Iowa and Black Hawk County

in the Civil War

NCSS Thematic Strand: Time, Continuity, and Change

National History Standards (National Center for History in the Schools, 1996)

Era 5: Civil War and Reconstruction (1850-1877)

Standard 2: The course and character of the Civil War and its effects on the American people.

Historical Thinking Standards

Standard 2: Historical Comprehension.

Iowa Core Curriculum - Social Studies Standards (Iowa Department of Education, 2010)

Reading Standards for Literacy in History/Social Studies (grades 6-12)

RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.

RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date of origin of the information.

History Concepts and Skills (grades 6-12)

Essential Concept: Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues.

  • Understand relationships between and among significant events.

Grade Level: 8-12

Class Periods Required:

“Iowa in the Civil War” – 25-30 minutes

“Waterloo in the Civil War” and “War Time in Waterloo” – approximately 40 minutes

“Black Hawk Men Describe the Civil War” – one 50 minute class period

“First Regiment, Iowa African Infantry” – 25-30 minutes

“The Civil War Service of Annie Turner Wittenmyer” – one 50 minute class period

Purpose, Background and Context

This lesson is part of a unit covering the American Civil War. Sequentially, it should be taught at the end of the unit. Students will have a good general knowledge of the causes, events, chronology, and personalities of the Civil War (1861-1865). The five readings included in this unit are designed to add local flavor to the story. The first reading is a brief overview of the role played by Iowa soldiers and civilians during the conflict. The second is a newspaper account written by a Civil War veteran twenty-six years after the war’s conclusion. The account summarizes the involvement of the citizens of BlackHawkCounty on both the battle front and the home front. The third reading consists of excerpts from the diaries of two BlackHawkCounty soldiers. It adds an authentic perspective to the story. The fourth reading is a history of the First Regiment of Iowa African Infantry, a remarkable organization that included “almost every man of African descent in the State who was capable of performing military service.” The fifth reading summarizes the achievements of Annie Turner Wittenmyer, the foremost organizer of relief efforts to aid Iowa soldiers and their families both during and after the war.

Goals/Objectives/Student Outcomes/Performance Expectations

Students will:

  • Understand the role played by Iowa’s military forces during the Civil War.
  • Understand the role played by Iowa civilians during the Civil War.
  • Understand the early history of BlackHawkCounty, including the towns of Cedar Falls and Waterloo.
  • Understand the role played by BlackHawkCounty citizens, both soldiers and civilians, during the Civil War.
  • Understand the role played by primary sources in helping historians to reconstruct the past.

Materials:

Reading: “Iowa in the Civil War”

A study guide covering “Iowa in the Civil War”

Reading: “Waterloo in the Civil War”

Newspaper article: “War Time in Waterloo”

A study guide covering “Waterloo in the Civil War” and “War Time in Waterloo”

Excerpts from two Civil War diaries: “Black Hawk Men Describe the Civil War”

A study guide covering “Black Hawk Men Describe the Civil War”

Reading: “The Civil War Service of the First Regiment, Iowa African Infantry”

A study guide covering “The Civil War Service of the First Regiment, Iowa African Infantry”

Reading: “The Civil War Service of Annie Turner Wittenmyer”

A study guide covering “The Civil War Service of Annie Turner Wittenmyer”

Assessment of Outcomes

Students will:

  • Review, through small group or class discussion, the role played by Iowa soldiers and civilians during the Civil War.
  • Evaluate, through small group or class discussion, the impact of the war on the citizens of BlackHawkCounty, both soldiers and civilians.

Extensions and Adaptations:

Divide students into groups and have them create imaginary (special edition) end-of-the-war, commemorative newspapers. The newspapers may include the following:

  • informative articles about the war (reports on famous people and key battles)
  • reactions (both local and national) to the assassination of President Lincoln
  • letters from local soldiers
  • soldiers’ obituaries
  • interviews with key political and military leaders (both Union and Confederate)
  • political cartoons
  • editorials (viewpoints on issues such as postwar reconstruction and the legal status of former Confederate leaders)
  • a Dear Abby column
  • a sport section (boxing, wrestling, foot races, horse races, marksmanship, baseball – popular but no professional leagues yet)
  • flags (Union and Confederate)
  • chart comparing important battles
  • time line of major events of the Civil War
  • advertisements for various products (John Deere steel plow, railway fares to nearby cities, etc.)

Resources:

Harbin, George. Civil War diary (located in the GroutMuseum library).

Harrison, H. J. “War Time in Waterloo,” Waterloo Courier, 1891 (located in the GroutMuseum library).

Rath, John W. Civil War diary (located in the Grout Museum library).

Riley, Glenda. “Annie Turner Wittenmyer: Reformer,” Iowa Woman, September 1986, pp. 26-33.

Snook, David. “Patriotic Service: The Civil War Service of the First Regiment of Iowa African Infantry.”