Care of Prisoners during the Civil War

grades

4, 5, 6

subjects

language arts, social studies, U.S. history

time allotted

30–45 minutes

setting

classroom

group size

25 students

skills

writing and collaborating

methods

the students will reenact a battle scene to capture prisoners and decide what care will be provided to the captives.

materials

rope for picket line, paper and pencils

keywords

n/a

Objectives
At the end of this activity, students will be able to:

	Identify the basic needs of prisoners
	Negotiate common terms for the care of prisoners
	Recognize the Civil War documents relating to the care of prisoners.

Background Information
While being a prisoner of war presented many physical and psychological problems to the individual, prisoners also presented problems to the individuals and governments responsible for their security, care, and feeding.

The first large surrender in the war occurred at Ft. Donelson, Tennessee. General U.S. Grant took custody of over 15,000 prisoners of war. The problem of security and care of these prisoners had no precedent in the United States because never before had there been such large numbers of prisoners.

A cartel of exchange could only be made between existing governments, and President Lincoln did not want to recognize the Confederate government. Eventually an agreement was reached by the United States Army and later by the Confederate Army to follow certain regulations. Basically the regulations required that the prisoners’ personal property was not to be taken and that they were to be provided with the same rations and medical treatment as that provided to the soldiers who captured them. Unfortunately, the practice of seizing personal property became more
common on both sides as the war progressed.

Prison camps generally consisted of four types of compounds based on the kind of shelter they provided. The most common contained barracks or buildings to house the prisoners. Some camps only had temporary shelter and a few relied on tents. The fourth provided no shelter at all and left prisoners to fend for themselves.

Activities

	Divide the students into two groups. One group will represent the Union Army and the other group will represent the Confederate Army. (If possible, have the students’ wear appropriate colors with caps or sashes.) Have the groups face each other and play “Paper, Rock, Scissors”. The loser of each round gains one step each time. Have a picket (boundary) line between each side. The first one of the twosome to lose ground to the boundary line becomes a prisoner of war.
	After all prisoners have been captured, each side should elect a General and staff to negotiate terms. Lead a discussion about their potential fate by asking such questions as: What do you plan to do with the prisoners? Where will the prisoners be kept? What clothing and health care will be provided? What will they be fed?
	Explain to the students that each side must agree to specific regulations for treatment of prisoners. Have the students write their own regulations for prisoners in small groups remembering to include provisions for food, health care, shelter, and personal belongings of the prisoners. Next each group is to collaboratively compile one list of regulations. After completion of the student-made lists, both sides negotiate to reach a satisfactory agreement for all.
	At this time, share the regulations of the US Army and the Confederate Army. Compare this list to the lists made by the class. Discuss the differences and similarities between the lists.
	view Article XXXVI of U.S. Army Regulations
	download a PDF of this lesson

Resources
Denney, Robert E. Civil War Prisons and Escapes: A Day-by-Day Chronicle. New York, Sterling Publishing Company, Inc.1994.

Natural Resources

Cultural Resources

The Battle of
Stones River

Related Resources