Planning a Camp for Civil War Prisoners - American Red … · 3:2 | Planning a Camp for Civil War Prisoners PREPARATION Students will need notebook paper, large sheets of paper or

www.redcross.org/ehl Planning a Camp for Civil War Prisoners | 3:1

Planning a Camp for Civil War Prisoners

In this lesson, students work in groups to plan and create camp designs for Civil War

prisoners of war. The camps will be located at the actual sites of prison camps in

the scale of effort required to meet basic human needs under such circumstances

and balance that effort with the goal of developing camp designs that would have

better protected the lives and human dignity of prisoners on both sides. Students

take on the role of camp planners: estimating needs, delegating tasks and making

plans for getting supplies.

Students also examine the basic rules from the Lieber Code of 1863 (which sets forth

protections for prisoners) and apply them in planning the facilities and establishing

the organization, operating procedures and rules for their camp. While inspecting

each other’s camp designs, they also learn about the importance of oversight of

prison camps to protect the lives of prisoners through formal and informal reports

and recommendations.

If students have previously completed the lesson “The Lieber Code: Limiting the

Devastation of War,” they will already be familiar with the Lieber Code and how basic

rules of international humanitarian law (IHL) emerged during the Civil War. They will

also have been introduced to the humanitarian impact the Civil War had on prisoners,

wounded soldiers and civilians and will naturally apply their insights and knowledge

to this lesson.

OBJECTIVES

To think about the circumstances confronting prisoners and the

assistance and protection prisoners need

To be aware of the scale of effort required to meet human needs

arising from detention during armed conflict

To learn about provisions in the Lieber Code designed to protect the

lives and human dignity of prisoners

To understand the dilemmas and challenges that face prison

authorities and guards

TEACHER RESOURCES

Teacher and Student

Resources from “The

Lieber Code: Limiting the

Devastation of War” can

be used to support this

lesson.

STUDENT RESOURCES

Planning a Camp: A

Redesign of Civil War

Prison Camps

What Are the Basic

Rules of the Lieber

Information and

Instructions for Civil

War Camp Planners:

Andersonville Prison

Information and


War Camp Planners:

Elmira Prison

Worksheet: Planning

Report

Worksheet: Civil War

Camp Inspection Form

TR

SR

3:2 | Planning a Camp for Civil War Prisoners

PREPARATION

Students will need notebook paper, large sheets of paper or poster board for their

design. Additional supplies such as colored paper, scissors, glue, and modeling

clay can make for a more creative, original, and clear presentation of student camp

plans.

Using the student resources provided, students should redesign either the

Andersonville or Elmira Prison to provide a more humane situation for their prisoner

population in the context of the Civil War era.

Be prepared to use the “Information and Instructions for Civil War Camp Planners:

Andersonville Prison (Southern),” “Information and Instructions for Civil War Camp

Planners: Elmira Prison (Northern)” and worksheets with small groups. Prison camp

maps can be viewed online at the Library of Congress Website, or projected onto a

screen in class.

TIME

Four 45-minute sessions

ADDITIONAL RESOURCES

Exploration 5B, “Planning

a camp for people

displaced by war,” and

Exploration 5C, “Focus on

protecting prisoners,” can

be found in Module 5 of

the Exploring Humanitarian

Law curriculum at www.

redcross.org/ehl.

A lesson introducing

students to the basic rules

2A, “Limiting the

found in Module 2 of EHL.

NOTE

If four class periods are

not available to conduct

this lesson, other options

to consider include:

Session 1

Session 1, assign

Session 2 for

homework

Session 1, assign

Session 2 for

homework, Session 3


The Lesson

Session 1 (45 minutes)

1. WHY PRISONERS NEED PROTECTION 10 minutes

Ask students to respond to the following questions:

Why might a person who has been detained in relation to an armed conflict

For example: the suspicion that he or she holds vital

information, the suspicion that he or she is the enemy, and the captors’ attitude

that the enemy doesn’t deserve to be treated humanely.

For

example: chaos among and lack of control over those in charge of the prisoners

and insufficient means for properly accommodating prisoners.

Then have students work in small groups or pairs to make a list of their responses to

the following question:

Reconvene the class and compile a list of their ideas.

For example: disappearing without a trace; summary execution; being tortured

during interrogation or forced to sign a confession; insufficient food, water, clothing,

shelter, or sanitary facilities; lack of opportunities for personal cleanliness; lack of

access to fresh air; exposure to extreme weather conditions; inadequate access to

medical care; being deprived of family news (the family might not even know that

the prisoner is alive); being subjected to propaganda and to pressure to collaborate;

difficulties with other detainees; the trauma of being held captive; uncertainty over

the fate of one’s family; and the fear among African Americans of being sold into

slavery if captured.

On the basis of the ideas students list, ask the small groups or pairs to think about

what must be done to protect the lives and human dignity of people detained in

Remind them that soldiers from different units and of different ranks will be imprisoned

and ask them to consider how that might affect the organization of a prison camp.

Discuss the ideas students propose.

NOTE

In this lesson, the terms

“prisoner of war” and

“prisoner” are used

interchangeably and

refer to Confederate

and Union soldiers who

were detained in the

American Civil War.


2. BASIC NEEDS OF SOLDIERS DETAINED

AS A RESULT OF ARMED CONFLICT 10 minutes

Have students brainstorm about the particular human needs (physical, social and

personal) of soldiers who have been detained in a Civil War prison camp.

The following categories may be used to organize students’ responses:

water collection and drainage;

food;

shelter;

clothing and bedding (including laundry facilities);

medical care;

energy (including cooking, heating and lighting);

hygiene and sanitary facilities (including bathing facilities);

communication and family contact;

security;

exercise and employment;

religious/worship needs;

leadership (camp representation); and

other.

3. HOW THE LIEBER CODE PROTECTS PRISONERS 10 minutes

students to think back to the discussion they had in their small groups (or pairs)

Possible questions

STUDENT RESOURCE

Present “What are the

Basic Rules of the Lieber

SR


4. PRISON CAMPS DURING THE CIVIL WAR 15 minutes

Have students read and highlight problems that endangered Civil War prisoners

Possible questions

What were some of the challenges facing both Union and Confederate forces

students to consider how these Civil War prison camps could have been designed

in a more practical and humane way that could have spared lives and thus made it

easier to win the peace that followed the war.

camp for prisoners For example: selecting and laying out the site, ensuring access

and warehousing, acquiring building materials and equipment, organizing the main

services or responding to environmental concerns.

Briefly discuss the main services that should be provided to meet the basic needs

of the prisoners. For example: Such services include water supply and drainage,

shelter, food supply, refuse and human waste disposal, medical facilities, lighting

and energy, internal security, and communication.

STUDENT RESOURCE

Present “Planning a

Camp: A Redesign of Civil

War Prison Camps.”

SR



1. PLAN A PRISON CAMP 30 minutes

Divide students into small groups of 3-5 students each.

Assign half the groups to focus on Andersonville Prison and half to focus on Elmira

Prison. Distribute the student resources listed at right to each group.

Have students read the “Information and Instructions for Civil War Camp Planners”

possible, have students view maps online from the Library of Congress Website and/

or project maps onto a screen.

the categories of needs addressed;

the supplies and services needed;

the quantity of supplies and services needed;

a plan for acquiring supplies/services;

different ranks, soldiers who are wounded, injured, or sick, etc.) and for

identifying the skills, strengths and resources of the prison community that might

be of help in meeting their needs.

Possible questions

How would your plan need to be changed if the camp had to meet the needs of

STUDENT RESOURCES

Andersonville Prison group

Information and


War Camp Planners:

Andersonville Prison

(Southern)

Worksheet: Planning

Report

Elmira Prison group

Information and


War Camp Planners:

Elmira Prison (Northern)

Worksheet: Planning

Report

SR


2. DESIGN A PRISON CAMP TO MEET THE BASIC NEEDS

OF PRISONERS 15 minutes

Have students closely examine the map(s) for their camp. Give a “guided tour”

locations. When starting to plan the design of their camps, direct students to

consider the basic geography of the areas near Andersonville and Elmira Prisons. For

example, at Andersonville Prison there is a valley surrounding Sweetwater Creek

and a tributary. At Elmira Prison there is a bank of the Chemung River that includes

a stagnant backwash, a bordering town and a rail line.

Have groups sketch a basic outline of their camps, including boundaries and

key facilities. When students plan the layouts of their camps, they may orient the

calculate will be needed for the estimated camp populations.


CREATE OR BUILD THE CAMP DESIGN

Provide the groups with the materials that are available to produce their camp designs

or models. Have groups transfer the detailed information from their worksheets and

sketches to their larger camp designs.

While groups are working on their camp designs, provide each group with a copy of

the “Worksheet: Civil War Camp Inspection Form” to guide the development of its

design and meet the requirements by which it will be judged. They may also use this

form to score themselves as they develop their camp designs.

Students should label their camp designs as much as they can using a key to organize

where supplies and other items will come from, and who will be in charge, can be

noted in the margins or on a separate attached sheet. If the detailed planning was

design should be completed in 30-40 minutes depending on the materials that are

being used. Extend the time as needed, but keep students working together in their

groups.

NOTE

Because of the limited

time for this exercise,

students’ plans will not

be judged on accuracy

to scale but on how

thoroughly they meet

prisoners’ needs in a

practical way. Students

can present their ideas

in a variety of ways.



1. INSPECT THE CAMP DESIGNS 15-20 minutes

Direct each group to evaluate another group’s camp design. Andersonville Prison

groups should evaluate camp designs for Elmira Prison groups and vice versa. As

an alternative, different classes could evaluate each other’s camp designs. Each

group should score its assigned camp design as objectively as possible and note

any comments and questions to justify its scores. Reassure students that inspection

scores will not be converted into grades. Remind students that besides providing

purpose of the inspection process is to help camp leaders and guards improve the

conditions of the prison and treatment of prisoners.

Groups should select representatives to explain their camp designs or respond to

questions. Consider rotating representatives for each group so students have the

opportunity to observe and evaluate the work of other groups. Groups should have

previously evaluated their own camp designs on their original inspection forms and

will later have the opportunity to respond to their evaluators in writing. When the time

is called, inspectors are to initial and leave their inspection forms with comments and

scores with the camp designs they evaluated.

2. REVIEW THE CAMP INSPECTIONS 10 minutes

Allow groups to return to their own camp designs to read and respond to the

inspection forms completed by the evaluation groups. They should respond to their

scores and comments in writing so that the inspection and review may be presented

together later.

STUDENT RESOURCE

Provide a blank

worksheet: “Civil War

Camp Inspection Form”

SR


3. DEBRIEF THE STUDENTS 10-15 minutes

Facilitate a discussion about lessons learned from this exercise.

Possible questions

What were the most original and practical ideas seen for providing different

Would you rather have been a prisoner at the camp you designed or at the camp

How could the inspection of prison camp conditions help to improve the

KEY IDEAS

Responding to the needs of soldiers held prisoner as a result of

armed conflict requires a great deal of planning and effort and

ample resources.

In addition to their immediate biological needs, the social,

psychological and spiritual needs of prisoners must also be

addressed to enable them to maintain their human dignity.

Assistance should be provided in a manner that aims to minimize

any unintended harm it may cause.

The lives and human dignity of prisoners are at risk.

The fundamental concepts found in the Lieber Code are based on

the balance between military necessity and protecting the lives and

human dignity of captured combatants.

Prison camp authorities often encounter difficult dilemmas while

carrying out their tasks of guarding and providing for prisoners

under their control.

SOURCES:

American Red Cross. http://www.redcross.org. (See also: Restoring Family Links program for families separated by conflict.) “Andersonville National Historic Site,” National Park Service. http://www.nps.gov/ande/.International Committee of the Red Cross (ICRC). http://www.icrc.org. (See also: protection work for prisoners of war and other persons

deprived of their freedom during armed conflict.) Wagner, Margaret E. (editor). 2002. “Prisons and Prisoners of War” in The Library of Congress Civil War Desk Reference, 583-622.

Stonesong Press, Inc. New York, N.Y. and the Library of Congress.


SR

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a r

ail

line.

The n

eare

st t

ow

n i

s tw

o m

iles

aw

ay;

th

e

neare

st

city

is

60

m

iles

aw

ay.

The

clo

sest

site o

f re

cent

com

bat

is 3

00

mile

s aw

ay,

thoug

h t

he U

nio

n a

rmy

seem

s to

be o

rganiz

ing

fo

r

an o

ffensi

ve in

the d

irection o

f th

is c

am

p.

Tim

e o

f Ye

ar:

Late

sp

ring

18

64

. S

um

mers

are

hot and

hum

id, w

ith tem

pera

ture

s ave

rag

ing

in the

80

s °F

. W

inte

rs

are

d

am

p

and

chill

y,

but

tem

pera

ture

s ra

rely

dro

p b

elo

w f

reezi

ng

.

Le

ng

th o

f ti

me

yo

u c

an

exp

ect

to b

e p

rovi

din

g

for

this

p

op

ula

tio

n:

of

priso

ner

exc

hang

es

would

ease

th

e b

urd

en.

Without

this

, priso

ners

mig

ht

need

to b

e k

ep

t until

the e

nd

of host

ilities.

Co

nfl

ict

sta

tus:

The w

ar

has

been g

oin

g o

n f

or

thre

e y

ears

and

, d

esp

ite n

um

ero

us

larg

e b

att

les,

has

no c

lear

end

in s

ight. C

asu

altie

s have

been

hig

h o

n b

oth

sid

es,

and

lines

have

move

d b

ack

and

fort

h, b

ut th

e m

ilita

ry s

ituation r

em

ain

s st

ale

mate

d.

This

is

a c

ivil

war

in w

hic

h t

he C

onfe

dera

cy

is

seeki

ng

to

b

ecom

e

an

ind

ep

end

ent

countr

y

where

in

the

inst

itution

of

slave

ry

is

pre

serv

ed

.

has

decla

red

its

inte

nt

to a

bo

lish s

lave

ry in t

ho

se

state

s in

reb

elli

on.

The w

ar

effo

rt h

as

exh

aust

ed

the

eco

no

my,

and

su

pp

lies,

fu

nd

s and

m

ilita

ry

pers

onnel f

or

op

era

ting

this

cam

p a

re li

mited

.

Att

itu

de

o

f th

e

loca

l p

op

ula

tio

n

tow

ard

pri

so

ne

rs o

f w

ar:

H

ost

ile b

ecause

of

pers

onal

loss

es

in t

he w

ar

and

dis

rup

tio

n o

f th

e e

cono

my

due to

a c

oast

al b

locka

de a

nd

batt

les

bein

g fo

ug

ht

on S

outh

ern

terr

ito

ry.

Ch

ara

cte

risti

cs o

f p

riso

ne

rs:

Priso

ners

are

of

div

ers

e b

ackg

round

s, a

ges,

lang

uag

es,

relig

ious

faiths,

ed

ucatio

nal

leve

ls,

and

pro

fess

ions.

While

all

are

fro

m t

he s

am

e a

rmy,

they

are

fro

m d

iffere

nt

units

dra

wn fro

m d

iffere

nt p

art

s o

f th

e c

ountr

y and

will

be b

roug

ht

in f

rom

all

fro

nts

in t

he w

ar. S

om

e

care

er s

old

iers

, but m

ost

beg

an th

eir m

ilita

ry s

erv

ice

with t

his

war. H

alf

of th

e p

riso

ners

vo

lunte

ere

d fo

r

mili

tary

serv

ice;

half

were

co

nsc

rip

ted

. M

any

will

no

t b

e a

cclim

ate

d t

o t

he e

nvi

ronm

ent

in w

hic

h

they

will

be d

eta

ined

. M

ost

will

be u

nfa

mili

ar

with

the lo

cal c

ulture

and

cust

om

s.

Ra

tio

ns:

To b

e p

rovi

ded

(to

the e

xtent

they

are

ava

ilab

le)

thro

ug

h

a

contr

act

with

the

local

po

pula

ce.

It i

s und

ers

too

d t

hat

fresh

veg

eta

ble

s

are

im

port

ant

for

pre

venting

sc

urv

y and

o

ther

illness

es

rela

ted

to

m

aln

utr

itio

n.

The

stand

ard

Unio

n a

nd

Co

nfe

dera

te a

rmy

ratio

n i

s as

follo

ws

(per

sold

ier

per

day)

: 1

2 o

unces

of

po

rk o

r b

aco

n

or

20

ounces

of

fresh

or

salt b

eef, 2

2 o

unces

of

hard

b

read

o

r 2

0

ounces

of

co

rnm

eal

or

wheat

flour, r

ice,

beans,

peas,

coff

ee,

tea,

sug

ar,

mola

sses,

dried

veg

eta

ble

s and

fru

its,

pic

kles,

and

cab

bag

e a

s ava

ilab

le.

INF

OR

MA

TIO

N A

ND

IN

STR

UC

TIO

NS

FO

R C

IVIL

WA

R C

AM

P P

LA

NN

ER

S—

A

ND

ER

SO

NV

ILLE

, G

EO

RG

IA (

SO

UT

HE

RN

)

De

tail

ed

pla

n o

f A

nd

ers

on

vil

le P

ris

on

Ca

mp

sh

ow

-

ing

Sw

ee

twa

ter L

ick

to

th

e n

orth

, a

nd

th

e S

ou

th-

we

ste

rn

& E

nfa

ula

Ra

ilro

ad

to

th

e e

as

t. S

ho

ws

th

e

ma

in f

orts

, s

toc

ka

de

an

d c

em

ete

ry

. M

ap

by

Ro

be

rt

Sn

ed

en

, 1

86

4.

To

vie

w i

n c

olo

r:

htt

p:/

/h

dl.

loc

.go

v/

loc

.nd

lpc

oo

p/

gv

hs

01

.vh

s0

03

03

Source: Library of Congress, Virginia Historical Society


WA

TE

R

Assu

me

an

ave

rag

e o

f 5

.3 g

allo

ns o

f w

ate

r p

er

day

(0.8

0 g

allo

ns p

er

day

= m

inim

um

dri

nkin

g

wate

r n

ee

de

d f

or

su

rviv

al)

.

SA

NIT

AT

ION

Sin

ce

po

or

san

itati

on

can

le

ad

to

me

dic

al/

he

alt

h p

rob

lem

s, yo

ur

pla

ns s

ho

uld

co

nsid

er

ho

w t

o p

reve

nt

dis

ease

.

What

tools

and

mate

rials

will

be n

eed

ed

to

const

ruct

them

(e.g

., w

ood

, b

ranches

and

sheet

What

are

your

pla

ns

for

cle

anin

g a

nd

main

tain

ing

FO

OD

Eve

ry a

du

lt n

ee

ds t

he

eq

uiv

ale

nt

of

2,2

50

ca

lori

es a

nd

a s

tan

da

rd r

ati

on

of

ab

ou

t 1

.3

po

un

ds p

er

da

y. T

his

can b

e b

roke

n d

ow

n in

to

ap

pro

xim

ate

ly:

Lis

t th

e v

ario

us

typ

es

of fo

od

yo

u w

ill p

rovi

de.

CLO

TH

ING

Clo

thin

g s

ho

uld

be

ap

pro

pri

ate

fo

r w

ea

the

r

co

nd

itio

ns a

nd

ta

ke

in

to a

cco

un

t cu

ltu

ral a

nd

relig

iou

s p

racti

ce

s.

ME

DIC

AL S

UP

PLIE

S A

ND

TR

EA

TM

EN

T

Exp

ect

10

0 p

ati

en

t co

nsu

ltati

on

s p

er

day.

Calc

ula

te t

he q

uantity

of

med

ical s

up

plie

s need

ed

.

SH

ELT

ER

Ide

ally,

each

pe

rso

n s

ho

uld

have

32

3 s

qu

are

fee

t o

f sp

ace

. W

he

n c

ircu

msta

nce

s d

o n

ot

allo

w t

his

, th

e a

mo

un

t o

f sp

ace

allo

tte

d t

o

each

pe

rso

n c

an

be

re

du

ce

d t

o a

bo

ut

10

8

sq

uare

fe

et. I

n v

ery

dif

ficu

lt s

itu

ati

on

s, su

ch

as in

mo

un

tain

ou

s o

r u

rban

are

as, it

can

be

red

uce

d t

o a

bo

ut

32

sq

uare

fe

et

pe

r p

ers

on

.

Calc

ula

te t

he t

ota

l sp

ace t

hat

you w

ill r

eq

uire.

If a

tent

measu

res

1,6

14

sq

uare

feet, h

ow

many

What

eff

ect

will

the w

eath

er

have

on y

our

pla

ns

FU

EL

Fu

el is

ne

ce

ssary

fo

r su

ch

th

ing

s a

s c

oo

kin

g,

he

ati

ng

, an

d lig

hti

ng

.

How

much f

uel d

o y

ou e

stim

ate

your

cam

p w

ill

What

are

som

e f

uel-re

late

d d

ang

ers

that

need

to

SR

ST

UD

EN

T R

ES

OU

RC

E 2

/3

INF

OR

MA

TIO

N A

ND

IN

STR

UC

TIO

NS

FO

R C

IVIL

WA

R C

AM

P P

LA

NN

ER

S—

A

ND

ER

SO

NV

ILLE

, G

EO

RG

IA (

SO

UT

HE

RN

)


Map showing the plan of Andersonvil le Prison, including the stockade, the town of Andersonvil le Station

on the Macon and Americus Railroad, the locations of Confederate units serving as guards, and the head-

quarters of camp commandant Henry Wirz. Map by Robert Sneden, 1865. To view in color: http://hdl. loc.

gov/

INFORMATION AND INSTRUCTIONS FOR CIVIL WAR CAMP PLANNERS— ANDERSONVILLE, GEORGIA (SOUTHERN)

SR STU DE NT R E SOU RCE 3/3

Source: L

ibrary of Cong

ress, Virg

inia Historical S

ociety.


SR

ST

UD

EN

T R

ES

OU

RC

E 1

/3

INF

OR

MA

TIO

N A

ND

IN

STR

UC

TIO

NS

FO

R C

IVIL

WA

R C

AM

P P

LA

NN

ER

S—

E

LM

IRA

, N

EW

YO

RK

(N

OR

TH

ER

N)

Pri

so

ne

r P

op

ula

tio

n I

nfo

rma

tio

n:

Esti

mate

d p

riso

ne

r p

op

ula

tio

n t

o b

e h

ou

se

d

at

this

cam

p:

Nu

mb

er

of

sic

k an

d w

ou

nd

ed

am

on

g th

em

:

1,5

00

Cam

p l

ocati

on

: A

form

er

Unio

n A

rmy

barr

acks

and

tra

inin

g c

ente

r so

uth

of

the C

hem

ung

Riv

er

location

was

chose

n

because

of

pre

-exi

stin

g

stru

ctu

res,

the e

ase

with w

hic

h it

could

be fe

nced

/

stocka

ded

, and

its

location a

long

a m

ajo

r ra

il lin

e.

So f

ar, n

o S

outh

ern

off

ensi

ve h

as

com

e n

ear

this

cam

p’s

location.

Tim

e o

f Ye

ar:

Late

sp

ring

18

64

. S

um

mers

are

Win

ters

are

cold

and

snow

y, w

ith t

em

pera

ture

s

oft

en f

alli

ng

belo

w f

reezi

ng

for

ext

end

ed

period

s

of tim

e.

Le

ng

th o

f ti

me

yo

u c

an

exp

ect

to b

e p

rovi

din

g

for

this

p

op

ula

tio

n:

of

priso

ner

exc

hang

es

would

ease

th

e b

urd

en.

Without

this

, priso

ners

mig

ht

need

to b

e k

ep

t until

the e

nd

of host

ilities.

Co

nfl

ict

sta

tus:

The w

ar

has

been g

oin

g o

n f

or

thre

e y

ears

and

, d

esp

ite n

um

ero

us

larg

e b

att

les,

has

no c

lear e

nd

in s

ight. C

asu

altie

s have

been h

igh

on b

oth

sid

es,

and

lines

have

move

d b

ack

and

fort

h,

but

the m

ilita

ry s

ituation r

em

ain

s st

ale

mate

d. This

is a

civ

il w

ar

in w

hic

h t

he C

onfe

dera

cy

is s

eeki

ng

to b

eco

me a

n i

nd

ep

end

ent

co

untr

y w

here

in t

he

inst

itutio

n o

f sl

ave

ry i

s p

rese

rved

. The N

ort

h i

s

inte

nt to

ab

olis

h s

lave

ry in

tho

se s

tate

s in

reb

elli

on.

The w

ar

effo

rt h

as

gre

atly

exp

and

ed

the N

ort

hern

eco

no

my

and

am

ple

sup

plie

s o

f eve

ry k

ind

are

read

ily a

vaila

ble

.

Att

itu

de

o

f th

e

loca

l p

op

ula

tio

n

tow

ard

pri

so

ne

rs o

f w

ar:

ho

stile

dep

end

ing

on p

ers

onal c

onnectio

ns

to t

he

war

and

its

cause

s.

Ch

ara

cte

risti

cs

of

pri

so

ne

rs:

Priso

ners

cam

e

fro

m

div

ers

e

backg

round

s,

ag

es,

la

ng

uag

es,

relig

ious

faiths,

ed

ucatio

nal l

eve

ls, a

nd

pro

fess

ions.

While

all

are

fro

m t

he s

am

e a

rmy,

they

are

fro

m

diff

ere

nt

units

dra

wn f

rom

diff

ere

nt

part

s of

the

co

untr

y and

will

be b

roug

ht

in f

rom

all

fronts

in

of

Wash

ing

ton

and

R

ichm

ond

. S

om

e

of

the

sold

iers

, b

ut

mo

st

beg

an

their

mili

tary

se

rvic

e

with

this

w

ar.

Mo

st

of

the

priso

ners

to

b

e

deta

ined

vo

lunte

ere

d

for

mili

tary

se

rvic

e,

few

were

co

nsc

rip

ted

. M

any

will

no

t b

e acclim

ate

d

to t

he e

nvi

ronm

ent

in w

hic

h t

hey

will

be d

eta

ined

.

Mo

st w

ill b

e u

nfa

mili

ar

with t

he l

ocal

culture

and

cust

om

s. C

om

ing

fro

m s

lave

sta

tes

in t

he S

outh

,

there

may

be i

ssues

invo

lvin

g c

onta

ct

betw

een

So

uth

ern

priso

ners

and

Unio

n C

olo

red

tro

op

s.

Rati

on

s:

To b

e p

rovi

ded

(to

the e

xtent

they

are

ava

ilab

le)

thro

ug

h

a

contr

act

with

the

local

pop

ula

ce.

It i

s und

ers

tood

that

fresh

veg

eta

ble

s

are

im

port

ant

for

pre

venting

sc

urv

y and

oth

er

illness

es

rela

ted

to

m

aln

utr

itio

n.

The

stand

ard

Unio

n a

nd

Confe

dera

te a

rmy

ration i

s as

follo

ws

(per

sold

ier

per

day)

: 1

2 o

unces

of

pork

or

bacon

or

20

ounces

of

fresh

or

salt b

eef, 2

2 o

unces

of

hard

b

read

or

20

ounces

of

corn

meal

or

wheat

flour, r

ice,

beans,

peas,

coff

ee,

tea,

sug

ar,

mola

sses,

dried

veg

eta

ble

s and

fru

its,

pic

kles,

and

cab

bag

e a

s ava

ilab

le.

Pla

n o

f U

.S.

Mil

ita

ry

Pris

on

, E

lmir

a,

Ne

w Y

ork

.

Source: Library of Congress, Map Collection of the Library of Virginia.


SR

ST

UD

EN

T R

ES

OU

RC

E 2

/3

INF

OR

MA

TIO

N &

IN

STR

UC

TIO

NS

FO

R C

IVIL

WA

R C

AM

P P

LA

NN

ER

S—

E

LM

IRA

, N

EW

YO

RK

(N

OR

TH

ER

N)

WA

TE

R

Assu

me

an

ave

rag

e o

f 5

.3 g

allo

ns o

f w

ate

r p

er

day (

0.8

0 g

allo

ns p

er

day

= m

inim

um

dri

nkin

g

wate

r n

ee

de

d f

or

su

rviv

al)

.

SA

NIT

AT

ION

Sin

ce

po

or

san

itati

on

can

le

ad

to

me

dic

al/

he

alt

h p

rob

lem

s, yo

ur

pla

ns s

ho

uld

co

nsid

er

ho

w t

o p

reve

nt

dis

ease

.

What

tools

and

mate

rials

will

be n

eed

ed

to

const

ruct

them

(e.g

., w

ood

, b

ranches

and

sheet

What

are

your

pla

ns

for

cle

anin

g a

nd

main

tain

ing

FO

OD

Eve

ry a

du

lt n

ee

ds t

he

eq

uiv

ale

nt

of

2,2

50

ca

lori

es a

nd

a s

tan

da

rd r

ati

on

of

ab

ou

t 1

.3

po

un

ds p

er

da

y. T

his

can b

e b

roke

n d

ow

n in

to

ap

pro

xim

ate

ly:

Lis

t th

e v

ario

us

typ

es

of fo

od

yo

u w

ill p

rovi

de.

CLO

TH

ING

Clo

thin

g s

ho

uld

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Review the information from the “Planning a Camp” and “Information and Instructions for Civil War Camp Planners”

documents to ensure you are considering all necessary factors.

Basic Human Needs On a scale of 1 to 5, with 5 being the best, what rating do you give your camp for providing

1. Clean water supply and distribution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rating _____

2. Medical supplies and care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rating _____

3. Food supply and distribution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rating _____

4. Sanitation and hygiene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rating _____

5. Shelter, bedding and clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rating _____

6. Internal and external security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rating _____

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rating _____

Lieber Code Requirements On a scale of 1 to 10, how well do your camp organization, facilities and rules uphold

Comments:

Total Score (Add basic needs rating points plus Lieber Code score)

SR

CIVIL WAR CAMP INSPECTION FORM

Documents

Planning a Camp for Civil War Prisoners - American Red … · 3:2 | Planning a Camp for Civil War Prisoners PREPARATION Students will need notebook paper, large sheets of paper or