1 10 66 http://www.civilwar.williamsonmuseumexhibits.org/files/original/aff7f7a0d0496c7b4059ca9890cc6302.png 940ad9c654206d0fdf178cd16ada1551 http://www.civilwar.williamsonmuseumexhibits.org/files/original/240042185b767a62e35a6c464cdbcce5.png 7b131ffabf474d953888fcfb7018c23b http://www.civilwar.williamsonmuseumexhibits.org/files/original/2bf9ec0a4088c6d324971b7a230969f4.jpg a1a360df45ed61a4a5472069ff764122 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Uniforms of the Civil War Subject The topic of the resource United States -- Texas -- Williamson County. War (Civil War). Creator An entity primarily responsible for making the resource By United States Department of War [Public domain], via Wikimedia Commons Source A related resource from which the described resource is derived http://commons.wikimedia.org/wiki/File%3AWar_of_the_Rebellion_Atlas_Plate_172.jpg http://commons.wikimedia.org/wiki/File%3AConfederate_private_infantry_uniform.png http://commons.wikimedia.org/wiki/File%3AUnion_Private_infantry_uniform.png Rights Information about rights held in and over the resource By United States Department of War [Public domain], via Wikimedia Commons TEKS 5.4 TEKS 7.1 TEKS 7.2 http://www.civilwar.williamsonmuseumexhibits.org/files/original/e8f687bdd7974339d95f72d155bfd3d1.pdf e3b567b8ccb01384372d736821609bce Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Trunk Manual: Civil War in Texas Subject The topic of the resource United States -- Texas -- Williamson County. War (Civil War). Description An account of the resource This is the trunk manual in its entirety. The individual sections can be found in the collection Lesson Plans. To view the file, click the thumbnail under the Files heading. Creator An entity primarily responsible for making the resource The Williamson Museum Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text http://www.civilwar.williamsonmuseumexhibits.org/files/original/4f898f51e24240917eabb97e91b247eb.pdf a4d2cce809ca224b98932172e74034d3 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Resources for Educators Subject The topic of the resource United States -- Texas -- Williamson County. War (Civil War). Description An account of the resource This document features additional resources for educators. To view the file, click the thumbnail under the Files heading. Creator An entity primarily responsible for making the resource The Williamson Museum Source A related resource from which the described resource is derived Civil War in Texas, Trunk Manual Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text http://www.civilwar.williamsonmuseumexhibits.org/files/original/ae607c190987da909c69e7bcdfe5d585.pdf df7dc21a36834bbff8da83ddfb721807 Lesson Plan A resource that gives a detailed description of a course of instruction. Objectives The student will gain a better understanding of the medical practices and technologies of the Civil War and of the significant contributions of women in the war, in particular Clara Barton. Materials 8.5”x11” sheet of yellow felt (1 per student) 8.5”x11” sheet of green felt (1 per student) Large “H” stencil Glue Dowel Staples Scissors Lesson Plan Text Introduction: During The Civil War, field hospitals became necessary and were set up close in proximity to the battle fields. A way of designating this was a battle-free zone, medics would raise a yellow flag with a large green “H” marked for the hospital. Women, for the first time, entered onto battle fields as field nurses who would tend to wounded soldiers. 1. Student will trace out the large “H” stencil on green felt and cut out. 2. Glue “H” on yellow felt sheet- landscape direction. 3. Staple the hospital flag onto the dowel rod at the top. 4. Research more medical practices and the role of women in the Civil War. Learn of the changes Clara Barton implemented for first aide on the battle field. What symbol do we now have as a result of Clara Barton? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Making a Hospital Flag Subject The topic of the resource Civil War--United States United States--History--Civil War 1861-1865--Hospitals Description An account of the resource In this activity students will create a hospital flag and learn about the medical practices of this time period. To view the file, click the thumbnail under the Files heading. Creator An entity primarily responsible for making the resource The Williamson Museum Source A related resource from which the described resource is derived Civil War in Texas, Trunk Manual Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Hospital TEKS 4.4A TEKS 5.4 TEKS 6.2B TEKS 7.1 TEKS 8.1 http://www.civilwar.williamsonmuseumexhibits.org/files/original/16ec0a16a60974b3a838bf2f41efee1b.pdf e3c1be0a9ed23e443bf255e7055834dd Lesson Plan A resource that gives a detailed description of a course of instruction. Objectives The student will learn about military battle strategy and the tools used during this time period, including horses, guns and cannons. Through this reenactment, the students will gain an understanding of the horrific casualties in our country during this time. Materials 4 ft. lengths of PVC Piping Tape White paper Staples Crayons Fiberfill Lesson Plan Text Making your own battle horse: 1. Divide the class into 2 groups- North and South. 2. Before battle, each soldier must make his own horse on which he/she may ride into battle. 3. Layer two sheets of white paper. Draw an outline of a horse head. Cut out and color both sides. 4. Staple all edges of the horse head except around the neck and stuff with filler. 5. Insert horse head onto the PVC Pipe and tape closed the neck area onto the pipe. 6. Prepare for battle on horseback! Battle: 1. Research a battle and the formations held using your research library. 2. Research the generals who lead each regimen of soldiers and designate roles; some will need to be casualties of war. 3. Head to your school yard and find an area that has high points and low points. 4. Move in formation according to the general’s orders on your horse. 5. Incorporate military strategies used as well as how far a rifle or cannon would reach once fired. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Reenact A Civil War Battle on Horseback Subject The topic of the resource United States -- Texas -- Williamson County War (Civil War) Description An account of the resource In this activity students will gain insight into battle strategy and the incredible loss of life the country faced during the Civil War. To view the file, click the thumbnail under the Files heading. Creator An entity primarily responsible for making the resource The Williamson Museum Source A related resource from which the described resource is derived Civil War in Texas, Trunk Manual Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text TEKS 4.1 TEKS 4.4A TEKS 5.4 TEKS 7.1 TEKS 8.1 http://www.civilwar.williamsonmuseumexhibits.org/files/original/58759c6252edbc9e8adba85408974a47.pdf 268e024c297ee4da8154e824c90fe8a3 Lesson Plan A resource that gives a detailed description of a course of instruction. Objectives 1. The students will make a quilt piece on a Civil War topic they choose (for example: War medicine, the home front, weapons, battles, food, supplies, stories, etc) 2. The students will use resources found in the school Library, classroom, etc. 3. The students will share their quilt piece in front of the class, giving a short verbal explanation about the topic they selected. 4. The student will create a quilt that tells a story about the Civil War. Materials Quilt Block Pages (template provided) Construction paper or fabric squares (2”x2”) Glue Sticks Scissors Computer Lesson Plan Text 1. Select a topic from the Civil War. This could also be a homework assignment one week prior to class, and/or teacher could supply a list of topics in advance from which to choose. 2. Library or Media Center Research 3. Bring quilt pieces to class, cut and paste into quilt squares – quilting groups should be aware of the main block about the “The Quilting Party” and its function. Put a sign on your classroom door saying “Quilting Party Today”. 4. Share quilting block with the class; classmates will write down three items they learned about each quilt piece topic. Hang quilt block in your classroom to create a Civil War History Quilt. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Piecing Together the Civil War- Quilting Subject The topic of the resource United States -- Texas -- Williamson County. War (Civil War). Quilting--United States Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Description An account of the resource In this activity, the class will use a quilt to record the history the Civil War. To view the file, click the thumbnail under the Files heading. Quilting TEKS 4.4A TEKS 5.4 TEKS 7.1 TEKS 8.1 http://www.civilwar.williamsonmuseumexhibits.org/files/original/3e15eab2255dae095a2688cb388c8d11.pdf ea57d4895c305aed1d321f5c5e3f8cee Lesson Plan A resource that gives a detailed description of a course of instruction. Objectives Identify personal items of a Civil War soldier Appreciate the sacrifices of the soldiers and their families Describe differences and similarities between Union and Confederates Materials Teacher’s Item Descriptions Civil War Give and Take Answer Key Civil War Give and Take Answer Sheet Lesson Plan Text Introduction: Soldiers would carry their cards, dice, writing utensils, letters, and other necessary goods for passing time in their haversacks. Soldiers often had to carry these supplies as well as several other things that they needed with them at all times. The types and amounts of supplies available to these soldiers depended on the resources of their armies. Both the Union and the Confederacy militaries had certain resources available to them that the other side did not. These circumstances provided advantages and disadvantages to both the Union and the Confederacy that each soldier had to deal with in their daily lives. This lesson will provide a personal perspective of a soldier’s life. What happened when he wasn’t on the battlefield? Did they have fun? What did they eat? Getting Ready for the Lesson: 1. Line each trunk item up within easy view of the students. Hold up each item and ask the students if they were thinking about survival, comfort, and how much weight to carry, would they take this item with them, dispose of this item, or take it and dispose of it later if necessary? Lead the discussion by presenting the importance of each item (defined in Teacher’s Item Description handout). 2. Describe the differences and similarities between supplies for the Union and the Confederacy. Ask the students why each side might have some items (and/or advantages) that the other side did not have. Lesson: 1. Teacher reads the descriptions. 2. The class writes the answer in question form on their answer sheet. 3. Then students write in paragraph form if they would keep it or not (with an explanation). For example: The Union had it and the Confederacy wanted it but could not get it because shipments were blocked. Answer: Coffee (See Teacher Item Description in back of book). This item would be kept because it could be so difficult to obtain. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War Give and Take Subject The topic of the resource United States -- Texas -- Williamson County. War (Civil War). Creator An entity primarily responsible for making the resource The Williamson Museum Source A related resource from which the described resource is derived Civil War in Texas, Trunk Manual Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Description An account of the resource In this activity, students will match Civil War items with their descriptions. To view the file, click the thumbnail under the Files heading. Give & Take TEKS 6.1B TEKS 7.2 http://www.civilwar.williamsonmuseumexhibits.org/files/original/c0caffdce7e303ae3b60561f8cfda1e4.pdf 6c5af074093bc0de6446c4d0e802f9a8 Lesson Plan A resource that gives a detailed description of a course of instruction. Objectives 1. Identify the reasons why each side claimed they were fighting. 2. Describe the feelings of soldiers during war time including camp life and battle. 3. Understand that many songs had the same tune but that the lyrics were adapted to present a particular message. 4. Identify both similar and different viewpoints during the war (i.e. Union soldiers, Confederate soldiers, Union home front, Confederate home front, African Americans) 5. Describe different perspectives and attitudes throughout the course of the war, from patriotism in the beginning, to the sadness and destruction throughout the war, and feelings of hope near the end. Lesson Plan Text Introduction: Music has always been a way for Americans to express themselves in ways that simple words could not. During the Civil War, Americans on both sides used songs to communicate their feelings and ideas about the war. As the war changed, so did attitudes and perspectives, and as a consequence, songs also changed. In this activity your students will discover how the rousing Battle Cry of Freedom song, which both sides adopted, demonstrated the differing viewpoints about the war among different groups of people. Lastly, your students will begin to appreciate the complexities of the Civil War through music. Too often we see the war through the eyes of photographs— photographs that are still and quiet. While the war was a time of death and tragedy, Americans on both sides used music to depict the war in ways words or pictures could not. Music was yet another way that soldiers could take their minds off of their troubles. Music from the Civil War also helped increase morale and understanding of the events of the time period for both the Union and the Confederacy. Getting Ready to Learn Begin with a discussion of music’s role in war. Ask students if they know of any songs that spark patriotism (Lee Greenwood’s God Bless the USA). Use the lesson introduction and guiding questions. Explain the theme: music is a form of self-expression, different groups used music to express themselves during the Civil War, and music can provide a way to understand the culture during this time. Lesson: 1. The United States was bitterly divided during the Civil War. Many people had different views about the war and why they were fighting. Each group tailored music to express their views. The groups that will be discussed in this lesson are Union soldiers and Confederate soldiers. 2. Keep these groups in mind as students answer questions about their songs. Write these groups on the board. 3. Groups will read the lyrics and determine which perspective each song portrays best. 4. Distribute the “Investigating Song Lyrics” sheets. 5. Have students read the lyrics of both songs quietly. Then allow them to discuss each song using the questionnaire, comparing and contrasting their similarities 6. Allow students about 10-15 minutes to complete their questionnaires. 7. Introduce the fact that each song expresses a particular viewpoint of people during this time. The class as a whole will attempt to figure out what the song’s message is and why it was a popular song during the Civil War. 8. Students should identify ways in which these songs expressed their reason for fighting the Civil War. How did music change throughout the war? What were some similarities between different groups? What were some differences? Materials Materials: Civil War Music Clips Version A – Union https://www.youtube.com/watch?v=zhCheCryopA Version B – Confederate https://www.youtube.com/watch?v=5kWADI4umuM Lyric Sheets Assessment Sheets Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Life of a Civil War Soldier: Investigating Song Lyrics Subject The topic of the resource United States -- Texas -- Williamson County. War (Civil War). United States--History--Civil War, 1861-1865--Songs and music Creator An entity primarily responsible for making the resource The Williamson Museum Source A related resource from which the described resource is derived Civil War in Texas, Trunk Manual Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Description An account of the resource This lesson plan guides students to analyze the role of music in war. Students will investigate the lyrics of original Civil War songs and listen to audio clips. To view the file, click the thumbnail under the Files heading. http://www.civilwar.williamsonmuseumexhibits.org/files/original/1bc97810de3d71058cca342abb9874a3.pdf 78137e67c56589d0d0201c4b6ce3915f Lesson Plan A resource that gives a detailed description of a course of instruction. Objectives 1. Students will gain an understanding of bias and propaganda during the Civil War. 2. Students will gain an understanding of how the newspapers aided in the promotion of each army. 3. Students will gain an understanding of more soldiers and a better chance at winning the war. Materials Copy of War Headlines Outline (4 options provided) Reproduction copy of Harper’s Weekly, November 10, 1860 (provided) Lesson Plan Text Introduction: The headlines and stories surrounding the images will differ greatly, due to the agenda of the press. The single most significant tool used to fight in the Civil War was man power. Constant requests for volunteer soldiers were seen in newspaper articles for both the North and South. 1. Student will choose a headline page with image and be assigned as a Union journalist or Confederate journalist. 2. Student will write a brief paragraph about something they could have witnessed, been a part of, or that is breaking news to the nation; write a caption for the image; and a headline for the paper. Remember that the stories were typically written as propaganda for Union or Confederate soldiers and were usually not neutral in nature. 3. The class will share their works and describe the intent of each headline and story. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Making the Headlines Subject The topic of the resource United States -- Texas -- Williamson County. War (Civil War). Description An account of the resource In this lesson plan students will write a brief news story to accompany the featured photograph. To view the file, click the thumbnail under the Files heading. Creator An entity primarily responsible for making the resource The Williamson Museum Source A related resource from which the described resource is derived Civil War in Texas, Trunk Manual Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Journalism Media News Propaganda TEKS 4.4A TEKS 5.4 TEKS 7.1 TEKS 7.2 TEKS 8.1 http://www.civilwar.williamsonmuseumexhibits.org/files/original/0601f39a12a85444aec3185df77e54fa.pdf 8d267a34d584d02fdba867f7cba2c958 Lesson Plan A resource that gives a detailed description of a course of instruction. Objectives 1. Student will gain an understanding of the hardships that families faced during the Civil War. 2. Students will understand that communication technology was limited during this time, and hand-written letters were the best way for families to keep connected. 3. Students will gain an understanding of the mortality rate during this war- the bloodiest in American history to-date. Materials Cream colored paper Quill pens (angle-cut feathers) Ink (diluted poster paint) Actual War Letters and transcriptions (provided) Primary Source Letter Analysis Worksheet (provided) Lesson Plan Text Introduction: During the Civil War, many families were torn apart. Cell phones and the internet were far from existence. The way that people kept in touch was through writing letters. Lesson: 1. Students will read and discuss the provided war letters from individuals in Texas during the Civil War. 2. Students will analyze primary source letters and answer questions. They will identify three key details in the letter. The students will then work together in pairs to compare and contrast the content from the two primary source documents. 3. Student will imagine that they are a soldier fighting in the Civil War- far from their family and everything familiar. 4. Hand-write a letter to a loved-one using a quill pen and ink. 5. Tell them what you have experienced, seen and felt during the darkest time of America. Use the examples as a prompt. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War Letters Subject The topic of the resource United States -- Texas -- Williamson County. War (Civil War). Description An account of the resource This lesson plan features an activity in which students will analyze Civil War letters as a primary source. To view the file, click the thumbnail under the files heading. Creator An entity primarily responsible for making the resource The Williamson Museum Source A related resource from which the described resource is derived Civil War in Texas, Trunk Manual Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Primary Sources TEKS 4.4A TEKS 5.4 TEKS 6.2B TEKS 7.2 TEKS 8.1