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The Civil War
US History I – 9-12
The Civil War was perhaps the most significant event in American History. The war was both a culmination of a great many conflicts
among Americans, but it also signaled the beginning of a modern era in the United States. The causes of the war, from slavery to the
rights of states, are critical to evaluating the reasons men fought and killed their countrymen. The results of the war are as farreaching as the results of any war – the power of the federal government expanded, the loss of life had a devastating effect on
American society as whole, and millions of previously enslaved African-Americans were freed. Students will study those and other
outcomes in depth in order to better understand the United States today.
Prior to this unit students will have completed units of study from Colonial America through the Nation Splits Apart. They will have
knowledge of the nation’s founding principles and will have completed an in depth examination of the U.S. Constitution. Students
will most recently have completed an analysis of the turmoil within the country as a result of westward expansion, the debate over
slavery, and the changing political landscape.
Stage 1 Desired Results
ESTABLISHED GOALS
USI.37 On a map of North America,
identify Union and Confederate States at
the outbreak of the war.
USI.38 Analyze Abraham Lincoln’s
presidency, including:
 Views on slavery
 The Election of 1860
 Political obstacles
 the Emancipation Proclamation
(1863)
 Seminal Primary Documents to Read:
Lincoln’s Gettysburg Address (1863)
and Lincoln’s second inaugural
address (1865)
USI.39 Analyze the roles and policies of
various Civil War leaders and describe the
important Civil War battles and events.
Leaders
Jefferson Davis
Ulysses S. Grant
Robert E. Lee
Battles
the Massachusetts 54th Regiment and
the Battle at Fort Wagner
Antietam
Vicksburg
Transfer
Students will be able to independently use their learning to…
 Understand how recurring patterns in history can inform judgments about current events
and other issues
 Analyze and resolve conflicts in order to work and live cooperatively with others
 Apply knowledge of political and social systems to participate actively as an informed
citizen of a democracy
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
U1 – Leadership impacts the outcomes of war Q1 – How do we define leaders in our world?
U2 – Access to technology and resources
impact how wars are fought and decided.
Q2 – How does technology affect the way the
war is fought?
U3 – War impacts the culture, politics, and
economy of a society
Q3 – What role does war play in a society’s
history?
U4 – The terms of treaties can influence
whether peace is lasting
Q4 – How can lasting peace be achieved?
U5 – Conflicts can have significant costs and
benefits for both winners and losers
U6 – Different perspectives on the same
argument can result in opposing but not
opposite logic
U7 – Secession is part of a broad theory that
puts the governments of states above the
federal government
Q5 – How do we determine the real winners
and losers of conflicts?
Q6 – How do opinions form? How do people
decide what side to take?
Q7 – What rights do states have in their
disagreements with the federal government?
Q8 - Did the south have the right to secede
from the union?
Gettysburg
CCSS.ELA-Literacy.RH.9-10.1 Cite specific
textual evidence to support analysis of
primary and secondary sources
CCSS.ELA-Literacy.RH.9-10.2 Determine
the central ideas of primary or secondary
sources
CCSS.ELA-Literacy.RH.9-10.3 Determine
whether events in a text caused later
ones or simply preceded them
CCSS.ELA-Literacy.RH.9-10.4 Determine
the meaning of vocabulary describing
political, social, or economic aspects of
the Civil War
CCSS.ELA-Literacy.RH.9-10.5 Analyze how
a text uses structure to emphasize key
points or advance an explanation or
analysis
CCSS.ELA-Literacy.RH.9-10.7 Integrate
quantitative or technical analysis (e.g.,
charts, research data) with qualitative
analysis in print or digital text
CCSS.ELA-Literacy.RH.9-10.8 Assess the
extent to which the reasoning and
Acquisition
Students will know…
Students will be skilled at…
Content Vocabulary, such as: Union,
Analyzing primary and secondary sources
Confederacy, Secession, Civil War, martial
law, embargo, ironclads, Gatling gun,
Explaining how the differing views regarding
Emancipation, conscription, copperheads,
slavery in the territories eventually produced
habeus corpus, reconstruction
southern secession and civil war (U6)
Academic Vocabulary, such as: Analysis,
context, summarize, assess, evaluate, predict,
negotiate, persuade, examine
Key arguments in the election of 1860 (U1)
The significance of the results of the election
of 1860, including its role in secession (U7)
The states that seceded from the union and
formed the Confederate States of America
(Q8)
Examining statistical data in analyzing the
causes and effects of the war (U3)
Summarizing the causes of the Civil War and
key events leading up to the fall of Fort
Sumter (U7)
Predicting the nature of the war, including
casualties, length of fighting, and level of
violence (U1 U3 U5)
Comparing and contrasting the state of affairs
on opposing sides of an issue (U6 Q6)
Arguments for and against secession (Q8)
The attack on Fort Sumter and reactions in
the North and South (U3)
The importance of border states to President
Lincoln (U1 U2)
Military and political goals and strategies in
the North and South (U2)
Assessing the importance of culture,
economics, and politics in the Civil War (U3)
Interpreting maps of the nation from 18601865 (U2)
Developing perspectives on the issue of
secession, creating lasting peace, and
reconstruction efforts (U4 U6 U7 Q5)
evidence in a text support the author’s
claims
CCSS.ELA-Literacy.RH.9-10.9 Compare
and contrast treatments of the same
topic in several primary and secondary
sources
CCSS.ELA-Literacy.RH.9-10.10 By the end
of grade 9 read and comprehend history
texts in the grades 9–10 text complexity
band independently and proficiently.
Military and political leaders of the Union and
Confederacy (U1)
Assessing the importance of geography and
technology in the war (U2)
The hardships faced by soldiers in the war
and their families at home (Q3)
Evaluating the positions of President Lincoln
on both military and political issues (U1 Q1 U3
U5)
The locations of major fighting and the
landscape of the war (U5)
New technology was significant in how the
war was fought (U2)
The confederate army had several important
victories in the early years of the war (U1)
The Emancipation Proclamation was issued as
a wartime measure, not as a civil rights
measure (U6)
The Battle of Gettysburg sparked a turning
point in the war (U1 U2)
The Gettysburg Address helped redefine the
war as a fight not just to save the Union, but
as a fight for human equality (Q3)
New leadership helped spark a change in
momentum for the Union army (U1)
The election of 1864 was a referendum on
Lincoln’s ability as Commander-in-Chief (U1
U3)
The wartime measures taken by Lincoln as an
expansion of the Executive branch of the
government (Q3)
The relationship between President Lincoln
and the Legislative and Judicial branches of
government (Q1)
The Thirteenth Amendment ended legal
slavery in the United States forever (U3 U5
Q5)
The war effectively ended with Robert E.
Lee’s surrender to Ulysses S. Grant at
Appomattox Court House, VA (U4 U5)
Evaluative Criteria
Explanation
Interpretation
Application
President Lincoln’s assassination created
turmoil in a newly reunified country, and
resulted in a struggle for control of rebuilding
the South (U4 U5)
Stage 2 – Evidence
Assessment Evidence
TRANSFER TASK(S):
Curriculum Embedded Performance Assessment
It is the spring of 1865. The Civil War has cost the United States hundreds of thousands of
lives. Casualties of the war numbered over one million, and the nation has suffered
through four years of turmoil the likes of which it had never seen. Finally, in Appomattox
Court House, Virginia, Confederate General Robert E. Lee has surrendered to Union
Perspective
Empathy
Self-Knowledge
Social studies specific, technology
General Ulysses S. Grant. Before the healing can begin, peace must be negotiated.
Goal –Your goal is to negotiate an effective agreement to end the war between the Union
army and the Confederate army.
Role – Your role will be one of the following:
 Union general
 Union newspaper reporter
 Supreme Court Chief Justice Salmon P. Chase
 Confederate general
 Confederate newspaper reporter
 Confederate Vice President Alexander Stephens
Audience – The American people, Congress, and the President
Situation – Confederate General Robert E. Lee is surrendering at Appomattox. For years his
army has led a rebellion against the United States, styling itself as a fight for independence
for a new nation, The Confederate States of America. As the war has wound down and the
fighting is nearing its end, the readmission of the seceded states is becoming an issue in
the national debate.
Product Performance and Purpose – The final terms of peace should decide the outcome
of the war and whether there is a real winner or loser. Peace negotiations should also
determine the responsibilities of the states and federal governments in maintaining the
peace.
Standards and Criteria for Success – To be successful, each role must try to complete an
individual task while working to complete the peace process:
 Union general – You believe the capital cities of the South must be occupied by the
U.S. Army, and that troops must be from the North. This will ensure all U.S. laws are
being followed and will prevent additional sedition in formerly rebelling states.
Southern troops simply cannot offer those reassurances.
 Union newspaper reporter – You must relay the events of the process to your
readers while painting the Union in a positive light, and painting the Confederacy in
a negative light. Your reports should contain explanations of the causes of the war
and how/if those causes are being addressed in the process.
 Supreme Court Chief Justice Salmon P. Chase – You must determine the best course



of action for making the readmission of the confederate states as smooth as
possible. Your job is critical to ensuring this peace is lasting.
Confederate general – You believe that the former confederate states should
resume their place among the United States, and the federal representatives and
senators from the seceded states must return to Washington to re-establish
themselves within the government. You are firmly against any occupation of the
South by Northern troops.
Confederate newspaper reporter – You must relay the events of the process to your
readers while painting the Confederacy in a positive light, and painting the Union in
a negative light. Your reports should contain explanations of the causes of the war
and how/if those causes are being addressed in the process.
Confederate Vice President Alexander Stephens – You will have the final say in
whether the negotiation is acceptable. As the surrendering side, you must
determine if the terms of peace are fair and reasonable for the conflict that took
place.
OTHER EVIDENCE:
Complete I See/It Means and two-column notes of political cartoon and pie chart on
election of 1860
Write a persuasive paragraph that answers the question: Can South Carolina Secede?
Fort Sumter - You Decide
Create an annotated timeline of secession
Using a comparison graphic organizer, write a paragraph: In 1861, what was the Civil War
about?
Write a letter from the perspective of a soldier describing the conditions of military life
during the war
Examine opposing editorials on the Emancipation Proclamation and evaluate its
effectiveness
Examine the Gettysburg Address using a close textual reading
Examine Lincoln’s 2nd Inaugural Address – Do his statements imply a fatalistic recognition
that war was inevitable?
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lesson Plans to include:
Lesson 1: Election of 1860
 Activate prior knowledge of Lincoln’s view on slavery
 Predict the outcome of the presidential Election of 1860
 Examine the electoral map of the election of 1860 (270towin.com)
 Predict the desired role of the federal government under Lincoln as it relates to slavery (Letter to Alexander Stephens)
Lesson 2: Forming the Confederacy
 Debate the merits of the secession of South Carolina, see also epitaph
 Complete an annotated timeline of secession, from South Carolina to North Carolina (use of Crisis at Fort Sumter: Dilemmas of
Compromise suggested for students)
 Analyze the importance of slavery in the seceded states’ economy and culture (“Corner Stone” Speech – Alexander Stephens)
Lesson 3: Preparing for War
 Examine Lincoln’s argument against secession in Lincoln’s First Inaugural Address
 Compare and contrast opinions on the cause of the attack on Fort Sumter
 Identify the expectations of the war in the North and the South (Lincoln’s Proclamation calling militia)
 Assess the importance of “Border States” and the steps taken by Lincoln to secure them (9/22/1861 To Lose Kentucky Is to Lose the
Whole Game)
 Compare the stated goals and strategies of the north and south at the beginning of the war (Crittendon Resolution)
Lesson 4: The People of the Civil War
 Compare and contrast the important characteristics of Union and Confederate Generals, including Ulysses S. Grant and Robert E.
Lee
 Examine the hardships and challenges faced by soldiers at war and their family members at home
 Analyze the role of African American soldiers
Lesson 5: And the War Came
 Assess the importance of geography and technology in the war, including the value of naval strength, the use of new weaponry, and
the importance of economic centers
 Evaluate the early successes of the Confederate Army at the onset of the war
 Examine the Emancipation Proclamation and its role as a military strategy
 Compare and contrast Union and Confederate leaders in the Battle of Gettysburg; evaluate the significance of the Battle of
Gettysburg and the Gettysburg Address
 Analyze the impact of major battles, such as the Wilderness, Cold Harbor, and Spotsylvania, on the balance of power
 Evaluate the major issues of the election of 1864
 Appraise Lincoln’s positions of the Union and Confederacy in his second inaugural address
Lesson 6: The Law and the War
 Develop a perspective on Lincoln’s actions as Executive, including the suspension of Habeus Corpus, the use of martial law, and the
expanded authority claimed by the President
 Analyze the role of War Democrats, Peace Democrats, and the Supreme Court in Lincoln’s wartime decisions
 Examine the purpose and the effects of domestic policies, including the Homestead Act and the Morrill Act
 Predict the effect of the Thirteenth Amendment on the slave population across the country
Lesson 7: The War Ends
 Analyze the effect of the war on the power and centralization of the federal government
 Articulate the complications of Lee’s Surrender at Appomattox, including the steps necessary to ensuring a lasting peace among the
states
 Speculate what might have been different if President Lincoln had not been assassinated
 Measure the costs and benefits of the war to save the union – was it worth it? Was it successful? What were the results?