The Civil War era is one of the most critical and fascinating in our nation's history. There are many books and Internet resources available about this period which are written for young audiences, providing a rich context in which to learn about the War Between the States and to explore more basic issues about the nature of human life and society. To forever cement these lessons, attendance of a Living History event would be an invaluable tool. The Liendo Plantation, and the Gulf States Living History Association are proud to present such an opportunity.
 

You are hereby cordially invited to attend the 6th Annual Civil War Weekend at Plantation Liendo. It will be a three-day event beginning on Friday, November 19th, 2004.

Friday will be open to the schools to bring in their classes for a field trip. The camps will be open for the students to walk through, ask questions, and gather research material. There will be Artillery, Cavalry, Infantry, Clothing, Craft, and Medical demonstrations for the students to attend. The fee is $3/student and chaperones teachers are no charge. We ask that the ratio of students to chaperones be no more than 10 to 1, and the groups must stay together. Saturday and Sunday will be open to the Public.

The following lesson plan is for an upper elementary/ middle school unit on the Civil War. It contains links to Internet sites that can provide valuable cross-curricular materials for you and your students. The plan was adapted from Public Domain materials, and edited to better suit the Event.

Objectives

As a result of completing this unit, students will be able to...

1. discuss social, political, and personal issues that all Americans confronted during the Civil War era.
2. discuss the central issues of the War Between the States from a variety of different perspectives.
3. share their personal reactions to what they have learned in both small-group and whole-class discussions.

The Scenario

This is historical fiction. Reenactors, in first person impressions, will be able answer student questions along this theme, and about the war in general. Liendo was the site of several extensive camps during, and after the War. Although no engagements were actually fought here, we have put this scenario together to represent what could have happened….

(Click Here)

Integrate Reading, Writing and Speaking

You can use the following activities to help students integrate their own writing with the reading they are doing in the unit.

1. Select one of the minor characters in a book you have read, and write a series of journal entries using the voice of that character. Before you begin writing, think about the following questions: What experiences has the character had? How do you think he or she might feel about these experiences? What hopes or dreams might the character have? How does the character feel toward other characters in the book, and why?
2. By attending the Living history event, you will be transported through time to the Civil War era. Write a story about what you experienced there. First think about the geographical setting of your story. What was it like? Whom did you meet there? What questions did you ask, and what were the answers? What happened next? How did it feel to be in the middle of a civil war? When you have written a first draft of your journal, share it with a classmate and talk about ways you could improve the story in the revision stage.
3. Write a speech in which you express the views of an abolitionist or, of someone who wants to preserve ways and traditions of the South. Before you begin writing, make an outline of the major points you want to make. Decide who your audience will be, and think of ways in which you could appeal to the emotions of this audience. When you have completed a first draft of your speech, practice delivering it to a friend or family member. Ask your practice audience for advice on revising your speech to make it more powerful and persuasive.

Enrichment Activities

It's A Matter of Perspective

The people fighting on two sides of a war obviously have major differences of opinion. There can also be a wide range of opinions among people supposedly on the same side of a conflict. Encourage students to discuss and research some of the different perspectives that various groups of Americans had on the Civil War. For example, they might compare Hannalee Reed's impression of General William Sherman in Turn Homeward, Hannalee to the attitude toward the general expressed in General Sherman and His Boys in Blue (10) a poem by Union soldier Captain Richard W. Burt. They might also juxtapose the attitudes and experiences of African American soldiers and white soldiers who fought for the Union cause. The film Glory provides some insight into this topic, and via Internet research they just might find out why upwards of 45,000 African Americans donned gray uniforms (5) and fought for the Confederacy. One documented occurrence of this, is the compelling story of the Chandler Boys (6)

The Language of History

From the first pages of many historical novels, students will notice that the authors have used authentic language from the Civil War period to make their characters' dialogue sound realistic. Words such as "git" ("get"), " 'taters" ("potatoes"), and "furriner" ("foreigner") are examples of regional dialect (here, the dialect of southern Illinois). Expressions such as "hopping the twig" ("getting married") and "bluebellies" ("Union soldiers") are examples of idioms or slang used in that era. On the Internet, students can access a list of Civil War slang (1) with modern definitions. Interested students may write their own Civil War-era stories or journal entries using some of this language.

Music of the Civil War

As students will learn from their reading, the experiences of soldiers in the Civil War were neither romantic nor fun. When they were not facing the horrors of battle, soldiers had to deal with boredom and homesickness. Music was one way that soldiers could both pass the time and remember home and family. They whistled or sang familiar songs while performing menial duties, and some played instruments such as harmonicas and fiddles during their free time. Ballads composed during the war told moving tales of soldiers' honor, grief, and courage. Students interested in this aspect of the war can research the songs that were popular among Union and Confederate troops. One resource for songs of the Civil War is the Sing Along section of the 11^th Texas Cavalry web site (2). It has a selection of popular period songs, which play while students either read, or sing along with, the lyrics. Another is the American Memory (2) website from the Library of Congress, which offers a collection of American sheet music from the mid-to-late 19^th century, including a page on Civil War songs. Students could also study the lyrics of Civil War-era ballads and report on common themes in the songs, perhaps comparing these songs with those written to commemorate other wars.

Building Background

At the start of the unit, you might wish to guide students in creating a KWL chart to tap into their prior knowledge and discover what they want to know more about. For an overview of Civil War chronology, you can direct them to the Civil War Timeline (4) provided online by the Library of Congress. You might also encourage them to research relevant topics, perhaps assigning pairs or small groups to become "resident experts" in specific areas. A few of the topics they might explore are:

• the Harpers Ferry raid
• Abraham Lincoln
• the Battle of 1^st Bull Run, or 1^st Manassas
• the Battle of Gettysburg
• the Battle of Shiloh
• General Robert E. Lee
• General William Sherman
• the Underground Railroad

Genre Study: Historical Fiction

Many of the books in the list of recommended titles are historical fiction. Ask students what they know about this genre, and have them list examples of historical fiction that they have read in the past. Make sure they understand that historical fiction is based on events that actually happened -- such as the Civil War, the Battle of Gettysburg, and the assassination of President Lincoln -- but the main characters and the specific events in those characters' lives are made up by the author. A writer of historical fiction researches the time and place that will be the setting of a story before he or she begins writing. Besides reading history books, the writer may study personal journals and letters, newspaper articles, photographs, art, and literature from the period. All of these primary sources provide the "flavor" of the historical period so that the writer can make the setting and events come alive for readers.

Students can use the Internet to view examples of the types of primary source materials that writers use to create historical fiction. Richard W. Burt (7) of the 76th Ohio Volunteer Infantry wrote poetry, letters, and newspaper articles during his service to the Union cause. A catalog of some of his writings is available online. Other letters and diary entries are available in the Civil War Diaries (8) page at the Augustana College site. The Library of Congress provides access to a selection of Civil War Photographs (9) that students can explore on the Internet.

Student Questionnaire

What to ask and look for in the camps while at the Liendo Plantation reenactment.

- what kind of cooking utensils do you use?

- what types of pots and pans

- what are you cooking?

- what other kinds of food do you eat?

- what types of tents used?

- how come so many?

Note: These questions can be asked of any soldier, in any army, and in any branch of Service.

- what is camp life like?

- what is a haversack?

- and what do you keep in it?

- what branch of service are you?

- how can I tell?

- what does your branch do, and why?

- what "rank" are you, and what are your duties?

Demonstrations:

The demonstrations will include displays and explanations of the equipment used, and the conditions of the time.. e.g.

Medical..

- How many men does it take to fire the cannon

- What are the different "jobs" that are done.

- What are the different types of shells used?

- and why?.

- How many men and wagons does it take to support one gun?

- What different kinds of cannons are there here?

- what does each type do?

Cavalry..

- What does the Cavalry do to support the Infantry?

Note: These can be asked of each branch of Service

- what "accoutrements" do you wear?

- what are they used for?

- what "weapons" do you use, and why?

- what are the names of the different types of saddles for the horses?

- how do you take care of your horse?

- how long did it take to train him?

- what kind of horses do you use?

Infantry..

- What does the Infantry do?

- See above.

General questions of the times..

- what are you fighting for?

- where are you from.?

- what did you do before the war?

- what will you do when it's over?

CS Navy and Marines..

- Same as above

CS Engineering Corps..

- Same as above

US Sanitation Commission..

- what's your job

- are you in the army too?

Civilians in Camp..

- why are you here?

- what do you do?

Of the ladies around..

- what are you wearing?

- what different types of clothing do you wear?

- why do you wear your hair like that?

- what's a chatelaine?

- what are underpinnings?

Unit Wrap Up

At the close of the unit, you may wish to bring the whole class together for a wrap-up discussion. The following questions can serve as a guide for this discussion.

Which character in the books you read did you find the most interesting? Why? What ideas and feelings about the Civil War did this character have? How did these ideas and feelings change over the course of the book? What experiences did the character have that caused these changes?

Did you find the Internet helpful in learning more about the Civil War? Which sites were the most helpful or interesting? Is using the Internet a fun way to find information? What other topics would you like to explore on the Net?

After experiencing, first hand, what life in the Army was like and talking to the reenactors at the reenactment, what new things did you learn about the people of the time?

After studying the Civil War era, do you think it is obvious which side was right and which was wrong? What issues were at stake in the war besides the continuation of slavery? Did your opinions or feelings about the war change as a result of your work in this unit? If so, how?

Resource Materials

Internet Links

(1) Popular Songs

11^th Texas Cavalry, at the main menu click on "Sing Along". http://members.xoom.com/masters_lair/

American Memory, http://memory.loc.gov/ammem/amhome.html

Sheet Music, http://memory.loc.gov/ammem/award97/ncdhtml/hasmhome.html

(2) Time Line

http://rs6.loc.gov/ammem/tl1861.html

(3) Forgotten Confederates

http://www.coax.net/people/lwf/cwappoma.htm

(4) The Chandler Boys, http://www.37thtexas.org/html/chboys.html

(5) Civil War Photographs, http://lcweb2.loc.gov/ammem/cwphome.html

Historical Fiction

Charley Skedaddle by Patricia Beatty (Morrow, 1987). Charley Quinn, a former member of the New York City street gang the Bowery Boys, is determined to avenge the death of his older brother at the Battle of Gettysburg. At age twelve Charley is too young to enlist as a soldier in the Union Army, but he sneaks onto a troop ship and becomes a drummer boy. His first battle -- the Battle of the Wilderness in the Blue Ridge Mountains -- is a far cry from his expectations, however. His eagerness fades abruptly when he sees men dying all around him and even shoots one Confederate soldier himself. Charley "skedaddles" into the wilderness and is reluctantly taken in by a tough old mountain woman. She does not trust him at first, and he must hide his identity from the mountain folk who would shoot him at the first sound of his northern accent. Charley is plagued by shame over his desertion, but eventually he gets a chance to prove his courage both to Granny Bent and to himself.

Eben Tyne, Powdermonkey by Patricia Beatty and Phillip Robbins (Morrow, 1990). Based on a crucial naval battle that happened in 1862, this book tells the story of Eben Tyne, age thirteen, a powder carrier aboard the Confederate vessel the Merrimack. He participates in the ship's victorious attack on the Union blockade of Virginia's Norfolk Bay, and in the bloody and inglorious battle that follows.

Turn Homeward, Hannalee by Patricia Beatty (Morrow, 1984). Twelve-year-old Hannalee Reed works in a Georgia textile mill. When General Sherman's troops pass through her town, they burn the mill, round up all the mill workers, and send them to work in the North. Hannalee is separated from her younger brother and another friend, but she is determined to find them and return home. She escapes from the Kentucky household where she is forced to work as a servant and sets off on a daring adventure that brings her face to face with the horrors of war. Based on the true story of the displacement of Georgia mill workers, this book reveals a little-known aspect of the Civil War as it weaves a compelling and moving narrative around a strong female protagonist.

With Every Drop of Blood by James Lincoln Collier and Christopher Collier (Delacorte Press, 1994) Fourteen-year-old Johnny promised his dying father that he would not go off to fight for the South but instead stay to take care of his family. Secretly, however, Johnny hopes for a chance to avenge his father's death at the hands of the Yankees. When he hears about a supply convoy leaving for the Confederate capital of Richmond, Virginia, he decides to join in the effort. Before the wagons get very far, Yankee soldiers attack it, and Johnny is shocked to find himself taking orders from a young African American soldier who takes him prisoner. As the boys gradually get to know each other, Johnny grudgingly begins to respect and like Cush. The friendship that forms between them makes Johnny question the point of the war as well as his own beliefs about African Americans.

Across Five Aprils by Irene Hunt (Follett, 1964). Nine-year-old Jethro, who lives in southern Illinois, has an idealized view of war based on stories from history books about dramatic battles and their glorious heroes. When the Civil War breaks out, however, painfully dividing his family as it divides north and south, Jeth must confront the many confusing and horrifying realities of war. At age ten, his father ill and his older brothers off fighting in the war, Jeth becomes the man of the household.
Across Five Aprils spans the four long years of the war, during which he is transformed from a boy into a young man.

Shades of Gray by Carolyn Reeder (Macmillan, 1989). The war has left twelve-year-old Will Page without any immediate family: his father and brother were killed by the Yankees; his sisters died of an epidemic spread from a Union encampment near his Virginia home; and his mother died of grief over these losses. Will reluctantly goes to live with his Uncle Jed and his family, burning with anger over the fact that Jed refused to fight for the Confederate cause. Gradually Will comes to understand that the moral issues involved in the decision to fight were not as clear-cut as he thought, and that good people can have honest disagreements.

Non-Fiction

Lincoln: A Photobiography by Russell Freedman (Clarion Books, 1987). This is a detailed and balanced account of the life and career of Abraham Lincoln. Illustrated with a wealth of photographs and prints, the biography gives readers a close look at the complex and fascinating man who led the nation through one of its darkest hours.

Escape from Slavery: The Boyhood of Frederick Douglass in His Own Words edited by Michael McCurdy (Alfred A. Knopf, 1994) Skillfully selected excerpts from Frederick Douglass's autobiography paint a vivid portrait of the great abolitionist. The story of Douglass's childhood provides a close look at slavery from the perspective of the enslaved, and the account of his escape and subsequent career is both dramatic and inspirational.

The Story of Booker T. Washington by Patricia and Fred McKissack (Childrens Press, 1991) This book provides a brief overview of the life of Booker T. Washington, with many photographs and other illustrations.

The Boys' War by Jim Murphy (Clarion Books, 1990). Many of the soldiers who fought on both sides of the war were not men but children. Jim Murphy's book is an account of the war from the perspective of these young soldiers. It contains many quotations from the boys' journals and letters as well as photographs of the soldiers and the battlegrounds where they fought and died. The book captures their first-hand experiences of war, from the thrill of enlistment through the horrible reality of combat.

Harriet Tubman by M. W. Taylor (Chelsea House Publishers, 1991) Part of the Black Americans of Achievement series, this biography tells the incredible life story of the architect of the Underground Railroad, which helped hundreds of slaves make their way to freedom. The engaging narrative is augmented with many photographs and drawings that bring the text to life.