##### ![](media/image1.jpeg){width="8.5in" height="1.2006944444444445in"} 

#####  *The Springfield Armory National Historic Site Presents-*

##### **The Civil War --Soldiers, Civilians, Armory Workers**

##### At school and Historic Site

######### 

######### [At School]{.underline}: (1 hr 15 min and 15 min. to set up) 

######### 

######### Introduction to the Armory and the Civil War themes and then participate in an activity on the role of civilians during the Civil War. (the film, *Springfield Armory* and *Springfield and the Civil War* will be sent to the school before the school visit).

Learn about the ways that families and friends supported their loved
ones during the Civil War. Help to make bookmarks, or make a clothes pin
doll to sell at the Soldiers Fair. Set the stage for the War and
Civilian assistance with music, large photos of people at the 1864
Soldiers Fair. Books are available for teachers to borrow. Make
important connections between what the civilians did to help support
loved ones and the role of the Armory.

***Mass Education Standards:***

**History and Social Science Curriculum Framework:**

**1. Chronology and Cause.** Students will understand the chronological
order of historical events and recognize the complexity of historical
cause and effect, including the interaction of forces from different
spheres of human activity, the importance of ideas, and of individual
choices, actions, and character.

**2. Historical Understanding.** Students will understand the meaning,
implications, and import of historical events, while recognizing the
contingency and unpredictability of history --- how events could have
taken other directions --- by studying past ideas as they were thought,
and past events as they were lived, by people of the time.

**The PreK--12 Learning Standards for the Visual Arts**:

**1. Methods, Materials, and Techniques.** Students will demonstrate
knowledge of the ­methods, materials, and techniques unique to the visual
arts.

**2. Elements and Principles of Design.** Students will demonstrate
knowledge of the elements and principles of design.

By the end of grade 8, Students will

7.  Use the appropriate vocabulary related to the methods, materials,
    and techniques students have learned and used in grades PreK--8.

8.  Maintain the workspace, materials, and tools responsibly and safely

    **PreK--12 STANDARD 2: Elements and Principles of Design**

2.10 For shape, form, and pattern, use and be able to identify an
expanding and increasingly sophisticated array of shapes and forms, such
as organic, geometric, positive and negative, or varieties of symmetry

Create complex patterns, for example, reversed shapes and tessellation

**PreK--12 STANDARD 3: Observation, Abstraction, Invention, and
Expression**

3.4 Create 2D and 3D **representational** artwork from direct
observation in order to develop skills of perception, discrimination,
physical coordination, and memory of detail

**Connections Strand:**

The Standards for the Connections Strand are:

**6. Purposes and Meanings in the Arts.** Students will describe the
purposes for which works of dance, music, theatre, visual arts, and
architecture were and are created, and, when appropriate, interpret
their meanings.

**7. Roles of Artists in Communities.** Students will describe the roles
of artists, patrons, cultural organizations, and arts institutions in
societies of the past and present.

**PreK--12 STANDARD 7: Roles of Artists in Communities**

> 7.2 Describe the roles of artists in specific cultures and periods,
> and compare similarities and differences in these roles...

[At Springfield Armory NHS]{.underline} -- (If necessary, the start time
can be 8:30am).

######### 9:00 -9:10am Introduction 10 min. Tower

#########  An orientation to Springfield Armory, brief history, STCC, NPS

connections. The object of the day is to learn about the Civil War

> from 2 perspectives -- Armory Workers and Soldiers. It will be an
> experiential day. Please ask questions and enjoy your time here.
> TEACHERS AND ADULTS you are expected to assist with the activities and
> maintain management of your students.

######### 9:15 -- 10:15 Manufacturing a Lock Plate 1hr Museum Floor & Theater

> [Lock Plate manufacture.]{.underline} Make an 1863 Rifle Musket Lock
> Plate. Take the
>
> Required Loyalty Oath, put on your aprons and then go to work for the
> Armory. Maybe you'll be selected to be an inspector. Work as a team,
> figure out the math and perhaps shortcuts to earn your pay (gold
> chocolate coins). See a reproduction Springfield Armory Civil War
> rifle musket and learn safety practices. Watch a film clip showing
> Armory technology.

**Massachusetts Education Standards:**

***Science and Technology/Engineering*** - Grade 6-8 Standards
(Technology/Engineering)

1\. Materials, Tools, and Machines

**1.1** Given a design task, identify appropriate materials (e.g., wood,
paper, plastic, aggregates, ceramics, metals, solvents, adhesives) based
on specific properties and characteristics (e.g., strength, hardness,
and flexibility).

**1.2** Identify and explain appropriate measuring tools, hand tools,
and power tools used to hold, lift, carry, fasten, and separate, and
explain their safe and proper use.

2\. Engineering Design

**2.4** Identify appropriate materials, tools, and machines needed to
construct a prototype of a given engineering design.

4\. Manufacturing Technologies

**4.1** Describe and explain the manufacturing systems of custom and
mass production.

**4.2** Explain and give examples of the impacts of interchangeable
parts, components of mass-produced products, and the use of automation,
e.g., robotics.

**4.3** Describe a manufacturing organization, e.g., corporate
structure, research and development, production, marketing, quality
control, distribution.

**4.4** Explain basic processes in manufacturing systems, e.g., cutting,
shaping, assembling, joining, finishing, quality control, and safety.

***History and Social Studies*** -- Grade 8 Standards (Concepts and
Skills)

**U.S. History I: The Revolution through Reconstruction, 1763-1877**

**[Economic Growth in the North and South, 1800-1860]{.underline}**

**USI.28** Explain the emergence and impact of the textile industry in
New England and industrial growth generally throughout antebellum
America. (H, E)

A.  the technological improvements and inventions that contributed to
    industrial growth

B.  the causes and impact of the wave of immigration from Northern
    Europe to America in the 1840s and 1850s

**[The Civil War and Reconstruction, 1860-1877]{.underline}**

**USI.35** Describe how the different economies and cultures of the
North and South contributed to the growing importance of sectional
politics in the early 19th century. (H)

***Mathematics-*** Grade 7 Standards (Number Sense and Operations
Strand)

**7.N.1** Compare, order, estimate, and translate among integers,
fractions and mixed ­numbers (i.e., rational numbers), decimals, and
percents.

*This standard is intentionally the same as standard 8.N.1.*

> Grade 7 Standards (Patterns, Relations, and Algebra Strand)

**7.P.3** Create and use symbolic expressions for linear relationships
and relate them to verbal, tabular, and graphical representations.

Grade 7 Standards (Geometry Strand)

**7.G.2** Classify figures in terms of congruence and similarity, and
apply these relationships to the solution of problems.

*This standard is intentionally the same as standard 8.G.2.*

Grade 7 Standards (Measurement Strand)

**7.M.1** Select, convert (within the same system of measurement), and
use appropriate units of measurement or scale.

This standard is intentionally the same as standard 8.M.1

######### 10:20 - 11:25 Civil War Soldiers -- Differences and Similarities 65min. Theatre 

> Find out about those who served in the military. Learn about the
> soldiers' differences and similarities in age, race, occupation,
> gender, and pay.
>
> First, come to understand the types of soldiers: infantry, cavalry,
> artillery and their important roles. Discover how recruits changed as
> the War continued and how not all soldiers were treated equally, yet
> fought the same enemy.
>
> Handle the contents of a haversack. Try on a cap and jacket. Try some
> hard tack and be grateful for civilian life! We will emphasize firearm
> safety with a brief introduction to the Civil War rifle loading
> procedures.

#########  

***History and Social Studies*** -- Grade 8 Standards (Concepts and
Skills)

**History and Geography**

**7.** Show connections, causal and otherwise, between particular
historical events and ideas and larger social, economic, and political
trends and developments. (H, G, C, E)

**8.** Interpret the past within its own historical context rather than
in terms of present-day norms and values. (H, E, C)

**9.** Distinguish intended from unintended consequences. (H, E, C)

**10.** Distinguish historical fact from opinion. (H, E, C)

**U.S. History I: The Revolution through Reconstruction, 1763-1877**

**[Economic Growth in the North and South, 1800-1860]{.underline}**

**USI.29** Describe the rapid growth of slavery in the South after 1800
and analyze slave life and resistance on plantations and farms across
the South, as well as the impact of the cotton gin on the economics of
slavery and Southern agriculture. (H)

**[The Civil War and Reconstruction, 1860-1877]{.underline}**

**USI.39** Analyze the roles and policies of various Civil War leaders
and describe the important Civil War battles and events. (H)

*Battles*

A.  the Massachusetts 54^th^ Regiment and the Battle at Fort Wagner

B.  Antietam

C.  Vicksburg

D.  Gettysburg

11: 30-11:45 Introduction to Civil War Military Mapping 15min. Theatre

> Become a military topographical or surveying engineer. You will have
> the responsibility of preparing directions for the troops to follow.
> First, get an understanding of the importance of military mapping for
> creating the maps of our country and for defensive or battle
> situations. Then become familiar with the equipment of compasses and
> the use of a chain for mapping. All important, will be ones ability to
> judge the quality of land for use of equipment such as cannons, horses
> and infantry. Learn the importance of estimating distances, team work
> and symbol to object recognition.

***Massachusetts Education Standards***

***Mathematics-*** Grade 7 Standards (Number Sense and Operations
Strand)

**7.N.2** Use ratios and proportions in the solution of problems
involving unit rates, scale drawings, and reading of maps.

**7.N.9** Select and use appropriate operations---addition, subtraction,
multiplication, division, and positive integer exponents---to solve
problems

*This standard is intentionally the same as standard 8.N.12.*

> Grade 7 Standards (Geometry Strand)

**7.G.3** Demonstrate an understanding of the relationships of angles
formed by intersecting lines, including parallel lines cut by a
transversal.

*This standard is intentionally the same as standard 8.G.3.*

**7.G.4** Graph points and identify coordinates of points on the
Cartesian coordinate plane (all four quadrants).

**7.G.5** Use a ruler, protractor, and compass to draw polygons and
circles.

**7.G.6** Predict the results of translations and reflections of figures
on unmarked or coordinate planes and draw the transformed figure.

> Grade 7 Standards (Measurement Strand)

**7.M.3** Demonstrate an understanding of the concepts and apply
formulas and procedures for determining measures, including those of
area and perimeter/circumference of parallelograms, trapezoids, and
circles. Given the formulas, determine the surface area and volume of
rectangular prisms and cylinders. Use technology as appropriate.

***Science and Technology/Engineering*** - Grade 6-8 Standards (Earth
and Space Science)

**Mapping the Earth**

**1.** Recognize, interpret, and be able to create models of the earth's
common physical features in various mapping representations, including
contour maps.

11:50 --12:30 Lunch

12:35 -- 1:35 Civil War Military Mapping (cont.) 1hr. Museum or Outdoors

\* Evaluations

Thank you. Come back soon. Visit our website at
[www.nps.gov/spar](http://www.nps.gov/spar)