civilwar.html and include: Battle Hymn of the Republic, Dixie’s Land, The Dying Volunteer, Can I Go Dearest Mother?, and Kingdom Coming

Content and Instructional Strategies: Introduction: Explain that the Civil War was an important event in our nation’s history. The country was divided into two sides: the North and South, which were fighting each other. Explain that the people were feeling a range emotions and had many different attitudes. Given the short amount of time we have with students, explain that we will be sharing some of the music from that time period that corresponds to the emotions and attitudes of the people in the country. List the SOLs that will be covered that day. Content Focus: Model the whole group activity the class will do. One teacher plays a song, while another teacher begins moving to the music. Song stops and one teacher asks about the instruments the other heard and the mood expressed in the music. One teacher will write down the information on the poster. Once modeled, play another song and have students move to the music. Have students identify instruments and explain the feelings they think the music expressed. Explain what the song was about. Repeat for other songs. After the students have gotten some practice with music and emotions expressed through it, pair students into groups of two and assign each group and emotion and set of instruments. Tell them to work together to come up with a beat that exhibits that emotion. Walk around the room to actively listen and observe, writing down observations of student participation and work. Have students play their beat for another group and have the other group guess what emotion they were exhibiting.

Closure: Ask if any students would like to play their beat for the whole class. Have class guess the emotion as a whole group. Discuss with students the effectiveness of exhibiting emotion through song and review how important music can be in their everyday lives. Distribute summative assessment.

Assessment: Formative: Observation of student participation in the whole group activity, observation of students in the small group work. Summative!"Multiple Choice questions: 1) The song that sounded sad and longing was most likely a tribute to ______a. The Union Army b. The Confederate Army c. A soldier who died in battle d. A soldier’s family

Background Information/Key Concepts: During the Civil War, there was a division among the states (Union army in the north, Confederate army in the south). The feelings, attitudes and lives of different groups of people (union army, confederate army, families at home, slaves, etc) varied. There are songs from this time period that express the emotions and attitudes of these people. Battle Hymn of the Republic, written by Julia Ward Howe, is a Union song meant to inspire patriotism and loyalty in the listener. Today, it’s a very popular and well known American patriotic song. Dixie’s Land was a popular tune during this time period, loosely adopted by the Confederacy as its anthem and as a way to commemorate the South’s past glory. The Dying Volunteer evokes remorse over the death of a devoted soldier through both its sound and its title. Can I Go Dearest Mother? creates the feeling, also through the sound and the title, of an individual who wants to go volunteer for the cause. Kingdom Coming is a song written by Henry C. Work about slaves being set free, and how wonderful this is.

Extension Activities/Interdisciplinary Links: On another day, when time permits, have students write lyrics to the beats/songs they wrote. This would integrate language arts into the lesson.

Differentiation Activities/Strategies: This lesson appeals to a few of Gardner’s multiple intelligences: musical (students listen to and create their own music) and kinesthetic (students move to the rhythm of the music)

Music in the Civil War

Song Instruments Mood/Theme

! Battle Hymn of the ! ! ! Republic ! ! ! ! Dixie’s Land ! ! ! ! ! The Dying Volunteer ! ! ! Can I Go Dearest ! ! ! Mother? ! ! ! ! Kingdom Coming ! ! BIOGRAPHY: ISABEL SOJOURNER TRUTH PREPARED BY: Katie Herring and Cate Shermer AUDIENCE: 4th Grade, Mrs. Geyer, Waller Mill Elementary; whole group setting, 20-25 students STANDARDS: VS1a, h: The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history; h) evaluate and discuss issues orally and in writing; VS7c: The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by c) describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians. E4.1b: The student will use effective oral communication skills in a variety of settings to b) contribute to group discussions; 4.2a,b,c: The student will make and listen to oral presentations and reports, a) use subject-related information and vocabulary, b) listen to and record information, and c) organize information for clarity; 4.7a-c: The student will write effective narratives, poems, and explanations. a) focus on one aspect of a topic b) develop a plan for writing c) organize writing to convey a central idea. BEHAVIORAL OBJECTIVES: 1. Given a timeline of major historical eras, students will correctly sort 12 key historical figures into their time periods 2. Given the reading of Sojourner Truth’s Step-Stomp Stride, and background biographical information provided by the teacher, students will identify key aspects of Sojourner’s life as a suffragette and as an abolitionist 3. Given two examples of a speech, both read orally, students will write their own speeches – in the style of Sojourner Truth – about issues they feel strongly about MATERIALS AND TIME Sojourner Truth’s Step-Stomp Stride, by Andrea Davis Pinkney and Brian Pinkney, Narrative of Sojourner Truth, by Olive Gilbert, historical figures cards and magnets, dry erase markers and board, speech formula sheet, copy of Truth’s Akron, OH speech, copy of NYC 1867 speech, sheet with pre-prepared vocabulary terms; one hour LESSON DESCRIPTION: Introduction: Begin by drawing a chart on the board, divided into 4 major historical eras: colonial history (1607- 1770s), Revolutionary War era, Civil War era, and Civil Rights era. Inform students they will be sorting historical figures into their time periods. Correctly place Sojourner Truth in the Civil War era column, and then have student volunteers place the 11 remaining historical figures (Grant, Lincoln, Lee, Tubman, Parks, Douglass, King, Cornwallis, Washington, Smith, and Jefferson). Once finished, discuss with the class any errors that have been made, and emphasize that the purpose for this activity was to gain an appreciation for the peers Sojourner interacted with and was influenced by. Afterwards, contextualize Truth by explaining that in the years leading up to the Civil War, some people fought to end slavery. Define the following vocabulary as it related to Truth and the era: abolitionist, women’s rights/suffrage, slavery, Frederick Douglass, William Lloyd Garrison, Civil War, orator, Stanton and Anthony. Finally, end the introduction by briefly explaining that we learn about the past – and people’s life stories – in many ways. Ask students for their input as to what types of sources are available, and then elaborate on what a primary source is and give examples: speeches, letters, diaries, etc. Caution students on the implications of bias when studying a person’s life history. Content Focus: Read aloud Sojourner Truth’s Step-Stomp Stride. Before beginning, explain that you will pause at specific points to tie in what the author is saying to facts about Sojourner’s life. As you read, ask questions that both check students’ understanding of the information and help them connect to Sojourner’s life. Imagine if you were separated from your parents today – how would you feel? Why would it be a problem that Sojourner’s master spoke a different language than she did? Do you think Sojourner made the right decision when she ran away from her master? Why do you think the Quaker family took Sojourner in? Do you think women deserve equal rights? What do you think of Sojourner’s accomplishments, especially knowing she never could read or write? After reading the book, finish the story of Sojourner’s life by talking about her support of Union soldiers, her visit with President Lincoln, her work with freed blacks, and her suffrage efforts that continued until she died. Discuss artifacts, especially Sojourner’s autograph collection; point out Lincoln’s, Douglass’s, and Anthony’s signatures. Then, read aloud an excerpt from Truth’s 1851 Akron, OH speech. Speak with emotion and feeling; contrast this speech from the version in Sojourner Truth’s Step-Stomp Stride by calling on students to provide differences they noticed. Then, select a student volunteer to read Truth’s 1867 speech on equal rights. Lastly, explain to students that they are going to write their own speeches, using 5-6 sentences. Go over the formula sheet with them, which lists the necessary components. Clarify what an “issue” is and provide examples on the board. Then, pass out formula sheets to students and have them begin working. Closure: Ask two-three volunteers to read their speeches aloud, reminding them to use emotion and feeling. Explain that good delivery of speeches is important – and that Truth was gifted in this quality. Finish the lesson off by asking students questions about Truth’s life, to gauge their understanding. What did Truth do? What did she stand for? What elements are important in a speech? How did Truth fit into the Civil War era? Name some individuals she interacted with. EVALUATION: Formative: Students’ responses during the sources discussion as well as the read-aloud Summative: Students’ answers to the questions at the end of the lesson; students’ speeches [The historical figures activity is a pre-assessment designed to gauge students’ knowledge prior to instruction] BACKGROUND INFORMATION: Most people today hear the word ‘slavery’ and think of the South, but Sojourner was actually born into slavery in the Hudson Valley area of NY State, to parents and a master who only spoke Dutch. When her master died, Sojourner was sold; her parents were freed in his will, but Sojourner and her brother were sold and separated. After being sold once more, she spent most of her life as a slave on John Dumont’s plantation, where she learned to speak English. By 1826, Sojourner was married to a slave named Tom and had 5 children. She had been promised her and her husband’s freedom and a small house, but John Dumont did not keep his word. She ran away with her youngest daughter and happened upon the kind Van Wagener couple, who bought Sojourner and her baby, Sophia, from Dumont so that he would stop pursuing them. In New York, all adult slaves were officially freed by July 4, 1827, less than a year from when she ran away. In the early 1840s, Sojourner felt a calling to be a traveling preacher – an evangelist. As she traveled, she met abolitionists and suffragettes and began to speak for these issues as well. Her first speech about women’s rights was in 1850 at Massachusetts at the National Women’s Rights convention. Her first antislavery speech would follow in November of that year. Sojourner narrated her life to a friend she made, Olive Gilbert, who published Narrative of Sojourner Truth in 1850. During the Civil War, Sojourner supported the Union soldiers by collecting food for them. After the war, Sojourner continued to speak out for women’s rights, as she tried to relocate freed blacks in DC to areas where they could find their own jobs and support themselves without help from the national government. In 1867 she was invited by Elizabeth Cady Stanton to speak at a women’s rights convention, where she argued for women having full citizen’s rights. She tried, though she failed, to register and vote in the 1872 election. She died on November 26, 1883, leaving behind a legacy of speaking and standing up her beliefs. Values: equal rights, courage Vocabulary: Women’s Rights: rights women campaigned to get, including property and suffrage rights; Suffrage: the right to vote; Civil War: war from 1861-1865 between the North and South over issues like slavery, economics and politics; Stanton/Anthony: two women highly active in the campaign for women’s rights in the years up to and after the Civil War Era; Abolitionist: Someone who supports the act of ending slavery; Slavery: The institution in which one person completely controls another’s life, liberty, and money; one of the causes of the Civil War; Frederick Douglass: famous black abolitionist during Civil War; William Lloyd Garrison: white abolitionist and social reformer, wrote a paper called The Liberator; Orator: a public speaker Multiple Choice Question: If you were a supporter of Sojourner Truth and Elizabeth Cady Stanton, you would most likely a. fight for women’s right to join the army b. fight for women's equal right to vote c. fight for the rights of women to stay home from work with their children d. fight for the rights of plantation owners Handout 1:

On Equal Rights (a speech by Sojourner Truth) New York City, 1867

“There is a great stir about colored men getting their rights, but not a word about the colored women; and if colored men get their rights, and not colored women get theirs, there will be a bad time about it...I want women to have their rights. In the Courts women have no right, no voice; nobody speaks for them...There ought to be equal rights more than ever, since colored people have got their freedom.”

Handout 2: Speech Formula:

In 6-7 sentences, you are going to write your own speech. Remember to write about something you feel strongly about!

• Sentence 1: Purpose – What is the issue you are speaking about?

Ex: I believe that using gasoline to power our cars is not a good thing for our environment.

• Sentences 2 and 3: Evidence – Give at least 2 examples to support your argument.

Ex: Gasoline is made from oil, which is takes so long to be made in nature that it is nonrenewable. When cars burn oil, they give off fumes that have harmful chemicals in them.

• Sentence 4: Why – why do you care and why should others care?

Ex: I care about this because I want to live in a clean world, and that is why you should care, too.

• Sentence 5: Conclusion – how do you think you could solve this problem?

Ex: Instead of powering cars with gas, we should use electricity.

Bonus: If you have more time and want to give more pieces of evidence, you can.

Handout 3: Sojourner’s Akron, Ohio Speech

Lesson #4 – Inquiry/Human Rights Civil War

Standards: National History Standards 1A, Grades 5-12:The student understands how the North and South differed and how politics and ideologies led to the Civil War. Explain the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict. Virginia SOL Standards 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;

Intended Audience: Standard sixth grade classroom (about 20 students). Students will have a general knowledge of the American Civil War (participants, causes, etc.), but lack a deep knowledge of the causes. The lesson will be whole group.

Materials/Time/Space: Materials – social studies journals, one computer per student with internet access, chalk/white board, Abraham Lincoln letter on slavery; Abraham Lincoln and Dan Stone letter; Frederick Douglass letter, teacher generated worksheet Time - Three days, with a one-hour lesson each day Space – Day 1, students at their desks; day 2, computer lab with one computer for each student; day 3, computer lab with one computer for each student, possibly the classroom with students at their desks.

Resources: letter from Abraham Lincoln and Dan Stone, declaring their stance against slavery (enclosed); excerpt from Frederick Douglass’ letter to Thomas Auld (enclosed)

Behavioral Objectives: (1) Given access to the internet and an introduction to the causes of the Civil War, students will be able to identify and briefly explain at least four (4) main causes of the war, including slavery and states rights. (2) Given independent, internet based research, students will identify states rights as an issue that is still discussed in modern day politic, and be able to explain some issues associated with it. (3) Given independent, internet based research, students will participate in a whole class discussion on the causes of the Civil War and modern issues of states’ rights. They should be able to compare and contrast the states rights issues during the Civil War with those of present day.

Lesson Proper: Introduction: (Day 1) Introduce Frederick Douglass’ letter to the students. Include the context, and let them know they are only reading a small excerpt. Distribute the portion of the letter and allow a period for the students to read it. Once done, ask students to break into small groups (of 4-5) and discuss what they think of Douglass’ reasoning. Ask them to discuss how he demonstrated the cruelty of slavery (physical through whipping, and human rights issues through ownership). Ask them to discuss how publishing this letter in a public form might affect the attitude toward slavery in the North and South. When this is done, have students return to their seats, and read, as a whole class, Abraham Lincoln and Dan Stone’s letter declaring their stance against slavery. Ask the students to discuss what issues they notice in the letter (slavery and states rights). Do they notice anything in the letter that would indicate causes of the Civil War? How might this letter affect public attitude toward slavery and states rights? Once this discussion is finished, ask the entire class to brainstorm potential causes of the Civil War (bring out slavery and states rights). Write these ideas on the board. Pass out the teacher made worksheet, and have the students glue it into their social studies notebook. Finally, have each student come up with a question they would like to investigate over the next two days; record these questions on the worksheet. Have students fill out the appropriate parts of the worksheet based on the class discussion.

Content Focus: (Day 2) Have students independently research some causes of the Civil War in the computer lab. Ask them to not only find causes, but some explanations of the causes they find. They should be able to find both the Union’s and the Confederacy’s arguments for going to war. Ask the students to record, on the worksheet in their social studies journal, some of the causes and their explanations that they’ve found. Their research should last about 40 minutes. Once they are done, ask the students to discuss, as a class, some of the causes they researched. They should share the causes, their explanations, and Northern/Southern arguments (if found).

Closure: (Day 3) Have students come up, and record, a question about states rights as a cause of the Civil War. Students will have about 10 minutes to research the issue of states right in more detail as a cause of the Civil War. Ask students to record the answers to the questions they generated on the worksheet. The rest of the time in the computer lab will be used to research the issues of states rights in the present day. Begin by asking students to come up with a question about states rights in modern America (Does the United States still discuss states rights in its political realm? If so, what are the issues that are still entwined in it?). Students should spend 30-35 minutes researching modern issues with states rights, recording ideas on their worksheets. Once students are done, ask students to have a whole class discussion on the issues of states rights. What details have they found about how it caused the Civil War? What have they discovered about it as a present day political issue? Can they see and similarities and differences? Finally, ask the students to come up with, and record, one more question they could answer through research about states rights.

Evaluation/Assessment: Formative: Student participation in discussion (whole and small group) Summative: Student journal responses (detail, appropriateness, addresses topic) Essay Question: Identify at least four major causes of the American Civil War (4 points), including a two to three sentence explanation of each cause (4 points). Include one similarity and one difference between issues of states right during the Civil War and in present day (2 points) [Total: 10 points]

Background Information: The American Civil war was caused by multiple factors, both domestic and foreign. The most obvious cause was the cultural rift caused by slavery, which increasingly divided the nation in the years leading up to the Civil War. Other cultural differences helped cause the war, for example, lifestyle differences such as the South living in an agricultural society in small towns, with the North living an urban lifestyle in larger cities. Further issues leading to the conflict included some economic differences. The North was a region based mostly around manufacturing, where many individuals supported tariffs protecting factory owners and workers from competition over seas. The South on the other hand, was mostly agricultural, and feared these tariffs would cause foreign countries to stop buying their crops and products. A final, important issues was the difference of opinion on states rights. The southern states supported less federal government, with more rights coming from the states, while the North supported a stronger, central government. (http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_final/framewks _ushist1865.pdf)

Frederick Douglass was born into slavery, and escaped his final captor by the end of 1838 (http://www.pbs.org/wgbh/aia/part4/4p1539.html). Once he fled, he continued to educated himself, and eventually wrote this letter to one of the men who owned him, Thomas Auld, declaring how disturbing and wrong Douglass found the institution that help him captor until 1838.

Abraham Lincoln, eventual president of the United States, and Dan Stone, a representative from Sangamon County, publically declared their stance against slavery. They wrote this letter to the House in early 1837, highlighting two of the issues that eventually led to the Civil War (http://www.nps.gov/liho/historyculture/slavery.htm).

Bibliography

(December, 11, 2010). Lincoln on Slavery. Retrieved from http://www.nps.gov/liho/historyculture/slavery.htm

Frederick Douglass, September 3, 1848, Letter. To Thomas Auld. Foner, Philip (ed). Frederick Douglass: Selected Speeches and Writings. Chicago: Lawrence Hill Books, 1999, p. 111. Retrieved from http://www.yale.edu/glc/archive/1121.htm

(2011). History and Social Science Standards of Learning for Virginia Public Schools – January 2008; United States History to 1865. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_ushistory_to1865 .pdf

Handout 1:

Excerpt from Frederick Douglass’ letter to Thomas Auld

I have often thought I should like to explain to you the grounds upon which I have justified myself in running away from you. I am almost ashamed to do so now, for by this time you may have discovered them yourself. I will, however, glance at them. When yet but a child about six years old, I imbibed the determination to run away. The very first mental effort that I now remember on my part, was an attempt to solve the mystery, Why am I a slave? and with this question my youthful mind was troubled for many days, pressing upon me more heavily at times than others. When I saw the slave-driver whip a slave woman, cut the blood out of her neck, and heard her piteous cries, I went away into the corner of the fence, wept and pondered over the mystery. I had, through some medium, I know not what, got some idea of God, the Creator of all mankind, the black and the white, and that he had made the blacks to serve the whites as slaves. How he could do this and be good, I could not tell. I was not satisfied with this theory, which made God responsible for slavery, for it pained me greatly, and I have wept over it long and often. At one time, your first wife, Mrs. Lucretia, heard me singing and saw me shedding tears, and asked of me the matter, but I was afraid to tell her. I was puzzled with this question, till one night, while sitting in the kitchen, I heard some of the old slaves talking of their parents having been stolen from Africa by white men, and were sold here as slaves. The whole mystery was solved at once. Very soon after this my aunt Jinny and uncle Noah ran away, and the great noise made about it by your father-in-law, made me for the first time acquainted with the fact, that there were free States as well as slave States. From that time, I resolved that I would some day run away. The morality of the act, I dispose as follows: I am myself; you are yourself; we are two distinct persons, equal persons. What you are, I am. You are a man, and so am I.

Abraham Lincoln and Dan Stone’s Letter to the House publically declaring their stance on slavery

Resolutions upon the subject of domestic slavery having passed both branches of the General Assembly at its present session, the undersigned hereby protest against the passage of the same.

They believe that the institution of slavery is founded on both injustice and bad policy; but that the promulgation of abolition doctrines tends rather to increase than to abate its evils.

They believe that the Congress of the United States has no power, under the constitution, to interfere with the institution of slavery in the different States.

They believe that the Congress of the United States has the power, under the constitution, to abolish slavery in the District of Columbia; but that that power ought not to be exercised unless at the request of the people of said District.

The difference between these opinions and those contained in the said resolutions, is their reason for entering this protest.

Dan Stone, A. Lincoln, Representatives from the county of Sangamon Handout 2: Causes of the Civil War Worksheet Part 1

Ideas from Class Discussion:

Research Question:

______

Answer to Research Question

______

Handout 3: Causes of the Civil War Worksheet Part 2

Cause #1

______

Explanation #1

______

Cause #2

______

Explanation #2

______

Cause #3

______

Explanation #3

______

Cause #4

______

Explanation #4

______

Handout 4: Causes of the Civil War Worksheet Part 3

States Rights Research Question

______

Answer to States Rights Research Question

______

Modern States Rights Research Question

______

Modern States Rights Information

______

Question for Further Research

______

Handout 5:

Causes of the Civil War Worksheet Part 1 (with sample answers)

Ideas from Class Discussion:

- Slavery

- States rights

- Differences in culture

Research Question:

Were there any other major causes for the American Civil War? ______

Answer to Research Question

Yes there were. While slavery, states, rights, and differences in culture were all major causes______of the American Civil War, differences of economic opinion was also a cause. The North was in favor of tariffs, while the South was afraid they would scare away foreign countries from buying their crops and products.______

______

Handout 6:

Causes of the Civil War Worksheet Part 2 (with sample answers)

Cause #1

- Slavery______

Explanation #1

The southerners were afraid of the potential economic damage that could be done if slavery was made illegal.

______

Cause #2

- States rights ______

Explanation #2

The south felt like they were losing important, constitutional rights, while the north saw it as helping the nation.

Cause #3

- Cultural differences______

Explanation #3

The north lived in large, manufacturing cities. The south lived in small, agricultural towns.

______

Cause #4

- Economic differences______

Explanation #4

The north was in favor of tariffs, the south was afraid of their economic impact on the farmers.

Handout 7:

Causes of the Civil War Worksheet Part 3 (with sample answers)

States Rights Research Question

Why did the southern states feel like they were losing their rights? ______

______

Answer to States Rights Research Question

The southerners felt like they should be able to declare any national law illegal, while the Northerners felt like a federally mandated law must be abided by all the states.

Modern States Rights Research Question

Do people still fight over issues of states rights in modern politics? ______

Modern States Rights Information

Yes, there are still issues with states rights. Conflicts arise with everything from the death penalty to same sex marriage.

______

Question for Further Research

Who is support of what when it comes to modern states rights, and why?______

Artifact #1 – Visual Artifacts (Civil War)

Background Information [Activities should be preceded by a lesson about the main ideas of the Civil War (primary) and causes and key events of the Civil War(Intermediate)]

During the Civil War time period, the forms of communication were limited. There were no such things as cell phones or emails. In fact, the only form of communication between soldiers and their families was through letter writing. Often, both soldiers and their families used pictorial envelopes, seen here, to send their letters. Similar to modern day postcards, they depict scenes relevant to the place and time of the war. They depicted the attitudes and feelings of the soldiers, their families, and other citizens of the Union and Confederate states. Thus, the pictures displayed on the envelopes varied depending on who was using or producing them. For example, some envelopes used in the north portrayed Abraham Lincoln as the hero of the Union, while those used in the Confederate states portrayed him as a warmonger. Other envelopes depicted humorous cartoon-like images involving key figures of the time (i.e. Abraham Lincoln and Jefferson Davis engaged in a boxing match) (On civil war, n.d.). The envelopes seen here show 1) an image celebrating Jefferson Davis and calling him “Champion of the South”, which probably was popular among the Confederate army, and 2) a man saying goodbye to his wife, which illustrates raw emotions soldiers and their loved ones felt because they were separated. The creation of these envelopes started in the mid-1850s, before the “official” beginning of the Civil War. However, states had already begun to divide along regional lines. Before the war was over, production stopped as it became expensive (Tremblay, 2011).

Student Activities Primary Whole group: Discuss with students the illustrations on the pictorial envelopes and what they were used for. Ask students how they think these envelopes are similar to and different from present day postcards. Call on students one at a time to provide examples. Create a chart on the chalkboard/dry erase board with two headings: similarities and differences to fill in as the discussion goes on.

Small group: Divide students into groups of three. Have each group create a few drawings together that they feel would accurately depict their time in school—the activities they do, the people involved, the places within the school (classrooms, playgrounds, cafeteria, etc.). Have students select one or two of their groups drawings to put onto an envelope to share with the class.!

Individual: Similar to the way the envelopes depicted aspects of the lives of people living in the Union and Confederate states during the Civil War, have students draw their own pictorial envelopes depicting their family or home lives. If time permits, have students write a letter to a member of their family about what they are learning in school. When completed, have students share their envelopes with the class.

Intermediate Whole group: Discuss with students the purposes of the pictorial envelopes during the time of the Civil War. Calling on their prior knowledge, call on students and have them identify what these two envelopes depict, who may have used them (union states vs. confederate states) and what they mean. Have two students write down answers on the chalkboard or dry erase board, using a chart with the rows labeled “purpose, audience, and meaning” and the columns labeled “Jefferson Davis” and “The Girl I Left Behind”.

Small group: Pair students in groups of three. Tell them to pretend they are envelope makers during the Civil War. Instruct them to draw an envelope illustration, complete with a title, that ties into what was happening in the country at the time. Have students write a paragraph describing the historical relevance of their envelope. Once finished, ask each group to share their ideas with the class.

Individual: Have students draw their own pictorial envelopes depicting their sentiments toward a current event or “issue” in today’s society. They can be cartoonish or serious--however they want to depict it. Examples can range from the war in Iraq, global warming, the NBA lockout, and so forth. Have students write a one-paragraph description of how their envelope relates to the issue depicted and how they may feel about the particular issue. When completed, have students share their envelopes with the class.

Primary Assessment: Pictorial envelopes were used by soldiers and their families during the Civil war to: a. Mail letters back and forth to each other b. Hold personal belongings within their camps or homes c. Hide money to be passed along to runaway slaves

Intermediate Assessment: The pictorial envelope to the right states “Abraham Lincoln is the Man for the Crisis, his theory is, “This Rebellion must be put down, and that speedily, cost what it may.” The feeling toward Lincoln conveyed in this envelope is: a. Anger, as he is wasting the country’s money b. Appreciation, as he wants the war to end soon c. Fear, as the Nation is in a state of Crisis d. Frustration, as he provides only theories but no solutions

Handout 1:

The Girl I left Behind Me:

Source: Analyzing civil war pictorial envelopes. (2008) Retrieved from http://www.indiana.edu/~imaghist/for_teachers/cvlwrrcnstn/anlycvlwrpctenv/anlycvlwrpctenv.html

Source: Tremblay, T. (2011) Civil war envelopes. Retrieved from http://www.americanantiquarian.org/cwenvelopes.htm

Artifact #2: Published Document The Gettysburg Address

“Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us the living rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people shall not perish from the earth.”

Lincoln, A. (1863, November). Gettysburg address. Retrieved from http://myloc.gov/Exhibitions/gettysburgaddress/exhibitionitems/Pages/MemorialTranscription.ht ml

[Click here to see what one of the original copies of Lincoln’s speech looked like.]

Background Information: [Activities should take place after instruction on the Civil War’s key events and main cause(s)] The “Gettysburg Address” speech was delivered by President Abraham Lincoln on November 19, 1863 in Gettysburg, Pennsylvania. The occasion was somber; the Soldiers’ National Cemetery was being dedicated to serve as the final resting place for thousands of brave young men who fell during the Battle of Gettysburg some four months previous. Lincoln gave his speech after noted orator – speaker – Edward Everett. At the time, he believed his speech would quickly be forgotten; it was, after all, less than 300 words long and took up approximately three minutes’ time. He could not have been more wrong. His speech infused the death and destruction found on the battlefield with meaning. Most importantly, Lincoln’s words renewed the country’s faith in fighting to protect the American republic, a government of and for “the people.” Lincoln drew inspiration from the Declaration of Independence, asserting the war was an endeavor to preserve a country that lived up to the notion of equality for all men. The transcription above is version that is engraved today on the Lincoln Memorial. It is somewhat different from the working drafts given to Lincoln’s two personal secretaries, John Nicolay and John Hay. Today, only 5 copies of Lincoln’s speech exist, 2 in the Library of Congress, one at the Illinois State Historical Library, on at Cornell University in New York, and the last in the White House in Washington, DC.

Student Activities: Primary: Whole Group: Discuss with students Lincoln’s speech. Using an overhead transparency/document camera, underline or highlight words that students do not know. After having a class discussion about the meaning of these terms (consecrate, dedicate, nobly, devotion, conceived, engaged, endure, hallow, detract, vain, freedom, for example), explain that you are going to create a picture dictionary as a class. Divide a sheet of butcher paper into sections, with a section for each identified word. Within each box, include the vocabulary word, a short written definition, and a picture that represents the definition. With your students, model an example, and then select students to come up to the board and fill in a box themselves. Reread Lincoln’s speech, and ask students to explain the meaning of the speech, using the picture dictionary to help. Small Group: Divide students into groups of 3-4. Challenge them to draw a picture together using Lincoln’s speech to provide clues as to what to include. At the bottom of their picture, have students write a sentence written from the point of view of a civilian present when Lincoln delivered his speech. Provide students with examples, such as: “I heard the President give his speech today, and I got chills!” or “President Lincoln’s speech gave me hope that we are fighting for something important.” Individual: Introduce the activity by saying that people in the United States felt sad and somewhat hopeless at times during the war, because they were losing family members and living through horrific events. Then, depending on the age, have students either draw a picture (Kindergarten – 1st grade) or write a few sentences (2nd-3rd) about a time when they felt sad. Encourage them to draw/write about why they were sad, and what made them feel better. Again, provide some examples of when you have been sad to get students thinking.

Upper Elementary: Whole Group: Engage students with the text using a graphic organizer (either written on large butcher paper or projected using a document camera or overhead projector). First, read through the speech once aloud. Then, tell students that you are going to fill in the graphic organizer with the 5 W’s and How (who, what, where, when, why). Who was this speech given by/directed at? What was the speech about? Where was it given? When was it delivered – not just the date, but contextualize it as being during the Civil War. Why did Lincoln include the information he used? How did the speech impact the war? These questions will depend upon students accessing their prior knowledge about the American Revolution’s legacy: the creation of a nation for the people, by the people – where all men are created equal. Small Group: Divide students into groups of 3-4 students. Challenge them to write their own speech that could have been delivered to dedicate the cemetery in Gettysburg. Explain that their speeches should be uplifting and respectful to the soldiers being buried. Individual: Challenge students to write a first-person reaction to Lincoln’s speech. Tell them to imagine they were present when Lincoln delivered his speech, and now are writing a letter to a relative or a friend describing what he said, how it made them feel, and what they think he meant. Primary Assessment Question: 1. The “Gettysburg Address” was an important speech that gave people hope during the Civil War; it was given by: a) George Washington c) Barack Obama b) Abraham Lincoln d) Harriet Tubman Upper Elementary Assessment Question: 1. What did Abraham Lincoln’s speech achieve? a) It ended slavery in the rebelling states and territories. b) It convinced the Union states that the war had to end, because too many soldiers had died. c) It reminded people that soldiers did not die in vain, but instead protecting their civil liberties. d) It convinced European nations that the United States had the best type of government. !

Artifact #3 – Unpublished Documents (Primary) Civil War

Before these activities, students will have been introduced to important aspects of the Civil War, such as: major parties, causes, consequences, etc.

Background Information: Forms of communication were very limited during the American Civil War. While there were battles in Northern territory, many battles of the Civil War took place on Southern soil, and as a result, many of the soldiers became worried for the safety of their families, while, at the same time, their families were worried about the soldier’s safety. To help quell their fears, many family members would write to their husbands/brothers/fathers/etc. in order to reassure them that everything was alright at home. Alfred Jones was a surgeon with the Confederacy, and was a part of the Battle of Stones River in Tennessee (December, 31, 1862 – January, 2, 1863), which was so close to his home that his wife could hear the battle.

Student Activities: Whole Group: Read some selections from the letter to the students, translating some of her language into terms the students will understand. Discuss, as a class, what this woman might have been feeling (sad and worried). Why was she feeling this (she did not know if her husband had been killed)? How could she have helped alleviate this feeling (write and receive letters to/from her husband)? Point out to the students that this woman might have felt even more scared/worried since she could hear the battle her husband was involved with. Ask students how they would feel in a scenario like this. Small Group: Assign some students the role of soldier, and others the role of “family at home”. Ask the students to explain what they would write in their letters to help reassure their family members that they are still okay. The small groups could be pairs or slightly larger groups (four or five students each), in which case more than one student in each group with be a soldier or “family at home”. Individual: Students will write one or two sentences, or draw a picture, that they would include in a letter to a soldier on the battlefield that would let them know that everything is going fine at home.

Assessment: A family member of a soldier in the Civil War would write him letters in order to: (a) Check to see if he’s ok and let him know that his family was safe and unharmed (b) Give him advice on how to win a battle (c) Tell him how much milk the cows produced yesterday

Artifact #3 – Unpublished Documents (Intermediate) Civil War

Before these activities, students will have been introduced to important aspects of the Civil War, such as: major parties, causes, consequences, etc.

Student Activities: Whole Group: Students will read (as a group) Maxine Jones’ letter to her husband, with the teacher providing explanations for words and/or phrases they are unfamiliar with. After the letter is read, students will discuss who they think might have written this letter (the sender/receiver will be kept secret until this part of the discussion), and why the might have sent it. In addition, the students will brainstorm who might have also sent letters during the Civil War, whom they might have sent them to, and their reasons for sending them. Small Group: In their assigned groups, students will discuss and then brainstorm the following: what Mrs. Jones might have been feeling while writing this letter, what type of information might have been in her husband’s previous letter, and information her husband might include in a letter responding to this one. Individual: Each student will assume the role of Alfred, Maxine’s husband, and write a response letter to Maxine.

Assessment: What did Maxine Jones achieve by writing a letter to her husband? (a) She alleviated some boredom (b) She assured him that she was safe (c) She practiced her penmanship and grammar (d) She expressed how she wasn’t afraid for his safety

Handout 1:

Letter from a Wife to her Husband (fighting for the Confederacy)

Handout 2:

Transcript of the full letter

My Hon Dear Husband,

Excitement, Suspense, Anxiety are stamped on every countenance, All day we have heard the boom of cannon, We have not been told but know too well from whence it comes, And we know that many brave soldiers now lie cold in death, who only this morning were full of life and hope, Oh, Dr.. Jones what agony would be mine tonight, did I not know the field of duty to which your Country calls you, leads not to constant exposure on the field of battle, &c that today your dear bosom has not be exposed to those missiles of death hurled by our enemies. Dr. Kennedy will start tomorrow for the battle field. I write a few lines by him thinking to turn your thoughts for a moment homeward, – I pause – what news have I, of what can I write but some trivial affair? & do I thus expect to draw your attention while surrounded by death, – or give consolation to your heart, aching with sympathy for your suffering comrades I cannot write even connected sentences, for my own heart is throbing with such pain & anxiety, such mingled emotions of hope & fear. The result of the battle is unknown to us, though I have all confidence in our brave soldiers & able Generals yet I shudder when I think of what might justly be sent upon us to farther chastise our still hardened hearts. Dr.. Jones, thoughts of our army having to fall back, our Country being again overrun with those enemies, cherishing such [illegible] intentions towards us, then for you to be separated from me perhaps for many weeks & months, that I can never see, or hear from you Oh Dr.. Jones, how could I bear it, I know this is the dark side of the picture, but I cannot banish it from my thoughts- though Hope bids me think what a glorious victory may be our, and paints all the happy results in most glowing colors, Let me hear from you the first opportunity, Come home, dearest, as soon as possible you have no idea how I long to see you again. — I received your letter of the 25thon Sunday last, even at that moment I was expecting you to come & you may know it was indeed a pang of disappointment when I learned you could not come, I wrote to you on 23d, by James McFerris, he has returned home & says he gave the letter to a man he does not know his name, but the man said he belonged to 17th Tenn, Reg & knew you, I doubt very much whether you have ever received the letter. I will write by Johnnie McClelland, who will return to Camps in a few days, I cannot collect my thoughts to write anything interesting tonight. All send love to you

from your loving Wife

“Max”

Citations

A letter from Maxine Jones in Tennessee to her husband, Alfred, a surgeon in the Confederate army, December 31, 1862., (1862), Gilder Lehrman Institute of American History, http://www.gilderlehrman.org/collection/online/gettysburg/transcript04.pdf! ! The first page of a letter from Maxine Jones in Cornersville, Tennessee, to her husband in the Confederate army, (1862), Gilder Lehrman Institute of American History, http://www.gilderlehrman.org/collection/online/gettysburg/slide04.html !

Artifact #4: Letters of a Confederate Soldier

Primary Level: (K-3) The teacher conducts this activity after a lesson on soldier life during the Civil War.

Key Objective: Given the background and oral reading and explanation of Woody’s letters, students learn to identify Southern cities/places visited by the Confederate army in the Civil War and a general understanding of the distances between them and interpret the letter through their own drawing and writing.

Background: While fighting for the Confederate Army, Green Berry Woody wrote a series of letters to his wife, Catherine Phillips Woody, who remained at home in the Curtis Creek region of McDowell County, North Carolina, with their eleven children. The letters span over the course of October 1862 to September 1863 and provide a very detailed description of Berry’s movements with his regiment across the South. Even more outstandingly, they paint a picture of a compassionate father who just wants the War to end and to return home safely and soon so that he can live happily with his family.

Student Activities: Whole class: The class begins by listening to their teacher introduce the letter by identifying who wrote it, who it was written to, what side of the War this soldier was on, and other important background information on the writer. She then reads aloud the letter by Green Berry Woody. Explain antiquated speech, and concepts such as “homesickness” and “submitting to upstart demagogues in officers.” The teacher will also read a shortened, simplified translation of the letter to the young students so they have a better grasp of its content.

Small group: Given a dry-erase map of the Southern states with several different cities/counties labeled, have students work in groups to identify the cities/places mentioned in the letter (which the teacher writes on the board for them: Powell’s Valley, Knoxville, Jacksboro, Cumberland; and their home county McDowell County, NC) and draw a big dot on each. Then, students compare the distance from each place to home by placing small square pattern blocks between each dot and the McDowell County dot. The student explains that these blocks can represent a certain number of miles, which is a measurement of distance, and that, just as they saw that some cities are a different number of blocks away from home, these cities are different distances (in miles) away from home too.

Independent: Students draw a picture that represents their interpretations of Green Berry Woody’s letter to his wife. They are welcome to write about what they heard in the letter, too!

Upper Elementary: (4-6) The teacher conducts this activity after a lesson on soldier life during the Civil War.

Key Objective: Given the background of Woody’s letters and the audio recording by Dee Sawyer Daughtridge, students use graphic organizers to identify main aspects of the letter, and then construct Civil War letters of their own.

Student Activities: Whole Group: Teacher provides background information on the letter, and the class listens to the online audio recording of Dee Sawyer Daughtridge (great-granddaughter of Green Berry Woody) reading aloud the letter.

Small Group: In desk clusters, the students use graphic organizers to identify the main characters, the purpose of the letter, Woody’s point of view, complications/consequences in the letter, inferences, and facts about the Civil War that they can find in the letter.

Independent: Students write 5-7 sentence letters to friends or family at home as if they were Confederate or Union soldiers, clearly identifying some factual Civil War details, an issue their character is facing at the time, and incorporating a specific purpose for the letter. (For grades 5 and 6, also provide them the option of taking the viewpoint of a wife or family member at home writing to a loved one in the army, for variety).

Primary:

What side of the Civil War did Green Berry Woody fight for? a. Union b. Confederate c. Independent

Upper Elementary:

In the letter to his wife, Green Berry Woody was upset because a. The scenery he saw was very unattractive b. It was taking his regiment too long to get from place to place c. The colonel and captain would not yet let him go home to his family d. They couldn’t get a good fire started

Handout 1:

Oral Reading Transcript: (For audio, see source information, begin at 2:15) The following is a letter from Green Berry Woody to his wife Catherine, read aloud by their great-granddaughter, Dee Sawyer Daughtridge

Deep Creek Gap Cornell County, Tennessee October 29, 1862

“Dear Companion, If I can overcome my feelings till I can write at all, I will drop you a few lines to let you know that I am well as to health, hoping that these lines will find their way to you and find you well and enjoying the health of your little ones. I can inform you that we left the Gap Saturday the 25th at one o’clock and marched ten miles West and camped in Powell’s Valley, and just before day, it commenced snowing. The ground was gray at daylight, we marched at eight o’clock and by ten there was a good tracking snow. At twelve the large snow commenced flying fast and the wind blew it in every direction. It was bad travelling, right meeting the wind. I gave 50 cents to get my gun and knapsacks hauled, and it saved me for I should have gave out. Several of the boys did not reach camps that night. Wyatt and Jim Slagle liked to have gave out. We camped at four o’clock and built big fires. I had a good fire against...the boys got there and by dark, the snow was good ankle deep. But I can inform you that I slept good and warm. I have got that pillow yet and two blankets and two warm quilts of my own. Next morning, the ground was froze hard and it had cleared off and was a beautiful morning. On Sunday about twelve o’clock I think you and the children was talking about me. My ear burnt, almost off. On Monday at one o’clock, we reached this place one mile south of ... Big Creek Gap in Cumberland, about 40 north of Knoxville, 5 from Jacksboro in Cornell County, and 212 miles from home, about 275 the way we have come, as I stated above. I’m well and has been in hopes that I would not have to write to you no more till I come and saw you and the children. For I thought I could get to come to meeting, but last night I went to the colonel, first time I ever asked for a furlough since I have been in the lines. And he told me he would fix and let us go home, but I could not go now. I then went to the captain and he says he wants to go himself, and so I must stay. You can’t guess how it hurts me to have to give out and lay down in my tent and don’t know if I ever shall see you all again. But so it is private soldiers has to submit to upstart demagogues in the name of officers but the time is coming not far off when them that lives to see it will be free again. Then farewell to camps and I hope that I shall live to see that time. Some people is in great hopes that peace will soon be made, and if it ain’t, our cause is lost. I want you to do the best you can and try to get Uncle George to make you and the children some shoes and tell him I will send him the pay if I never come and take good care of all your leather. Save the last quart of grain that will make bread for you have never saw bread scarce before. I will come home the first chance, but I am almost out of heart of coming this winter. Tell all my friends I want to see them, in particular you and my dear little children. Direct your letters to Knoxville to the 58th NC regiment and I will get it and write soon and often. And if you need paper, write to me and I will send some right off. Green B. Woody”

Civil War Unit Pre/Post Assessment Primary Level

Directions: Listen as the following questions are read aloud. Then, circle the letter of the correct answer choice. Take your time; this test is not timed.

1. If you saw this symbol on a map and you did not know what it meant, where would you look to find out?

a. M c. M ap Scale ap Legend b. M d. C ap Title ompass

2. The song that sounded sad and longing was most likely a tribute to ______

a. The Union Army c. A soldier who died in battle b. The Confederate Army d. A soldier’s family

3. Pictorial envelopes were used by soldiers and their families during the Civil war to:

d. Mail letters back and forth to each other e. Hold personal belongings within their camps or homes f. Hide money to be passed along to runaway slaves

4. What side of the Civil War did Green Berry Woody fight for?

a. Union b. Confederate c. Independent

5. A family member of a soldier in the Civil War would write him letters in order to:

5. a. Check to see if he’s ok and let him know that his family was safe and unharmed b. Give him advice on how to win a battle c. Tell him how much milk the cows produced yesterday

6. The “Gettysburg Address” was an important speech that gave people hope during the Civil War; it was given by:

a. George Washington c. Barack Obama b. Abraham Lincoln d. Harriet Tubman !

! !

Civil War Unit Pre/Post Assessment Upper Elementary Level

Directions: Read each question carefully. Circle the best answer.

1. The pictorial envelope to the right states “Abraham Lincoln is the Man for the Crisis, his theory is, “This Rebellion must be put down, and that speedily, cost what it may.” The feeling toward Lincoln conveyed in this envelope is:

e. Anger, as he is wasting the country’s money f. Appreciation, as he wants the war to end soon g. Fear, as the Nation is in a state of Crisis h. Frustration, as he provides only theories but no solutions

2. What did Abraham Lincoln’s speech achieve?

a. It ended slavery in the rebelling states and territories. b. It convinced the Union states that the war had to end, because too many soldiers had died. c. It reminded people that soldiers did not die in vain, but instead protecting their civil liberties d. It convinced European nations that the United States had the best type of government.

3. What did Maxine Jones achieve by writing a letter to her husband?

a. She alleviated some boredom b. She assured him that she was safe c. She practiced her penmanship and grammar d. She expressed how she wasn’t afraid for his safety

4. In the letter to his wife, Green Berry Woody was upset because a. The scenery he saw was very unattractive b. It was taking his regiment too long to get from place to place c. The colonel and captain would not let him go home to his family d. They couldn’t get a good fire started

5. If you were a supporter of Sojourner Truth and Elizabeth Cady Stanton, you would most likely

a. fight for women’s right to join the army b. fight for women’s equal right to vote c. fight for the rights of women to stay home from work with their children d. fight for the rights of plantation owners !

Directions: Read the question carefully and write your answer below. Be sure to use complete sentences.

Identify at least four major causes of the American Civil War (4 points), including a two to three sentence explanation of each cause (4 points). Include one similarity and one difference between issues of states right during the Civil War and in present day (2 points) [Total: 10 points]

Civil War Unit Pre/Post Assessment Answer Key, Primary Level

Directions: Listen as the following questions are read aloud. Then, circle the letter of the choice that best answers each question. Take your time; this test is not timed.

1. If you saw this symbol on a map and you did not know what it meant, where would you look to find out?

a. M c. M ap Scale ap Legend b. M d. C ap Title ompass

2. The song that sounded sad and longing was most likely a tribute to ______

a. The Union Army c. A soldier who died in battle b. The Confederate Army d. A soldier’s family

3. Pictorial envelopes were used by soldiers and their families during the Civil war to:

a. Mail letters back and forth to each other b. Hold personal belongings within their camps or homes c. Hide money to be passed along to runaway slaves

4. What side of the Civil War did Green Berry Woody fight for?

a. Union c. Independent b. Confederate

5. A family member of a soldier in the Civil War would write him letters in order to:

5. a. Check to see if he’s ok and let him know that his family was safe and unharmed b. Give him advice on how to win a battle c. Tell him how much milk the cows produced yesterday

6. The “Gettysburg Address” was an important speech that gave people hope during the Civil War; it was given by:

a. George Washington b. Abraham Lincoln c. Barack Obama d. Harriet Tubman

Civil War Unit Pre/Post Assessment Answer Key Upper Elementary Level

Directions: Read each question carefully. Circle the best answer.

a. Anger, as he is wasting the country’s money b. Appreciation, as he wants the war to end soon c. Fear, as the Nation is in a state of Crisis d. Frustration, as he provides only theories but no solutions

2. What did Abraham Lincoln’s speech achieve?

a. It ended slavery in the rebelling states and territories. b. It convinced the Union states that the war had to end, because too many soldiers had died. c. It reminded people that soldiers did not die in vain, but instead protecting their civil liberties. d. It convinced European nations that the United States had the best type of government.

3. What did Maxine Jones achieve by writing a letter to her husband?

a. She alleviated some boredom b. She assured him that she was safe c. She practiced her penmanship and grammar d. She expressed how she wasn’t afraid for his safety

4. In the letter to his wife, Green Berry Woody was upset because a. The scenery he saw was very unattractive b. It was taking his regiment too long to get from place to place c. The colonel and captain would not yet let him go home to his family d. They couldn’t get a good fire started

5. If you were a supporter of Sojourner Truth and Elizabeth Cady Stanton, you would most likely

a. fight for women’s right to join the army b. fight for women's equal right to vote c. fight for the rights of women to stay home from work with their children d. fight for the rights of plantation owners !

Directions: Read the question carefully and write your answer below. Be sure to use complete sentences.

Answers will vary.

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! Appendix A: State and National Standards

Virginia Standards:

Kindergarten K1: The student will recognize that history describes events and people of other times and places by a) identifying examples of past events in legends, stories, and historical accounts of Powhatan, Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln

K2: The student will describe everyday life in the present and in the past and begin to recognize that things change over time.

First Grade 1.1 The student will interpret information presented in picture timelines to show sequence of events and will distinguish among past, present, and future.

1.2 The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, George Washington Carver, and Eleanor Roosevelt

Second Grade 2.11 The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King, Jr., as Americans whose contributions improved the lives of other Americans.

Third Grade 3.8 The student will recognize that because people and regions cannot produce everything they want, they specialize in what they do best and trade for the rest. 3.11 The student will explain the importance of the basic principles that form the foundation of a republican form of government by a) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law; b) identifying the contributions of George Washington; Thomas Jefferson; Abraham Lincoln; Rosa Parks; Thurgood Marshall; Martin Luther King, Jr.; and Cesar Chavez

Virginia Studies VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to b) determine cause-and-effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; f) sequence events in Virginia history; g) interpret ideas and events from different historical perspectives;

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.

United States History to 1865 USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to b) make connections between the past and the present; c) sequence events in United States history from pre-Columbian times to 1865; d) interpret ideas and events from different historical perspectives; h) interpret patriotic slogans and excerpts from notable speeches and documents; i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives.

USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California; c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; d) identifying the main ideas of the abolitionist and women’s suffrage movements.

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; 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*: National Council for the Social Studies

1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity.! ! 2: Time, Continuity, & Change: Social studies programs should include experiences that provide for the study of the past and its legacy.

5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

! 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.

*!http://www.socialstudies.org/standards/strands (website for national standards) **!http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml (website for state standards)