Develop Vocabulary
English, Government, Reading, U.S. History
Another of our etymology studies is provided in this guide. “Word Study: A More Perfect Union” focuses on the roots of “confederacy” and “union.”
Other words to review with students before reading the reprinted articles in this guide are included in the suggested activities that follow.
Meet the Youngest Who Served
English, Photography, Social Studies, U.S. History
In "Faces of the Young During the Civil War" photographs reflect youth, emotions and the use of photography to keep families “close” to one another. Looking through images from the Library of Congress exhibit, formed from one man’s collection, students will see how young many of the participants were.
This KidsPost article can be used to discuss with students how historians use photographs and memorabilia to tell the story of people in peace and war.
• What impressions do students have of the photographs accompanying the article?
• What additional information do the captions provide to help viewers understand the time period and the young people pictured?
• What items might students collect today to reflect life in the early 21st century?
• Are any students collecting campaign buttons?
Teachers might post columns in which to categorize items that could be collected; for example, Technology, Daily Life, War-related. What other categories would students suggest?
Meet a Drummer Boy
Music, Social Studies, U.S. History
As part of The Washington Post's Civil War 150 coverage, KidsPost provides Civil War-related articles. In “A Boy determined to serve his country,” writer Carolyn Reeder tells of Johnny Clem, a nine-year-old drummer boy. Drummer boys played important roles in the Civil War, and some became soldiers. Questions for discussion could include:
• What roles did the drummer play?
• What did the drumrolls of the drummer boys provide?
• Which drumroll meant “attack”?
• Tell Johnny Clem’s story in your own words. Include what you think of his determination to serve in the Civil War.
• Do students know of other young men and women who found a career after they joined the military at a young age?
Teachers may wish to invite a guest speaker. A parent or member of your school community who joined one of the services when young could meet with your class to tell his or her story.
Meet a Civil War Hero
English, Social Studies, U.S. History
Profiles briefly tell the story of individuals. Read “Civil War hero Robert Smalls seized the opportunity to be free,” the profile of Robert Smalls, a slave who commandeered a ship and delivered it to the Union Navy outside Charleston. That might be enough to make him noteworthy, but there is much more to his story.
Discuss Smalls’ accomplishments, putting them in historical context. Points to consider would include:
• In what ways did Smalls show his character when he was a child and a young man?
• Why was Smalls on the Planter when the Civil War began?
• What uses did the Confederate troops make of the Planter?
• In what ways did seizure of the Planter impact the war?
• Select a time in Smalls’ life after the Civil War. Explain what this reveals about him.
Note Technology’s Advance
Science, Social Studies, Technology, U.S. History
In “Technology and mayhem” Joel Achenbach relates the bridge that the Civil War provides between pre-industrial and industrial age, between old methods of warfare and innovations in technology.
“Technology and the Civil War” is a photo gallery of images — submarines, balloons, telegraph, gunboats and weapons. This might be viewed to stimulate interest in the topic before reading the article.
“Innovation, Invention and Ironclads” is provided for use by teachers with Achenbach’s article and “The Monitor’s secrets,” reprinted in this guide. It can be used as a pre-test of students’ knowledge before reading the articles. It may also be used to guide reading or as a post-reading quiz. The commentary section at the end might also provide stimulus for further research.
Another fascinating section of Achenbach’s article presents Abraham Lincoln as a patent holder and commander-in-chief who is innately interested in technology. Discuss how technology was part of Lincoln’s early years living in the West, his traveling lecture and desire to win the war.