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  • Who started the Civil War? Comparing perspectives on the causes of the war: This lesson plans presents the account of Rose O'Neal Greenhow, a confederate spy during the Civil War. Students are encouraged to find confirming and refuting evidence of her perspective on what caused the Civil War by browsing the Documenting the American South Collection of digitized primary sources.
  • North Carolina women and the Progressive Movement: In this lesson, students read primary source documents from Documenting the American South specifically related to North Carolina women involved in reform movements characteristic of the Progressive era. For the most part, these documents detail women's work in education-related reform and describe the creation of schools for women in the state. They also demonstrate that, as was true in the rest of the nation, the progressive, female reformers of N.C. were segregated based on race and socio-economic status.
  • Tobacco bag stringing: Elementary activity four: In this activity for grades 3–5, students will read and evaluate a primary source letter from the Tobacco Bag Stringing collection. This should be done after Activity one, which is the introductory activity about tobacco bag stringing. Students will investigate the influence of technology, and its lack, on the tobacco bag stringers. They will do a role play/debate in which they will assume the roles of owners of companies and other people that were involved in the issue.

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Learning outcomes

Students will:

  • learn about the southern, female perspective regarding the Civil War, especially their experiences on the home front.
  • gain an understanding about perspective and point-of-view in historical accounts.

Teacher planning

Time required for lesson

One day

Materials/Resources

Pre-activities

Have students read a brief introduction to First Person Narratives.

Activities

  1. Divide the class into two groups. Have each group read one of the following documents:
    • Group one reads excerpts of Eliza Frances Andrews The War-Time Journal of a Georgia Girl and Learn More: Summary of this Title (pp. 19–21, 29–35).
    • Group two reads excerpts of Dolly Lunt Burge: A Woman’s Wartime Journal from November 19, 1864. This is a quick read and the entire section can be skimmed rather easily (p. 20–32).
  2. Have students complete half of the compare/contrast sheet.
  3. Then give each student a partner to complete the handout. Note: Some portions of the handout require students to search various portions of the documents including the cover pages, illustrations, and author’s notes.

Assessment

Assess students based on the completion of the handout and participation in a class discussion that focuses on the texts.

Supplemental information

Extensions:

  • Compare the women’s accounts to the textbook or another secondary source.
  • Also, students could compare these to a male perspective like that of George Washington Baker.

  • Common Core State Standards
    • English Language Arts (2010)
      • History/Social Studies

        • Grades 11-12
          • 11-12.LH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
        • Grades 9-10
          • 9-10.LH.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

  • North Carolina Essential Standards
    • Social Studies (2010)
      • United States History I

        • USH.H.1 Apply the four interconnected dimensions of historical thinking to the United States History Essential Standards in order to understand the creation and development of the United States over time. USH.H.1.1 Use Chronological thinking to: Identify the...
        • USH.H.7 Understand the impact of war on American politics, economics, society and culture. USH.H.7.1 Explain the impact of wars on American politics through Reconstruction (e.g., Issues of taxation without representation, Proclamation of 1763, Proclamation...

North Carolina curriculum alignment

Social Studies (2003)

Grade 11–12 — United States History

  • Goal 3: Crisis, Civil War, and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation.
    • Objective 3.03: Identify political and military turning points of the Civil War and assess their significance to the outcome of the conflict.