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CIVIL WAR UNIT PLAN Unit Topic: Civil War Unit Grade Level: 3rd Grade Group Members: Sheryl Konopack, Catherine Stallmeyer-Gerard, Marianne Whitacre Essential/Driving Question(s): - What causes people to get angry or come into conflict? - How do we deal with conflict? - What types of changes come about during and after conflict and how are people affected? - What is something you feel really strongly about and how would you help other people understand your perspective? Enduring Understandings: - Understand different perspectives of any of the following groups: northerners, southerners, soldiers, slaves, women, etc. - Know what the outcome of the Civil War was and lasting effects - Know the geographic boundaries of the Civil War and the economies of the North and South - Explain how your thoughts and actions impact your life - Understand the concept of equality of race, color, gender, and religion. Unit Overview: It is suggested that the Essential Questions and Enduring Understandings be posted in the classroom and referred to while teaching the unit. The summative assessment will require students to answer these questions based on what they have learned. Each student will need to keep a folder or portfolio of the Civil War materials and activities created during each lesson. This folder will be assessed at the end of the unit as part of the summative assessment. The unit begins with a brief overview of the background of the Civil War. Through various activities students will come to understand the geography, the economics and the social issues of that time period. Students will culminate this information into a classroom discussion and initiative to deal with conflict in their own lives. List of Unit Lessons: (There should be at least seven lessons listed.) 1. 2. 3. 4. 5. 6. 7. 8. 9. Introduction to the Civil War Introduction to the Civil War Geography during the Civil War Economics during the Civil War Civil War Activities Underground Railroad Abraham Lincoln Drawing Conclusions Taking Action Illinois Learning Standards addressed/assessed: 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. 1.C.2c Compare and contrast the content and organization of selections. 14.C.2 Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation. 14. D. 2 Explain ways that individuals and groups influence and shape public policy. I6.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and the perspectives they present. 16.B.2d Identify major political events and leaders within the U.S. historical eras since the adoption of the Constitution, including… the Civil War. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places, and environments. 17.C.2b Describe the relationships among location of resources, population distribution and economic activities. 21.B.2 Work cooperatively with a partner or small group to reach a shared goal during physical activity. Description of Culminating Unit Summative Assessment: As a culminating whole group activity, refer to the classroom KWL chart begun in Lesson 2. Ask students to give examples of what they have learned during this unit. Guide the discussion to encompass the Enduring Understandings of the unit. Have students choose one (or more) of the Essential Questions and ask them to write an expository essay explaining their point of view. Students may use any of the text resources or any materials that they developed during this unit. Encourage students to balance their responses using examples from the Civil War and from their own lives. This assessment should be given after Lesson Nine and can be graded using the ISAT rubric for an Expository Essay. LESSON ONE Lesson #1: Introduction to the Civil War Unit Topic: Overview of the Civil War Time Period Grade level: 3rd Lesson Essential Questions and Enduring Understandings (learning objectives): - EQ: What causes people to get angry or come into conflict? EU: Understand different perspectives of any of the following groups: northerners, southerners, soldiers, slaves, women, etc. Lesson Overview: Teacher will read aloud from listed books and discuss; students will participate in a book walk; and all information will be shared; Venn Diagrams will organize information; assess knowledge through Venn Diagrams. Suggested Time Frame: 45 minutes Targeted Integrating Socially Stage of Inquiry: Tuning In Instructional Strategy(ies) used: Book Walk, Graphic Organizer Venn Diagram Targeted Skills: Discussing, taking notes, categorizing Illinois Learning Standards addressed: 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. 1.C.2c Compare and contrast the content and organization of selections. I6.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and the perspectives they present. Resources/Materials utilized/needed: - all books available in book tub any books from school/local library on CW blank Venn Diagram copies for students Post-Its notes …If You Lived at the Time of the Civil War by Kay Moor The Blue and the Gray by Eve Bunting Detailed Lesson Procedures: A. Introduction - Choose one or both of the following texts to read aloud …If You Lived at the Time of the Civil War by Kay Moore and/or The Blue and the Gray by Eve Bunting 1.…If You Lived at the Time of the Civil War: read at least pages 6-11, 25-29, 50-57, 60-64 Discuss: What was it like to live at the time of the Civil War? How did life differ in the North and in the South? What were the roles of slaves and women? 2. The Blue and the Gray, entire text Discuss: Who was involved in the CW? Where did the CW take place? How has life changed since the CW for the characters in the book today? B. Activity: - Divide students into groups for Book Walk. - Prepare a stack of books covering each of the following areas: women, slaves, soldiers in the north, soldiers in the south, and families. They may be categorized together or mixed up. - Place one stack of books at each group with post-it notes. Explain to students to read and review books and mark interesting information with post-it notes. - Rotate books (or students) from group to group. Encourage students to talk and share. C. Conclusion - Regroup. Pass out Venn Diagrams. Teacher has one created on board or butcher paper in front of class, divided into North, South, and both (in the overlap) - Teacher will explain that the diagram is divided into North and South, because that is how the country was split during the time of the Civil War. - Teacher will collect all books with post-its and read from marked pages. Class will discuss where to write it on Venn diagrams. Everyone records. - Repeat this through as many post-its as time allows. D. Assessment: -Retain Venn diagrams for final project and assessment LESSON TWO Lesson #2: Introduction to the Civil War, Part 2 Unit Topic: Overview of the Civil War Time Period Grade level: 3rd Lesson Essential Questions and Enduring Understandings (learning objectives): - EQ: What types of changes come about during and after conflict and how are people affected? EU: Understand different perspectives of any of the following groups: northerners, southerners, soldiers, slaves, women, etc. Lesson Overview: This lesson uses the magazine, “Growing Up in the Civil War,” Appleseeds (April 2003) and a KWL chart, as well as a Four Block guide. Together, the class will fill in the K. They will then read Hard Times, Sad Times from the magazine(either shared wholeclass or during guided reading) and record questions, connections, new information, and new words. The lesson will conclude with students filling in the W section of the KWL chart. (parts of this lesson were taken from: http://www.cobblestonepub.com/pages/TGAPPCivilWar.html) Suggested Time Frame: 45 minutes; this lesson can be done in small groups during guided reading time as a shared reading lesson during Social Studies Targeted Integrating Socially Stage of Inquiry: Preparing to Find Out Instructional Strategy(ies) used: KWL Chart, guided/shared reading Targeted Skills: Questioning, predicting, restating Illinois Learning Standards addressed: 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. 16.B.2d Identify major political events and leaders within the U.S. historical eras since the adoption of the Constitution, including… the Civil War Resources/Materials utilized/needed: - “Growing Up in the Civil War,” AppleSeeds (April 2003) magazine, (students will share) Copies of “Four Block Guide: Hard Times, Sad Times” handout for students overhead of Four Block Guide for teacher (provided) butcher paper for KWL(Knows, Wants to Know, Learned) chart (shared writing or teacher directed Detailed Lesson Procedures: A. Introduction - Begin a class KWL chart on butcher paper. Spend a few minutes filling in the K section of the chart together, with what you already know about the Civil War. - Tell students that this magazine will give us a "picture" of what it must have been like to be a child living through the years of the Civil War. - Introduce “Growing Up in the Civil War,” Appleseeds (April 2003). Have students examine, read, and discuss the magazine cover page, "About the Cover”. - Model how to survey the Table of Contents and illustrations for the purpose of making predictions that will guide comprehension. B. Activity: - Present the four-block thinking guide to students. Explain each block - how each is used and filled in. a. Questions (wonderings, what I expect to find out, what I want to find out) After surveying what we are about to read we construct questions that we expect the author to answer. We can add more questions as we read the text. Sometimes, we have questions even after we finish reading when the author gets us thinking of questions that were not answered in the text. This starts us searching for more information from other sources. We can add questions to this block before, during, and after reading. b. New Information (answers to questions, unexpected information) c. Connections (with other readings, what I've experienced; text to self, text to world, text to text connections) d. New, Interesting, and Complex Words - Complete a four-block guide together as you read the article from the “Growing Up in the Civil War,” Appleseeds (April 2003) magazine "Hard Times, Sad Times." Using the four-block guide transparency, (Transparency master provided) the teacher scribes in responses as students share ideas. e. Survey the article and generate prereading questions together. The teacher records these in the Questions square on the four-block transparency. Explain meanings for initial words listed in the New Words block. (These words assumably need to be pretaught.) Tell students that, as the text is read, they can suggest other words for the block, for example, words they feel are new, interesting, and/or complex. f. Students follow along as the teacher reads-aloud (or if done as guided reading, has everyone read certain sections). The teacher stops periodically to discuss the content and to fill in the guide. Student comments are recorded in the New Information, Connections, and New Words squares. The teacher scribes their comments or "shares the pen," allowing a student to record information given (within guided reading, students will record answers on handout as discussed). g. Students comment on content that answers their questions and/or provides new, unexpected information. h. Students make personal connections and these are recorded in the Connections box. i. Students point out new, interesting, and/or complex words they wish to discuss. These are added to the New Words block. C. Conclusion: - Teacher and students work together to now fill in the W section of the KWL chart. The teacher may want to give students sticky notes, and have them write down what they want to know, then add it to the chart. - During this discussion, help to guide student choices while, at the same time, making sure the following topics are included, in order to direct future study: - economics/resources/climate - children - geography slaves - soldiers - women - families If possible, distribute copies of the following poem/song, written by Infantry Captain R.W. Burt, of Peoria, IL, in 1906. (Included in binder) Reinforce with students that this is a primary resource document from the Civil War time period. Recite chorally with students and discuss meaning/purpose. This can also be done as an extension activity. This document and a picture of Captain Burt can be found at http://my.ohio.voyager.net/~lstevens/burt/index.html. Strike For Liberty Freemen! hear your country's call, Strike for Freedom one and all, Never let your standard fall, Raised for glorious Liberty. Lay the knavish traitors low, We know them now as Freedom's foe, Let them fall by Freemen's blow, Whose cause is human slavery. Strike! who love Columbia's laws, Strike! and gain the World's applause, For you fight for Freedom's cause, You fight for glorious liberty. Strike! before it is too late, Strike! decide your Country's fate, Let rebels feel the crushing weight, Of every blow for liberty. Freemen, rise! your Country save, The Stars and Stripes must ever wave, Sustained by patriots true and brave, And lead the way to victory. Loyal Sons of Freedom stand, By your Country, Freedom's Land, Draw the Sword at its command, Strike death blows to slavery. Let the traitors find their place, With the tyrants of the race, Who their Country would disgrace, With servile chains and slavery. From: War Songs Poems and Odes by R.W. Burt Peoria, Illinois 1906 D. Assessment: (Explain how student learning in lesson will be assessed and whether it’s formative or summative.) - participation and discussion; Each child should generate a W part of the KWL chart Extension Activities: (done during Guided Reading, center activity, buddy reading,etc.) Guided Practice: (Four-Block Guide master provided.) http://www.cobblestonepub.com/pages/TGAPPCivilWarpt4.html) 1. Remind students that good readers pose questions that they expect the selection to answer. This sets a purpose for reading. Reinforce the point that readers must monitor their own understanding as they go and sometimes need to reread for good comprehension. Explain that reading helps us stretch the bank of interesting and complex words that we understand and can use in our own writing. Ask them to notice such words and how the author effectively uses them. 2. Have students survey the article "Growing Up African American," Appleseeds (April, 2003) and write two questions they have in the Questions square. Discuss these whole group. Remind students that they can add more questions to the block at any time. 3. Explain the words listed in the New Words square - entertained, adored, enslaved, harsh, illegal, alien, tolerated. Remind students that they can add more words (or phrases) to the block at any time. 4. Direct students to read "Growing Up African American," record information in the New Information square, and connections they make in the Connections square. 5. The teacher will circulate to provide assistance as needed Independent Practice: - students will "buddy read" (read with a partner) other articles in the issue. They will write personal reactions to the content of this issue in a journal. LESSON THREE Lesson #3: Geography during the Civil War Unit Topic: Overview of the Civil War Time Period Grade level: 3rd Lesson Essential Questions and Enduring Understandings (learning objectives): - EQ: How do we deal with conflict? - EU: Know the geographic boundaries of the Civil War and the economies of the North and South Lesson Overview: Teacher reviews basic mapping skills and current map of U.S., using a map similar to the Appleseeds April 2003 issue, “Growing Up in the Civil War,” p.18 and 19 map. Students will complete activity with a blank map of the U.S. in 1865 (differing slave and free states), and then a military map (important battles). Conclude with discussion and prediction of the outcome of CW. Suggested Time Frame: 45 minutes Targeted Integrating Socially Stage of Inquiry: Finding Out Instructional Strategy(ies) used: Directed thinking activity Targeted Skills: Mapping, predicting, labeling Illinois Learning Standards addressed: 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places, and environments. 17.C.2b Describe the relationships among location of resources, population distribution and economic activities 16.B.2d Identify major political events and leaders within the U.S. historical eras since the adoption of the Constitution, including… the Civil War Resources/Materials utilized/needed: - Classroom map of the United States - Overhead of US map 1865 (can be used to produce larger butcher paper map) - Copies of geographical map of the U.S. in 1865 for students - Copies of military map of just the states involved in the CW for students (with battles, DC, Richmond, RR, rivers already labeled on it) - Teacher background information page - Teacher key of winners of battles - Crayons/markers Detailed Lesson Procedures: A. Introduction: -Using a classroom map of the United States, teacher will briefly discuss/review: a. Where we are b. The Cardinal directions (N,S,E,W) c. Where Washington, D.C. is, and how this place has been the capital of the U.S. since Civil War times d. Bodies of water (Atlantic Ocean, Pacific Ocean, and the Mississippi River) B. Activity: - Show the overhead map of the U.S. in 1865 (final year of the CW). - Distribute copies of the blank geographical map to students to fill in. a. Tell the students that between 1861 and 1865, the ‘united states’ were not united. This map shows the nation in 1865, divided into free states (the Union) in the North and slave states (the Confederacy) in the South. b. Lead the students in drawing in Mason and Dixon Line. Tell the students that all states above this line were free states, and those below were slave states. Begin at the border of Delaware and Maryland, going west below Pennsylvania, and continuing on the southern border of Ohio, Indiana, and Illinois, stopping at Missouri. c. Discuss that Missouri, Kentucky, and Maryland had divided loyalty and sent soldiers to both the Union and Confederate armies. These states were called Border States. Put in state abbreviations, and color those states in one color. d. Discuss that West Virginia became a state in 1863; the western part of Virginia remained loyal to the Union, finally becoming its own separate state of WV, but still remained a slave state. e. Color the Free States (ME, NH, MA, RI, CT, NY, NJ, PA, OH, MI, IN, IL, WI, MN, IA, KS, OR, CA) one color, label with state abbreviations f. Color the Slave States (WV, VA, NC, SC, GA, FL, AL, TN, MS, LA, AR, TX) another color, label with state abbreviations g. Explain the location of stars on Washington, D.C. (Capital of the U.S.A., remained capital of the Union) as well as Richmond, VA (the most permanent capital of the Confederacy) h. Discuss that the vast space between the central US and the western US was called the “Western Territories”. Have students name some states that were eventually carved out of this area. Label this space “Western Territories”. i. Have students save these maps for further unit study. - Distribute copies of military maps to students. Guide them in completing the following: a. Color the following major bodies of water blue: the Atlantic Ocean, the Mississippi River, and the Ohio River. b. As students are coloring, indicate that some of the major battles of the Civil War were fought on or near water. Ask students their ideas as to why this was so. Discussion should focus on the importance of water not only for drinking and life support but also as a resource in the transportation of soldiers and supplies. Indicate that battleships from the North would block supplies to the southern states. c. Have students use a black crayon or fine-tip marker to trace the railroads. d. While students are tracing, discuss the importance of railroads during the Civil War. Indicate that railroads were also used to transport troops, ammunition, and supplies for the armies. Indicate that where the railroads were built geographically had a big impact on where the battles of the Civil War were fought. e. Distribute copies of “Growing Up in the Civil War,” Appleseeds (April 2003). Turn to p. 19. Lead students through reading about the important events and major battles listed on the page. Locate each event on their map. If the Union was victorious, make a blue dot at this location. If the Confederacy was victorious, make a red dot at this location. (Help students with the conclusions that Vicksburg and Gettysburg were victories for the Union, though not specifically mentioned.) C. Conclusion: Discuss/predict outcome of the Civil War based on this battle information. Lead students to understand that the Union was victorious. D. Assessment: Students will write an expository paragraph stating why the Union was the winner at the end of the Civil War. (Teacher should assess the paragraph based on the student’s inclusion of geographical references to the waterways and railroads in relation to the major battles that were fought and won by the Union.) LESSON FOUR Lesson #4: Economics during the Civil War Unit Topic: Overview of the Civil War Time Period Grade level: 3rd Lesson Essential Questions and Enduring Understandings (learning objectives): EQ: What types of changes come about during and after conflict and how are people affected? EU: Understand different perspectives of any of the following groups: northerners, southerners, soldiers, slaves, women, etc. EU: Know the geographic boundaries of the Civil War and the economies of the North and South Lesson Overview: Students read “The Civil War: Life Back Home” for information on economics and resources in the north and the south. They then cut out and paste items symbolic of these resources onto a map (a cloth, cotton ball, and a grain of rice). Suggested Time Frame: 45 minutes Targeted Integrating Socially Stage of Inquiry: Finding Out Instructional Strategy(ies) used: Reading for information; association Targeted Skills: Labeling, mapping, creating key visuals. Illinois Learning Standards addressed: 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places, and environments. 17.C.2b Describe the relationships among location of resources, population distribution and economic activities. 16.B.2d Identify major political events and leaders within the U.S. historical eras since the adoption of the Constitution, including… the Civil War. Resources/Materials utilized/needed: Life on a Plantation by CrabTree Publishing Company The Civil War: Life Back Home by Nancy-Jo Hereford Blank map of eastern side of US (copied on card stock) Resources handout Baggies of cotton balls, rice, 1” x 1” pieces of cloth Scissors/glue Detailed Lesson Procedures: A. Introduction - Lead a brief discussion about economics (the ways a community makes and uses its money and resources) including information on local natural resources. - Indicate that each student will have a map and be able to glue the resources that reflect the economics of the North and South during the Civil War onto it. B. Activity - Give students a map of the eastern United States and the Resources handout. - Using The Civil War Life Back Home,( CWLBN) discuss the pictures and caption on p.3. - Read the first two paragraphs on p.4, then glue down the picture of the plantation and slaves(#1) from the Resources handout, onto the map (reinforce that these pictures belong in the Southern section). - The teacher will read aloud the “Plantation Crops” box page 25 in Life on a Plantation. After each crop description, have students cut and paste the corresponding pictures from the Resources handout in the Southern section. (Tobacco- #2, cotton- #3, Rice- #4)Then students should glue the actual cotton and rice from the envelope/bag. - Read the third paragraph on p.4 of CWLBN, then cut out the factory (#5) and weaving picture (#6) and glue it in the Northern part of the map, as well as the real cloth piece from the envelope/bag. - Read aloud p.16 of CWLBN, in particular the caption about “men staying behind and worked as farmers”. Cut and paste the farm picture (#7) in the Northern part of map. Have children draw one livestock animal in the pen. - Read aloud p. 20 of CWLBN, including captions. Cut and paste the railroad pictures (#8) one in the North and one in the South (because both regions had railroads). Point out the photograph of the railroad on p.21. C. Conclusion - The South was totally dependent on the plantation system (slaves, crops, farming) for its economy. The North had factories and industries to support its economy. Discuss that these economic differences (each region’s resources and accompanying priorities) made it difficult for the North and South to accept each other’s point of view. Also, stress that differing views about slavery became the ultimate reason for the war. D. Assessment - Collect and grade maps for accuracy LESSON FIVE Lesson #5: Civil War Activities for Kids Unit Topic: Overview of the Civil War Time Period Grade level: 3rd Lesson Essential Questions and Enduring Understandings (learning objectives): - EQ: How do we deal with conflict? - EU: Understand different perspectives of any of the following groups: northerners, southerners, soldiers, slaves, women, etc. Lesson Overview: Students will engage in authentic Civil War activities (outside if possible). The two suggested in this lesson are the Rebel Yell Contest and Signaling with Wigwag. Additional activities can be found in The Civil War for Kids: A History with 21 Activities by Janis Herbert; Chicago Review Press. Suggested Time Frame: 45 minutes Targeted Integrating Socially Stage of Inquiry: Sorting Out Instructional Strategy(ies) used: Historical reenactment Targeted Skills: Working with partners, listening, using non-verbal means Illinois Learning Standards addressed: 16.B.2d Identify major political events and leaders within the U.S. historical eras since the adoption of the Constitution, including… the Civil War . . . . 21.B.2 Work cooperatively with a partner or small group to reach a shared goal during physical activity. Resources/Materials utilized/needed: The Civil War for Kids: A History with 21 Activities by Janis Herbert. Chicago Review Press Twelve flags made of felt and dowl rods The Civil War: Life Back Home by Nancy-Jo Hereford Hard surface to write on, paper, and pencil Detailed Lesson Procedures: A. Introduction -Teacher should begin discussion using battle scene picture on p.2 of The Civil War: Life Back Home by Nancy-Jo Hereford. Lead children to discuss how enormous a battlefield could be (point out images in background), as well as the noise and proximity of fighting. -Have the students brainstorm ways that they could communicate with other members of their army. Generate a list on the board, including flags, drums, Rebel yells/battle cries. -Model a battle cry/yell (p. 70 Civil War for Kids). Discuss reason for the Rebels (Confederates) to use this. B. Activity -If possible, move outside, bringing the flags, laminated copies of “Signaling with Wigwag”, the har surface, pencil/paper, and Civil War for Kids with you. -Read italic part of p.70 Rebel Yell to students. Continue with suggested Rebel Yell activity describ on p. 70 (taping is optional). -Read italic part of p.52 to students (explaining that Antietam was a major battle). -Distribute 1 laminated card to each student. Teacher will model sending and receiving a message using images on page 52. Begin with the 5 basic ones. Then try some more difficult letters. -Basic: Divide the class in half. Send one half to a receive line and the other half to a send line. Students face each other at a distance of about 30 ft. apart. The sending line gets the flags, the receiving line will be writing down the letter. Sending line signals a letter that the teacher has whispered to them. Receiving line writes down what they think the letter is. Swap roles and repeat as necessary and time allows. - Extension: Divide the class in half. Send one half to a receive line and the other half to a send line. Students face each other at a distance of about 30 ft. apart. The sending line gets the flags, the receiving line will be writing down the letters. Senders think of messages to send. Receivers attempt to write down the messages. Swap roles and repeat as necessary and time allows. C. Conclusion - Discuss with the class if the wigwag signaling was effective or easy for them. Have them imagine trying to do it during a raging battle. D. Assessment - Participation in discussion and activities Suggested Enrichment Activities from Civil War for Kids Drill Exercises, Coffee Can Drum, Berry Ink, Play the Bones, Sewing Kit, Playing General, Lean To Shelter, Hard tack making, Makeshift Stretcher, and Battlefield Bandages LESSON SIX Lesson #6: The Underground Railroad Unit Topic: Overview of the Civil War Time Period Grade level: 3rd Lesson Essential Questions and Enduring Understandings (learning objectives): EQ: How do we deal with conflict? EQ: What types of changes come about during and after conflict and how are people affected? EU: Understand different perspectives of any of the following groups: northerners, southerners, soldiers, slaves, women, etc. Lesson Overview: Teacher will read Follow the Drinking Gourd, and discuss the Underground Railroad with students. Students will make quilt squares of the underground railroad to create a large class quilt. Suggested Time Frame: 45 – 60 minutes Targeted Integrating Socially Stage of Inquiry: Going Further Instructional Strategy(ies) used: Targeted Skills: Working in cooperative groups, creating visuals Illinois Learning Standards addressed: 16.B.2d Identify major political events and leaders within the U.S. historical eras since the adoption of the Constitution, including… the Civil War . . . . 21.B.2 Work cooperatively with a partner or small group to reach a shared goal during physical activity. Resources/Materials utilized/needed: Follow the Drinking Gourd, by Jeanette Winter Quilt square blackline masters Construction paper (cut to size) OR crayons Butcher paper CD: Kim and Reggie Harris “Steal Away—Songs of the Underground Railroad” Detailed Lesson Procedures: A. Introduction: - Read Follow the Drinking Gourd, by Jeanette Winter - Discuss the concept of Bravery. What makes someone brave? How are we brave? - Talk about the decision to leave a known situation for an unknown. - Discuss hardships of actual trip north (food, shelter, weather, distance) B. Activity: -Teachers need to decide if they want to choose to make a couple solid quilts (e.g. a whole Wagon Wheel or a whole Log Cabin), or if they’d like to make a multi-square quilt, with three each of the following quilt patterns. -Students could color blackline masters, or teachers could create copies of blackline masters and use construction paper cut to size to create the design. ) - Discuss the purposes of the following quilts: Monkey Wrench: Gather any tools or food available that you think might be useful for the trip north and hide them till departure. Wagon Wheel: Time to go. Tonight we load the wagon with tools and food and leave the plantation Log Cabin: Log Cabin quilts were hung outside safe houses. If the center squares were black it mean that it was not safe to stop. If the center squares were bright and colorful it meant that it was safe to come in. Bear Paw: This quilt reminded travelers to follow the animal prints which would ultimately lead to food and water. Crossroads: This quilt indicated the Ohio river was close. This was a major landmark in crossing to freedom. Drunken Path: This reminded the travelers of not to follow a straight path. It would be more difficult to get caught if the path was varied. Flying Geese: Like the geese stick together and take turns leading, so too the travelers were told they need to stick together and help each other along the way. Shoe Fly: This was a reminder to women when they reach freedom to put on their freedom clothes and look FREE as opposed to still looking like a slave. Bow Tie: This was a reminder to the men when they reach freedom to put on a bow tie which is a symbol of a free man. - Allow students ample time to complete their section of the quilt. This can be done individually or in small groups C. Conclusion: Lay out butcher paper on the floor. Have students bring their quilt squares. Have students start arranging them in what order they think they should go to create that quilt. You may repeat this several times, or have the class vote on what looks best. D. Assessment: Participation in completed quilt work LESSON SEVEN Lesson #7: Abraham Lincoln Unit Topic: Overview of the Civil War Time Period Grade level: 3rd Lesson Essential Questions and Enduring Understandings (learning objectives): EQ: What is something you feel really strongly about and how would you help other people understand your perspective? EU: Explain how your thoughts and actions impact your life. Lesson Overview: Students will read biography of Abraham Lincoln and respond with personal connections in Lincoln Packet. Suggested Time Frame: 45 minutes Targeted Integrating Socially Stage of Inquiry: Going Further Instructional Strategy(ies) used: Journal writing Targeted Skills: Reading text, writing, reflecting Illinois Learning Standards addressed: 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. I6.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and the perspectives they present. 16.B.2d Identify major political events and leaders within the U.S. historical eras since the adoption of the Constitution, including… the Civil War . . . . Resources/Materials utilized/needed: Student copy of Lincoln Packet Abraham Lincoln from the People Who Made a Difference Series, by David and Patricia Armentrout; 2003; Newbridge Educational Publishing. Construction paper Detailed Lesson Procedures: A. Introduction - Brief discussion of what the students already know about Lincoln B. Activity - Pass out copies of Abraham Lincoln from the People Who Made a Difference Series, by David and Patricia Armentrout to students, along with the Lincoln Packet -Teacher should follow discussion prompts below as students read the page in the book, and then students will complete corresponding page in the packet in paragraph form. 1. Read p. 5 of the book. On p.1 of packet students write their name, school name, hobbies, something they are proud of, etc. 2. Read p. 6 of book. On p. 2 of packet students write where they live, their siblings, if they’ve moved, their birthday, things they have done to help their family (they may also include a photograph from home). 3. Read p. 9 of book. Tell students that Abraham needed to help in the fields so that is why he missed so much school. On p. 3 of packet students write about their favorite books, what they read about, and include if there is a famous person they would like to read about. 4. Read p. 11 of book. On p. 4 of packet students label the capital (shown in the packet by a star) Work with students to develop a list of familiar Illinois cities and label them on the map (Note that Lincoln tried some cases at the Urbana Court House, our county seat). 5. Read p. 12 of book. On p. 5 of packet students write their names in the first blank; something that they feel really strongly about in the second blank; how they would help other people understand their perspective (like when Lincoln spoke out against slavery) on the lines at the bottom of the page. (Example: Mary speaks about her family and how it is important to her to spend time with her family; John speaks about bullying and how it hurts other people’s feelings.) 6. Read pgs.14-17 of book. On p. 6 of packet students write about how the impact of trying to create equality between blacks and whites has affected them today. 7. Read p. 18 of book. On p. 7 in packet students write about their reactions to personal conflicts in their own lives. (Example: When someone teases, what do you do?) 8. Page 8 in packet (not in book) students use page 7 to connect what happens as a result of their reaction. (Example: If I tease them back, I get in trouble. If I ignore them, they will go away.) C. Conclusion - Share responses with a partner (if not already ongoing). Students can use construction paper to make a cover sheet for the packet. D. Assessment - Collect and grade completed Lincoln Packets, possibly with a rubric Enrichment: -Discuss or further research Emancipation Proclamation and Juneteenth Day 1. Who is ________________________? ______________________________________ ______________________________________ ______________________________________ ______________________________________ 5. ____________ speaks about _____________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 2. Young __________________________ ______________________________________ ______________________________________ ______________________________________ 6. Because the Civil War ended slavery, today I ______________________________________ ______________________________________ ______________________________________ ______________________________________ 3. Learning ______________________________________ ______________________________________ ______________________________________ ______________________________________ 7. When you are involved in a conflict, how do you react? ______________________________________ ______________________________________ ______________________________________ ______________________________________ 4. Lincoln in Illinois ______________________________________ ______________________________________ ______________________________________ ______________________________________ 8. What happens because of your reaction to conflict? ______________________________________ ______________________________________ ______________________________________ ______________________________________ LESSON EIGHT Lesson #8: Drawing Conclusions Unit Topic: Overview of the Civil War Time Period Grade level: 3rd Lesson Essential Questions and Enduring Understandings (learning objectives): EQ: What types of changes come about during and after conflict and how are people affected? EU: Know what the outcome of the Civil War was and lasting effects Lesson Overview: Students will investigate further one area of their choosing of the Civil War using “Growing Up in the Civil War,” Appleseeds magazine articles. Class will discuss what is different in the United States now because of the Civil War, as well as what our country learned from going to war with itself. Suggested Time Frame: 45 minutes Targeted Integrating Socially Stage of Inquiry: Making Connections Instructional Strategy(ies) used: Partners or small groups; Research Targeted Skills: Working with a group, speaking, critical reading of texts Illinois Learning Standards addressed: 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. 16.B.2d Identify major political events and leaders within the U.S. historical eras since the adoption of the Constitution, including… the Civil War . . . . Resources/Materials utilized/needed: “Growing Up in the Civil War,” Appleseeds (April 2003) magazine (at least 12 copies) Detailed Lesson Procedures: A. Introduction - Students will work with a partner or small group to choose one of the following areas to read more about from “Growing Up in the Civil War,” Appleseeds (April 2003) magazine (used in Lesson 2): 1. Twice-Turned: Dresses and Whirlygigs (Life for Kids during CW) p.6 2. Growing Up African American p.10 3. First Kids (Lives of Davis and Lincoln kids) p.24 4. Caroline and Carrie in the Civil War (N and S perspectives) p.26 5. Bugle Boys and More p.30 - Explain to students that they will write down at least three facts unique to their article, to share with the class. - Call each group one at a time to share facts, while remaining students look at pictures for that section in the Appleseeds magazine at their seats. Discuss new facts learned. B. Activity - Lead a discussion about 1. What is different now since the Civil War? 2. As a country, what did we learn from going to war with ourselves? - Discuss responses. Note that the end of slavery was really the beginning of our nationally legislated ‘equality’. Also, indicate that there has not been another war within our country since then and why it was important to remain a unified country. C. Conclusion - Lead the class in reciting the Pledge of Allegiance. Discuss the meaning of ‘indivisible’, ‘liberty and justice for all’ and its relevance to why the Civil War was fought. D. Assessment - Accuracy/pertinence of facts; participation and sharing (rubric may be developed) LESSON NINE Lesson #9: Taking Action Unit Topic: Overview of the Civil War Time Period Grade level: 3rd Lesson Essential Questions and Enduring Understandings (learning objectives): EQ: What causes people to get angry or come into conflict? EQ: How do we deal with conflict? EQ: What types of changes come about during and after conflict and how are people affected? EQ: What is something you feel really strongly about and how would you help other people understand your perspective? EU: Explain how your thoughts and actions impact your life Lesson Overview: Class will develop a list of potential conflicts that may arise in their classroom, then work in small groups to devise possible solutions for taking action to resolve them. Students will present and implement the best ideas, and reflect on their effectiveness. Suggested Time Frame: 45 minutes Targeted Integrating Socially Stage of Inquiry: Taking Action Instructional Strategy(ies) used: Large group discussion; brainstorming in cooperative groups Targeted Skills: Discussing, working in a cooperative group, compromising, reaching consensus Illinois Learning Standards addressed: 14.C.2 Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation. 14. D. 2 Explain ways that individuals and groups influence and shape public policy. Resources/Materials utilized/needed: Paper/pencils Chart paper or large board/ markers Detailed Lesson Procedures: A. Introduction: - As a class (or in small groups), brainstorm and list: What are some issues or areas of potential conflict within our classroom? - Suggestions may include: Lining up, putting chairs back after group work, erasing the board, people being too loud at the computers, slamming desks, keeping the classroom clean, being walked in on while in a personal bathroom, etc. B. Activity: - Discuss that you cannot fix these conflicts all at once. So, as a class, pick two or three issues from your list that you want to work on to try to fix. - Teacher should model brainstorming solutions to one issue that was not chosen. Make sure to offer various solutions, and to write down EVERY idea proposed (everyone’s idea is important) - Divide class into groups, depending on how many issues you chose. You may have two groups working on the same issue. Name a recorder and send kids off to brainstorm solutions and ideas. - Reconvene class and have students present possible solutions that they came up with, as teacher leads them and helps record viable solutions. (e.g. rather than choosing things that require more money, choose what we can actually accomplish) * Teacher may point out to class that, if an argument over these proposals ensues, they are taking one conflict and turning it into a bigger conflict (like the Civil War) Redirect them to a peaceful discussion. C. Conclusion: Implement the students’ ideas. (Ideas that have worked: Bathroom interruptions: create an occupied/vacant sign that can be turned on door Chairs: label each chair with name on tape) Follow up a few days later to see if strategy was effective. Re-evaluate these ideas at any other time if they loose their effectiveness. You can do this entire lesson again. D. Assessment: Immediate assessment: participation in listing and discussing Long-term assessment: analyze whether or not the solutions worked Unit Resource List By Lesson Lesson One - - all books available in book tub any books from school/local library on CW blank Venn Diagram copies for students Post-Its notes …If You Lived at the Time of the Civil War by Kay Moor The Blue and the Gray by Eve Bunting Lesson Two - “Growing Up in the Civil War,” AppleSeeds (April 2003) magazine, (students will share) - Copies of “Four Block Guide: Hard Times, Sad Times” handout for students overhead of Four Block Guide for teacher (provided) butcher paper for KWL(Knows, Wants to Know, Learned) chart (shared writing or teacher directed) Lesson Three - - Classroom map of the United States Overhead of US map 1865 (can be used to produce larger butcher paper map) Copies of geographical map of the U.S. in 1865 for students Copies of military map of just the states involved in the CW for students (with battles, DC, Richmond, RR, rivers already labeled on it) Teacher background information page Teacher key of winners of battles Crayons/markers Lesson Four Life on a Plantation by CrabTree Publishing Company The Civil War: Life Back Home by Nancy-Jo Hereford Blank map of eastern side of US (copied on card stock) Resources handout Baggies of cotton balls, rice,1” x 1” pieces of cloth Scissors/glue Lesson Five The Civil War for Kids: A History with 21 Activities by Janis Herbert. Chicago Review Press Twelve flags made of felt and dowl rods The Civil War: Life Back Home by Nancy-Jo Hereford Hard surface to write on, paper, and pencil Unit Six Follow the Drinking Gourd, by Jeanette Winter Quilt square blackline masters Construction paper (cut to size) OR crayons Butcher paper CD: Kim and Reggie Harris “Steal Away—Songs of the Underground Railroad” Unit Seven Student copy of Lincoln Packet Abraham Lincoln from the People Who Made a Difference Series, by David and Patricia Armentrout; 2003; Newbridge Educational Publishing. Construction paper Unit Eight “Growing Up in the Civil War,” Appleseeds (April 2003) magazine (at least 12 copies) Unit Nine Paper/pencils Chart paper or large board/ markers Have to Be bought 1.…If You Lived at the Time of the Civil War by Kay Moor; Scholastic (one per tub) 2. The Blue and the Gray by Eve Bunting; ? (one per tub) 3. “Growing Up in the Civil War,” Appleseeds Magazine, April 2003, volume 5, number 8 (Sue Nofke) (12 or more in each tub) 4. Life on a Plantation by CrabTree Publishing Company (you had this in your tub) (one in each tub) 5. The Civil War: Life Back Home by Nancy-Jo Hereford; Sundance-NewBridge (12 in each tub) 6. The Civil War for Kids: A History with 21 Activities by Janis Herbert; Chicago Review Press (one per tub) 7. Follow the Drinking Gourd, by Jeanette Winter (one per tub) 8. Kim and Reggie Harris “Steal Away—Songs of the Underground Railroad” 9. Abraham Lincoln from the People Who Made a Difference Series, by David and Patricia Armentrout (at least 12 per tub) Guided Reading These books are in order of preference. Six copies of three different texts are three different levels are required. - #21 Civil War on Sunday: Mary Pope Osborne (probably high 2nd gr. RL) 6 copies - Civil War: Magic Tree House Research Guide: Mary Pope Osborne - A Ballad of the Civil War: Mary Stolz, Harper Trophy (6 copies) RL 3.2 - The Underground Railroad by Linda Johns; Wright Group/McGraw Hill (6 copies) RL 1.8 - Kids During the American Civil War by Lisa A. Wroble; Newbridge Educational Publishing RL 2.4? 2.8? ; 6 copies - The Civil War, edited by E.D. Hirsch, Jr. from Pearson Learning (small kids book, ISBN 0-76905020-4) ; 6 copies - Drummer by Lea Daniel; McGraw Hill Wright Group, 6 copies, RL 3.8 - Papa Lincoln by David Neufeld, Modern Curriculum Press, 6 copies, RL 3.4 - When Will This Cruel War Be Over? The Civil War Diary of Emma Simpson by Barry Denenberg; 6 copies - I Thought my Soul Would Rise and Fly: Diary of Patsy, A Freed Girl by Joyce Hansen; 6 copies FOR TEACHER READ ALOUDS/ONE COPY RESOURCE (Book Walk Lesson 1) - Abe Lincoln Remembers by Ann Turner; Harper-Collins - Abraham Lincoln: American Lives by Rick Burke, Heinemann Library - You Wouldn’t want to Be a Civil War Soldier: by Thomas Ratliff, Scholastic - Volume 7, Issue 7 of Kids Discover: Aug./Sept. 1997: Civil War - Where Lincoln Walked, by Raymond Bial, Troll - Civil War: Eyewitness Book by Dorling Kindersley - The Civil War, edited by E.D. Hirsch, Jr. from Pearson Learning (Big, possibly intended for teachers? ISBN 0-7690-5106-5 - Frederick Douglass, by Mary Grace Becker, Amazing Americans Series, McGraw Hill Wright Group - Escape to Freedom: The Underground RR Adventures of Callie and William by Barbara Brooks Simon, National Geographic Society - General materials we’d like to see found and put in the tub: o wool socks o civil war knapsack o soap bar (lye) o canned food (beans, peaches, oysters, tomatoes) o belt buckles o grease candle If you Google “Civil War reenactment items/supplies” we think you might be able to find suppliers for these things. Teacher Background Information and Resources The information on this page should help you refresh your knowledge about the Civil War, so that you are better prepared to teach the content to your class. Information on the Mason- Dixon Line and the importance of railroads (discussions you will have in Lesson 3) is provided. There are also ideas of how to further integrate this Social Studies unit into your Guided Reading, writing, and computer lab time. Guided Reading: The Houghton Mifflin social studies textbook series (that Champaign Schools used prior to the implementation of this new unit) discusses the Civil War. Ask another teacher in your building if you would like to borrow/read the following sections with your class or guided reading book: 1. Fourth grade level readers: Explore Our Land (Houghton Mifflin, Fourth Grade book) p.213- 215 2. Second grade level readers: Work Together (Houghton Mifflin, Second Grade book) p. 148-149 You can also use: 1. #21 Civil War on Sunday: The Magic Tree House. by Mary Pope Osborne, Reading Level: 2.8 (Synopsis: Jack and Annie are transported by their magic tree house to the time of the Civil War, where they meet Clara Barton and save the life of their very own great-great-great-grandfather) * 2. Civil War: Magic Tree House Research Guide by Mary Pope Osborne, Reading Level: 2.8 * If you do choose to read the #21 Magic Tree House book with your group, you may want to check out this website: http://www.glc.k12.ga.us/seqlps/sudspres.asp?SUID=270&SSUID=280&SSTitle=Third+Grade+So cial+Studies Based on what your students learned about Clara Barton through reading the Magic Tree House, they will write fact and opinion statements about her life and add her stamp to their booklets. Writing Ideas: 1. Lesson 5: Personal narrative of reaction to participation in a real battle, using flags to relay messages, etc. 2. Lesson 8: Keeping a journal of what your life was like for a week if you were a child during the Civil War. 3. Lesson 7: Write a story based on the Lincoln facts learned in this lesson. Suggested Websites: Google: type in “civil war, third grade” http://myschoolonline.com/page/0,1871,2486-196464-2-50991,00.html - Civil War information and activities, developed by a third grade class http://memory.loc.gov/ammem/cwphtml/tl1861.html - timeline of the Civil War, beginning with 1861 http://www.civil-war.net/cw_images/index.htm - images, photographs of the Civil War http://www.loc.gov/exhibits/gadd/ - drafts of the Gettysburg Address; photo of Lincoln delivering it http://www.americaslibrary.gov/jb/civil/jb_civil_charlstn_1.html - short guided show of Charleston, SC surrendering to Union forces http://myschoolonline.com/page/0,1871,2486-196464-2-50454,00.html - Underground Railroad information and pictures, developed by a third grade class http://www.nationalgeographic.com/railroad/ - National Geographic Underground Railroad guided presentation http://www.waynet.org/nonprofit/coffin.htm - pictures and information about homes used during the Underground Railroad Civil War Summary for Teachers (taken from http://www.civil-war.ws/summary/summary2.php) The American Civil War started with Abraham Lincoln's victory in the presidential election of 1860, which triggered South Carolina's secession from the Union. Leaders in the state had long been waiting for an event that might unite the South against the antislavery forces. Once the election returns were certain, a special South Carolina convention declared "that the Union now subsisting between South Carolina and other states under the name of the "United States of America' is hereby dissolved." By February 1, 1861, six more Southern states had seceded. On February 7, the seven states adopted a provisional constitution for the Confederate States of America. The remaining southern states as yet remained in the Union. Less than a month later, on March 4, 1861, Abraham Lincoln was sworn in as president of the United States. In his inaugural address, he refused to recognize the secession, considering it "legally void." His speech closed with a plea for restoration of the bonds of union. But the South, particularly South Carolina, turned deaf ears, and on April 12, Federal troops stationed at Fort Sumter in the Charleston, South Carolina harbor were fired upon. As a Confederate force was built up by July 1861 at Manassas, Virginia, a march by Union troops under the command of Maj. Gen Irvin McDowell on the Confederate forces there, was halted in the battle of First Bull Run, or First Manassas, whereupon they were forced back to Washington, DC by Confederate troops under the command of Generals Joseph E. Johnston and P.G.T. Beauregard. Alarmed at the loss, and in an attempt to prevent more slave states from leaving the Union, the United States Congress passed the Crittenden-Johnson Resolution on July 25 of that year which stated that the war was being fought to preserve the Union and not to end slavery. Major General George McClellan took command of the Union Army of the Potomac on July 26 (he was briefly given supreme command of all the Union armies, but was subsequently relieved of that post in favor of Maj. Gen. Henry Halleck), and the war began in earnest in 1862. Ulysses S. Grant gave the Union its first victory of the war, by capturing Fort Henry, Tennessee on February 6 of that year. McClellan reached the gates of Richmond in the spring of 1862, but when Robert E. Lee defeated him in the Seven Days Campaign, he was relieved of command of the Army of the Potomac. His successor, John Pope, was beaten spectacularly by Lee at Second Bull Run in August. Emboldened, the Confederacy's made its first invasion of the North, when General Lee led 55,000 men of the Army of Northern Virginia across the Potomac River at White's Ford near Leesburg, Virginia into Maryland on September 5. Lincoln then restored McClellan, who won a bloody, almost Pyrrhic victory at the Battle of Antietam near Sharpsburg, Maryland, on September 17, 1862. Lee's army, checked at last, returned to Virginia. When McClellan failed to follow up on Antietam, he was replaced by Maj. Gen. Ambrose Burnside. Burnside suffered near-immediate defeat at the Battle of Fredericksburg, and was in his turn replaced by Maj. Gen. Joseph Hooker. Hooker, too, proved unable to defeat Lee's army, and was relieved after the Battle of Chancellorsville in May 1863. He was replaced by Maj. Gen. George Meade, who stopped Lee's invasion of Union-held territory at the Battle of Gettysburg (July 1-3, 1863), inflicting 28,000 casualties on Lee's Army of Northern Virginia, and again forcing it to retreat to its namesake state. While the Confederate forces had some success in the Eastern theater holding on to their capital, fortune did not smile upon them in the West. Confederate forces were driven from Missouri early in the war, holding that key strategic state for the Union. Nashville, Tennessee fell to the Union early in 1862. The Mississippi was opened, at least to Vicksburg, with the taking of Island No. 10 and New Madrid, Missouri and then Memphis, Tennessee. New Orleans was captured in January, 1862, allowing the Union forces to begin moving up the Mississippi as well. The Union's key strategist and tactician was Ulysses S. Grant, who won victories at Fort Donelson, Battle of Shiloh, Vicksburg, Mississippi, and Chattanooga, Tennessee, driving Confederate forces out of Tennessee. Grant understood the concept of total war and realized, along with Lincoln, that only the utter defeat of Confederate forces would bring an end to the war. At the beginning of 1864, Grant was given command of all Union armies. He chose to make his headquarters with the Army of the Potomac although Meade remained the actual commander of that army. Union forces in the East attempted to manuver past Lee and fought several battles during that phase of the Eastern campaign: the Battle of the Wilderness, the Spotsylvania, and the Cold Harbor. An attempt to outflank Lee from the South failed under Generals Butlet and Smith, who were 'corked' into the Bermuda Hundred river bend. Grant was tenacious and kept pressing the Army of Northern Virginia under the command of Robert E. Lee. He extended the Confederate army, pinning it down in the Siege of Petersburg and, after two failed attempts (under Siegel and Hunter), finally found a commander Phillip Sheridan who could clear the threat to Washington DC from teh Shenandoah Valley. Meanwhile, General William Tecumseh Sherman marched from Chattanoga on Atlanta and laid waste to much of the rest of Georgia after he left Atlanta and marched to the sea at Savannnah. When Sherman turned North through South and North Carolina to approach the Virginia lines from the South, it was the end for Lee and his men, and with them, for the Confederacy. The Northern states (the Union) had won. Advantages widely believed to have contributed to the Union's success include: The North's strong, industrial economy The North's larger population The North's possession of the U.S. merchant marine fleet and naval ships The North's established government The North's moral cause (the Emancipation Proclamation) given to the war by Abraham Lincoln mid-way during the war and encouraged international support. The war ended in 1865. Lee surrendered his Army of Northern Virginia on 9 April 1865 at Appomattox Court house. Joseph E. Johnston, who was commanded Confederate forces in North Carolina, surrendered his troops to Sherman shortly thereafter. The Battle of Palmito Ranch, fought on May 13, 1865 in the far south of Texas was the last land battle of the war and ended with a Confederate victory. All Confederate land forces had surrendered by June 1865. Confederate naval units surrendered as late as November of 1865. Mason- Dixon Line Teacher Information for use with Lesson 3 (From about.com) Please read at least the italic print! The Line that Divided the North and South Although the Mason-Dixon line is most commonly associated with the division between the northern and southern (free and slave, respectively) states during the 1800s and American Civil War-era, the line was delineated in the mid-1700s to settle a property dispute. The two surveyors who mapped the line, Charles Mason and Jeremiah Dixon, will always be known for their famous boundary. In 1632, King Charles I of England gave the first Lord Baltimore, George Calvert, the colony of Maryland. Fifty years later, in 1682, King Charles II gave William Penn the territory to the north, which later became Pennsylvania. A year later, Charles II gave Penn land on the Delmarva Peninsula (the peninsula that includes the eastern portion of modern Maryland and all of Delaware). The description of the boundaries in the grants to Calvert and Penn did not match and there was a great deal of confusion as to where the boundary (supposedly along 40 degrees north) lay. The Calvert and Penn families took the matter to the British court and England's chief justice declared in 1750 that the boundary between southern Pennsylvania and northern Maryland should lie 15 miles south of Philadelphia. A decade later, the two families agreed on the compromise and set out to have the new boundary surveyed. Unfortunately, colonial surveyors were no match for the difficult job and two experts from England had to be recruited. Charles Mason and Jeremiah Dixon arrived in Philadelphia in November 1763. Mason was an astronomer who had worked at the Royal Observatory at Greenwich and Dixon was a renowned surveyor. The two had worked together as a team prior to their assignment to the colonies. After arriving in Philadelphia, their first task was to determine the exact absolute location of Philadelphia. From there, they began to survey the north-south line that divided the Delmarva Peninsula into the Calvert and Penn properties. Only after the Delmarva portion of the line had been completed did the duo move to mark the east-west running line between Pennsylvania and Maryland. They precisely established the point fifteen miles south of Philadelphia and since the beginning of their line was west of Philadelphia, they had to begin their measurement to the east of the beginning of their line. They erected a limestone benchmark at their point of origin. Travel and surveying in the rugged "west" was difficult and slow going. The surveyors had to deal with many different hazards, one of the most dangerous to the men being the indigenous Native Americans living in the region. The duo did have Native American guides although once the survey team reached a point 36 miles east of the end point of the boundary, their guides told them not to travel any farther. Hostile residents kept the survey from reaching its end goal. Thus, on October 9, 1767, almost four years after they began their surveying, the 233 mile-long Mason-Dixon line had (almost) been completely surveyed. Over fifty years later, the boundary between the two states came into the spotlight with the Missouri Compromise of 1820. The Compromise established a boundary between the slave states of the south and the free states of the north (however its separation of Maryland and Delaware is a bit confusing since Delaware was a slave state that stayed in the Union). This boundary became referred to as the Mason-Dixon line because it began in the east along the Mason-Dixon line and headed westward to the Ohio River and along the Ohio to its mouth at the Mississippi River and then west along 36 degrees 30 minutes North. The Mason-Dixon line was very symbolic in the minds of the people of the young nation struggling over slavery and the names of the two surveyors who created it will evermore be associated with that struggle and its geographic association. Information on Railroads: (Lesson 3) The armies of the American Civil War made use of the railroad lines, a relatively new industrial development, transporting troops, ammunition, and other supplies. Because trains had set tracks and could only travel to certain destinations, railroads had a great impact on the course and outcome of the war. Students can search on railroad in Civil War Photographs, 1861-1865 to see images of trains used in the war. Some photographs show destroyed rail lines. Who might have destroyed these railroad lines and why? What was involved in repairing these lines, how long would it take, who repaired them, and how many people would be needed?
