|Content Provider||HistoryConnects from the Virginia Historical Society 2012-13 Honorable Mention, 2013-14|
428 North Boulevard
Richmond, VA 23220
Phone: (804) 342-9689
|Program Type||Individual Program|
|Program Rating||based on 13 evaluation(s).|
|Target Audience||Education: Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12, Adult Learners, University, Public Library: Library Patrons, Retirement Communities|
|Maximum Number of Participants||No maximum, but we suggest no more than 30 students.|
|Minimum Number of Participants||5|
|Primary Disciplines||Social Studies/History|
|Secondary Disciplines||Fine Arts, Language Arts/English, Sciences, Social Studies/History|
From 1861 to 1865 Virginia stood at the center of a military and social revolution. How we define freedom, liberty, patriotism, and nation today is directly related to the diverse experiences of the individuals who participated in the Civil War.
This program will discuss various aspects of the Civil War, including life on the battlefield, life on the home front, the roles of medicine and technology in the Civil War, and the parts that African Americans, American Indians, women, and children played in the war. Students will explore the everyday experience of a Civil War soldier, focusing on aspects of camp life such as clothing, food, and letters from home. From the perspective of those who fought, students will gain insight into the war and its consequences as they:
-investigate the trials and hardships of a Civil War soldier
-examine similarities and differences of equipment used by the Union and Confederate soldiers
-draw their own conclusions of what it may have been like to carry these items during the four seasons of the year without modern transportation
-examine primary and secondary sources of objects and letters
-discuss the effect the war had on Virginians and the country
-explore the contributions made by women, slaves and children, whether they worked side by side with the soldiers or helped to maintain the home front while the men were away
1. The program begins with an introduction to the Civil War.
2. The educator and students will discuss the difference between the North and the South.
3. The educator will show students primary and secondary sources used during the Civil War.
4. Students will examine replica artifacts relating to the daily life of the Civil War soldier.
5. The program will end with time for Questions and Answers.
The participant will:
-compare and contrast the North and the South
-identify major Civil War battles
-identify major figures from the time period
-discuss what it may have been like to live during the time period
-summarize the contributions made by women, slaves and children to the war effort
-understand the effect the Civil War had on the nation.
|National/Common Core Standards to which this program aligns||
Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.
Topic 3: The History of the United States: Democratic Principles and Values and the Peoples from Many Cultures Who Contributed to Its Cultural, Economic and Political Heritage
Standard 4 : How Democratic Values Came to Be, and How They Have Been Exemplified by People, Events, and Symbols
Standard 5: The Causes and Nature of Various Movements of Large Groups of People into and within the United States, Now and Long Ago
Standard 6: Regional Folklore and Cultural Contributions That Helped to Form Our National Heritage
CIVIL WAR AND RECONSTRUCTION (1850-1877)
Standard 1: The causes of the Civil War.
Standard 2: The course and character of the Civil War and its effects on the American people
CCSS.ELA-LITERACY.RI.2.3 : Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.RI.2.4 : Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.6 : Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
CCSS.ELA-LITERACY.RI.3.1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.3 : Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.7 : Use information gained from illustrations and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.9 : Compare and contrast the most important points and key details presented in two texts on the same topic.
CCSS.ELA-LITERACY.RI.4.3 : Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text , including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.4 : Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.6 : Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.
CCSS.ELA-LITERACY.RI.5.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.4 : Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.6 : Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7 : Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.RI.6-8.1 : Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RI.6-8.2 : Determine the central ideas or information of primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RI.6-8.3 : Identify key steps in a text's description of a process related to history/social studies.
CCSS.ELA-LITERACY.RI.6-8.7 : Integrate visual information (eg., photographs or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RI.6-8.9 : Analyze the relationship between a primary and secondary source on the same topic.
CCSS.ELA-LITERACY.RI.9-10.1 : Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RI.9-10.3 : Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RI.9-10.9 : Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS.ELA-LITERACY.RI.11-12.4 : Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
CCSS.ELA-LITERACY.RI.11-12.7 : Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.9 : Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
|State/Regional Standards to which this program aligns||
Virginia Standards: Virginia Studies
VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by
a) 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.
United States History to 1865
USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
a) describing the cultural, economic, and constitutional issues that divided the nation;
b) explaining how the issues of states’ rights and slavery increased sectional tensions;
c) identifying on a map the states that seceded from the Union and those that remained in the Union;
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;
e) using maps to explain critical developments in the war, including major battles;
f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans.
Virginia and U.S. History
VUS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and their importance as major turning points in American history by
a) evaluating the multiple causes of the Civil War, including the role of the institution of slavery as a principal cause of the conflict;
b) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass;
c) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln’s Gettysburg Address;
|Program Length||60 minutes|
This program is available by request ONLY
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 email@example.com and we will make every effort to find a convenient time for your program.
Point to Point Cost: $100.00
By Request Cost: $100.00
|Program Fee Notes||This program is offered at $50 for schools within the state of Virginia.|
|Cancellation Policy||We will not charge for programs canceled due to inclement weather conditions. A full refund will be granted to sites that cancel more than 48 hours in advance.|
|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...)
|Minimum Technology Specifications for sites connecting to this provider||
All schools will dial into the VHS.
IP address: 184.108.40.206
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.
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For additional assistance, phone 866-826-2452.
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