Students learn about the northern home front and the role that women played in the Civil War. Students also learn about the impact of music during the War, especially patriotic music like the Battle Hymn of the Republic. Then, they study one Civil War song.
Students view an illustration of civilians filling cartridges at a U.S. arsenal and read introductory text explaining how the Civil War transformed daily life and defined the “home front” as the non-military population supporting the war effort. They respond to a word cloud prompt by posting brief ideas about what people on the home front might have done to support the Civil War effort.
Teacher MovesIntroduce the experience focus on the northern home front, women’s roles, and patriotic music, and review the lesson objectives. Invite students to share word cloud responses, highlighting examples such as manufacturing supplies, providing medical care, working in factories and on farms, teaching, and boosting morale. Then organize students into small groups for the next two scenes.
In small groups, students examine images of women supporting the Union and read about challenges on the northern home front, including separation from soldiers, communication difficulties, and economic changes in the industrial North. They collaboratively complete a concept map graphic organizer, recording key points about the northern home front. Students then read about women’s participation in the Civil War, using The Roles of Women in the Civil War to identify the varied roles women assumed. As a group, they post their findings about women’s roles to a shared wall.
Teacher MovesPrompt groups to discuss the reading and use their discussion to complete the concept map. After groups post to the wall, invite them to share responses, drawing out examples such as teachers, administrators, soldiers, nurses, factory workers, spies, scouts, hospital administrators, and political leaders. When group work is complete, transition the class to the next scene.
Students view images of Civil War sheet music and Union drum corps, then read about the importance of music in Civil War camps and on the battlefield, with a focus on the Union favorite “The Battle Hymn of the Republic.” Working in small groups, they use Music of the 1860’s Patriotic Songs of the Era and Civil War Music: The Battle Hymn of the Republic to learn how patriotic songs functioned during the war. They read the first stanza and chorus of “The Battle Hymn of the Republic” and collaboratively post to a group wall explaining how the song may have boosted morale on the northern home front.
Teacher MovesGuide students to connect details from the lyrics and background readings to ideas about morale and motivation. Use the note that the song portrays the Union Army as marching in God’s name against the Confederacy to help students see how linking patriotism with religious righteousness could rally support for the war effort. Then signal the shift from group work to individual work for the remaining scenes.
Students choose one Civil War song from a provided list (for example, “I Wish I Were In Dixie,” “Battle Cry of Freedom,” or “When Johnny Comes Marching Home”). Using the internet or resources in the student pack, they research their selected song and complete a graphic organizer identifying the song’s name, whether it was associated with the Union or Confederacy, its historical background, and its meaning.
Teacher MovesEncourage students to use reliable sources as they research and to support their interpretations of each song’s meaning with evidence from lyrics and historical context. If time allows, invite students to share a recording of their chosen song and briefly present what they learned about its history, allegiance, and message.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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