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The Price of Freedom is an amazing resource for teachers and students about the wars of America. There are primary resources, artifacts, and materials that can be used to help students understand. As an example, we will use the Battle of Bull Run.
Here are a few suggestions on how to use the resources.
- Timed Reading
- Google Slides with worksheet
- Independent / Remote Learning
Timed Reading: A teacher can cut and paste the text from the website into a document. For high school students, reading is no longer a leisure activity. Timed writing allows the students to develop reading and writing skills. At the end of each section, have the students write an insightful analysis and summary.
Teacher note: With a freshman US History class, fifteen minutes is a good starting point. A teacher could encourage students who did not finish to complete the reading outside of class time.
Here is an example of a simple worksheet. We shared our thoughts on the assessment. (Text in parentheses are not included in the student worksheet. There are three passages from the website. After each passage, leave space for the student’s responses. Our worksheet is 2 pages.)
Name period
This is a time reading assessment. It is OK if you do not finish. DO YOUR BEST!
- Silent Sustained Reading & Writing (When 1st introducing this activity, some students may struggle focusing. With time, practice, and a little encouragement from the teacher, the ability to read and write silently should be a skill most students can acquire. This is simply an effort grade. A teacher should take a few points off for the students who lack focus. This will hopefully encourage them to be more focused in the future.)
- Highlighting & Annotating (Being an active reader is an important life skill. Annotating is challenging and personal. Each student will annotate differently. Simply having students write in the margins is the critical starting point. Annotating is one area where a teacher can provide feedback to help students improve.)
- INSIGHTFUL analysis and written summary (Analyzing a reading is challenging for students. Teachers can provide examples of student work to show good examples.)
Battle of Bull Run: The Price of Freedom
The Battle of Bull Run, the first major clash in the Civil War, ended in a Confederate victory. It shattered illusions that either side would win quickly or easily. The battle came about when President Lincoln ordered General Irvin McDowell to strike Confederate forces at Manassas Junction, as a step toward taking Richmond. He wanted to move quickly against the enemy, hoping a decisive victory would quell the rebellion. Attacking early in the morning, Union forces first seemed to be winning, but the Confederates checked their advance. Confederate general Thomas Jackson earned the nickname “Stonewall” for his stout defensive stance. Late in the day, the Confederates counterattacked. Weary Union troops retreated, then panicked and fled helter-skelter back to Washington.
Analysis / Summary (3-4 sentences)
Confederate War Strategy
The goal of the Confederates was to win the war by not losing. They needed only to prolong their conflict long enough to convince the Union that victory would be too costly to bear. When opportunities arose, they would augment this strategy with selective offensive strikes. The Confederacy had fewer men, less capital, and less industrial capacity than the North, but its defensive strategy might prevail. And if it could convince France or England to recognize and support its government, chances of victory were even greater.
Analysis / Summary (3-4 sentences)
Union War Strategy
Unlike the Confederates, the Union had to fight and win an offensive war. Lincoln and his advisors developed a multipronged strategy to defeat the South. First, they would negotiate with border states like Maryland to keep them in the Union. Second, they would blockade Southern ports, thus restricting trade with Europe. Third, they would capture strongholds along the Mississippi River, isolating the southwestern states from the eastern ones. Finally, they would advance into the Confederate heartland, especially toward its capital in Richmond, Virginia. Although details of this plan changed during the war, the basic outline remained the key to victory. Virginia militiamen, 1859
Analysis / Summary (3-4 sentences)
HOTS: Compare and contrast the Union and Confederate war strategies. (This Higher Order Thinking Skill prompt allows more advanced students to focus on more advanced skills. One of the challenges with reading activities is keeping students engaged and not having students with nothing to do if the assignment is completed before the other students.)
Google Slides with Worksheet
The Price of Freedom provides a teacher with many images to create an interactive presentation using Google Slides. We will provide a few sample questions.
Images, Artifacts
For example, the Battle of Bull Run lithograph can be projected on the screen and discussed.
Students can be presented with the image and be asked to make three INSIGHTFUL Observations
The teacher can also prompt the students with questions.
- Identify the different types of weapons.
- Identify and describe the uniforms and flags.
- Contrast this battle with modern conflicts.
US Soldiers: Virginia Militiamen, 1859 This picture is great for historical perspective. At the time of this picture, these individuals were serving the United States of America. We like to include transitions in our presentations. Here is the order.
- Picture US Soldiers: Virginia Militiamen, 1859 (center) We place this in the center with some room on the side.
- Text US Soldiers: Virginia Militiamen, 1859 (top left corner) This gives the students the historical context.
- Picture 34-Star American Flag (left bottom) Based on our experience, visuals help develop deeper learning. The flag will take up 1/4th of the slide.
- Text Virginia Seceded April 17, 1861. (top right corner) The historical context that these soldiers are now loyal to a new country, the Confederate States of America.
- Picture Confederate Flag (right bottom) The flag shows a new allegiance for these soldiers. It will take up 1/4th of the slide.
- Text Continuity: People live in North America Change: How the people identify themselves
Enrichment Slide: We present the Civil War unit a few weeks before the final exam. We will present an additional slide reviewing the course material and different periods. Teachers can select images for each period.
- 1620 Pilgrims = British Citizens / Colonists
- May 28, 1754 – February 10, 1763 French & Indian War Loyal and proud British Citizens / Colonists
- 1763 – 1775 Coming of the Revolution Disgruntled citizens / Activists Pushing for Refoms
- July 4th, 1776 Americans
- 1861 – 1865 United States Citizens / Confederate States of America
We will not be as detailed with the other slides, but we group the artifacts together.
- Flag Slides: Compare and contrast First Confederate National Flag and The United States National 34-Star Flag.
- Weapons Slide: United States Sharps Rifle Model 1859, .52 Caliber, LeMat revolver, British Pattern 1853 Rifle, M1853 Enfield Bayonet and Scabbard, Confederate Officer’s Saber and Scabbard, Colt Model 1860 Army Revolver
- Uniforms Slide: Enlisted Man’s Kepi, Confederate Army, State of Texas, Confederate Officer’s Kepi, Union Officer’s Forage Cap, Model 1858, Enlisted Man’s Forage Cap, Model 1858, United States Belt Plate
Draw an image: We have introduced students drawing images. It is a nice way to have students use different skills and still process the material. With these images, there are two possibilities.
- Draw the flags
- Draw the rifles
Present one image at a time on the board. Allow the students a brief amount of time to complete the artwork. Teachers can observe the students to determine the approximate time.
Text analysis / vocabulary
Creating questions based on the text can help engage students and spark classroom discussion. We prefer to present the text to the students in the slide as well as on the worksheet. We ask the students to circle, underline/highlight words. We also want to allow students the opportunity to identify parts of speech and also be able to create a definition of the word based on context cues.
Excerpt #1 The Battle of Bull Run, the first major clash in the Civil War, ended in a Confederate victory. It shattered illusions that either side would win quickly or easily.
1. Underline shattered (list part of speech) Definition (Let students know they do not have to have the correct definition, they simply must give their best effort.)
2. Circle Illusions. List TWO Antonyms:
(Students may not have a complete understanding of antonyms. Teachers should be prepared to review this word. Again, no pressure for correct answers. Responses can be interesting,)
Excerpt #2 President Lincoln wanted to move quickly against the enemy, hoping a decisive victory would quell the rebellion.
3. Underline quell ( ) Definition
Continuity and Change: (Have students brainstorm examples where a government might have to quell a crowd. We like to remind students of other events studied earlier, like the Whiskey Rebellion. We will include the famous political cartoon in the presentation and briefly make a connection.)
Excerpt #3 Confederate general Thomas Jackson earned the nickname “ ” for his stout defensive stance. (This is a simple fill-in-the-blank. We will project the answer on the board.) Late in the day, the Confederates counterattacked. Weary Union troops retreated, then panicked and fled helter-skelter back to Washington.
Underline helter-skelter ( ) Definition
RECAP The Battle of Bull Run (This is a recap of the main takeaways. Students simply will have to copy the information on the slide. There may be a few students who will miss this. The teacher can choose to collect the worksheet and mark down based on effort and accuracy.
Hopefully, we have provided some ideas on how to incorporate the Smithsonian’s Price of Freedom exhibit in a classroom. The Smithsonian Museums have incredible resources. Each year before presenting the material double check the website to see if there have been any updates.
Battle of Bull Run Link This document was created during the remote learning period in 2020. It is one way for students to look at primary sources and artifacts. It is best to teach in a class setting using google slides.
Please read and analyze the information below. As you read, answer the questions to the best of your ability on a separate sheet of paper. Do the best you can. Some of the questions require some higher-order thinking. Simply try your best with all the questions.
3. Battle of Bull Run
The Battle of Bull Run, the first major clash in the Civil War, ended in a Confederate victory. It shattered illusions that either side would win quickly or easily. The battle came about when President Lincoln ordered General Irvin McDowell to strike Confederate forces at Manassas Junction, as a step toward taking Richmond. He wanted to move quickly against the enemy, hoping a decisive victory would quell the rebellion. Attacking early in the morning, Union forces first seemed to be winning, but the Confederates checked their advance. Confederate general Thomas Jackson earned the nickname “Stonewall” for his stout defensive stance. Late in the day, the Confederates counterattacked. Weary Union troops retreated, then panicked and fled helter-skelter back to Washington.
1. Who won the Battle of Bull Run? What did both sides realize after the Battle of Bull Run?
2. Without using a dictionary, define quell. Include the part of speech.
3. What is the nickname for Thomas Jackson? Why was this given to him?
Confederate War Strategy The goal of the Confederates was to win the war by not losing. They needed only to prolong their conflict long enough to convince the Union that victory would be too costly to bear. When opportunities arose, they would augment this strategy with selective offensive strikes. The Confederacy had fewer men, less capital, and less industrial capacity than the North, but its defensive strategy might prevail. And if it could convince France or England to recognize and support its government, chances of victory were even greater.
4. Describe the Confederate War strategy and hopes for victory.
5. List the 3 weaknesses the Confederate Army faced.
Union War Strategy Unlike the Confederates, the Union had to fight and win an offensive war. Lincoln and his advisors developed a multipronged strategy to defeat the South. First, they would negotiate with border states like Maryland to keep them in the Union. Second, they would blockade Southern ports, thus restricting trade with Europe. Third, they would capture strongholds along the Mississippi River, isolating the southwestern states from the eastern ones. Finally, they would advance into the Confederate heartland, especially toward its capital in Richmond, Virginia. Although details of this plan changed during the war, the basic outline remained the key to victory.
6. Explain the Union War Strategy.
7. List the 4 steps of the Union Strategy for victory.
Exhibition Graphics
Lithograph of Bull Run
Lithograph of the Battle of Bull Run
8. Describe the images in the picture. Make THREE observations!
The Lithograph shows a colorful picture of the battle. It shows the smoke of the battle. It also shows how battles were fought at close range. Many have died. There are cannons, swords, guns, and cavalry.
The Battle of Bull Run ARTIFACTS
First Confederate National Flag
National Museum of American History, Behring Center
Credit: Division of Military History and Diplomacy, National Museum of American History
Dimensions / Weight Dimensions: 36″ H x 57.5″ W
Physical Description: Blue cloth with a circle of eight stars, two wide red and one wide white stripe.
General History The Confederate States of America’s 1st National Flag was also known as the “Stars & Bars.” This flag flew from 1861 to 1863. Each of the eight stars represented a Confederate state in March, 1861 when the flag was adopted. The similarity of the design of the Confederate flag and the Union “Stars and Stripes” made it difficult to distinguish between the two in the heat of battle. This resulted in troops firing on their own men or “friendly fire” and in the capture of number of prisoners of war.
9. First Confederate National Flag – What was the nickname? What problems did this design present in battle?
Bayonet and Scabbard
Armed Forces History, Division of History of Technology, National Museum of American History
Credit: Armed Forces History, Division of History of Technology, National Museum of American History
Dimensions / Weight: Dimensions: 2.5″ H x 21″ W x 1″ D
Physical Description: Enfield M1853 forged steel bayonet. Leather scabbard with brass frog.
General History: The bayonet was used as an additional deadly weapon to be attached to the end of military rifles. The scabbard is a sheath to cover it
10. Bayonet and Scabbard Define each.
The bayonet was used as an additional deadly weapon attached to the end of the rifle.
The scabbard was the sheath that covered the bayonet.
United States National 34-Star Flag
National Museum of American History, Behring Center
Date: 1861
Credit: Armed Forces History, Division of History of Technology, National Museum of American History
Dimensions / Weight: Dimensions: 31.5″ H x 51″ W
Physical Description: Cloth consisting of a blue canton with 34 white stars in the upper left quadrant and thirteen equally positioned stripes, 7 red and 6 white.
General History: United States National 34-Star flag was adopted with the admission of Kansas as the 34th state in January 1861. It was used until 1863 when West Virginia became a state. At no time did the National flag lose stars. Since the United States believed that secession from the Union was illegal, the flag continued to bear the stars of all the states of the union, even the Southern states. Flag makers had several designs for the 34-star flag; this is one of the later designs
11. United States National 34-star flag: What was the 34th state? How many stars were taken off the flag during the Civil War?
12. United States National 34-star flag: How did the succession of Southern states impact the number of stars on the flag? Explain the reasoning behind the decision.
Colt Model 1860 Army Revolver
Armed Forces History, Division of History of Technology, National Museum of American History
Credit: Armed Forces History, Division of History of Technology, National Museum of American History
Maker: Colt (Manufacturer) Samuel Colt was as much a salesman as he was an inventor. The terms Army and Navy were a marketing strategy, Army meaning .44 caliber and Navy meaning .36 caliber. They have nothing to do with which service used them. After the Civil War, it was said of Sam Colt, “Abe Lincoln may have freed all men, but Sam Colt made them equal.” Colt’s success story began with the issuance of a U.S. patent in 1836 for the Colt firearm equipped with a revolving cylinder containing five or six bullets. Colt’s revolver provided its user with greatly increased firepower.
Dimensions / Weight: Dimensions: 5.25″ H x 14.25″ W x 1.5″ D
Physical Description: United States Colt M1860 Army revolver, .44 caliber.
General History: The Colt Model 1860 Army revolver was manufactured from 1860 through 1873. The total production consisted of more than 200,000. The six-shot, .44 caliber revolver was the primary handgun used by Union troops during the Civil War because of its reliability.
13. Colt Model 1860 Revolver: How many guns were manufactured? Explain why this was the primary handgun of union soldier?
Enrichment NO QUESTIONS
Sharps Rifle
Armed Forces History, Division of History of Technology, National Museum of American History
Credit: Division of Military History and Diplomacy, National Museum of American History
Maker: Christian Sharps (Manufacturer) Christian Sharps got his start in the gun making business by working at the Harpers Ferry Arsenal. The first Sharps firearm was patented in 1848, and by 1850, the first models of Sharps Sporting Rifles were being made in Mill Creek, Pennsylvania by the firm of A. S. Nippes. In 1851, a new breechloader was being made in Windsor, Vermont by the firm of Robbins & Lawrence. Rifle production continued in Vermont while a new Sharps Rifle Manufacturing Company was formed in Hartford, Connecticut. In 1855, manufacturing was moved to Hartford and continued until 1876. Operations were then moved to Bridgeport, Connecticut until 1880. Although the Sharps Rifle Manufacturing Company bore his name, Christian Sharps was not the principal owner. In 1854 he began his own C. Sharps & Company to make his own handguns. He formed a partnership with William Hankins in 1862. Sharps & Hankins manufactured four-barrel pepperboxes and single-shot breech loading rifles and carbines. That partnership ended in 1866. Christain C. Sharps & Company ceased operations with Sharps’ death in 1874.
Dimensions / Weight: Dimensions: 7″ H x 47″ W x 2″ D
Physical Description: United States Sharps rifle Model 1859, .52 caliber
Specific History: This type of rifle was carried by the 5th New York Zouaves.General HistoryThe 5th New York Volunteer Infantry, “Duryée’s Zouaves,” was one of the most renowned fighting regiments of the American Civil War. Their colorful Zouave uniforms were based on that of the elite Zouave battalion of the French Army, whose dashing appearance matched its fighting abilities. Their precise maneuvers, effectiveness in combat, and steady bearing under fire won them universal respect and recognition. “I doubt whether it had an equal,” General George Sykes said of the 5th New York, “and certainly no superior among all the regiments of the Army of the Potomac.” Many observers considered the 5th New York to be the best-drilled volunteer unit in the Federal Army.
1853 Enfield Rifle-Musket
Armed Forces History, Division of History of Technology, National Museum of American History
Credit: Armed Forces History, Division of History of Technology, National Museum of American History
Maker: J. Barrnet & Son (Manufacturer) J. Barrnet & Son were armorers in London.
Dimensions / Weight: Dimensions: 7.5″ H x 55.25″ W x 1.75″ D
Physical Description: British 1853 Pattern Enfield rifle-musket, .577 caliber
General History: British 1853 Pattern Enfield rifle-musket, .577 caliber also fired a .58 caliber bullet used by both the Union and the Confederacy
LeMat Revolver
Date: about 1860
Credit: Division of Military History and Diplomacy, National Museum of American History
Maker: Jean Alexander Francois LeMat (Inventor) Jean Alexander Francois LeMat’s gun had a 9 shot cylinder – three extra shots. He chambered it for .42 caliber, giving it a bit more punch than the .36 bullet used by Colt, though this did make getting bullets a bit more difficult. The suprise was the 10th shot, for which the LeMat revolver is most often remembered. LeMat put a second barrel under the normal .42 caliber barrel, and had the cylinder revolve around that barrel. The second barrel was a single shot .63 caliber 18 gauge shotgun, effectively a sawed off shotgun hidden in the middle of the pistol.
Dimensions / Weight: Dimensions: 6″ H x 14″ W x 1.75″ D
Physical Description: LeMat revolver, .42 caliber with a nine-chambered cylinder. There is a second smoothbore barrel, .63 caliber, designed to fire buckshot.
General History: The LeMat revolver was a favorite of famous high-ranking Confederate officers, such as J. E. B. Stuart
Confederate Sword
Armed Forces History, Division of History of Technology, National Museum of American History
Credit: Armed Forces History, Division of History of Technology, National Museum of American History
Dimensions / Weight: Dimensions: 8″ H x 39″ W x 4″ D
Physical Description: Forged steel with “CSA” cut out in guard. Metal scabbardGeneral HistoryConfederate officer’s saber and scabbard. The letters “CSA, ” for Confederate States of America are cut out of the guard.
Confederate Enlisted Man’s Kepi
National Museum of American History, Behring Center
Credit: Division of Military History and Diplomacy, National Museum of American History
Dimensions / Weight: Dimensions: 3″ H x 7″ W x 9″ D
Physical Description: Gray wool with black leather visor.Specific HistoryThe chin strap buttons on this kepi have a star embossed on them, signifying that the kepi was worn by a soldier from a Texas unit.
General History: The kepi is similar to the forage cap. It was copied from the French officer’s hat. The crown could be colored, usually for the branch of service of the wearer. The kepi was shorter than the forage cap, and was not very popular because it did not protect from the rain or sun.
Confederate Officer’s Kepi
National Museum of American History, Behring Center
Credit: Armed Forces History, Division of History of Technology, National Museum of American History
Dimensions / Weight: Dimensions: 3.5″ H x 7″ W x 9″ D
Physical Description: Gray wool with leather brim. Gold lace trim.Specific HistoryThis is the type of kepi worn by a Confederate Officer.
General History: The kepi is similar to the forage cap. It was copied from the French officer’s hat. The crown could be colored, usually for the branch of service of the wearer. The kepi was shorter than the forage cap, and was not very popular because it did not protect from the rain or sun.
Union Officer’s Forage Cap, Model 1858
National Museum of American History, Behring Center
Credit: Armed Forces History, Division of History of Technology, National Museum of American History
Dimensions / Weight: Dimensions: 3″ H x 7″ W x 10.5″ D
Physical Description: Model 1858 forage cap, navy wool with black leather visor and chin strap, with gold colored buttons. Officer’s insignia inembroidered gilt with a laurel wealth containing “U.S.” in the center.Specific HistoryThis cap was worn by Dr. Nahum Parker Monroe.
General History: This model forage cap was the most popular headgear worn by the Union army. The forage cap was adopted as standard army headgear. The visor can be flat or sloping. The forage cap was introduced just in time to become the signature headgear of the Civil War soldier. The 20th Maine Volunteers were organized at Portland and mustered on 29 August 1862. They left the for Alexandria, Virginia on 3 September 1862 where they were attached to 1st Brigade, 1st Division, 5th Army Corps, Army of the Potomac, until October 1862. From then until July 1865 they were attached to the 3rd Brigade, 1st Division, 5th Army Corps. They ended the war with the surrender of Lee and his army. The 20th took part in the Grand Review on 23 May 1865 in Washington and the last of the regiment was mustered out on 16 July 1865.
Enlisted Man’s Forage Cap, Model 1858
National Museum of American History, Behring Center
Credit: Division of Military History and Diplomacy, National Museum of American History
Dimensions / Weight: Dimensions: 3″ H x 7″ W x 10.5″ D
Physical Description: Model 1858 forage cap, navy wool with black leather visor and chin strap, with gold colored buttons.
General History: This model forage cap was the most popular headgear worn by the Union army. The forage cap was adopted as standard army headgear. The visor can be flat or sloping. The forage cap was introduced just in time to become the signature headgear of the Civil War soldier. The forage cap was worn by officers and enlisted men alike. Because of the popularity of this cap, they were made in several varied styles.
United States Belt Plate
National Museum of American History, Behring Center
Catalog #: 202755 Accession #: 35091Credit: Armed Forces History, Division of History of Technology, National Museum of American HistoryDimensions / WeightDimensions: 2.25″ H x 3.5″ W x 0.25″ DPhysical DescriptionOval shaped metal, raised rim and raised “US” stamp.Specific HistoryThis belt buckle was found on the battlefield at Winchester, Virginia.General History A belt plate like this one would have been worn by a Union soldier