Virginia SOL USI.9.f
The Standard
analyzing the effects of the war from various perspectives of Union and Confederate soldiers, Indigenous people, women, European Americans, and enslaved and free Blacks during the war including, but not limited to Clara Barton, John Brown, Robert Smalls, Harriet Tubman, Elizabeth Van Lew, and Mary Bowser.
Virginia Standards of Learning for History and Social Science
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain how the war affected the safety, freedom, work, families, and choices of different groups. They compare perspectives and use evidence to describe the actions of key individuals.
What Mastery Looks Like
- Given a short source, students identify the perspective, name an effect of the war, and cite supporting details. They connect people such as Robert Smalls or Mary Bowser to specific actions and outcomes.
Common Misconceptions
- Students may assume everyone within a group had the same experience, or that women and Black Americans had only passive roles. They may also think John Brown fought in the war, or that Indigenous nations were unaffected.
How to Assess It
- Give students two short source excerpts from different perspectives. Ask them to name one effect shown in each source and explain one difference using evidence.
Lesson moves
Ways to Teach It
Give groups profile and effect cards to sort, then connect each person or group to wartime changes with string.
Ask students to write which two perspectives differed most, using one specific fact about each.
Play a matching relay with person, action, perspective, and outcome cards for Barton, Smalls, Tubman, Van Lew, Bowser, and Brown.
Examine an online local Civil War memorial, then list which perspectives appear and which are missing.
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