Produced by Cincinnati Museum Center at Union Terminal

Contents

Teacher Guide 3

Activity 1: Billy Yank and Johnny Reb 6

Activity 2: A War Map 8

Activity 3: Young People in the Civil War 9

Timeline of the Civil War 10

Activity 4: African Americans in the Civil War 12

Activity 5: Writing a Letter Home 14

Activity 6: Political Cartoons 15

Credits Content: Barbara Glass, Glass Clarity, Inc. Newspaper Activities: Kathy Liber, Newspapers In Education Manager, The Cincinnati Enquirer Cover and Template Design:Gail Burt For More Information Border Illustration Graphic: Sarah Stoutamire Layout Design: Karl Pavloff,Advertising Art Department, The Cincinnati Enquirer www.libertyontheborder.org Illustrations: Katie Timko www.cincymuseum.org Photos courtesy of Cincinnati Museum Center Photograph and Print Collection Cincinnati.Com/nie 2 Teacher Guide

This educational booklet contains activities to help prepare students in grades 4-8 for a visit to Liberty on the Border, a his- tory exhibit developed by Cincinnati Museum Center at Union Terminal.The exhibit tells the story of the American Civil War through photographs, prints, maps, sheet music, three-dimensional objects, and other period materials. If few southern soldiers were wealthy Activity 2: A War Map your class cannot visit the exhibit, the slave owners, but most were from activity sheets provided here can be used rural agricultural areas. Farming was Objectives in conjunction with your textbook or widespread in the North, too, but Students will: another educational experience related because the North was more industri- • Examine a map of Civil War America to the Civil War. Included in each brief alized than the South, many northern • Use information from a chart lesson plan below, you will find objectives, soldiers had worked in factories and • Identify the Mississippi River, the suggested class procedures, and national mills. Students may be interested to Confederate coasts, and several cities standards. Please request, from Cincinnati know that new immigrants made up • Mark routes of two Union armies and Museum Center or your local museum about one-fifth of the Union Army. the position of the Union naval blockade. venue, a list of additional resources, African Americans could not become including children’s books and useful soldiers until after the Emancipation Procedure websites. Proclamation became law in 1863. Guide students through the activity. Ask them why it was important for the The Cincinnati Enquirer Newspapers in If your class wants to learn more about North to cut the Confederate states Education Department has developed what soldiers had to eat, what they wore, off from outside suppliers. Explain that, newspaper activities that enhance the and what their daily lives were like, many because the South had a small industrial lessons presented in this guide.The resources are available. Books include base, it had to import much of the activities are designed to connect the Civil War by John E. Stanchak (DK weaponry, ammunition, medicines and objectives of each lesson to current Publishing, 2000), War,Terrible War by painkillers, and other war materials it events and to build critical thinking skills. Joy Hakim (Oxford University Press, needed. As a result of the Union 1998), and Journal of James Edmond Pease: blockade, manufactured items became Activity 1: Billy Yank and A Civil War Union Soldier:Virginia, 1863 scarce in the South during the war. Johnny Reb by Jim Murphy (Scholastic, 1998).You can find Civil War lesson plans at When Union General William Tecumseh Objectives www.theteachersguide.com/Civilwarles Sherman marched through the South, he Students will: sons.html.The website destroyed anything that could be of use • Complete a reading about Union and http://sunsite.utk.edu/civil-war/ to the Confederacy—buildings, private Confederate soldiers offers a broad selection of links to homes, factories, railroads, bridges, and • Label photographs of a Union soldier historical information. even food. His campaign also destroyed and a Confederate soldier the South’s remaining will to fight. •Draw items that each often carried in National Standards his knapsack or blanket roll. History—History content: compare The South had a smaller population than the motives for fighting and the daily the North, and thus fewer soldiers.The Procedure life experiences of Confederate sol- battles between Grant’s army and Lee’s Discuss the historical background of diers with those of white and black army at Cold Harbor and Petersburg, the Civil War with students.Verify that Union soldiers. Virginia, took a horrific human toll, but they understand what happened to Grant could afford to lose more men cause the war, when it occurred, and Visual Arts—Students use different than Lee could.When Lee finally sur- what its general outcomes were. Guide media, techniques, and processes to rendered, he had suffered great losses, students to compare and contrast the communicate ideas, experiences, and and his men were starving.The campaigns soldiers who served in the Union and stories. by Grant and Sherman ended the war by Confederate armies. Note that relatively exhausting the Confederacy’s last resources. 3 Remind students that their abstract Activity 3: Young People in the Point out that the timeline begins before marks and symbols on the map represent Civil War 1861 and extends long past 1865. a broad range of wartime experiences Emphasize that the beginnings of the for people on both sides, as well as Objectives war lay in the beginnings of our history tremendous suffering. For more Students will: as a nation. Northern and southern resources on the various phases of the • Read descriptions of duties performed colonies were quarreling about slavery war, look at a series of books by James by young people in the Civil War at the constitutional convention in 1787. Arnold and Roberta Wiener, published • Examine drawings of young people The war also had a long aftermath. in 2001 by Lerner Publishing Group. for clues regarding their roles About 618,000 men died as a result of Four of the titles are Divided in Two:The •Match drawings and descriptions. combat, nearly as many as died in all Road to the Civil War, 1861; Life Goes On: other American wars combined, from the The Civil War at Home, 1861-1865; The Procedure American Revolution to the present. Unhappy Country:The Turn of the Civil Guide students to read the descriptions Moreover, many who survived came War, 1863; and The Lost Cause:The End of duties performed by young people home physically crippled or emotionally of the Civil War, 1864-1865. in the Civil War and to match them with scarred.As a result, the war lingered in the drawings.What clues did students people’s feelings and memories for a National Standards notice in the drawings? very long time, and it affected the History—History content: understand nation’s behavior for at least a century. how the resources of the Union and Share books on children in the war The timeline reflects these lengthy Confederacy affected the course of with your class. Some excellent ones roots and effects of the Civil War. the war; historical thinking: draw upon include When Johnny Went Marching data in historical maps. Home:Young Americans Fight the Civil War National Standards by G. Clifton Wisler (HarperCollins,2001), History—History content: the causes Geography—The world in spatial Children of the Civil War by Candice F. of the Civil War; the course and charac- terms: develop and use different kinds Ransom (Lerner Publishing, 1998), and ter of the Civil War and its effects on of maps, globes, graphs, charts, databas- The Boys’War: Confederate and Union the American people; historical think- es, and models. Soldiers Talk About the Civil War by Jim ing: interpret data presented in time- Murphy (Houghton Mifflin, 1993). lines; conduct historical research.

National Standards Language Arts—Students use a variety History—History content: understand of technological and informational the social experience of the war on resources (e.g., libraries, databases, the battlefield and home front. computer networks, video) to gather and synthesize information and to create Language Arts—Students employ a wide and communicate knowledge. range of strategies as they write and use different writing process elements Activity 4: African Americans in appropriately to communicate with dif- the Civil War ferent audiences for a variety of purposes. Objectives Timeline of the Civil War Students will: • Read background material about Objectives African Americans in the Civil War n o i • Organize dates chronologically t Students will: c e l l o

C • Construct a timeline of African

e • Interpret data presented in a timeline e s e e

K • Research and report on events listed Americans in the Civil War. s i n n e

D in the timeline. e h t

m Procedure o r f y r t

n Discuss the history of black enlistment

a Procedure f n I o i h Before your class visit to the exhibit, in the Union Army. Even though the O h t 9 7 use the timeline as an overview of Union Army needed additional soldiers e h t f

o after the first year of the war, it was slow , Civil War events and dates.After the t n a z n

a to accept blacks into its ranks. In part,

V visit, assign students each to research t r e b l i an event listed in the timeline and to President Lincoln feared alienating the G , y o

b Border States—slave states that had not

r report their findings to the class. e m m

u seceded.They would deeply resent the r d n o i

n arming of blacks, especially blacks sent U among them with the authority of soldiers. 4 But by 1863, voluntary enlistments in the For more examples of Civil War soldiers’ A political cartoon also makes a statement. Union Army had dwindled to a trickle. letters, along with lesson plans and an If the statement of the first cartoon Lincoln considered drafting men, but he image of an original document, see the was,“Lincoln will cut down the tree of knew it would be unpopular.Accepting letters of Private Newton Robert Scott, slavery,” the statement of the second black soldiers would help get men onto Company A, 36th Infantry, Iowa Volunteers, is,“McClelland can offer a compromise the battlefield. Eventually, the government at www.civilwarletters.com/home.html. to end the war.” In the middle of the passed a draft law, but fewer whites were There are additional Civil War letters at cartoon is a map symbolizing the U.S. drafted because so many black men www.genealogy.org/~ajmorris/cw/cwlet The country is being ripped apart by volunteered. ter.htm. Abraham Lincoln (“No peace without abolition”) and Jefferson Davis (“No There are a number of additional National Standards peace without separation”). McClelland, resources on this topic. One of the most History—History content: understand who was running for president at the exciting is the feature film Glory, starring the social experience of the war on time, says,“The Union must be pre- Morgan Freeman, Denzel Washington, the battlefield and home front. served at all hazards!” The other two and Matthew Broderick, about the figures appear disheveled and physically black troops of the 54th Massachusetts Language Arts—Students employ a wide unbalanced. McClelland treats them as Volunteer Regiment.There are also range of strategies as they write and if they were thoughtless boys in a fight. several good websites, including use different writing process elements He presents himself as the calm person www.hist.unt.edu/09w-acwd.htm and appropriately to communicate with who saves the day when others have www.itd.nps.gov/cwss/history/aa_histo- different audiences for a variety of lost their heads. ry.htm. purposes. Visit the website National Standards Activity 6: Political Cartoons www.boondocksnet.com/gallery/car- History—History content: compare toons/cw/index_abe.html for more the motives for fighting and the daily Objectives Lincoln cartoons. Go to life experiences of Confederate sol- Students will: http://cagle.slate.msn.com/politicalcar- diers with those of white and black • Examine two Civil War era political toons/ to see current political cartoons, Union soldiers; historical thinking: cartoons along with related lesson plans.Ask create timelines. • Discuss the cartoons’ content and students to scan newspapers at home messages for cartoons about current issues, then Activity 5: Writing a Letter Home • Examine and discuss additional Civil War clip them and bring them to class. era cartoons, as well as contemporary Choose several for class discussion. Objectives cartoons Finally, assign students to draw their Students will: • Create their own political cartoons. own political cartoons on current • Read examples of letters by Civil War national or local issues.Allow students soldiers Procedure to share and explain their drawings. • Discuss their effectiveness Begin by defining a symbol as a word or • Write letters about difficult personal image that stands for something more National Standards experiences than itself.Ask students to give examples History—History content: identify and of familiar symbols. Political cartoons explain the economic, social, and cultural Procedure make liberal use of symbolism, to pack differences between the North and the Discuss the letters on the activity sheet. meaning into a small space. In one car- South; identify the turning points of the Begin by noticing that each soldier’s letter toon on the activity sheet, for example, war and evaluate how political, military, is written in reaction to his wartime Abraham Lincoln swings an axe at a tree and diplomatic leadership affected the experiences. Private Edes has not yet labeled “slavery.” Ask students why the outcome of the conflict; historical been in battle, but he has been close cartoonist might have chosen a tree to thinking: consider multiple perspectives. enough to battle to hear the cannons. symbolize slavery.They may answer that Does the class think less of him for a tree grows and becomes stronger Language Arts—Students adjust their use admitting his fear, or do students respect over time, as slavery did. Students may of spoken, written, and visual language him for his honesty? What about his notice that a sword hangs from a branch, (e.g., conventions, style, vocabulary) to concrete language? Is it more effective to symbolizing the violence of the Civil communicate effectively with a variety write “will make me shake” than to write War, underway at the time. During the of audiences for a variety of purposes. “will make me afraid”? List the strengths period, Lincoln was well known as the of each letter on the chalkboard. Suggest rail-splitter. His representation here, with Visual Arts—Students select and use that students adopt some of these an axe in hand, is part of his popular the qualities of structures and functions techniques as they write their own letters. image. of art to improve communication of their ideas.

5 Activity 1: Billy Yank and Johnny Reb

In the Civil War, the Union soldier was soldiers carried worn decks of playing USE THE NEWS sometimes called Billy Yank, while the cards. Some men kept religious Confederate soldier was called Johnny leaflets with them. One was called,“A Some of the differences between the Reb. The two soldiers spoke the same Mother’s Parting Words to Her Soldier Union and Confederate soldiers were a language and shared many of the same Boy.” result of the differences in their home values. Their weapons and equipment regions. The North and the South each were similar. Both were likely to have Food and other necessities grew had customs, foods, and lifestyles that muskets with bayonets. Muskets were scarce in the South during the war. were unique. Find examples in the guns that had to be loaded from the Union soldiers had plenty of paper for newspaper of traditional foods, celebra- front end of the barrel, one bullet at a writing letters. Some Confederate sol- tions, music, and clothing that make time. A soldier could shoot only once diers had to use scraps of wallpaper your community unique. before he had to reload. He could from abandoned houses near their also defend himself with his bayonet, a camps. A southern soldier rarely had Shortages caused hardships for long, thin knife attached to the end of coffee, unless he captured it in battle. Confederate soldiers during the Civil his gun. Many soldiers also carried pis- A northern soldier might have coffee, War. Today’s scarcities create inconven- tols or swords. bacon, hard crackers, and a few pota- iences and hardships, too. Find news toes. Southern men usually had corn- articles about shortages facing people Some soldiers carried knapsacks on bread and beef. today. How do the shortages affect their backs, while others carried blan- people’s lives? ket rolls over their shoulders. Inside Most men carried canteens, either a each were necessities and precious flat, metal style or a wooden style that mementoes. A soldier might carry a looked something like a small barrel metal cup and plate, a small diary, and with a cork. letters from home. Many Confederate

Inside the knapsack below, draw four things a Union soldier usually carried. Inside the blanket roll, draw four things a Confederate soldier often carried. Choose different things for the knapsack and the blanket roll.

6 Use the words in the box to label the photographs Billy Yank of Billy Yank and Johnny Reb as well as their canteens.

sword musket bayonet metal canteen Confederate uniform Union uniform wooden canteen Johnny Reb

7 Activity 2: A War Map

The North planned to cut the South Sherman moved onward.After he USE THE NEWS off from the supplies it needed to fight reached Columbia, South Carolina, he the war. Union forces took control of marched his men to Goldsboro and Reading a map requires an under- the Mississippi River.The Union Navy then Raleigh, North Carolina. From the standing of its symbols and key. Study blockaded southern coasts. North, General Ulysses Grant’s army the weather map in the newspaper. moved from Cold Harbor to What does the symbol for a cold front Northern forces marched deep into Petersburg and then to Appomattox look like? What color signifies a 100% the South. A Union army under Court House, all in Virginia. Eventually, chance of precipitation? Now that General William Tecumseh Sherman the Confederate Army of Northern you understand the map key, write moved from Chattanooga,Tennessee, Virginia was trapped.The South’s lead- several sentences that describe today’s to Atlanta, Georgia, and then to ing general, Robert E. Lee, surrendered predicted weather for your area. Savannah, Georgia. From there, at Appomattox Court House.

This map shows the states at the time of the Civil War. Color Confederate States gray, Union States blue, and Border States green. Why doesn’t the map show West Virginia? Show the military strategy on the map. Mark the Mississippi River in red. Draw gunboats along the south- ern coasts. Remember to place boats around Florida and in the Gulf of Mexico. Draw a heavy black line to mark Sherman’s march and another to mark Grant’s march.

Union States Kansas Minnesota Iowa Wisconsin Illinois Indiana Michigan Ohio Pennsylvania New York New Jersey Connecticut Rhode Island Massachusetts New Hampshire Vermont Maine

Confederate States Texas Arkansas Louisiana Mississippi Alabama Georgia Florida South Carolina North Carolina Virginia Tennessee

Border States Missouri Kentucky Delaware Maryland

8 Activity 3: Young People in the Civil War

Many young people worked and fought in the war. Read the descrip- tions of some of their jobs below to the left. Draw lines to match the descriptions with the pictures to the right.

Drummer Boy Boys who could play a drum could enlist in the army. They played in bands at parades. The drum also announced meals, drills, assembly, and bedtime. In battle, musicians relayed commands through musical signals sol- diers understood.

Seamstress Girls at home joined sewing circles to make items for soldiers.They sewed clothing, hospital gowns, blankets, and tents.They knitted socks and rolled bandages. Sewing groups also held fundraisers, to pay for medicine and other items soldiers needed.

Powder Monkey A boy could join the Navy to work aboard a gunboat. Called a “powder monkey,” he climbed into tight spaces where the ship’s gunpowder was kept. He carried the gunpowder in a sack to the ship’s deck where it was used to fire cannons.

Soldier Neither army accepted recruits younger than eighteen, but some boys lied about their ages. Drummer boys occasionally picked up guns and used them in the heat of battle. Many of the boys who fought as soldiers were wounded or killed.

On a separate sheet of paper, write a paragraph describing a role you believe you would have been suited for, if you had lived in Civil War times.

USE THE NEWS Newspapers often report about young people in the community. Cut out all the stories and photographs in the newspaper that report news involving young people. Use your clippings to create a collage.

9 Timeline of the Civil War

1787 1820 1847 1850 Northwest Ordinance prohibits Congress passes Missouri Frederick Douglass founds abo- Congress passes Compromise slavery in Northwest Territory. Compromise. litionist newspaper North Star. of 1850.

April 12, 1861 April 6-7, 1862 Sept. 17, 1862 Sept. 22, 1862 South Carolina fires on Fort Battle of Shiloh horrifies Battle of Antietam marks a President Lincoln issues Sumter to begin Civil War. nation. turning point. Emancipation Proclamation.

April 14, 1865 April 26, 1865 1865 1866 President Lincoln is assassinated. John Wilkes Booth is killed Thirteenth Amendment to the Ku Klux Klan is formed. trying to escape from police. Constitution is ratified. Prohibited slavery in the United States.

1896 1915 1939 1948 Supreme Court decides case of D.W. Griffith creates his film Marian Anderson performs at President Truman ends seg- Plessy v. Ferguson. Birth of a Nation. Lincoln Memorial. regation in the U.S. armed forces.

10 1852 1857 1860 June, 1861 Harriet Beecher Stowe Supreme Court decides Dred Abraham Lincoln wins U.S. Sanitary Commission is publishes Uncle Tom’s Cabin. Scott case. presidency. founded.

January, 1863 July 1-3, 1863 July 13, 1863 April 9, 1865 Blacks are permitted to enlist Battle of Gettysburg is fought. Massive draft riot breaks out in Confederacy surrenders in Union Army. New York City.

April 6, 1866 May 5, 1866 1868 1870 Grand Army of the Republic is First observance of Memorial Fourteenth Amendment to the Fifteenth Amendment to the founded. Day occurs in Waterloo, New Constitution is ratified. Constitution is ratified. York. Guaranteed equal rights to all Prohibited denial of the right citizens of the United States. to vote because of race or previous servitude.

1954 1964 1965 1977 Supreme Court decides case Congress passes Civil Rights Congress passes Voting Rights ABC airs the mini-series Roots. of Brown v. Board of Education. Act. Act.

11

Library of Congress, NYWT & S Collection Activity 4: African Americans in the Civil War

enemy movements. They knew local a third of the whites inside were killed. land and roads. They cared for horses, Two-thirds of the blacks were killed. carried messages, and helped set up Union survivors said many of the blacks camp. were put to death after they had sur- rendered. Still, blacks could not enlist as soldiers. But in 1862, Union forces took New Altogether, nearly 180,000 African Orleans. Men were needed to help American men served in 140 regiments. control and defend the city. Local Black soldiers received twelve blacks were allowed to form three Congressional Medals of Honor for companies of soldiers. Not long after- bravery. In 1897, Boston raised a Civil ward, in January, 1863, the Secretary of War monument. It honored the 54th War finally approved black enlistment in Massachusetts Regiment, a black unit the Union Army. famous for its heroism during the war. Black women also provided important Within months, thousands of black sol- services. They worked in both armies, diers were marching into battles. Some especially as laundresses. Harriet of the most well known were at Fort Tubman, who guided many slaves to Wagner, South Carolina (July 18, 1863), freedom on the Underground Railroad, Olustee, Florida (February, 1864), and served as a scout for the Union Army. Poison Springs,Arkansas (April 18, 1864). USE THE NEWS The South was outraged that the North Read the selection below. Then would arm blacks. The Confederate African American men and women con- create a timeline of African Army said it would kill any blacks it cap- tributed in many ways to the Union Americans in the Civil War. Use tured. In reality, not all black prisoners Army during the Civil War. In what the blank timeline on the oppo- were killed, but more of them were ways do African Americans continue to site page. Illustrate your timeline killed than whites. On April 12, 1864, contribute today? Find news articles with drawings of some the events southern troops took the Union-held that report the accomplishments of described below. Fort Pillow on the Mississippi River. African Americans in your community. About half the fort’s defenders were Black men fought on both sides of the black. As Confederates won the battle, Civil War. Many blacks wanted to enlist in the Union Army to fight against slav- ery. Within a few days after the attack on Fort Sumter in 1861, blacks were volunteering for combat. Nearly all were turned away. Instead, the Union Army hired them to dig trenches, cook food, and bury the dead.

As northern armies marched into the South, runaway slaves followed them. At first, the army returned them to their owners. Officers feared they would slow down the troops and eat food intended for soldiers. Soon, though, the runaways showed they could offer valu- able help. They gave information about

12 Timeline of African Americans in the Civil War

13 Activity 5: Writing a Letter Home

The ordinary men who fought the bat- USE THE NEWS tles of the Civil War wrote thousands of letters. Many of these letters have Letters are written for a variety of pur- survived. The soldiers’ words, written poses. The letters written by Civil War for the eyes of loved ones, capture the soldiers were a means of expressing experience of the war and express fears and affection to loved ones back deep feeling. home.

People write letters to the newspaper, too. Letters written to the editor of the paper are published daily. Read the let- ters to the editor. In general, what is the reason that a newspaper reader writes a letter to the editor?

Select a current topic about which you have a strong opinion. Write a letter to the editor expressing your views. Model your letter after the examples you have seen in the newspaper.

Read these three letters. Then remember a time of fear and worry in your life. Write a letter about the experience to someone you trust. You may write from the point of view of the present or of the past experience. Express your feelings, concerns, and plans.

Private Edward Edes to His John F. Brobst of 25th Wisconsin Father Alabama Captain Bolling Hall to Regiment: I have a mortal dread of the His Father Home is sweet and friends are battle field, for I have never yet If anyone had told me before the dear, but what would they all be been nearer to one than to hear war that men could have borne to let the country go to ruin and the cannon roar & have never for month after month . . . what be a slave. I am contented with seen a person die. I am afraid we have, I would have thought it my lot . . . for I know that I am that the groans of the wounded all talk. And I recollect when we doing my duty . . . If I live to & dying will make me shake, first came into the service we get back, I shall be proud of the nevertheless I hope & trust that grumbled at fare that we would freedom I shall have, and know strength will be given me to now think the greatest luxuries. that I helped to gain that stand up & do my duty. freedom. If I should not get back, it will do them good who do get back.

14 Activity 6: Political Cartoons

Look at these political cartoons. Write a paragraph explaining the main idea of each cartoon. Then create your own political cartoon on a separate sheet of paper.

USE THE NEWS

Over the course of several days, col- lect editorial cartoons from the news- paper. Mount each one on a sheet of paper. Under each cartoon, identify any symbols used by the artist. In one or two sentences, summarize the mes- sage of each editorial cartoon.

Why are political cartoons always placed on the newspaper’s editorial page?

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