Civil War Guide1

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 history 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.

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