Using Primary Source Documents to Create a Mini-Documentary on a Civil War Battle
Katy Miller
Grade Level: 8
Subject: Social Studies
Time Required: Approximately four days
Instructional Preparation
 Collect photographs, drawings, and letters from Civil War battles (examples for Antietam and
Gettysburg attached)
 Load photographs and drawings used onto computers, or teach students how to find them
 Collect Civil War battle summaries from the National Park Service
(http://www.nps.gov/hps/abpp/battles/bystate.htm)
 Practice historical source analysis with students (template for analysis attached)
 Provide background knowledge of Civil War using standard teaching practices
 Explain grading methods and time frame (project directions attached, including grading policies)
Objectives
 Students will collect and explain at least three facts about a Civil War battle



Students will examine and explain at least one primary source photograph and one written primary
source from a Civil War battle.
Students will correctly use at least three key vocabulary words in explaining a Civil War battle from the
following list: strategies, hygiene, casualties, General George McClellan, General Ulysses S. Grant,
General Robert E. Lee, siege, total war, Anaconda Plan, technology
Students will create a plan and produce a mini-documentary explaining the relative importance of a
Civil War battle using primary and secondary sources.
Common Core Standards:
 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
 Integrate visual information with other information in print and digital texts.
 Analyze the relationship between a primary and secondary source on the same topics.
Anticipatory Set (approx. 3 minutes)
 Explain to students that they will be creating a mini-documentary on a Civil War Battle
 Show a model mini-documentary (The First Battle of Bull Run PHOTO STORY attached)
Direct Instruction (10 minutes)
 Distribute project requirements and sample project packet (filled in to show steps for creating The First
Battle of Bull Run mini-documentary).
 Discuss how various sources were used and shown, identifying specific examples
Guided Practice (remainder of class period and another class period)



Students examine folders (previously compiled by teacher) of historical sources. Each source is
analyzed using the HISTORICAL SOURCE EXPLORATION sheet, and notations are made which
indicate potential for use in a mini-documentary.
Students complete the small story boards, planning what will be presented in their mini-documentary
and how it will be presented. (story board prompts are a part of the project packet)
Teacher checks student progress, gives prompts for further analysis, and ensures no plagiarism occurs.
Closure (2 minutes)
 Students discuss (teacher guided) what challenges they are experiencing and what guidance/techniques
would be helpful.
 SECOND DAY: Students discuss what visual effects might enhance their story boards.
Independent Practice
 Students create their documentaries using PHOTO STORY 3 for Windows (free download).*
*If using PHOTO STORY is not possible, students create large posters and written narration to create a
script in order that they may present their documentary “live”.
Required Materials and Equipment
 Photographs, drawings, and letters from Civil War battles (best resource: www.loc.gov)
 Civil War battle summaries from the National Park Service
 Historical source analysis sheets
 Mini-documentary project directions packet
 Computers with PHOTO STORY 3 for windows installed OR poster board to create “live”
documentaries
 Ability to project mini-documentaries or space to present “live” documentaries
Assessment and Follow-Up
 Students turn in completed mini-documentary packet and present documentary to class.
 Students are graded on successful completion of written requirements, as listed in directions.
 Brief class discussion after each documentary – teacher solicits at least three things peers learned, and
invites one or two pieces of constructive criticism.
REFLECTIONS:
This lesson went fairly well, and the students especially enjoyed making the mini-documentaries. A deeper
sense of the complexities of interpreting primary source documents was obtained. In order to increase
understanding, I would take time to reiterate the difference between a battle and a war, ensure that the
fundamentals of the assigned battle are able to be explained by each student BEFORE they try to interpret the
primary source documents, and have the students practice their narrations before recording or presenting.
Finally, viewing the mini-documentaries was a good start to reviewing information on the Civil War before a
test.
LIBRARY OF CONGRESS LINKS:
Battle of Antietam - http://www.loc.gov/pictures/item/2011648595/
http://www.loc.gov/pictures/item/00652060/
http://www.loc.gov/pictures/item/2004661204/
Battle of Gettysburg - http://www.loc.gov/pictures/item/2011649966/
http://www.loc.gov/pictures/item/cwp2003000195/PP/
http://www.loc.gov/pictures/item/cwp2003001110/PP/
BATTLE OF GETTYSBURG LETTER from
http://www.nps.gov/nr/twhp/wwwlps/lessons/44gettys/44facts2.htm
Elisha Hunt Rhodes enlisted in 1861 as a private, and by the end of the war he had risen to the command of his
regiment, the 2nd Rhode Island Volunteer Infantry, U.S.A. His unit, a group within the VI Corps under General
John Sedgwick in Eustis' brigade, marched 34 miles to arrive on the Gettysburg battlefield during the second
day's action. The unit was present on July 2 and 3 but not seriously engaged. Rhodes survived the war, and the
journal he kept during that period was compiled in 1885. He wrote:
July 3rd 1863--This morning the troops were under arms before light and ready for the great battle that we
knew must be fought. The firing began, and our Brigade was hurried to the right of the line to reinforce it.
While not in the front line yet we were constantly exposed to the fire of the Rebel Artillery, while bullets fell
around us. We moved from point to point, wherever danger to be imminent until noon when we were ordered to
report to the line held by Gen. Birney. Our Brigade marched down the road until we reached the house used by
general Meade as Headquarters.... To our left was a hill on which we had many Batteries posted. Just as we
reached Gen. Meade's Headquarters, a shell burst over our heads, and it was immediately followed by a shower
of iron. More than two hundred guns were belching forth their thunder, and most of the shells that came over
the hill struck in the road on which our Brigade was moving. Solid shot would strike the large rocks and split
them as if exploded by gun powder. The flying iron and pieces of stone struck men down in every direction. It is
said that this fire continued for about two hours, but I have no idea of the time. We could not see the enemy, and
we could only cover ourselves the best we could behind rocks and trees. About 30 men of our Brigade were
killed or wounded by this fire. Soon the Rebel yell was heard, and we found since that the Rebel General Pickett
made a charge with his Division and was repulsed after reaching some of our batteries. Our lines of infantry in
front of us rose up and poured in a terrible fire. As we were only a few yards in rear of our lines we saw all the
fight. The firing gradually died away, and but for an occasional shot all was still. But what a scene it was. Oh
the dead and the dying on this bloody field. The 2nd R.I. lost only one man killed and five wounded....Again
night came upon us and again we slept amid the dead and the dying.
July 4th 1863--Was ever the Nation's Birthday celebrated in such a way before? This morning the 2nd R.I. was
sent out to the front and found that during the night General Lee and his Rebel Army had fallen back. It was
impossible to march across the field without stepping upon dead or wounded men, while horses and broken
Artillery lay on every side. We advanced to a sunken road [Emmitsburg Road] where we deployed as
skirmishers and lay down behind a bank of earth. Berdan's Sharpshooters joined us, and we passed the day in
firing upon any Rebels that showed themselves.
July 5th 1863--Glorious news! We have won the victory, thank God, and the Rebel Army is fleeing to Virginia.
We have the news that Vicksburg has fallen. We have thousands of prisoners, and they seem to be stupefied by
the news. This morning our Corps (the 6th) started in pursuit of Lee's Army. We have had rain and the roads
are bad, so we move slow. Every house we see is a hospital, and the road is covered with arms and equipment
thrown away by the Rebels.
July 9th 1863--Again I thank God that the Army of the Potomac has at last gained a victory. I wonder what the
South thinks of us Yankees now. I think Gettysburg will cure the Rebels of any desire to invade the north again.
Excerpted from Robert Hunt Rhodes, ed., All for the Union: The Civil War Diary and Letters of Elisha Hunt Rhodes (New York:
Orion Books, 1991), 114-117. Copyright 1991 Robert Hunt Rhodes.
LETTER FROM BATTLE OF ANTIETAM from
http://www.vmi.edu/uploadedFiles/Archives/Manuscripts/00021Coleman/Coleman_letters_fulltext.pdf
Aftermath of the Battle of Antietam (Sharpsburg), Maryland Caring for wounded in Winchester, Virginia.
Letter from the Clayton G. Coleman papers. VMI Archives Manuscript #0021
Winchester (Virginia), Sept 19th/62
My dear Lucy
Your very kind and interesting letter to Anna, bearing date 9th inst., has just come to hand
today through the hand of Mr. Howard, who came up from Orange, and although Louise had
recd one of a later date from Fannie, yet I do assure you it was read with the greatest interest.
I have been here now since the 16th, at which time I came from Maryland. We or rather I was
in Md ten days, during which time I was in Frederick City and Hagerstown. In the former county
we were recd with a good deal of kind feeling, but with not so much in the latter (Washington
Co.), as that county had already furnished 14 companies to the Federal Army, 11 of which
surrendered at Harpers Ferry. I suppose you have heard of the surrender of 13000 to
Gen. Jackson with any quantity of arms, stores &c.
But the hottest battle of the war was fought near Sharpsburg Md on the 17th inst. The battle
lasted all day and the loss was terrific on both sides, the enemy fighting with more desperation
than ever before. We call it a victory and the Yankees did so at first too; we held the ground
and both sides were too much worsted to renew the fight next day. We fell back across the
Potomac and the enemy then commenced shelling us and boasted that they had driven us
across. They acknowledge the loss of sixteen generals. We had two generals killed and ten
wounded.
Winchester has been perfectly crowded with the wounded---there having been more than 3000
here at one time and continually passing through. The N. Y. Tribune says if we had followed
them, their army wd have been annihilated, and Gen. Lee says he could have done so with
5000 more fresh troops. But men had been marched so much and were so broken down, that
we had 60,000 stragglers.
Our Army is now between Martinsburg and Williamsport and along the river. Our brigade lost
eight out of ten in the last fight, and my company lost 22 out of 23 men. I don't suppose you
have heard of any of the killed in the different fights; well they are so many that I could not
begin. Cols. Botts, Neff and Baylor of the 1st Brigade were killed in the battles at Manassas.
Every one of your acquaintances in the 4th Alabama and 11th Mississippi were either killed or
wounded and indeed I reckon it is almost the case in every Regiment. Joe Sherrard is a 1st
Lieut in a cavalry company.
I am going into the Medical Department and expect to go to Richmond next week for that
purpose. We are staying at your Aunt Ann's and the house is crowded with wounded.
Sunday 20th. Anna having stopped me from writing last night, I will finish my epistle this
morning. We have just returned from church, where we heard service from Mr. Meredith and a
most elaborate sermon from a Mr. Scott. Our army is at Bunker Hill, and it is thought we will
have another fight there or about this place. Although I have been sick, yet I have had my
hands full attending to the wounded; on the first day I dressed 43 wounds and since that time I
have had 27 under my charge. Even the sidewalks of the streets are full of wounded and there
is a great scarcity of surgeons, and no place for their accomodation. There are now 6000
wounded here.
Anna and I leave here for Louisa on Tuesday, whence I shall go to Richmond to stand
examination before the board. Your Uncle Joe speaks of taking a house at Capon Springs and
sending his family up there. Louise says if the enemy occupt V. again she will stay a short time
to get some articles of clothing, which cannot be procured now, and them come out into our
lines.
©Virginia Military Institute Archive
NAME: ___________________
HISTORICAL SOURCE EXPLORATION
SOURCE #1
a) Is it a primary source or a secondary source?
(If primary, for what time period?)
EVIDENCE:
b) What was/is the function of the artifact or
document (your hypothesis)?
EVIDENCE:
c) What bias or potential for misunderstanding
does the source have?
EVIDENCE:
d) What can be learned from this source?
SOURCE #2
a) Is it a primary source or a secondary source?
(If primary, for what time period?)
EVIDENCE:
b) What was/is the function of the artifact or
document (your hypothesis)?
EVIDENCE:
c) What bias or potential for misunderstanding
does the source have?
EVIDENCE:
d) What can be learned from this source?
HISTORICAL SOURCE EXPLORATION (cont.)
SOURCE #3
SOURCE #4
a) Is it a primary source or a secondary source?
(If primary, for what time period?)
EVIDENCE:
b) What was/is the function of the artifact or
document (your hypothesis)?
EVIDENCE:
c) What bias or potential for misunderstanding
does the source have?
EVIDENCE:
d) What can be learned from this source?
a) Is it a primary source or a secondary source?
(If primary, for what time period?)
EVIDENCE:
b) What was/is the function of the artifact or
document (your hypothesis)?
EVIDENCE:
c) What bias or potential for misunderstanding
does the source have?
EVIDENCE:
d) What can be learned from this source?
Name: ________________________________
Civil War battle: ________________________________
CREATE A “MINI-DOCUMENTARY” ON A
BATTLE OF THE CIVIL WAR
USING PHOTOSTORY AND PRIMARY SOURCE DOCUMENTS
Directions: Your task is to create a “mini-documentary” of the Civil War. You and your partner(s)
will be graded according to the following rubric. USE THIS RUBRIC AS A CHECKLIST!
o At least 3 facts are presented regarding the battle (3 points)
o At least one primary source photograph is used and explained in the documentary.
(4 points)
o At least one written primary source is used and explained in the documentary. (4 points)
o The documentary includes the three of the following words, explained appropriately for
the context of Civil War: strategies, hygiene, casualties, General George McClellan, General
Ulysses S. Grant, General Robert E. Lee, siege, total war, Anaconda Plan, technology
(3 points)
o A story board (attached) is completed which shows what facts, vocabulary words, and
documents are to be presented, who collected the material, how they are to be explained
and what other visual aids will enhance your documentary. (4 points)
o Your documentary is presented in a professional manner, has no spelling or grammatical
errors, and all group members can field questions related to your documentary accurately.
(4 points)
TOTAL POINTS POSSIBLE FOR MINI-DOCUMENTARY: 22
THIS THOROUGHLY COMPLETED PACKET IS DUE _________________. THE PHOTOSTORY
MINI-DOCUMENTARY MUST ALSO BE READY TO SHOW ON THAT DATE.
You must research the battles to complete this task successfully!
POSSIBLE BATTLES:
ANTIETAM
SIEGE AT VICKSBURG
SHILOH
GETTYSBURG
MONITOR V. MERRIMACK
SIEGE OF PETERSBURG
SCENE 1: BATTLE OF ___________________________
VOCABULARY USED:
VISUALS USED:
SOURCES USED:
EXPLANATION: WHO, WHAT, WHEN, WHERE, HOW?
INFORMATION COLLECTED BY:
SCENE 1 NARRATION:
VISUAL
WHAT WILL BE SAID DURING THE VISUAL
SCENE 2: DETAILS AND PRIMARY SOURCE #1:
WRITTEN OR VISUAL?
VOCABULARY USED:
VISUALS USED:
SOURCES USED:
EXPLANATION: WHAT CAN BE LEARNED FROM THIS DOCUMENT?
INFORMATION COLLECTED BY:
SCENE 2 NARRATION:
VISUAL
WHAT WILL BE SAID DURING THE VISUAL
SCENE 3: BATTLE OUTCOMES AND PRIMARY SOURCE #2
WRITTEN OR VISUAL?
VOCABULARY USED:
VISUALS USED:
SOURCES USED:
EXPLANATION: WHAT THINGS HELPED DETERMINE THE OUTCOME?
INFORMATION COLLECTED BY:
SCENE 3 NARRATION:
VISUAL
WHAT WILL BE SAID DURING THE VISUAL
SCENE 4: EXPLAIN THE RELATIVE IMPORTANCE OF THE BATTLE IN THE CIVIL WAR,
AND SUPPORT YOUR EXPLANATION
VOCABULARY USED:
VISUALS USED:
SOURCES USED:
EXPLANATION OF IMPORTANCE:
INFORMATION COLLECTED BY:
SCENE 4 NARRATION:
VISUAL
WHAT WILL BE SAID DURING THE VISUAL