U.S. History: Civil War- Civil War Woman and Relief Work

During the Civil War, thousands of women worked to relieve the suffering of soldiers, refugees, and former slaves. While some of these women ministered to the sick and dying as nurses, most contributed from the home front. Both North and South, women made clothing, food, and bandages and sent these to the battle front. Women also held fundraisers such as sanitary fairs to provide additional supplies. Women accomplished these goals both by working individually and by forming groups such as soldiers’ aid societies. Women continued their relief efforts after the war by working to assist veterans. In this lesson, students will analyze broadsides, letters, posters, and prints that solicited and advertised relief work by women. Students will evaluate the role that women played in relieving wartime suffering

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Civil War Women and Relief Work

Home Page for the Lesson Plan- Source

Standards & Objectives

Academic standards

CCSS.ELA-Literacy.RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.8.6: Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
CCSS.ELA-Literacy.RI.8.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic...
CCSS.ELA-Literacy.RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and...
CCSS.ELA-Literacy.RI.8.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact...
CCSS.ELA-Literacy.RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts,...
CCSS.ELA-Literacy.SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g.,...
CCSS.ELA-Literacy.SL.8.3: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and...
CCSS.ELA-Literacy.W.8.1: Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-Literacy.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis...
CCSS.ELA-Literacy.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event...
CCSS.ELA-Literacy.W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional...
CCSS.ELA-Literacy.W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
GLE 0801.2.7: Participate in work teams and group discussions.
GLE 0801.3.3: Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.
GLE 0801.4.2: Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
GLE 0801.4.3: Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
GLE 0801.5.5: Explore the concept of premises, including false premises.
SPI 0801.1.19: Recognize and use grade appropriate and/or content specific vocabulary.
SPI 0801.2.7: Select the most appropriate strategies for participating productively in a team (e.g., gain the floor in orderly ways, meet or set deadlines for completing each...
SPI 0801.2.8: Identify the functions and responsibilities of individuals within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).
SPI 0801.3.11: Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode.
SPI 0801.3.5: Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0801.3.8: Select vivid words to strengthen a description (adjective or adverb) within a writing sample or passage.
SPI 0801.3.9: Select illustrations, explanations, anecdotes, descriptions and/or facts to support key ideas.
SPI 0801.4.2: Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source).
SPI 0801.5.9: Make inferences and draw conclusions based on evidence in text.
SPI 0801.7.3: Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe).
SPI 0801.7.5: Choose the statement that best summarizes/communicates the message presented by a medium.
SPI 0801.8.14: Identify the authors purpose for writing.
TSS.ELA.8.RI.CS.6: Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
TSS.ELA.8.RI.IKI.7: Evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea.
TSS.ELA.8.RI.IKI.8: Delineate and evaluate the rgument and specific claims in a text, assessing whether evidence is relevant and sufficient to support the claims and the...
TSS.ELA.8.RI.KID.1: Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.
TSS.ELA.8.RL.CS.6: Analyze how similarities and differences in the points of view of the audience and the characters create effects such as suspense, humor, or dramatic irony.
TSS.ELA.8.RL.IKI.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from a text or script, evaluating the choices made...
TSS.ELA.8.RL.KID.1: Analyze what a text says explicitly and draw logical inferences; support an interpretation of a text by citing relevant textual evidence.
TSS.ELA.8.SL.CC.1: Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others' ideas and...
TSS.ELA.8.SL.CC.2: Analyze the purpose of information presented in diverse media formats; evaluate the motives, such as social, commercial, and political, behind its presentation.
TSS.ELA.8.SL.CC.3: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence; identify...
TSS.ELA.8.W.RBPK.7: Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused...
TSS.ELA.8.W.RBPK.9: Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for...
TSS.ELA.8.W.TTP.1: Write arguments to support claims with clear reasons and relevant evidence.
TSS.ELA.8.W.TTP.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of...
TSS.ELA.8.W.TTP.3: Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and...

Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.

Learning objectives:

The learner will:

Analyze a print, poster, broadside, typed document, and handwritten document.
Determine point of view in primary sources.
Draw conclusions, individually and in groups, based on analysis of the sources.

Essential and guiding questions:

How did women relieve the suffering of soldiers during the Civil War? How did this work reflect women’s traditional domestic role in society? How did women expand this role through relief work?

Lesson Variations

Blooms taxonomy level:

Applying

Extension suggestions:

Ask students to imagine that they lived during the Civil War and attended the Great Central Fair in Philadelphia in June 1864. Share with them the following sources that describe the fair in detail and include images of the fair:

Great Central Fair Buildings. Logan Square Philadelphia, June, 1864 [Picture and description.
Buildings of the Great Central Fair, in aid of the U.S. Sanitary Commission, Logan Square, Philadelphia, June 1864 Ask students to write a diary entry or letter describing their experience at the fair, including their reactions to the event, their reasons for attending, and what they saw and did at the fair.

Ask students to research the United Service Organizations (popularly known as the USO) and its work for servicemen and women. Students should consult the America’s Story piece on the USO, as well as the USO Web site. Ask them to write an essay or create a presentation that answers these questions: How is the USO similar to some of the relief organizations created during the Civil War? How is it different? How are women involved?

Helpful Hints

MATERIALS:

Library of Congress Primary Sources (see p. 3)
Women and the Civil War Essay
Sanitary Commission (USSC), About.com Guide
Women and Relief Work Questions
Women and Relief Work Glossary
“Views of Women’s Relief Work” PowerPoint