Name of Program: Civil War
Grade Level: 4-12th grade
Overview & Purpose:
Virginia Education Standards Addressed: (Additional SOLs Attached)
The purpose of this lesson is to introduce students to the civil war that took place in United States
History from 1861 to 1865 in alignment with the Virginia Standards of Learning. Students will
develop an understanding of the historical context of why the north and south divided, and the
economic and political reasons the country went to war. Students will be introduced to
reproduction artifacts, archives, and historical clothing that were used during the time period and
develop an understanding of daily life and significant historical figures in U.S. history during this
time period.
Objectives/Expectation:
Students will: Identify artifacts from United States Civil War History and deduce
their purpose for historical and geographical analysis; Identify archives as primary
and secondary source documents; Interpret the ideas of Abraham Lincoln,
Jefferson Davis, Ulysses Grant, Robert E Lee, Thomas “Stonewall” Jackson, and
Frederick Douglass, and the events that took place during their life and from their
perspectives; Draw conclusions and make generalizations from the events that
happened to the U.S. History from 1861-1865, and develop a connection between
the past and present.
Time
1 Hour
SOL VS.1 – The student will develop skills for historical and geographical
analysis including the ability to: A) identify and interpret artifacts and primary
and secondary source documents. B) determine cause and effect relationships.
C) interpret ideas and events from different historical perspectives. D) draw
conclusions and make generalizations. E) make connections between past and
present. G) interpret ideas and events from different historical perspectives.
CLASSROOM SET-UP
TARGETED VOCABULARY:
Table for display of artifacts and
clothing
Trunk with artifacts, archives, and
historical clothing
Civil War, Union (North), Confederate (South), railroads,
secession, slavery, abolitionists, contraband, 13th
amendment, assassination, industry, agriculture, economy,
reconstruction,
Introduction:
Introduce the mission of the museum and telling stories with artifacts, archives,
historical interpretation. Discuss the mission of the Manassas Museum and the
connection to the City of Manassas and Prince William County, VA.
Strategies/Application:
Direct Teaching: Review or introduce US Civil War.
Guided Teaching: Introduction of artifacts (see artifact inventory sheets) and their
purpose., who used them and why. The introduction of natural resources versus
man-made objects. Introduction of archives as primary and secondary source
documents, specifically Hardee’s Tactics, and its impact on soldiers in the US.
Introduction of historical interpretation and reproduction clothing worn by the
Union (North) and the Conferederates (South)and why it was worn .
Summary
Students will ask questions and give feedback to ensure an understanding of the
ideas behind the mission of the Manassas Museum, the US Civil War, and the
artifacts, archives, and historical interpretation presented in this lesson in US
History.
AUDI O/VISUAL TECHNOLOGY:
PowerPoint Presentation (Optional)
* Photo of Hardee’s Tacticsas an example of archives, Photo
of arrowhead for artifact analysis.
Laptop
Projector
10 min
45 min (Total)
PRIMARY MATERIALS
NEEDED
*Artifacts
15 minutes
Artifacts;
*See Artifact Resource Guide
*Archives
10 minutes
Archives:
-Hardee’s Tactics
*Historical Interpretations
20 minutes
5 min
Historical Clothing:
*See Clothing Resource Guide
SUPPORTING FACTS:
Abraham Lincoln
Jefferson Davis
Ulysses S. Grant
Robert E. Lee
Frederick Douglass
April 12, 1861, Fort Sumter,
April 9, 1865, Appomattox Court House
Manassas (Bull Run), Antietam (Sharpsburg), Vicksburg,
Gettysburg, Petersburg
Emancipation Proclamation
Lincoln’s Gettysburg Address
CONTACT INFORMATION:
Manassas Museum Education
703-257-8265
Cydnee Gentry, Consultant
Name of Program: Civil War
Overview & Purpose:
The purpose of this lesson is to introduce students to the American Civil War with a concentration on the lives of
Union and Confederate soldiers in alignment with the Virginia Standards of Learning as they are introduced to
reproduction artifacts, archives, and historical clothing. Students will develop an understanding of the historical
context of the Civil War by reviewing camp supplies, uniform articles, and significant historical figures of the period.
Examples of Virginia Education Standards Addressed:
K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time.
1.12 The student will recognize that communities in Virginia.
c) include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united
as Americans by common principles.
United States History to 1865
USI.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to
1865;
b) make connections between the past and the present;
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
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;
d) describing the roles of 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.
Examples of Virginia Education Standards Addressed Continued:
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and their
importance as major turning points in American history by
a) evaluating the multiple causes of the Civil War, including the role of the institution of
slavery as a principal cause of the conflict;
b) identifying the major events and the roles of key leaders of the Civil War Era, with
emphasis on Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass;
c) analyzing the significance of the Emancipation Proclamation and the principles outlined in
Lincoln’s Gettysburg Address;
d) examining the political and economic impact of the war and Reconstruction, including the
adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United States;
e) examining the social impact of the war on African Americans, the common soldier, and the
home front, with emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil War.
VS.9 The student will demonstrate knowledge of twentieth- and twenty-first-century Virginia by
a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the
reasons people came to Virginia from other states and countries.
3
Examples of Virginia Education Standards Addressed Continued:
English
1.10 The student will read and demonstrate comprehension of a variety of nonfiction texts.
b) Use prior and background knowledge as context for new learning.
d) Identify text features such as pictures, headings, charts, and captions.
f) Ask and answer who, what, where, when, why, and how questions about what is read.
2.9 The student will read and demonstrate comprehension of nonfiction texts.
c) Use prior and background knowledge as context for new learning.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.
b) Use prior and background knowledge as context for new learning.
d) Ask and answer questions about what is read.
e) Draw conclusions based on text.
i) Compare and contrast the characteristics of biographies and autobiographies.
k) Identify new information gained from reading.
4.6 The student will read and demonstrate comprehension of nonfiction texts.
f) Draw conclusions and make simple inferences using textual information as support.
g) Distinguish between cause and effect.
h) Distinguish between fact and opinion.
i) Use prior knowledge and build additional background knowledge as context for new learning.
j) Identify new information gained from reading.
4
Artifact
Rubber
Ground
Cloth
Artifact Resource
Guide
SOL Alignment
Background
Information
Because soldiers often
had to sleep on wet
ground in the field, a
rubber ground cloth was
an important item to
carry. The canvas sheet
had a rubber coating on
one side, which made it
waterproof. The cloth
could also be used as a
poncho since it had a slit
for the head in the
middle.
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil War and
Reconstruction Era and their importance as major turning points in
American history by
a) evaluating the multiple causes of the Civil War, including the role of the
institution of slavery as a principal cause of the conflict;
b) identifying the major events and the roles of key leaders of the Civil
War Era, with emphasis on Abraham Lincoln, Jefferson Davis, Ulysses S.
Grant, Robert E. Lee, and Frederick Douglass;
c) analyzing the significance of the Emancipation Proclamation and the
principles outlined in Lincoln’s Gettysburg Address;
d) examining the political and economic impact of the war and
Reconstruction, including the adoption of the 13th, 14th, and 15th
Amendments to the Constitution of the United States;
e) examining the social impact of the war on African Americans, the
common soldier, and the home front, with emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil War.
VS.9 The student will demonstrate knowledge of twentieth- and twentyfirst-century Virginia by
a) describing the economic and social transition from a rural, agricultural
society to a more urban, industrialized society, including the reasons
people came to Virginia from other states and countries.
Guided
Questions for
Students
1. What was this item used
for?
2. If your equipment became
too heavy, what item would
you eliminate first?
5
Artifact Resource Guide
Artifact
Bugle
Background
Information
Bugles were used by
Union and Confederate
soldiers to send
commands. Orders on
when to assemble, when
food was ready, what
direction to go, advance,
retreat and organize
around the flag were
among the more
common commands.
SOL Alignment
Guided
Questions for
Students
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil War and
Reconstruction Era and their importance as major turning points in American
history by
a) evaluating the multiple causes of the Civil War, including the role of the
institution of slavery as a principal cause of the conflict;
b) identifying the major events and the roles of key leaders of the Civil War
Era, with emphasis on Abraham Lincoln, Jefferson Davis, Ulysses S. Grant,
Robert E. Lee, and Frederick Douglass;
c) analyzing the significance of the Emancipation Proclamation and the
principles outlined in Lincoln’s Gettysburg Address;
d) examining the political and economic impact of the war and
Reconstruction, including the adoption of the 13th, 14th, and 15th
Amendments to the Constitution of the United States;
e) examining the social impact of the war on African Americans, the common
soldier, and the home front, with emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil War.
VS.9 The student will demonstrate knowledge of twentieth- and twenty-firstcentury Virginia by
a) describing the economic and social transition from a rural, agricultural
society to a more urban, industrialized society, including the reasons people
came to Virginia from other states and countries.
6
Artifact Resource Guide
Artifact
Blanket
Roll
Background
Information
Veteran troops found
that the blanket roll
and the haversack were
easier to carry than the
knapsacks that were
standard issue. Soldiers
carried blankets rolled
up and tied to sling
across their shoulders
while on the march.
The blanket roll often
contained extra clothes
such as shirts, socks,
underwear, and other
items rolled up inside
it.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil War and
Reconstruction Era and their importance as major turning points in
American history by
a) evaluating the multiple causes of the Civil War, including the role of
the institution of slavery as a principal cause of the conflict;
b) identifying the major events and the roles of key leaders of the Civil
War Era, with emphasis on Abraham Lincoln, Jefferson Davis, Ulysses
S. Grant, Robert E. Lee, and Frederick Douglass;
c) analyzing the significance of the Emancipation Proclamation and
the principles outlined in Lincoln’s Gettysburg Address;
d) examining the political and economic impact of the war and
Reconstruction, including the adoption of the 13th, 14th, and 15th
Amendments to the Constitution of the United States;
e) examining the social impact of the war on African Americans, the
common soldier, and the home front, with emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil War.
VS.9 The student will demonstrate knowledge of twentieth- and
twenty-first-century Virginia by
a) describing the economic and social transition from a rural,
agricultural society to a more urban, industrialized society, including
the reasons people came to Virginia from other states and countries.
Guided
Questions for
Students
1. Who would have used a
blanket roll?
2. Would one blanket keep
you warm on a cold
winter’s night?
7
Artifact Resource Guide
Artifact
Waist
Belt and
Cap Box
Background
Information
Almost all soldiers wore
a heavy leather belt
around the waist that
held a cartridge box and
cap box. The belt buckle
(also called a plate)
usually had either “US”
(United States) or “CS”
(Confederate States)
stamped on it. Many
soldiers in volunteer
militia regiments from
the various states had
belt plates with their
state seal or letters
representing their unit
(like “OVM” for Ohio
Volunteer Militia). The
cartridge box and cap
box are stamped “CS”
for Confederate States,
and bear the maker’s
mark of the Richmond
Arsenal.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil War and
Reconstruction Era and their importance as major turning points in
American history by
a) evaluating the multiple causes of the Civil War, including the role of
the institution of slavery as a principal cause of the conflict;
b) identifying the major events and the roles of key leaders of the Civil
War Era, with emphasis on Abraham Lincoln, Jefferson Davis, Ulysses
S. Grant, Robert E. Lee, and Frederick Douglass;
c) analyzing the significance of the Emancipation Proclamation and
the principles outlined in Lincoln’s Gettysburg Address;
d) examining the political and economic impact of the war and
Reconstruction, including the adoption of the 13th, 14th, and 15th
Amendments to the Constitution of the United States;
e) examining the social impact of the war on African Americans, the
common soldier, and the home front, with emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil War.
VS.9 The student will demonstrate knowledge of twentieth- and
twenty-first-century Virginia by
a) describing the economic and social transition from a rural,
agricultural society to a more urban, industrialized society, including
the reasons people came to Virginia from other states and countries.
Guided
Questions for
Students
1. Who would have used a
waist belt and cap box?
2. What was these items used
for?
3. It took a good soldier 15
seconds to load and fire a
rifled musket. How calm
would you stay if people
were shooting at you?
8
Artifact Resource Guide
Artifact
Minie Ball,
Round
Ball, and
Paper
Cartridges
Background
Information
Here are two examples of bullets,
both of which were used in cartridges.
Both are .58 caliber, a term that
defines the size of the bullet. Many
different shapes and sizes of bullets
were used during the war, but .58
caliber was the most common.
Notice the shapes of these bullets.
The Minie ball (named after the
Frenchman who invented the first
version of it), was cone-shaped, and
looked like a small beehive. Minie
balls were fired from rifled muskets,
which means the barrel of the gun had
grooves cut inside to make the bullet
spin as it was fired, thus making it fly
straighter. The round ball was not as
accurate as the Minie because it was
fired from a smoothbore musket (one
with no rifling grooves). Both types
of bullet were used in cartridges.
Soldiers were usually issued pre-made
cartridges, though they sometimes had
to make their own. The tan color of
the bullets is caused by the lead being
in the ground for some time. Though
they may look like stone, they are
metal.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil
War and Reconstruction Era and their importance as major
turning points in American history by
a) evaluating the multiple causes of the Civil War, including
the role of the institution of slavery as a principal cause of
the conflict;
b) identifying the major events and the roles of key leaders of
the Civil War Era, with emphasis on Abraham Lincoln,
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass;
c) analyzing the significance of the Emancipation
Proclamation and the principles outlined in Lincoln’s
Gettysburg Address;
d) examining the political and economic impact of the war
and Reconstruction, including the adoption of the 13th,
14th, and 15th Amendments to the Constitution of the
United States;
e) examining the social impact of the war on African
Americans, the common soldier, and the home front, with
emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil
War.
VS.9 The student will demonstrate knowledge of twentiethand twenty-first-century Virginia by
a) describing the economic and social transition from a
rural, agricultural society to a more urban, industrialized
society, including the reasons people came to Virginia from
other states and countries.
Guided
Questions for
Students
1. How was a Minie ball
used??
2. The Minie ball was
probably the single
most important
invention that changed
the nature of warfare
during the Civil War.
Why?
9
Artifact Resource Guide
Artifact
Canteen
Background
Information
The canteen was used mainly to carry
water, although whiskey or rum could
be carried by surgeons as medication.
Soldiers tried to keep their canteens
full because they were never sure
where they might be able to find water
on the march. This canteen is made
from two halves of tin soldered
together, with a cloth cover and strap.
Tin rusts very easily, so canteens often
got holes in them. When it was no
longer able to hold water, the canteen
could be separated and the halves
used for plates, drinking cups, or a
tool for digging trenches. Some
soldiers, especially Confederates,
carried wooden canteens, and a few
models had charcoal filters to purify
the water.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil
War and Reconstruction Era and their importance as major
turning points in American history by
a) evaluating the multiple causes of the Civil War, including
the role of the institution of slavery as a principal cause of
the conflict;
b) identifying the major events and the roles of key leaders of
the Civil War Era, with emphasis on Abraham Lincoln,
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass;
c) analyzing the significance of the Emancipation
Proclamation and the principles outlined in Lincoln’s
Gettysburg Address;
d) examining the political and economic impact of the war
and Reconstruction, including the adoption of the 13th,
14th, and 15th Amendments to the Constitution of the
United States;
e) examining the social impact of the war on African
Americans, the common soldier, and the home front, with
emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil
War.
VS.9 The student will demonstrate knowledge of twentiethand twenty-first-century Virginia by
a) describing the economic and social transition from a
rural, agricultural society to a more urban, industrialized
society, including the reasons people came to Virginia from
other states and countries.
Guided
Questions for
Students
1. What were canteens
made of ?
2. How safe was it to
drink water soldiers
found on the
battlefield? What else
might have been in the
water?
10
Artifact Resource Guide
Artifact
Mucket
Background
Information
The mucket was a tin cup that
combined features of a mug with a
small bucket, hence the name. It had
a side handle and a bail handle, so it
could either be held or hung over a
fire to boil food or coffee.
.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil
War and Reconstruction Era and their importance as major
turning points in American history by
a) evaluating the multiple causes of the Civil War, including
the role of the institution of slavery as a principal cause of
the conflict;
b) identifying the major events and the roles of key leaders of
the Civil War Era, with emphasis on Abraham Lincoln,
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass;
c) analyzing the significance of the Emancipation
Proclamation and the principles outlined in Lincoln’s
Gettysburg Address;
d) examining the political and economic impact of the war
and Reconstruction, including the adoption of the 13th,
14th, and 15th Amendments to the Constitution of the
United States;
e) examining the social impact of the war on African
Americans, the common soldier, and the home front, with
emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil
War.
VS.9 The student will demonstrate knowledge of twentiethand twenty-first-century Virginia by
a) describing the economic and social transition from a
rural, agricultural society to a more urban, industrialized
society, including the reasons people came to Virginia from
other states and countries.
Guided
Questions for
Students
1. Who would have used
a mucket?
2. What do you think a
mucket was made of?
3. What were a mucket’s
uses?
11
Artifact Resource Guide
Artifact
Haversack
Background
Information
The haversack was a bag made of
leather or tarred canvas, like this one.
The tar was supposed to make it
waterproof, but it usually wore off
with use. A haversack gave the
soldier a bag to carry food, tools, and
personal items. It was easier to carry
than the larger knapsack, and was
popular with both armies during the
war.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil
War and Reconstruction Era and their importance as major
turning points in American history by
a) evaluating the multiple causes of the Civil War, including
the role of the institution of slavery as a principal cause of
the conflict;
b) identifying the major events and the roles of key leaders of
the Civil War Era, with emphasis on Abraham Lincoln,
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass;
c) analyzing the significance of the Emancipation
Proclamation and the principles outlined in Lincoln’s
Gettysburg Address;
d) examining the political and economic impact of the war
and Reconstruction, including the adoption of the 13th,
14th, and 15th Amendments to the Constitution of the
United States;
e) examining the social impact of the war on African
Americans, the common soldier, and the home front, with
emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil
War.
VS.9 The student will demonstrate knowledge of twentiethand twenty-first-century Virginia by
a) describing the economic and social transition from a
rural, agricultural society to a more urban, industrialized
society, including the reasons people came to Virginia from
other states and countries.
Guided
Questions for
Students
1. What do you think a
haversack was used
for?
2. Do you use something
like a haversack today?
12
Artifact Resource Guide
Artifact
Ration
Sacks and
Tins
Background
Information
Teachers: Please DO NOT
attempt to open ration sack or tins!
A ration is the military term for a
measured portion of food or drink
consumed by soldiers. Each soldier
was suppose to receive regular rations
of things like bacon or jerky (dried
beef), sugar, salt, flour or cornmeal,
and dried corn or beans, all issued in
small canvas bags. Tins containing
things like essence of coffee (like
today’s instant coffee) were carried,
too. Soldiers during the Civil War
drank an amazing amount of strong
coffee. Whenever soldiers stopped
marching to rest, often the first thing
they did was start fires to brew coffee
in their muckets or in coffee pots.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil
War and Reconstruction Era and their importance as major
turning points in American history by
a) evaluating the multiple causes of the Civil War, including
the role of the institution of slavery as a principal cause of
the conflict;
b) identifying the major events and the roles of key leaders of
the Civil War Era, with emphasis on Abraham Lincoln,
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass;
c) analyzing the significance of the Emancipation
Proclamation and the principles outlined in Lincoln’s
Gettysburg Address;
d) examining the political and economic impact of the war
and Reconstruction, including the adoption of the 13th,
14th, and 15th Amendments to the Constitution of the
United States;
e) examining the social impact of the war on African
Americans, the common soldier, and the home front, with
emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil
War.
VS.9 The student will demonstrate knowledge of twentiethand twenty-first-century Virginia by
a) describing the economic and social transition from a
rural, agricultural society to a more urban, industrialized
society, including the reasons people came to Virginia from
other states and countries.
Guided
Questions for
Students
1. Why were ration sacks
and tins needed?
2. Who used them?
3. How would food be
kept from spoiling?
13
Artifact Resource Guide
Artifact
Mess
Plate,
Knife,
Fork, and
Spoon
Background
Information
The tin plate, fork, knife, and spoon
carried by a soldier in the Civil War
were very much like the same items
we use today. As we just learned,
soldiers could also use canteen halves
for plates.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil
War and Reconstruction Era and their importance as major
turning points in American history by
a) evaluating the multiple causes of the Civil War, including
the role of the institution of slavery as a principal cause of
the conflict;
b) identifying the major events and the roles of key leaders of
the Civil War Era, with emphasis on Abraham Lincoln,
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass;
c) analyzing the significance of the Emancipation
Proclamation and the principles outlined in Lincoln’s
Gettysburg Address;
d) examining the political and economic impact of the war
and Reconstruction, including the adoption of the 13th,
14th, and 15th Amendments to the Constitution of the
United States;
e) examining the social impact of the war on African
Americans, the common soldier, and the home front, with
emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil
War.
VS.9 The student will demonstrate knowledge of twentiethand twenty-first-century Virginia by
a) describing the economic and social transition from a
rural, agricultural society to a more urban, industrialized
society, including the reasons people came to Virginia from
other states and countries.
Guided
Questions for
Students
1. Why did soldiers need
a mess plate, knife,
fork, and spoon?
2. Do you think soldiers
sat down and ate 3
meals a day?
14
Artifact Resource Guide
Artifact
Toothbrush,
Comb,
Pencil and
Mirror
Background
Information
Soldiers usually tried to keep
themselves as clean as possible,
not only to look better but to stay
healthy, too. The bone
toothbrush with hog bristles was
used with tooth powder mixed
with water (it was also often used
to clean the musket, so you can
imagine how that would taste!)
The comb was used to keep hair
in place and to remove lice, which
were a constant irritation. The
mirror was useful when shaving.
Pencils were typically used for
letter writing. Soldiers would
write home frequently, when time
allowed. They received mail
from home in the form of
packages and letters.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil
War and Reconstruction Era and their importance as major
turning points in American history by
a) evaluating the multiple causes of the Civil War, including
the role of the institution of slavery as a principal cause of
the conflict;
b) identifying the major events and the roles of key leaders of
the Civil War Era, with emphasis on Abraham Lincoln,
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass;
c) analyzing the significance of the Emancipation
Proclamation and the principles outlined in Lincoln’s
Gettysburg Address;
d) examining the political and economic impact of the war
and Reconstruction, including the adoption of the 13th,
14th, and 15th Amendments to the Constitution of the
United States;
e) examining the social impact of the war on African
Americans, the common soldier, and the home front, with
emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil
War.
VS.9 The student will demonstrate knowledge of twentiethand twenty-first-century Virginia by
a) describing the economic and social transition from a
rural, agricultural society to a more urban, industrialized
society, including the reasons people came to Virginia from
other states and countries.
Guided
Questions for
Students
1. How important was
hygiene in the Civil
War?
2. What type of
insects/pests did
soldiers have to
contend with?
3 What would soldiers
typically write home
about?
15
Artifact Resource Guide
Artifact
Housewife
and Candle
Box
Background
Information
Soldiers often got holes in their
clothing, especially when on long
marches. This little sewing kit,
used to make repairs, was called a
housewife. At home, most men had
wives, mothers, or sisters to do
mending. When in the army, men
called their sewing kits housewives
to remind them of both the
“women’s work” they were doing,
and the women they left behind at
home.
A candle box was a convenient
tool that not only provided light
to see with but protection against
the wind and increased light from
the box’s reflection.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil
War and Reconstruction Era and their importance as major
turning points in American history by
a) evaluating the multiple causes of the Civil War, including
the role of the institution of slavery as a principal cause of
the conflict;
b) identifying the major events and the roles of key leaders of
the Civil War Era, with emphasis on Abraham Lincoln,
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass;
c) analyzing the significance of the Emancipation
Proclamation and the principles outlined in Lincoln’s
Gettysburg Address;
d) examining the political and economic impact of the war
and Reconstruction, including the adoption of the 13th,
14th, and 15th Amendments to the Constitution of the
United States;
e) examining the social impact of the war on African
Americans, the common soldier, and the home front, with
emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil
War.
VS.9 The student will demonstrate knowledge of twentiethand twenty-first-century Virginia by
a) describing the economic and social transition from a
rural, agricultural society to a more urban, industrialized
society, including the reasons people came to Virginia from
other states and countries.
Guided
Questions for
Students
1. Who would have used
this sewing kit?
2. Could you sew or
demonstrate your
sewing skills if you tore
a piece of clothing?
16
Artifact Resource Guide
Artifact
Playing
Cards
Background
Information
For entertainment, soldiers
played checkers, chess, and other
games. Card games such as
poker, rummy, or cribbage were
very popular. Do you notice
something unusual about these
cards? There are no numbers.
Many soldiers were very
superstitious, and considered
numbers and even symbols as
bad luck. Also, card playing was
considered a sin by most
religions then, and decks of
cards were considered “tools of
the Devil.” Before a battle,
soldiers often threw away their
decks of cards in case they were
wounded or killed, so that they
would not be found on their
bodies and bring shame upon
them.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil
War and Reconstruction Era and their importance as major
turning points in American history by
a) evaluating the multiple causes of the Civil War, including
the role of the institution of slavery as a principal cause of the
conflict;
b) identifying the major events and the roles of key leaders of
the Civil War Era, with emphasis on Abraham Lincoln,
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass;
c) analyzing the significance of the Emancipation
Proclamation and the principles outlined in Lincoln’s
Gettysburg Address;
d) examining the political and economic impact of the war and
Reconstruction, including the adoption of the 13th, 14th, and
15th Amendments to the Constitution of the United States;
e) examining the social impact of the war on African
Americans, the common soldier, and the home front, with
emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil
War.
VS.9 The student will demonstrate knowledge of twentiethand twenty-first-century Virginia by
a) describing the economic and social transition from a rural,
agricultural society to a more urban, industrialized society,
including the reasons people came to Virginia from other
states and countries.
Guided
Questions for
Students
1. What were playing
cards used for?
2. Why would cards have
been a popular form of
entertainment?
17
Artifact Resource Guide
Artifact
Wallet and
Money
Background
Information
SOL Alignment
All soldiers were supposed to
receive a regular payment of money
while in the army. Privates in the
Union Army at the beginning of the
Civil War received $13.00 a month,
and Confederates received $11.00 a
month. Many times the soldiers
went for months without being
paid, though they did not usually
have a time or place to spend
money. Paper money was issued
by the Union and by the
Confederacy. Southern money
became less valuable as the fortunes
of war turned against the
Confederacy, until it was practically
worthless. Notice how different the
paper money of the Civil War is
from what we use today. Coins
were also used, though they were
often in short supply during the
Civil War.
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil War and
Reconstruction Era and their importance as major turning points in
American history by
a) evaluating the multiple causes of the Civil War, including the role
of the institution of slavery as a principal cause of the conflict;
b) identifying the major events and the roles of key leaders of the
Civil War Era, with emphasis on Abraham Lincoln, Jefferson Davis,
Ulysses S. Grant, Robert E. Lee, and Frederick Douglass;
c) analyzing the significance of the Emancipation Proclamation and
the principles outlined in Lincoln’s Gettysburg Address;
d) examining the political and economic impact of the war and
Reconstruction, including the adoption of the 13th, 14th, and 15th
Amendments to the Constitution of the United States;
e) examining the social impact of the war on African Americans, the
common soldier, and the home front, with emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil War.
VS.9 The student will demonstrate knowledge of twentieth- and
twenty-first-century Virginia by
a) describing the economic and social transition from a rural,
agricultural society to a more urban, industrialized society, including
the reasons people came to Virginia from other states and countries.
Guided
Questions for
Students
1.
How was money
different in the north and
south?
2.
How is the money used
during the Civil War
different from the money
of today?
18
Archive Resource Guide
Archive
Hardee’s
Tactics
Background
Information
William J. Hardee was a United
States Army officer who wrote a
book on soldiering that was the
standard guide for both armies when
the Civil War began (Hardee served
as a Confederate officer during the
Civil War). Just as students like you
use books from which to learn, a
man going into the army used a
book like this one to learn how to be
a good soldier. It contains rules and
regulations for almost everything in
the army, including how to march,
which officers commanded each
type of unit, how to load and fire the
musket, and how to fight in battle.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil War and
Reconstruction Era and their importance as major turning points in American
history by
a) evaluating the multiple causes of the Civil War, including the role of the
institution of slavery as a principal cause of the conflict;
b) identifying the major events and the roles of key leaders of the Civil War Era,
with emphasis on Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E.
Lee, and Frederick Douglass;
c) analyzing the significance of the Emancipation Proclamation and the principles
outlined in Lincoln’s Gettysburg Address;
d) examining the political and economic impact of the war and Reconstruction,
including the adoption of the 13th, 14th, and 15th Amendments to the
Constitution of the United States;
e) examining the social impact of the war on African Americans, the common
soldier, and the home front, with emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil War.
VS.9 The student will demonstrate knowledge of twentieth- and twenty-firstcentury Virginia by
a) describing the economic and social transition from a rural, agricultural society
to a more urban, industrialized society, including the reasons people came to
Virginia from other states and countries.
Guided
Questions for
Students
1. Is this a primary
source document?
2. Do soldiers today
follow guide books?
19
Archive
New
Testament
and Bible
Tracts
Background
Information
Archive Resource Guide
Many of the men in both armies
practiced some form of religion
prior to going off to war. After
joining the army, they wanted to be
able to continue this practice. They
often carried pocket-sized Bibles or
testaments with them, and also
received Bible tracts, small books or
pamphlets of devotions and verses
passed out by citizen groups and
chaplains (the military term for
preachers). Religious services for
Christians (Protestant and Catholic)
and Jews were held frequently,
especially just before a battle.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil War
and Reconstruction Era and their importance as major turning
points in American history by
a) evaluating the multiple causes of the Civil War, including the
role of the institution of slavery as a principal cause of the
conflict;
b) identifying the major events and the roles of key leaders of
the Civil War Era, with emphasis on Abraham Lincoln,
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick
Douglass;
c) analyzing the significance of the Emancipation Proclamation
and the principles outlined in Lincoln’s Gettysburg Address;
d) examining the political and economic impact of the war and
Reconstruction, including the adoption of the 13th, 14th, and
15th Amendments to the Constitution of the United States;
e) examining the social impact of the war on African Americans,
the common soldier, and the home front, with emphasis on
Virginia;
f) explaining postwar contributions of key leaders of the Civil
War.
VS.9 The student will demonstrate knowledge of twentiethand twenty-first-century Virginia by
a) describing the economic and social transition from a rural,
agricultural society to a more urban, industrialized society,
including the reasons people came to Virginia from other states
and countries.
Guided
Questions for
Students
1.
Why was the New
Testament and Bbible
tracts important to
soldiers?
2.
Would a belief in God
have caused a soldier to
accept their fate more
readily during war?
Explain.
20
Archive Resource Guide
Archive
Harper’s
Weekly
Newspaper
Background
Information
Newspapers were practically the only
form of news and entertainment
soldiers had. (remember there was no
radio or television). Harper’s Weekly was
a famous northern paper read by both
sides during the war. These newspapers
combined some of the reports we see
in magazines today, especially large
illustrations.
Stories often appeared giving details on
the size of armies, their location, and
even their battle plans! This was
sometimes useful to Confederate
generals, who received papers smuggled
from the North.
Newspapers were one of the many
items traded by soldiers when there was
no fighting and the armies were camped
close together. A Confederate soldier
might have plenty of tobacco, which
could be traded with a Union soldier
for a newspaper. Such exchanges were
very common, and seem odd since the
same soldiers were likely to try to kill
each other in battle.
SOL Alignment
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil
War and Reconstruction Era and their importance as major
turning points in American history by
a) evaluating the multiple causes of the Civil War, including
the role of the institution of slavery as a principal cause of
the conflict;
b) identifying the major events and the roles of key leaders of
the Civil War Era, with emphasis on Abraham Lincoln,
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass;
c) analyzing the significance of the Emancipation
Proclamation and the principles outlined in Lincoln’s
Gettysburg Address;
d) examining the political and economic impact of the war
and Reconstruction, including the adoption of the 13th,
14th, and 15th Amendments to the Constitution of the
United States;
e) examining the social impact of the war on African
Americans, the common soldier, and the home front, with
emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil
War.
VS.9 The student will demonstrate knowledge of twentiethand twenty-first-century Virginia by
a) describing the economic and social transition from a
rural, agricultural society to a more urban, industrialized
society, including the reasons people came to Virginia from
other states and countries.
Guided
Questions
for Students
1. What did
newspapers during
the Civil War
report?
2. Why was it
important for
soldiers to get
news from home?
21
Reproduction Clothing Resource Guide
Clothing
Background
Information
SOL Alignment
Forage
Cap and
Cap
Insignia
Mounted
on Card
The forage cap was standard issue for most
soldiers during the Civil War. It had a lot of
room in it and could be used to gather fruit,
nuts, or other small food items. This practice
was called foraging, hence the name for the
cap.
Virginia and United States History
VS.7 The student will demonstrate knowledge of the Civil War and
Reconstruction Era and their importance as major turning points in
American history by
a) evaluating the multiple causes of the Civil War, including the role
of the institution of slavery as a principal cause of the conflict;
b) identifying the major events and the roles of key leaders of the
Civil War Era, with emphasis on Abraham Lincoln, Jefferson Davis,
Ulysses S. Grant, Robert E. Lee, and Frederick Douglass;
c) analyzing the significance of the Emancipation Proclamation and
the principles outlined in Lincoln’s Gettysburg Address;
d) examining the political and economic impact of the war and
Reconstruction, including the adoption of the 13th, 14th, and 15th
Amendments to the Constitution of the United States;
e) examining the social impact of the war on African Americans, the
common soldier, and the home front, with emphasis on Virginia;
f) explaining postwar contributions of key leaders of the Civil War.
VS.9 The student will demonstrate knowledge of twentieth- and
twenty-first-century Virginia by
a) describing the economic and social transition from a rural,
agricultural society to a more urban, industrialized society, including
the reasons people came to Virginia from other states and countries.
This cap is blue, the official Union uniform
color. Most Confederate soldiers were issued
gray, however, many Confederate soldiers
wore homemade brown or butternut
uniforms. Many also wore captured Union
uniform pieces.
Insignia like those shown here were worn to
identify which branch of the service the
soldier belonged. The infantry (foot
soldiers) wore a horn; the artillery wore
crossed cannons; and the cavalry (mounted
troops), wore crossed sabers (curved swords).
Soldiers might also wear a number or letter
on their caps to identify their company or
regiment (two of the basic groupings of
soldiers). Not all soldiers during the war had
insignia.
Guided
Questions
for Students
1.
Who would have
worn this artifact?
2.
Would it have
been easier to be
an artillery,
infantry or cavalry
soldier? Why?
22