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CIVIL WAR ARKANSAS
LESSON PLAN
Using Tattered Glory
For Grades 9-12
By Nancy Dane
INTRODUCTION
Apart from the major battles of Pea Ridge and Prairie Grove (and for the real
history buff a few other battles such as Marks’ Mill and Helena), the real story of Civil
War Arkansas remains obscure. Tattered Glory helps rectify that by shedding light on
the plight of soldier and civilian, both pro Union and pro Confederate. Although the
documentary focuses on the Arkansas River Valley, the reports are often ubiquitous,
relating many important statewide events in detail. The Southern Claims Commission
Files, catalogued in the National Archives by individual counties, are especially poignant,
a fascinating time machine in which to revisit the era through the actual words of those
involved.
This lesson plan meets the criteria of helping students analyze significant ideas,
events, and people in state and local history during the Civil War and how they affected
change over time. It also covers involvement of African-Americans, Indians, and
women, with great emphasis given to the wartime experience of civilians.
Provided in the plan are map activities and worksheets that will help familiarize
students with important locations and demographic division of loyalties, and help them
achieve a greater understanding of the time. Each section provides additional activities
that are fun as well as educational.
Ten years of research led me to conclude that Civil War Arkansas is a story worth
telling. I hope the documentary and the suggested lesson plans will shed new light. And I
hope the children of Arkansas will learn the valuable lesson of the horror of war.
Tattered Glory and Where the Road Begins (the novel based upon the documentary) are
available on my website: www.nancydane.com
c. 2007 by Nancy Dane (worksheets may be reproduced without permission)
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Arkansas History Strands Covered
SR.5.AH.9-12.1
Investigate the controversy leading to the secession of Arkansas
(e.g., state leaders, cooperationists, Secession Convention, May 6, 1861)
SR.5.AH.9-12.2
Define confederation and describe the weaknesses of the Confederacy
SR.5.AH.9-12.3
Analyze how the Union and Confederate governments exerted powers to fight the war
(e.g., draft, first income tax, wars recruitment)
SR.5.AH.9-12.4
Compare and contrast the Confederacy to the government under the Articles of Confederation
SR.5.AH.9-12.5
Analyze the contributions of noteworthy Arkansans during the Civil War period
SR.5.AH.9-12.6
Explain the existence of dual governments in wartime Arkansas:
 Washington, Arkansas
 Little Rock, Arkansas
SR.5.AH.9-12.7
Examine the major Civil War battlefields in and near Arkansas
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CIVIL WAR ARKANSAS
Lesson Plan grades 9-12
I. Events leading to Civil War in Arkansas
A. Discussion Topics
1. Issues leading to secession
a. States Rights
1.Right of individual state to determine as much as possible its
laws and government.
b. Slavery
2. The effect of demographics on loyalties
a. Plantation life vs. mountain life
1. Cotton producers needed slave labor and rivers to transport
2. Mountain people independent by nature
3. Shift of Loyalties
a. February elections 1861 show majority pro Union, yet by May
the state had seceded.
4. Reasons for shift
a. President Lincoln called for 75,000 volunteer army to subdue the
South angering Arkansans
b. Sister states had seceded
5. May 1861 Arkansans voted to leave the Union
B. Review Question worksheet (see attached reproducible)
C. Narrative/ Writing Exercise
1. Have students write a short essay explaining which way they would
have voted in 1861 election (for or against secession candidates) and
why
2. Have students describe why loyalties were divided according to
geographic regions and economic differences D. Activities
1. Have a debate on States rights vs. Federal Powers.
2. Hold a mock election
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SECTION I. REVIEW QUESTION AND SUGGESTED ANSWERS
1. What main issues led to secession?
Answer: Slavery and States Rights
2. Explain the term States Rights
Answer: The right of individual states to determine as near as
possible its laws and government. (autonomy of the
individual state vs. the powers of a Federal government)
3. What pre-war event showed divided loyalties?
Answer: In Feb. 1861 pro Union candidates won by a large
margin.
4.
What was the statewide division of loyalties
Answer: majority of mountain people pro Union
majority of valley pro Confederate
5. What is one possible reason this was so?
Answer: plantations in valley flat land needed slave labor
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SECTION I. REVIEW QUESTION
1. What main issues led to secession?
2. Explain the term States Rights
3. What pre-war event showed divided loyalties
4. What was the statewide division of loyalties
5. What is one possible reason this was so?
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Civil War Arkansas
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Civil War Arkansas
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II.
WAR
A. Discussion Topics
1. Major Battles and outcomes
a. Pea Ridge (Tattered Glory pg 11)
b. Prairie Grove (T. G. pg 36)
c. Helena (T. G. pg 16)
2. Biographies of major military leaders
a. Albert Pike (T. G pg 27)
b. John Marmaduke (T. G. pg 36)
c. Samuel Curtis (T. G. pg 10)
d. Thomas Hindman (T. G. pg 21)
e. Harris Flannagan
f. Earl Van Dorn (T.G. 10)
3. Conscription
a. Men hide out to avoid mandatory conscription (T. G. pg 66)
b. Bogus company formed (Tatter Glory pg. 66)
4. Plight of civilians
a. Preyed on by bushwhackers (T. G. pg. 83,134,149,164)
b. Women tortured (T. G. pg.242-248)
c. Chappewa, Union ship carrying refugees sunk in battle (T.G.
pgs.228-237)
5. Telegraph
a. Importance of Telegraph (T.G. pg 125)
b. Fight to maintain it (T.G. pgs150, 158-160, 259)
Note of interest: Telegrapher tells of testifying at trial of boy spy
David O. Dodd pg. 126 of Tattered Glory)
6. River Valley Slaves join Federal Army (T. G. pg. 113)
7. Indians fight on both sides (T. G. pgs 18, 52, 86)
8. Spies used on both sides (T. G. pg 83)
9. Control changed hands many times
a. Loyal Union families forced to Flee (T.G. pg 251)
b. President Lincoln ordered district abandoned/ countermanded
(T.G. 221)
10. Hunger and deprivation (constant topic in T. G. on numerous pgs.)
B. Review Questions worksheet (see attached reproducible)
C. Narrative/Writing Exercise
1. Have students discuss what they might have done to prevent someone
stealing their food.
2. Discuss what happens when law and order breaks down.
D. Activities
1. Map Activities
a. Chart and label major battles occurring in the state. Use a triangle
to denote a union victory. Use a circle for Confederate
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victory.1
2. Make cornpone (eaten by Southern soldier and civilian)
recipe: 2 parts cornmeal, 1 part boiling water, salt to taste; pat a
large spoonful into a cake and fry in hot oil.
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For specific battles not covered in Tattered Glory have students research online
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SECTION II. REVIEW QUESTIONS AND ANSWERS
1. Name 4 major battles and outcomes
Answer: Pea RidgeUnion, Prairie GroveUnion,
HelenaUnion, Marks MillConfederate
2. Name 3 major military leaders and if Union or Confederate
Answers: Albert Pike Confederate, Marmaduke Confederate,
Curtis Union, Price Confederate, Hindman Confederate.
3. Define Conscription
Answer: Being forced to join an army
4. What were some hardships faced by civilians?
Answer: hunger, torture, loss of loved ones, forced to flee homes,
and homes burned.
5. Why was the telegraph important?
Answer: It was the only fast mean of communication for the
military.
6. Why were slaves who entered the army especially brave?
Answer: The Jefferson Davis, President of the Confederacy,
made a rule to kill any African-American taken in battle.
7. Why were spies important?
Answer: They were the best means of gaining accurate
information.
8. After the Union invaded, did the state remain in Union hands?
Answer: No. Areas often changed hands many times.
9. Why was there not enough food?
Answer: The men were no longer home to farm. Both armies,
as well as bushwhackers, often took food from the
civilians.
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SECTION II. REVIEW QUESTIONS
7. Name 3 major battles and outcomes
2. Name 3 major military leaders and if Union or Confederate
3. Define Conscription
4. What were some hardships faced by civilians?
5. Why was the telegraph important?
6. Why were slaves who entered the army especially brave?
7. Why were spies important?
10. After the Union invaded, did the state remain in Union hands?
11.Why was there not enough food?
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III.
Post War Effects
A. Discussion
1. Two issues the war settled
a. The United States would remain one nation.
b. Slavery was now illegal.
2. Treatment of Blacks
a. Job opportunities
1. few and menial
b. Attitude of pre-war slave owners toward the now free slaves.
1. hostile
c. Living conditions
1. extremely poor
d. State government action regarding blacks
1. Blacks not allow the blacks to vote, serve on juries, go to
school with whites or marry a non black.
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2. The General Assembly voted down the 14 Amendment,
which made blacks citizens of the United states, with a
seventy-two to two vote.
3. It wasn’t until 1867 that blacks won the right to vote.
4. After 1867 a “new government” liberated blacks in
politics. Some held positions in this new government.
3. Quality of Life for All Arkansans
a. Homes
1. Many homes had been burned during the war
2. Unable to pay property taxes, many lost property
b. Health conditions
1. Many people maimed in war
2. Food shortages caused much disease
3. Economic opportunities
a. Many men had been crippled and were unable to work
b. Few job opportunities for women
4. Post War Politics
a. 1865 General Assembly was comprised of ex-confederates.
1. Would not support new principles of civil rights.
b. 1867 Congress passed “Reconstruction Act”
1. U.S. Army would register the voters
2. All adult black males could vote
3. White males could vote if they took the “iron-clad oath,”
a promise that a man would be loyal to the Union and had
always been loyal in the past.
c. 1868 A new state constitution was approved and a new
government, not made up of ex-confederates, was
established.
d. Many in the new government were called by the terms
carpetbaggers and scalawags
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Carpetbaggers were northern people who came to the south
for the purpose of getting rich.
2. Scalawags were southerners considered to be traitors by
fellow southerners.
1.
B. Review Question worksheet (see attached reproducible)
C. Narrative/Writing Exercise
1. Have student write a short essay on what they think it would be
like in the United States today if the South (Confederacy) had
won the war.
2. Have students discuss or write an essay answering this question;
Could our society today to go from affluent to destitute in three
years? Why or why not?
D. Activities
1. Watch one of the following movies
a. The Blue and the Gray
b. Friendly Persuasion
c. Shenandoah
2. Have student interview a person from the North, a person from
the South, and an African American and ask each this question;
“Do you feel the Civil War has any relevance to you today?”
Have student record each response for class discussion.
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SECTION III. REVIEW QUESTIONS AND SUGGESTED ANSWERS
1. What issues did the war resolve?
Answer: The Nation remained United.
Slavery became illegal.
2. How were blacks treated after the war?
Answer: Few Job opportunities
Hostile attitudes remained
3. Name political actions affecting Blacks until 1867.
Answer: Not allowed to vote or to serve on juries
4. Name political actions affecting Blacks after 1867.
Answer: Allowed to vote and serve on juries and hold public office
5. How had the quality of life changed for Arkansans?
Answer: Homes were destroyed
Most were destitute having lost everything.
6. How had quality of health changed?
Answer: Many maimed
Disease rampant
7. Who controlled the General Assembly in 1865 and what were their
views?
Answer: Comprised mostly of ex-confederates who would not
support new principles of civil rights
8. What was the Reconstruction Act?
Answer: U.S. Army would register the voters,
All adult black males could vote.
White males could vote only after taking the “iron-clad
oath.”
9. What was the Iron-clad oath?
Answer: A sworn promise that a man would be loyal to the Union
and had always been loyal in the past
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SECTION III. REVIEW QUESTIONS
1. What issues did the war resolve?
2. How were blacks treated after the war?
3. Name political actions affecting Blacks until 1867.
4. Name political actions affecting Blacks after 1867.
5. How had the quality of life changed for Arkansans?
6. How had quality of health changed?
7. Who controlled the General Assembly in 1865 and what were their
views?
8. What was the Reconstruction Act?
9. What was the Iron-clad oath?
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IV.
Conclusion:
In Arkansas the war had ripped apart lives, families, states, and a nation. It is impossible
to calculate exactly how much the state suffered by the interruption of progress that was
occurring before the war. A war-devastated economy took years to recover.
With few resources at hand, refugees and soldiers returned to the state to farm, to rebuild
burned homes, and to take up the hard work of survival. Eventually prosperity returned,
neighbors on opposite sides became friends again, and Arkansans once again considered
themselves to be Americans.
Tattered Glory and Where the Road Begins, (the novel based on the documentary) may
be purchased at www.nancydane.com
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Recommended Additional Reading
Where the Road Begins (historical fiction of Arkansas Civil War) by Nancy Dane.
Tate Publishing 2006
A Difference of Opinion (historical fiction of Arkansas Civil War) by Nancy Dane
Tate Publishing 2008
Rugged and Sublime by Mark K. Christ
University of Arkansas Press 1994
Confederate Arkansas by Michael Dougan
University of Alabama Press 1976
“A Rough Introduction to This Sunny Land”; The Civil War Diary of Private
Henry A. Strong Co. K, Twelfth Kansas Infantry by Tom Wing
Butler Center for Arkansas Studies 2006
With Fire and Sword by Thomas DeBlack
University of Arkansas Press 2003
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