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7th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
Class 141/143— Fort Sumter & Civil War Geography
April 13/15, 2015
Focus: Turn to page 511 in your textbook. Look at the picture and answer questions 1 & 2 in the box entitled
“Geography Skills.”
--------------------------------------------------------------------------------Student Objectives:
1. I will identify Fort Sumter as the official start of the American Civil War.
2. I will create and analyze a map of the American Civil War.
Homework:
-Read and Outline Chapter 16, Section 1 pgs. 512-515 start @ Northern Resources (due 4/16)
-Read and Outline Chapter 16, Section 2 pgs. 516-518 (due 4/20)
-Read and Outline Chapter 16, Section 2 pgs. 519 (due 4/23)
-Read and Outline Chapter 16, Section 2 pgs. 520-521 (due 4/24)
-Read and Outline Chapter 16, Section 3 pgs. 522-525 (due 4/27)
-Read and Outline Chapter 16, Section 4 pgs. 528-531 (due 4/28)
-Read and Outline Chapter 16, Section 4 pgs. 532-534 (due 4/29)
-Read and Outline Chapter 16, Section 5 pgs. 536-537 stop @ Battle of Gettysburg (due 5/5)
-Read and Outline Chapter 16, Section 5 pgs. 537-540 start @ Battle of Gettysburg/stop @Union Campaigns Cripple the
Confederacy (due 5/7)
-Read and Outline Chapter 16, Section 5 pgs. 540-542 stop @ The South Surrenders (due 5/12)
-Read and Outline Chapter 16, Section 5 pgs. 542-543 start @ The South Surrenders (due 5/14)
-Civil War Map Quiz Monday 5/18
-Chapter 16 Test Tuesday 5/19
Handouts:
Civil War Map
I. Fort Sumter
II. Civil War Geography
Key terms/ideas/ people/places:
Jefferson Davis
General P.G.T. Beauregard
By the end of class today, I will be able to answer the following:
Who fired the first shot at Sumter?
How many people died at Sumter?
Edmund Ruffin
Major Anderson
Directions: Use the maps located on pages 512, 517, 523, 529, and 541 to label the information below.
 Label the 11 Confederate States of America
o Shade the 7 states of the Lower South Red
o Shade the 4 states of the Upper South Pink
 Label the 4 border states of Missouri, Kentucky, Maryland, and Delaware
o Shade the Border States Light Blue
 Label the remaining 20 states that remained in the Union
o Shade these 20 states Blue
 Label the following bodies of water:
o Atlantic Ocean
o Pacific Ocean
o Gulf of Mexico
o Mississippi River
 Label the following cities with a dot:
o Richmond, VA
o Charleston, SC
o Washington, D.C.
o Atlanta, GA
o Savannah, GA
 Label the following battle sites with an * :
o Antietam
o Fredericksburg
o Chancellorsville
o Shiloh
o Vicksburg
o Gettysburg
o Petersburg
Notes
Class 141/143— Fort Sumter & Civil War Geography
April 13/15, 2015
Fort Sumter:
 Almost ½ a year from Lincoln’s election until the attack
 Charleston Harbor
 Running out of food
 CSA can’t claim to be its own nation if another nation has forts on its land
 Lincoln:
o He would not surrender federal property or acknowledge the existence of the CSA, but he would try to
avoid confrontation to give time for calm thought and reflection
 Jefferson Davis orders General P.G.T. Beauregard to demand the fort’s surrender-if they refuse to destroy it
 Major Anderson (Union commander of Fort Sumter) actually doesn’t refuse to surrender and says in a few more
days he would be starved out, but the CSA still opens fire
o South looks the aggressor
o Starts the war in a manner that gave cause to the Union an eruptive force that would have taken time to
acquire otherwise
o April 12, 4:30 A.M. the first shell was launched-the bombardment lasted 33 hours
o One of the first shots was fired by the 67 year old fire-eater Edmund Ruffin
o A combined total of nearly 5,000 artillery rounds were fired-no deaths on either side-deceptively
bloodless beginning to a very bloody war
 Lincoln calls for the upper South to send militia—Upper South secedes
o Upper South
 Virginia, North Carolina, Tennessee, and Arkansas
Border States:
 States that had slavery but remain in the Union due to martial law (military law)
 Maryland, Delaware, Kentucky, and Missouri
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7th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
Class 144— Strengths and Weaknesses of North and South
April 16, 2015
Focus: Explain the following quote and apply it to the American Civil War: “Nowhere do events correspond less to
men’s expectations than in war” (Livy, History of Rome).
--------------------------------------------------------------------------------Student Objectives:
1. I will recognize what the North and the South believe they are fighting for.
2. I will recognize that the Civil War not only divided the nation but also families.
3. I will evaluate the strengths and weaknesses of the North and South at the outset of the Civil
War.
4. I will identify key wartime figures:
 Jefferson Davis
 Abraham Lincoln
 Robert E. Lee
 Winfield Scott
Homework:
-Read and Outline Chapter 16, Section 2 pgs. 516-518 (due 4/20)
-Read and Outline Chapter 16, Section 2 pgs. 519 (due 4/23)
-Read and Outline Chapter 16, Section 2 pgs. 520-521 (due 4/24)
-Read and Outline Chapter 16, Section 3 pgs. 522-525 (due 4/27)
-Read and Outline Chapter 16, Section 4 pgs. 528-531 (due 4/28)
-Read and Outline Chapter 16, Section 4 pgs. 532-534 (due 4/29)
-Read and Outline Chapter 16, Section 5 pgs. 536-537 stop @ Battle of Gettysburg (due 5/5)
-Read and Outline Chapter 16, Section 5 pgs. 537-540 start @ Battle of Gettysburg/stop @Union Campaigns Cripple the
Confederacy (due 5/7)
-Read and Outline Chapter 16, Section 5 pgs. 540-542 stop @ The South Surrenders (due 5/12)
-Read and Outline Chapter 16, Section 5 pgs. 542-543 start @ The South Surrenders (due 5/14)
-Civil War Map Quiz Monday 5/18
-Chapter 16 Test Tuesday 5/19
Handouts:
none
I. Reasons for fighting
II. Dividing families
III. Strengths and Weaknesses
IV. Key leaders
Key terms/ideas/ people/places:
Jefferson Davis
Abraham Lincoln
Yankee
West Virginia
Railroad
Robert E. Lee
By the end of class today, I will be able to answer the following:
Who was the commanding general of the South?
List two advantages and disadvantages for both the North and the South.
Winfield Scott
Rebel
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Notes
Class 144— Strengths and Weaknesses of North and South
April 16, 2015
What the North and South and fighting for:
 “The South meant to destroy the Union; the North meant to invade the South”
 “What are you rebels fighting for, anyway?” “The question struck me there and then as supremely ludicrous.
Here were we Virginians standing on our own soil, fighting on our native heath against an invading army,
defending what every man holds dear—his home and his fireside.”
 South’s challenge to government was a challenge to republican government-Americans believed republican
government was the source of freedom and if the government was destroyed so to would their personal liberty be
destroyed
o “Home is sweet and friends are dear, but what would they all be to let the country go to ruin, and be a
slave….If I live to get back, I shall be proud of the freedom I shall have, and know that I helped to gain
that freedom.” John Brobst (Wisconsin)
o “Not the [African American], not the [African American]. The [African American] was not the chief
thing. The chief thing was to stick together.” Walt Whitman
West Virginia separated from Virginia in 1861, and was admitted to the Union as the 35th state in 1863.
Note: The new state initially called itself Kanawha meaning “place of the white stone,” referring to salt deposits in the
region. But they residents soon changed the name to West Virginia when they wrote a new state constitution. After the
Civil War, Virginia wanted West Virginia to reunite with it. West Virginia refused.)
Jefferson Davis – President of the Confederacy.
 West Point
 During the war with Mexico, Davis served with distinction as colonel of the 1st Mississippi
Infantry
 Secretary of War for Franklin Pierce
 Planter from Mississippi
 U.S. Senate: defended slavery and argued against secession, though believed states had an
unquestionable right to secede from the Union
 Wanted to be a General in the Confederate Army
 inaugurated on February 18, 1861
Abraham Lincoln – 16th President of the United States.
 mostly self-educated
 Illinois state legislature from 1834 to 1842
 Lost to Stephen Douglas in 1858
Robert E. Lee – Commander of the Rebel Army
 ranked 2nd in his graduating class at West Point Military Academy
 During the Mexican War, Lee was promoted to colonel due to his gallantry and distinguished
conduct
 no special sympathy for slavery
 Virginia secedes-Lee resigns his commission
 offered of command of all U.S. forces under Scott
 Loved by his troops-refused to go into battle until Lee was at a safe distance…”General Lee to the
rear! General Lee to the rear!”
 Lee-“It is well that war is so horrible, else we should grow too fond of it.”
Winfield Scott – First Union Commander
 old hero of the Mexican War
 nickname “Old Fuss and Feathers” because of his obsession with uniforms and discipline.
Strengths
Weaknesses
South
Defending homeland
Ride horses
Use guns
Attended military school
Best officers
Few factories
Few railroads
States’ rights
Small population
North
Large population
Industry
Railroads
Navy
Farmland
Economy
Must invade a large, hostile
land
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7th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
Class 145— Civil War Technology
April 17, 2015
Focus: “God created man, Samuel Colt made them equal.” How does this quote apply to the Civil War and our
objectives for the day? What is a “modern” war?
--------------------------------------------------------------------------------Student Objectives:
1. I will recognize that the new technology used in the war between the North and South made the American Civil war
the first “modern” war.
2. I will recognize that new technology combined with outdated tactics created a tremendous amount of causalities
during the Civil War.
Homework:
-Read and Outline Chapter 16, Section 2 pgs. 516-518 (due 4/20)
-Read and Outline Chapter 16, Section 2 pgs. 519 (due 4/23)
-Read and Outline Chapter 16, Section 2 pgs. 520-521 (due 4/24)
-Read and Outline Chapter 16, Section 3 pgs. 522-525 (due 4/27)
-Read and Outline Chapter 16, Section 4 pgs. 528-531 (due 4/28)
-Read and Outline Chapter 16, Section 4 pgs. 532-534 (due 4/29)
-Read and Outline Chapter 16, Section 5 pgs. 536-537 stop @ Battle of Gettysburg (due 5/5)
-Read and Outline Chapter 16, Section 5 pgs. 537-540 start @ Battle of Gettysburg/stop @Union Campaigns Cripple the
Confederacy (due 5/7)
-Read and Outline Chapter 16, Section 5 pgs. 540-542 stop @ The South Surrenders (due 5/12)
-Read and Outline Chapter 16, Section 5 pgs. 542-543 start @ The South Surrenders (due 5/14)
-Civil War Map Quiz Monday 5/18
-Chapter 16 Test Tuesday 5/19
Handouts:
Civil War packet
I. Civil War Technology
A. Increased accuracy and range
II. Causalities
Key terms/ideas/ people/places:
Springfield Rifle
Enfield Rifle
Revolver
Canister
Telegraph
Railroad
By the end of class today, I will be able to answer the following:
Why was the minie ball more accurate?
What happened when a soldier was hit with a minie ball?
How did the Telegraph and Railroad help the military?
Minie Ball
Artillery
Notes
Class 145— Civil War Technology
April 17, 2015
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Springfield Rifle-Union
Enfield Rifle-Confederate
o Single Shot, muzzle loading-range in the Mexican war = 100 yards
 Effectiveness: “A man might fire one at you all day from a few hundred yards ‘without you
finding it out.’” -Ulysses S. Grant
o Rifled = grooved = spin—range = 300-400 yards or about ½ mile
Minie Ball
o developer, Claude-Étienne Minié,
o the minie ball was smaller than the diameter of the barrel, it could be loaded quickly by dropping the
bullet down the barrel
o expanded the base of the bullet so that it engaged the rifling in the barrel
o increased range and accuracy-spin
Colt 1851 Navy Revolver
Artillery
o 200-pound Parrott rifle
o Canister
 deadliest type of ammunition
 thin metal container loaded with layers of lead or iron balls packed in sawdust=shotgun effect
Railroad
o Move supplies and men faster
Telegraph
o Nearly instant communication
o News in nearly real time
o Direct contact with generals