Traveling Trunk Additional Activities: "You Are A Soldier" Discussion Guide

Photograph of Company E, 4th U.S. Colored Infantry, at Fort Lincoln
Company E, 4th U.S. Colored Infantry, at Fort Lincoln

Library of Congress

“YOU ARE A SOLDIER: Video Discussion Guide

Introduction

The “You Are A Soldier” videos were created especially for the Traveling Trunk curriculum guide and program. “You Are a Soldier” has 9 segments. The program is best played one segment at a time, beginning with the first scene, with each segment, or chapter, to be followed by a discussion session with the students.

For each segment there is a “Before” section, orienting you to what the vignette covers and its objectives; and an “After” section, with questions and ideas to guide the discussion in an efficient and effective manner. If your students are able to have these discussions within small groups, photocopy information below into separate Discussion Cards to leave at the table. PLEASE BE SURE to preview the entire Discussion Guide and videos before using it with your students to make certain it is appropriate to your age group and your school’s objectives.


Part 1: THE MEANING OF THE FLAG



BEFORE watching the segment:
Assemble the following:
-an American flag
-class roll call sheet

Segment introduction:
Have attendance taken with class roll call sheet in the manner as on the video.

Prior to showing:
Ask students to pay attention to the names of the soldiers that are mentioned, so they can recall them in the later discussion.


AFTER watching the segment:
Discussion Questions

What were some of the names that you heard,
and what do you think are the origins of those names?

What are the origins of some of your names?

What was the sergeant doing when you first heard the names of the men?
WHY was he completing this task?

What word was the soldier painting, and why was he painting it on the flag?

Why was it important to the men to have the names of the battles represented on their flag?

What did the corporal say about protecting it?

Why is the flag this important to them? Is it as important to today? Why or why not?

Why were there two flags? What does the state flag mean to the men in the regiment?
 

Part 2: FIRST DAY OF SCHOOL (Gettysburg)


BEFORE watching the segment:
Assemble the following:
  • letters, pencil and paper
  • coffee
  • narrative accounts, maps and photographs on the Battle of Gettysburg.
  • soldier’s coat
  • symbol of rank (Sergeant’s stripes)
  • housewife (sewing kit)
  • money
Segment Introduction:
Have each student select a personal item of their own that they would take with them on a long camping trip. . . something that would be pleasant to have when they are done hiking or biking, and is just for them in camp.

Prior to showing: Ask students to listen for some of the special words and phrases used to describe things as the Sergeant explains the battle at Gettysburg.

AFTER watching the segment:
Discussion Questions

What were some of the unique words/phrases that you heard as the sergeant told his story?

What are some of the slang words/jargon that you use with your friends?

Why do you use those words and phrases?

Would others (in another part of the country, or another time period) understand the meanings of your examples?

Do any of your parents work in an office or factory?

If so, how would you be able to tell who the boss is there?

Do the new recruits rely on the sergeant for everything?

Do you rely on your teachers for everything?

The Sergeant talked about the battle of Gettysburg, but what else did he talk about?
 

Part 3: “WELL-DRESSED PACK MULES”


BEFORE watching the segment:
Assemble the following:
• everything that a soldier carries from the trunk

Segment introduction:
Before watching the scene, ask a pair of students to put all of the soldier items together in the most efficient manner to be “ready to march”. The class can compare the methods of the Civil War soldiers with the method devised by your student volunteers.

Prior to showing:Ask the students to pay attention to how different people do the same thing in different ways, including the class volunteers who created an organization system at the beginning of class.

AFTER watching the segment:
Discussion Questions
What were the two main methods the soldiers used for packing their belongings?

Why did George tell the new recruit to send home the “keepsake box”?

Why did George go through the details of the uniform and the knapsack so thoroughly?
 

Part 4: THE HOSPITAL


BEFORE watching the segment:
Assemble the following:
  • medical materials from the medical station
  • some modern medical supplies out of the class First Aid kit, such hand sanitizer
  • some of the food and clothing items in the trunk
Segment introduction:
Poll the class to ascertain how many of them have been sick so far during the school year. How many days were they out from school? What kinds of sickness did they have? How did they treat these sicknesses?

Prior to showing:Ask the students to pay attention to the number of wounded as compared to the number of sick in the hospital.

AFTER watching the segment:
Discussion Questions
How many wounded men did they have in the hospital barn?

How many sick men did they have there?

Compare the two numbers – 10 wounded to 37 sick. Do you think it was typical to have more sick than wounded at Civil War hospitals?

What conditions of a soldier’s life contributed to so much sickness and disease?

Who was more likely to become sick – recruits from the city or from more rural areas? Why?
 

Part 5: WHY WE FIGHT


BEFORE watching the segment:
Assemble the following:
  • shoes
  • hat
  • bedroll (rubber blanket and wool blanket rolled together, and tied at the ends)
Segment introduction:
Have each student write down what they would like to do for a living when they are grown up. Once everyone has written down an answer or two, ask them if anyone had written down any type of service or volunteer position, such as the armed forces, Peace Corps, or Teach for America. If so, ask why they are interested in this type of service. If not, ask what conditions, if any, might motivate them to volunteer for such a service.

Have each student write down as much of their heritage as they know – where their ancestors came from, cultural background, etc.

“Call roll” again in the class (maybe this time based on the chosen future professions – rather than their names – as the soldiers do in the scene), and have each one briefly describe their heritage, their future occupation, and why they would, or would not, volunteer. Note the variety of answers, but emphasize that that they are all together in one class (like the soldiers are in one company) and that there are unifying points and loyalties that bring us together.

Prior to showing:Ask the students to jot down at least 3 different reasons that the men had for joining the army while watching the segment.


AFTER watching the segment:
Discussion Questions

What did the men do for the recruit when he thought he couldn’t go on any further? Why did they do that?

What did Tom (Socrates) do after the men were yelled at by the Southern woman?How did the other soldier react to this?

Who do you think was “right” in this situation? What do you think you might have done?

What were some of the reasons the men gave for joining the army? Even though they all had different motivations for joining the army, are they ultimately all fighting for the same things? If so, what things? If not, defend your answer.
 

Part 6: WAR IS 90% BOREDOM


BEFORE watching the segment:
Assemble the following:
  • letters (written and received)
  • gambling items (cards, dice etc.)
  • music items (instruments, sheet music etc.)
  • money
  • prayer books
Segment introduction:
Have parents (or maybe a relative or member of another class) write a letter to each student, sometime before the class views this segment, and collect all the letters. The letter should be about events at home or the other class … simple things. The “letters from home” are passed out at “mail call.”

Have the student write a reply about what they are doing with the traveling trunk, what they are learning, what they had to eat today, how they feel about things (for example, tired of school, just like the soldiers were tired of the repetition of army life).

Prior to showing: Ask the students to notice the various camp activities going on throughout this segment.

AFTER watching the segment:
Discussion Questions
What were the soldiers cheering about at the beginning of this segment?

Why were letters from home so important?

If they were staying put, why didn’t they put up their tents right away?

Meanwhile, what were the men doing to fill their time?

Why did Paul need “Socrates” to write his letter for him?

Do you know anyone your age, or older, who can’t read or write?
 

Part 7: CAMP AND PICKET DUTY


BEFORE watching the segment:
Assemble the following:
  • gum blanket
  • wool blanket
Segment introduction:
Have the students practice something very mundane, such as tying their shoes, over and over again. When they begin to laugh, complain, or question the activity, explain that [shoe tying] is something that we do so often, we need not even think about how to do it. Soldiers were to be drilled on marching and firing before they got into campaign or battle situations.

Prior to showing:Ask the students to notice the different ways the men prepared their own part of the camp.

AFTER watching the segment:
Discussion Questions
What were some of the different methods that the men prepared their area of the camp?

What was the name of the game some were playing in the open area?
What do we call this game today?

What was the problem when the new recruit went on picket duty with the sergeant and others?

What are some consequences of inadequate training in the army? For other jobs?
 

Part 8: DRILL


BEFORE watching the segment:
Assemble the following:
  • cartridge box
  • cap box on belt
Segment introduction:
Plan a fire evacuation drill for just your class on this day. When everyone returns to the classroom, have them discuss why fire, or any emergency evacuation drill is important.

Prior to showing:
Ask the students to identify the main problem for the unit in this clip, and also to think of various solutions to the problem.

AFTER watching the segment:
Discussion Questions
Let’s go around the room and share some of your hobbies or school activities? Were you good at these things when you first started?
What made the difference?

What happens when your team, band, or group of friends discover a new member who has little or no experience with the activity?

Who do you know who is studying and practicing right now?

 

Part 9: “Seeing the Elephant”


BATTLE BEFORE watching the segment:
Assemble the following:
  • breastplate
  • canteen
  • cartridge box and cap box
  • cards and dice
Segment introduction:
Have each student write their name and home address (or hometown) on a slip of paper at the beginning of the day. The reason for this is not explained. The slip of paper is pinned or somehow affixed to them, in preparation for seeing the last scenes.

Prior to showing:
Ask the students to look for all of the various emotional responses that the soldiers display before, during and after the battle.

AFTER watching the segment:
Discussion Questions
What was the phrase that the recruit used to describe his first battle? Why was it called that? What do we call this type of expression?

When writing to his mother, what did the recruit say that his prisoner was fighting for?

How did the Confederate soldier, and government, define freedom? What did the recruit say they (Union soldiers) were fighting for? How did he define freedom?

 
U.S. Civil War officers of the 96th Pennsylvania Infantry gather around two unusual pieces of Civil War artillery
Officers of the 96th Pennsylvania Infantry

Library of Congress

“YOU ARE A SOLDIER” DVD
Discussion Questions Answer Key

Part 1:
O’Reilly – Irish; Salizzi – Italian; Rolanofski – Russian; Wainwright – English; Sergeant Gordy – Welsh etc.). Notice how they come from so many different places.

NOTE – Wainwright is a name associated with an occupation – literally, “Wagon-builder.” If this was still done today, your name might be “Carmaker” or “Toothdoctor.”

Follow up with where the names of your students perhaps originated geographically. We are still from many different places, which gives us strength (from the variety we have) and acceptance of all kinds of people. In this way we are very similar to the Civil War generation.

Taking attendance. To make certain everyone is present and accounted for after long marches or battles.

Painting “Gettysburg” since it was the most recent, and yet another, battle in which the men had fought.

Sense of pride, and also respect for the experiences they have weathered together.

“We won’t let it fall into enemy hands. . . not while there is a breath of life left in any of us.”

Local loyalty and identification; connection to home, family and way of life.
Part 2:
Corps Badges, Sutler, Housewife, Fresh fish, Pard, Graybacks, Toeing the mark.

Better office, special uniform or name badge, significant tools or equipment?
Sergeant Gordy is like the office manager or the factory foreman, and his stripes tell his rank. He tells the new recruits that if they need something repaired to come and see him . . . he takes care of them, and feels responsible for their well-being.
No, students have to do many things for themselves, as do the new soldiers. The new soldiers are told to get their own sewing kit. They must be self-reliant, able to take care of themselves as much as they can and not burden others or the group.

Marching 20 miles a day to get there, boredom, and that most of army life in NOT fighting, but rather being ready for the fighting when the time comes.


Part 3:
Knapsack and blanket roll. Have one of the students show their school backpack and point out the different compartments, and the way they have chosen to organize their school belongings. Teacher might also show a briefcase or carrying bag or computer filing system that does the same thing.
So it wouldn’t weigh him down on the march, and so he wouldn’t lose the important items in wartime.
It was an order from his Sergeant. He was stressing the importance of organization, and preparing the new recruits for long, hard marches so they wouldn’t hold back the group later on.

Part 4:
Ten, as the Nurse implied that one of the wounded had just died from his wounds.

37, as two of the new recruits had arrived, to join the regiment, already sick.
620,000 men (at least) died over the course of the Civil War. Two-thirds of them (2 out of every 3) died from sickness and disease as compared to battle wounds.
Marching and camping in all kinds of weather, fatigue, poor diet, lack of medical knowledge and treatment (i.e. germ theory).
There were a lot of sick men and boys in the hospital barn, and most of the sick came from farms. Most of the people lived on farms, not in cities, during the Civil War and the “farm boys” had never lived in a large community nor been exposed to diseases that could quickly spread. Today the farm population of the U.S. is only about 2%.


Part 5:
They took his rifle and knapsack to lighten his load.

To help, and to keep one of their own from “straggling”.

He gave her one of his army crackers because she was starving.He criticized Tom for giving her some of the food.

To end slavery; For the adventure; Because it sounded like fun; To save the Union; Because his country was in trouble; Because his brother had been wounded (took his place); Because he had some “trouble” back home; Because his pa was too old to fight / his brother too young; Because he likes army life – will fight for anybody; because he got a $300 bonus for joining; because he was drafted (forced to be a soldier); He was fighting for the regiment – for the unit and the men he served with.

It could be argued that, despite their differences and varying motivations, they are fighting for the same purpose – for the causes of the war as defined by the Congress and President Lincoln.


Part 6:
Making camp, the end of marching for the day, and that mail had arrived.

Connection with home and family; relieved stress; “escape” for a moment the hard (and boring) life of a soldier; feeling that you haven’t been forgotten, ignored.

They had learned that things change in the army, and that they might not be staying if a General suddenly changed his mind. George, for example, explained the hassle in the past of taking down his tent after he had just set it up.
Gambling; attending a prayer service; writing a letter home.

Today, education is offered to everyone universally, and so most, if not all, of the kids you know can read and write. “Socrates” was glad to know that the new recruit could write, so he could now help him to write for the others. Between 15 and 20 percent of the Northern adult population could not write. In Tom’s company there might be five or six soldiers who needed help writing letters home.


Part 7:
Some fastened their shelter halves together to make a tent, another rolled up his blanket and shelter half into a bedroll, and one soldier made a little lean-to (“shebang”) from his shelter half.

They called it “Townball” or “Base” and we call a version of this early game “baseball”.

The new recruit did not know how to load and fire his gun; he had never been trained to do so.


Part 8:

Answers might include: sports, musical instruments, video games etc.

Proper instruction, practice, rehearsal with others, actual experiences.

Everyone has to help the new person to make the group better. The new person has to pick up the skills quickly. The group can become stronger or weaker, depending on how the situation is handled.

Look around you. We all are!


Part 9:

It’s hard to describe an elephant to someone who hasn’t seen one, and it’s hard to describe a battle to someone who hasn’t been in one.

A metaphor – using the attributes of one thing (what it’s like to see an elephant for the first time) to describe something else (a soldier’s first battle).

Freedom. Freedom to choose their own way of life, by state, including the possible continuation and extension of slavery.

Freedom. Freedom for everyone, as in “all men are created equal” as written in the Declaration of Independence.

Answer: “Seeing the elephant”
 
 

Last updated: September 23, 2025

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