Forgot password?
To support, advance and enhance lifelong learning through the use of collaborative technologies and innovations.
Share |
Text Size: Smaller Text Larger Text

Program Flyer: Saving Private Scott

Request this Program Now

Content Provider   HistoryConnects from the Virginia Historical Society  2012-13 Honorable Mention, 2013-14
Contact Information   Evan Liddiard
428 North Boulevard
Richmond, VA  23220
United States
Phone: (804) 342-9689
Program Type   Individual Program
Program Rating   This program has not yet been evaluated.
Target Audience   Education: Grade(s): 6, 7, 8, 9, 10, 11, 12, Adult Learners, community college, Public Library: Library Patrons, Retirement Communities
Maximum Number of Participants   There is no maximum, but we recommend no more than 30 students
Minimum Number of Participants   1
Primary Disciplines   Fine Arts, Gifted & Talented, Language Arts/English, Literacy, Problem Solving, Reading, Social Studies/History, Standards
Secondary Disciplines   Writing
Program Description   Sometime on September 17, 1862, Private Benjamin I. Scott of the 18th Virginia Infantry was killed at the battle of Antietam. However, his fate remained unknown as his body was one of almost 300,000 that remained unidentified in the Civil War. In this program, students will explore a mother's agonizing search for her missing son as revealed in the letters of Confederate General Robert E. Lee, Union General Joseph Hooker, and a number of other Union and Confederate officers as they tried to determine Private Scott's fate. The story of Private Scott has been published recently in the Pulitzer Prize-winning work, This Republic of Suffering . Students will examine the differences between primary and secondary sources.
Program Format   The instructor will examine the letters surrounding the search for Private Scott with the students. The students will have been sent scans of the original letters along with transcriptions. This interactive program will include questions and answering throughout.
Objectives   This presentation will explore the cultural, political, and martial climate of the Civil War and provide insight into the
wartime experience of Mrs. Fanny Scott. This primary source exploration is a useful tool for learning about the impact
that the Civil War had on the lives of those on the homefront.
Through discussion, reading, and examination of primary source documents, students will:
• Use reading comprehension and context clues to discover how the Civil War has impacted Mrs. Fanny Scott.
• Discuss the differences between their preconceptions regarding Civil War armies and the actualities revealed
in the documents.
• Use critical thinking, reading, and writing skills to analyze primary source documents and determine the story
surrounding Mrs. Fanny Scott and her son, Private Benjamin I. Scott.
• Understand the implications that the American Civil War had on civilians and the homefront.
National/Common Core Standards to which this program aligns   Standard 1: The causes of the Civil War
The student understands how the North and South differed and how politics and ideologies led to the Civil War.
Therefore, the student is able to:
a) Identify and explain the economic, social, and cultural differences between the North and the South.
b) Explain the causes of the Civil War and evaluate the importance of slavery as a principal cause of the
c) Chart the secession of the southern states and explain the process and reasons for secession.
Standard 2: The course and character of the Civil War and its effects on the American people.
Standard 2A—The student understands how the resources of the Union and Confederacy affected the
course of the war. Therefore, the student is able to:
a) Compare the human resources of the Union and the Confederacy at the beginning of the Civil War and
assess the tactical advantages of each side.
b) Identify the innovations in military technology and explain their impact on humans, property, and the final
outcome of the war.
c) Identify the turning points of the war and evaluate how political, military, and diplomatic leadership
affected the outcome of the conflict.
d) Evaluate provisions of the Emancipation Proclamation, Lincoln's reasons for issuing it, and its
Standard 2B—The student understands the social experience of the war on the battlefield and homefront.
Therefore, the student is able to:
a) Compare the motives for fighting and the daily life experiences of Confederate with those of white and
African American Union soldiers.
b) Compare women's homefront and battlefront roles in the Union and the Confederacy.
c) Compare the human and material costs of the war in the North and South and assess the degree to
which the war reunited the nation.
Common Core Standards
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well
as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
State/Regional Standards to which this program aligns   VS.7
The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by
d) Identifying the events and differences between northern and southern states that divided Virginians and
led to secession, war, and the creation of West Virginia.
b) Describing Virginia’s role in the war, including identifying major battles that took place in Virginia.
c) Describing the roles played by whites, enslaved African Americans, free African Americans, and
American Indians.
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
d) Describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas
“Stonewall” Jackson, and Frederick Douglass in events leading to and during the war.
The student will demonstrate knowledge of the Civil War and Reconstruction Era and their importance as major turning
points in American history by
b) Identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on
Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass.
e) Examining the social impact of the war on African Americans, the common soldier, and the home front,
with emphasis on Virginia.
Language Arts
The student will read, comprehend, and analyze a variety of informational sources.
a) Draw on background knowledge and knowledge of text structure to understand selections.
b) Analyze the author’s credentials, viewpoint, and impact.
c) Analyze the author’s use of text structure and word choice.
d) Analyze details for relevance and accuracy.
e) Read and follow instructions to complete an assigned task.
f) Summarize and critique text.
g) Evaluate and synthesize information to apply in written and oral presentations.
h) Draw conclusions based on explicit and implied information.
i) Make inferences based on explicit and implied information.
The student will read and analyze a variety of informational materials (manuals, textbooks, business letters,
newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies,
and autobiographies.
a) Identify a position/argument to be confirmed, disproved, or modified.
c) Synthesize information from sources and apply it in written and oral presentations.
d) Identify questions not answered by a selected text.
The student will read, comprehend, and critique literary works.
c) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
The student will read and analyze relationships among American literature, history, and culture.
d) Describe how use of context and language structures conveys an author’s intent and viewpoint in
contemporary and historical essays, speeches, and critical reviews.
The student will read and analyze a variety of informational materials.
d) Generalize ideas from selections to make predictions about other texts.
e) Analyze information from a text to draw conclusions.
Program Length   50-60 minutes
By Request   This program is available by request ONLY
Date/Time Notes   Programs are available Monday through Friday, between 8:00 a.m. and 4:00 p.m. Eastern time.

If these times do not work for your group, please contact Evan Liddiard at eliddiard@vahistorical.org and we will make every effort to find a convenient time for your program.
Program Cost   Point to Point Cost: $100.00
By Request Cost: $100.00
Program Fee Notes   This program is offered at $50 to schools within the state of Virginia.
Cancellation Policy   We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 48 hours notice.
Is recording allowed?   No
Program Delivery Mode(s)   Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Skype, iChat, FieldTripZoom, Vidyo, Movi/Jabber, Blue Jeans, etc...)
Other: Zoom
Minimum Technology Specifications for sites connecting to this provider   All schools will dial into the VHS.

IP address:

For H.323 video conferencing systems (Polycom, Tandberg, Cisco, Lifesize), groups should dial into us directly via IP connections or through a bridging agent, at an ideal connection speed of at least 384 kbps.

Our programming is also available to groups who do not have access to video conferencing equipment through the use of free cloud-based video conferencing software. Software configuration and connection instructions will be sent out once we have received your program request form.

We require a test call be scheduled at least one week prior to the date of your program in order to verify that we can maintain an acceptable connection between our sites.

Request this Program Now
It is necessary to have a PIN to request a connection. Find out how to get your free PIN, or Find your PIN.
For additional assistance, phone 866-826-2452.

Forward this Program Flyer
Go Back

Follow Us:   Follow us on Facebook  Follow us on Twitter  Follow us on Pinterest  Follow us on Tumblr  Follow us on LinkedIn  |  RSS Feeds

Home | Site Map | Privacy Policy | Contact Us | Website Assistance: 866-826-2452 / helpdesk@cilc.org