United States History Student Edition

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Complete Your Inquiry EVALUATE SOURCES AND USE EVIDENCE Refer back to the Compelling Question and the Supporting Questions you developed at the beginning of the lesson. 1. Contrasting How do the diary entries of William Heyser and LeRoy Gresham (Sources A and B) differ in tone? 2. Evaluating Which source in this lesson do you find most powerful? Why? 3. Gathering Sources Which sources helped you answer the Supporting Questions and the Compelling Question? Which sources, if any, challenged what you thought you knew when you first created your Supporting Questions? What information do you still need in order to answer your questions? What other viewpoints would you like to investigate? Where would you find that information? 4. Evaluating Sources Identify the sources that helped answer your Supporting Questions. How reliable is each source? How would you verify the reliability of each source? discuss how war can affect civilians. How do these sources provide insight into how civilians were affected by the Civil War? Use the graphic organizer that you created at the beginning of the lesson to help you. Share your conclusions with the class. TAKE INFORMED ACTION Creating a Community Action Plan for Refugees Think about the challenges faced by people who have fled their homeland because of war and have settled in a new country. Create a community action plan that helps people find a place to live, learn the customs of their newly adopted country, or learn new skills to help them find a job. COMMUNICATE CONCLUSIONS 5. Collaborating Work with a partner to

An Enslaved Man’s Experiences in the Armies At the time of the Civil War, about 30 percent of the South’s population was made up of enslaved people. As the Union army invaded the South, enslaved people fled with their owners, escaped to freedom, or served in the opposing armies. William Baltimore, a former enslaved person who worked on an Arkansas plantation before the war, described what he did in the Southern and Northern armies. PRIMARY SOURCE: MEMOIR “ I worked on de plantation till de war broke. Then I went into the army with them what called themselves secesh’s . I didn’t fight none, never give me a gun near sword. I was a servant. I cooked and toted things. In 1863 I was captured by the Yankees and marched to Little Rock and sworn in as a Union Soldier. I was sure enough soldier now. I never did any fighting but I marched with the soldiers and worked for them whatever they said. ” — from Slave Narratives: A Folk History of Slavery in the United States From Interviews with Former Slaves secesh’s secessionists EXAMINE THE SOURCE 1. Comparing How was Baltimore’s experience in the Confederate army similar to his experience in the Union army? 2. Inferring Based on Baltimore’s words, which army experience did he view more positively? Explain your answer.

Federal Writer’s Project. Works Progress Administration. “William Baltimore.” Slave Narratives: A Folk History of Slavery in the United States From Interviews with Former Slaves. Vol II, Arkansas Narratives, Pt. 1. Sponsored by the Library of Congress. Washington, 1941.

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