Lesson 3: Joining the Ranks


Activity 1: Characters' Home States

Materials: scissors, tape or glue
On the page, "Characters' Homes," you will find symbols for the characters with their names. As you are introduced to a character, cut out his or her symbol and paste it on the state in which the character resided before the war began. Use your colored map from Lesson 1. As you read the book, the completed map will help you keep track of which characters are from the North and which are from the South.

Not every character's home state is given in the book. If a home state is not provided, then put the character in the North or South depending on what side he or she is siding with. Some characters mention towns, so you will have to research to see which state contains that town. One character is a "dry-land sailor" who moves all over the country.
As your child reads the story, she will identify the home state of each of the characters in the story. The completed map will help her keep track of which side each character is fighting for. Check her map at the end of the unit to see if the characters were correctly placed in their home states.

Answers for Map
Colonel Oliver Brattle: South Carolina
Lily Malloy: Minnesota
Shem Suggs: Arkansas
Gideon Adams: Ohio
Flora Wheelworth: Virginia
James Dacy: Massachusetts
Toby Boyce: Georgia
Virgil Peavey: Alabama
Nathaniel Epps: Dry-land sailor who moves around the country
Dietrich Herz: New York
Dr. Bill Rye: North Carolina
Judah Jenkins: Virginia
General Irvin McDowell: state not given, Northern general
A.B. Tilbury: Maine
Carlotta King: Mississippi
Edmond Upwig: Washington, D.C.

Activity 2: Critical Thinking and Propaganda

Materials: journal
It is important for all citizens to be critical thinkers. As a citizen, you must learn to identify facts and opinions in order to determine your stance on different issues. During the Civil War years, this was especially important because there were many different perspectives on the issues surrounding the war.

Propaganda is a form of communication aimed at influencing the attitude of a community toward some cause or position. As opposed to providing factual information, the purpose of propaganda is to influence an audience. Propaganda often uses messages to produce an emotional rather than rational response to the information presented. The desired result is a change in the target audience's attitude toward the subject matter, often to further a political agenda.

Read the Civil War speech on the "Constitution Ratification" pages. In your journal, record three factual statements from the speech and three opinion statements. Attempt to record at least two statements that could be propaganda that attempts to change the attitudes of the listeners to further a political agenda.

After you have read the speech, look at the pictures at the bottom of the last page of the speech and on the "Propaganda" page. Spend some time looking at the pictures that were produced during the Civil War and used as propaganda. Explain how each picture could have been used as propaganda to sway the attitudes the Northerners had toward Southerners.
For this activity, your child will analyze parts of a speech and posters to decide how each was used as propaganda during the Civil War.